Mooresville Intermediate School School Improvement Plan 2015 2016

Mooresville Intermediate School School Improvement Plan 2015 2016

School Improvement Team Dr. Chris Gammon (Principal) Tammy Russ (Assistant Principal) Sarah Dillard (Instructional Technology Facilitator) Kristina Thoennes (Media Specialist) Anne Gardner (4th Reading) Stephanie Shaw (4th Math) Jennifer Sharpley (5th Reading) Susan Menkel (5th Math) Ellecia Sims (5th Science) Melissa Luffman (6th Reading) Kelli Greene (6th Math) Lisa Roberts (AIG Math) Kathryn Rogers (AIG Reading) Shelley Laska (EC) Jennifer Lindsey (Enhancement) Kim Paige (Guidance Counselor) Kari Steffen (Reading Specialist) Colleen Kennedy (Parent)

State Board of Education Goals Future Ready Students for the 21st Century Goal 1 North Carolina public schools will produce globally competitive students Goal 2 North Carolina public schools will be led by 21st Century professionals. Goal 3 North Carolina public school students will be healthy and responsible. Goal 4 Leadership will guide innovation in North Carolina public schools. Goal 5 North Carolina public schools will be governed and supported by 21st Century systems. District Goals for Mooresville Graded School District District Goal 1 Establish MGSD students as globally innovative leaders by fostering a culture that cultivates critical thinking, communication, collaboration, creativity, rigor, relevance, and social relationships. District Goal 2 In order to lead, teach, assess and support students, MGSD actively recruits, retains and continually develops highly competent, caring and student focused staff. District Goal 3 Implement innovative and cutting edge systems and processes within safe, caring environments to enhance and promote the development of healthy, responsible students and graduates. District Goal 4 Provide district leadership designed to achieve dynamic continuous improvement by fostering creativity, innovation, and collaboration that support the district s vision and mission. District Goal 5 Implement cutting edge and dynamic processes supporting and guiding decisions that reflect forward thinking and are based on data.

Mooresville Intermediate School Mission Statement Together, we will ensure the academic achievement and social development of each student in a safe, positive, and loving environment. Vision Statement The vision of Mooresville Intermediate School is to support students in becoming global citizens and leaders at school and in the community. Belief Statements Education is a lifelong process. Every child can learn, be successful, and has value. Children have the right to learn in a safe and secure environment. A home/school community partnership is essential for student success. Strong, positive relationships enhance teaching and learning. Children learn respect for others and self by valuing individual differences. Varied instructional and assessment strategies enhance student learning and growth. Students learn best when they are actively engaged in the teaching learning process. Technology is an essential tool for students to access and to demonstrate knowledge.

School Description Mooresville Intermediate School currently serves approximately 770 students. At the present date, there are 31 homeroom classes with an average of 26 students per classroom. In fourth grade, there are a total of ten homeroom classes. Eight classrooms are self contained with a single teacher who is responsible for teaching the four core subjects of reading, math, science and social studies. Two of the eight regular education classrooms are inclusion classrooms. Each inclusion classroom has a regular education teacher and an exceptional children s teacher who is responsible for daily planning and instruction. Fourth grade is also home to a two person Academically and Intellectually Gifted (AIG) team. The AIG team teachers work collaboratively to teach the four core content subjects. Fifth grade is home to a total of ten homerooms. There are two two person teams and one three person team who work collaboratively within their team to teach the four core subjects. Each team also utilizes an exceptional children s inclusion teacher. Fifth grade is also home to one three person AIG team. In sixth grade, there are eleven total homeroom classes. There are two three person teams and one two person team. All three teams are also comprised of an exceptional children s teacher to serve in the inclusion classroom. Sixth grade is also home to one three person AIG team. Four additional classrooms are self contained settings serving students with exceptional needs. This year, MIS is transitioning to whole school Title 1. Therefore, all staff members who serve in a teaching, tutoring, or mentoring capacity are highly qualified. All MIS students also receive art, music, physical education, media, and foreign language lab as enhancement opportunities on a weekly rotation. Fifth grade students also participate in the D.A.R.E. program as part of their enhancement schedule.

Student Description Subgroup Number Percent All Students 770 100% Male 408 53% Female 362 47% African American 104 14% Hispanic 87 11% Multi Racial 33 < 5% Asian 16 < 1% Economically Disadvantaged 308 40% Limited English Proficient 34 < 5% Students with Disabilities 113 15% Academically Gifted 182 24%

Needs Assessment Strengths: 4th ELA proficiency increased from 67.6% to 71.37% (+3.77%) 4th Math proficiency increased from 72.2% to 73.8% (+1.6%) 5th ELA proficiency increased from 56.72% to 64.34% (+7.62%) 5th Math proficiency increased from 59.58% to 67.05% (+7.47%) 6th Math proficiency increased from 66.53% to 68% (+1.47%) 5th Science proficiency increased from 72.5% to 73.91% (+1.41%) 5th Reading, Math, and Science moved from does not meet to met growth as measured by EVAAS 6th Reading and Math met high growth as measured by EVAAS Needs (Areas for Improvement): Concern that 6th Reading proficiency decreased 1.99 percentage points 4th grade ELA and Math did not meet growth as measured by EVAAS 321 discipline incidents were reported during the 2014 15 school year

Historical Data for Mooresville Intermediate School Math 2010 2011 2011 2012 2012 2013 2013 2014 2014 2015 4th 90% 94.4% 67.4% 72.2% 73.8% 5th 91% 92% 45.6% 59.6% 67% 6th 89% 93% 61.3% 63% 62% Reading 2010 2011 2011 2012 2012 2013 2013 2014 2014 2015 4th 75% 80% 48.5% 67.7% 71.4% 5th 74% 81% 41.4% 56.7% 64.3% 6th 79% 82% 61.3% 67.3% 66.1% Science 2010 2011 2011 2012 2012 2013 2013 2014 2014 2015 5th N/A N/A 44.8% 72.5% 73.9%

**Test was re normed to align with Common Core Standards in 2012 13 School Improvement Plan for Reading, Math and Science Proficiency and Growth LEA: Mooresville Graded Schools School: Mooresville Intermediate Addressed Goals Established by the SBOE: Globally Competitive Students, 21st Century Professionals, 21st Century Systems School Improvement Goal: To improve students overall performance in reading, math, and science School Improvement Objective(s): 1) To increase the number of students at or above grade level in reading from 68% to 90% or greater 2) To increase the number of students at or above grade level in math from 68% to 90% or greater 3) To increase the number of students at or above grade level in 5th grade science from 73% to 90% or greater 4) To exceed expected growth as measured by EVAAS standards Key Indicators: EOG scores, EOQ assessment data, CFA data, iready Data, interim reports, and report cards. Strategies Resources Timeline Person(s) Responsible Means of Evaluation Focused weekly PLC meetings on individual student CFA data leading to development of targeted remediation and enrichment activities Mastery Connect and iready CFA Assessment Calendars PLC Weekly Grade Level PLC Leads PLC Agenda Notes Team Bobcat serving identified students in intensive literacy support in 4:1 or 5:1 Small Group Instructors Teachers submit MasteryConnect student groups based on CFA data 30 45 minute sessions three times a week Title I Specialists Progress Monitoring for Interventions HillRap Student Data

ratios across grade levels HillRap Program Guided Reading Book Room Inform parents of specific school goals by developing a proactive partnership and increasing involvement at school and in the community Weekly newsletter Up to date teacher and school website(s) Weekly Connect Ed calls Media Specialist and ITF Social Media (Facebook and Twitter) Curriculum/Art Night(s) Weekly ITF and Media Coordinator Record of Connect Ed calls, Weekly newsletters, Updated Websites Teacher Training and Support for Balanced Framework for Core Instruction Early Release Days, New Teacher Support ( Every Child, Every Day Book Study) Flex Tech Days Daily 5, Guided Reading, Math Foundations, Intentional inclusion of Informational Text in Science Monthly Administration Professional development meetings/sign in sheets Walkthrough instrument Students will set personal goals and track their own data Mastery Connect iready Digital Programs Weekly Students and Teachers Student Digital Data Trackers Teachers will receive weekly feedback related to the teaching and learning process during core instruction Walkthrough instrument Weekly Administration ITF Media Specialist Walkthrough instrument

School Improvement Plan for Student Subgroups to Close Achievement Gaps LEA: Mooresville Graded Schools School: Mooresville Intermediate Addressed Goals Established by the SBOE: Globally Competitive Students, 21st Century Professionals, 21st Century Systems School Improvement Goal: To improve subgroup students overall performance in reading, math, and science School Improvement Objective(s): 1) To increase the number of African American students at or above grade level in reading and math from 42% to 82% or greater 2) To increase the number of Students with Disabilities at or above grade level in reading and math from 22% to 60% or greater 3) To increase the number of Economically Disadvantaged students at or above grade level in reading and math from 51% to 82% or greater 4) To increase the number of Hispanic students at or above grade level in reading and math from 53% to 82% or greater Key Indicators: EOG scores, EOQ assessment data, CFA data, iready Data, interim reports, and report cards Strategies Resources Timeline Person(s) Responsible Means of Evaluation Research based co teaching model Master Schedule Common Planning Weekly EC Lead Teacher PLC Agenda/Notes Student Performance Data Personally knowing every student represented in our sub group data Mastery Connect CFA Data PBIS Mentoring Program Weekly PLC Leads, Guidance Counselor Grade Level Student Watch List Cultural diversity training Research Based Literature Professional Development with Dr. Robert Crouch ER Days, Spring training from Duke University professor Behavior Support Specialist ER Agendas/Notes

Increase kinesthetic/tactile learning opportunities while using technology to share, connect, and reflect on learning experiences Manipulatives and Hands on activities related to literacy and math standards Weekly PLC Leads PLC Agenda/Notes, Classroom walkthrough data Collaboration with high performing schools with similar demographics in targeted areas of need Statewide EOG data spreadsheet End of 1st Semester Administration Documented visit to high performing school(s), report to SIT best practices from the visit(s) Inform parents of specific school goals by developing a proactive partnership and increasing involvement at school and in the community Weekly newsletter Up to date teacher and school website(s) Weekly Connect Ed calls Media Specialist and ITF Social Media (Facebook and Twitter) Curriculum/Art Night(s) Weekly Instructional Technology Facilitator and Media Coordinator Record of Connect Ed calls, Weekly newsletters, Updated Websites Ensuring all students are served a healthy breakfast Breakfast in the Hallway, Child Nutrition Grant Daily Child Nutrition Manager Number of Participants

School Improvement Plan for Safe, Healthy, Orderly and Caring Environment LEA: Mooresville Graded Schools School: Mooresville Intermediate Addressed Goals Established by the SBOE: Globally Competitive Students, 21st Century Professionals, 21st Century Systems School Improvement Goal: To promote a safe, healthy, orderly and caring learning environment by increasing the opportunities for positive student recognition and for school, community, and global service School Improvement Objective(s): To reduce the number of office discipline referrals from 321 to 120 or less Key Indicators: PBIS implementation, Bobcat awards, ticket system, PowerSchool reporting data, Educator s Handbook data Strategies Resources Timeline Person(s) Responsible Means of Evaluation Providing opportunities for students to participate in positive extracurricular activities Providing opportunities for students to lead school, community, and global service Girls on the Run Intramural Basketball Coding Club Art Club Genius Hour, Gateway Project Quarterly Media Specialist Student Participation/ Enrollment in Extra Curricular activities Quarterly 6th Grade Teachers Participation and completion of service projects Recognizing all students for positive behavior as defined by PBIS Classroom Ticket System and Prizes Weekly and Quarterly Drawings Weekly, Quarterly and Semester ticket drawings PBIS Team Digital Ticket Tracker Educators Handbook Data Including all staff in student recognition system Cafeteria Paws/Bus Tickets Chart & Prizes Monthly Data Check Custodial Team Behavior Support Specialist Educators Handbook Data Monitor Feedback

Bus Drivers Mentor Program Students Helping Students MHS S.W.A.G. Change a Life Weekly Guidance Counselor Behavior Support Specialist MHS Advisor Mentor Logs and Documentation of Meetings Breakfast in the Hallway Child Nutrition Grant Daily Child Nutrition Team Number of Participants Providing a clean learning environment for students Providing brain breaks and health/fitness activities for students during core instruction and extracurricular activities Custodial Staff District led professional development Brain Breaks Girls on the Run 5th and 6th Grade Basketball Monthly Custodial Team Custodial Walkthroughs Weekly All staff Participation and Classroom Walkthroughs

Request for Waivers to State Policies In an effort to maximize the use of existing resources to meet the district and school goals, the following waivers to state policies are requested: State textbook funds will be used to purchase instructional materials when appropriate to best meet the instructional goals of our school and district. State instructional funds will be used to purchase textbooks when appropriate to best meet the instructional goals of our school and district.