Granville County Public Schools School Improvement Plan Template 2015-2016 Overview: This school improvement plan template is designed to provide a step-by-step approach to planning. The template is aligned with the NCDPI-recommended model for school improvement planning as outlined in The North Carolina School Improvement Planning Implementation Guide. The template is aligned with the recommendations found in the Guide. We have provided an overview page listing the district goals with a framework of the District Improvement Plan (DIP). It is intended to provide easy to access reference points for schools in drafting their School Improvement Plans (SIPs). Space has also been provided for schools to present their mission and vision as well as an overview of each school s data and to identify areas of strength and areas of improvement. Directions (ask your grade level Director if you have questions) : Each school SIP goal should be from a District Improvement Plan Objective. Each school SIP committee should address Goal 1 Objectives 1 & 2 and at least one additional Objective. Each school goal should be aligned with the district objective. Each school goal should have at least 3 objectives. Each objective should be specific to each goal and be measureable. Whenever possible, all remaining headings within the plan should be completed (funding source, lead person, completion dates, etc.). After each completed goal insert a page break (start new goal on a separate page). Once completed and approved by the Board of Education, save as a PDF and post to your school s website. A Snapshot highlighting the school s strengths and areas of improvement (an example will be provided). Timeline: Revised DIP available & posted - July 15, 2015 SIP first draft due to grade level directors - July 31, 2015 First edited draft returned - August 17, 2015 Final Copy Submission Date to Deborah Dupree (Signature Sheet hard copy, PDF of SIP and SIP Snapshot) - September 8, 2015 Presentation to the Board of Education (All Schools) October 5, 2015 Post PDF copy of the plan to school s website 1
Granville County Public Schools District Improvement Plan (DIP) Overview District Goal-1 Increase academic achievement in a personalized learning environment for every child to graduate college and career ready. Objectives 1. Increase proficiency on state EOG/EOC assessments, by 10% by 2017, as measured by student grade-level cohort groups (EOG) or content area (EOC). 2. Eighty percent of schools will meet or exceed expected growth as measured by EVAAS by 2017 3. Increase the district four-year cohort graduation rate to 85% by June 2017 4. Increase the level of performance on the ACT and WorkKeys to the state average by 2017 5. Increase the percentage of students by 10% who complete a CTE pathway, and who score at least a silver level on the WorkKeys test by 2017 6. Increase the number of students who graduate from high school with post-secondary credit 7. Provide all students and staff the appropriate technology by June 30th of each year to meet the needs, which are identified in a district assessment. District Goal 2 Every student has highly qualified and effective teachers and leaders through recruitment, retention and professional development Objectives 1. Reduce the teacher turnover rate by 10% by April 2017 2. One hundred percent of our schools will be trained on the district comprehensive recruitment plan by April 2017. 3. Develop and support teachers to increase their effectiveness so that 80% of the teachers meet or exceed expected growth as measured by EVAAS. 4. Develop and support highly effective administrators by providing three professional development sessions per year. District Goal 3 Financial, business, technology systems, and auxiliary services support students, parents, and district personnel to meet district, state, and federal standards. Objective 1. Provide all schools with effective and efficient infrastructures needed to support digital learning as outlined by the GCPS technology plan. 2. Develop and manage an annual budget, approved and adopted by June 30th, which maximizes the use of funds as measured by monthly budget reports to the GCPS Board of Education. 3. Strategically maintain and improve facilities as evidenced by the five-year capital outlay plan by the end of each fiscal year. District Goal 4 Ensure students and staff remain healthy and safe Objectives 1. Every school will maintain a Crisis Management Plan, which is updated before the start of each school year. 2. Every PE teachers will use Fitness Test Data to improve students fitness in grades k-12 3. All schools will implement 2 vigorous 1 minute physical activity breaks to promote student movement 4. Increase the daily percentage of students in attendance by 5% 5. Decrease the number of reportable offenses by 10% 2
Signature Page LEA Name/Number Granville 390 School Name/Number Creedmoor Elementary School of the Arts/316 School Address: 305 E. Wilton Avenue, Creedmoor, NC 27522 Plan Year(s): 2015-16 Date Prepared: 08-2015 Principal Signature: Local Board Approval: Date: Date: School Improvement Team Membership From 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 Committee Position Name Principal: Nancy H. Russell Assistant Principal: Latisa McKnight Teacher Representative: Angela Rochelle Instructional Support: John Krumholz Teacher Assistant: Jewell Daniel Parent Representative: Jamie Faircloth 3
Please include information about your school s mission and vision: School Mission and Vision Our Vision: The Arts: communicating and integrating life, literacy, and learning through experiences that reach all learners. Our Mission: We, at Creedmoor Elementary, are ready to: L ead by example E xcel in all we do A ctively engage in learning R espect others and accept responsibility N ever give up School Data Summary and Analysis 4
Please provide an overview of your school s data and identify areas of strength and areas of improvement: Creedmoor Elementary is located in a rural area within commuting distance to Durham and Raleigh. The elementary school serves students in Pre-Kindergarten through fifth grade. The average enrollment for 2014-15 was 405 students. The student population is comprised of 35.5% Hispanic, 31.76% White, 27.5% Black, and 5.2% other. In addition, 74% percent of the students received free or reduced priced meals. Our school-wide academic success as measured by the End of Grade Assessment and disaggregated data is indicated in the following chart: Creedmoor Elementary School Demographic Data 2012-2013 2013-2014 2014-2015 Total Students 453 457 407 Black 24.7% 25.9% 28.2% White 39.2% 32.8% 32.3% Hispanic 29.3% 36% 34.4% Two or More Races 5% 3.6% 4.3% Other 1.5% 1.7% 0.8% Economically Disadvantaged 60.4% 67.8% 74.5% Exceptional Children 9% 10% 11.5% Academically/Intellectual ly Gifted 1.46% 2.6% English Language Learners 13.4% 16.6% 19.2% 5
Short Term Suspension Total 21 18 18 Black 6 7 6 White 14 6 5 Hispanic 1 4 6 2 or More 0 1 1 Other 0 0 0 Long-Term Suspension 0 0 0 Teacher Turnover 12% 41% 7% Attendance 95.3% Student Performance Data READING PROFICIENCY 2012-2013 2013-2014 2014-2015 K (EOY Composite) 61 73 78 1st (EOY Composite) 59 59 60 6
2nd (EOY Composite) 19.7 12.1 57 3rd (EOG) Total 27.7 (65) 45.5 (66) 37.9 (66) Black 15.0 (20) 50 (14) 18.8 (16) White 50.0 (20) 45 (20) 60.9 (23) Hispanic 14.3 (21) 44.8 (29) 33.3 (21) 2 or More * (<5) * (<5) <5 (5) EDS 22.0 (41) 34.0 (47) 32.6 (46) LEP 7.7 (13) 25.0 (16) <5 (9) SWD 7.1 (14) <5 (14) 12.5 (8) AIG * (<5) * (<5) * (<5) 4th (EOG) Total 37.8 (82) 22.6 (53) 50 (58) Black 36.8 (19) 38.9 (18) 53.8 (13) White 42.4 (33) 37.5 (16) 41.2 (17) Hispanic 38.5 (26) 15.0 (20) 56 (25) 2 or More * (<5) * (<5) *(<5) EDS 32.1 (53) 17.9 (39) 45.9 (37) 7
LEP <5 (8) <5 (6) 12.5 (8) SWD <5 (13) 9.1 (11) <5 (10) AIG >95 (6) * (<5) >95 (6) 5th (EOG) Total 27.1 (85) 33.8 (71) 37.7 (61) Black 23.8 (21) 38.9 (18) 27.8 (18) White 37.8 (37) 40.9 (22) 40 (20) Hispanic 10.5 (19) 25.9 (27) 35 (20) 2 or More 25 (8) * (<5) * (<5) EDS 14.6 (48) 29.2 (48) 40.5 (42) LEP <5 (6) <5 (6) * (<5) SWD <5 (25) <5 (14) 20 (10) AIG 66.7 (9) * (<5) * (5) MATH PROFICIENCY 2012-2013 2013-2014 2014-2015 8
K 61 78 83.6 1st 60 78 76.8 2nd 57 66 40.6 3 rd (EOG) Total 12.5 (64) 31.8 (66) 22.7 (66) Black 5.3 (19) 28.6 (14) 19.1 (21) White 25 (20) 30.0 (20) 34.8 (23) Hispanic <5 (21) 37.9 (29) 19 (21) 2 or More * * (<5) <5 (5) EDS 7.5 (40) 23.4 (47) 17.4 (46) LEP <5 (13) 12.5 (16) <5 (9) SWD <5 (14) * (<5) <5 (8) AIG * (<5) * (<5) * (<5) 4 th (EOG) Total 41.5% (82) 7.5 (53) 34.5 (58) Black 36.8% (19) 5.9 (17) 23.1 (13) White 54.5 (33) 12.5 (16) 35.3 (17) Hispanic 30.8 (26) 5.0 (20) 44 (25) 9
2 or More * * (<5) * (<5) EDS 37.7 (53) 5.1 (39) 35.1 (37) LEP <5 (8) <5 (6) 12.5 (8) SWD <5 (13) <5 (11) <5 (10) AIG >95 (6) * (<5) 83.3 (6) 5 th (EOG) Total 37.6 (85) 40.8 (71) 27.9 (61) Black 28.6 (21) 50.0 (18) 16.7 (18) White 48.6 (37) 45.5 (22) 50 (20) Hispanic 36.8 (19) 33.3 (27) 20 (20) 2 or More 12.5 (8) * (<5) * (<5) EDS 33.3 (48) 35.4 (48) 23.8 (42) LEP <5 (6) <5 (6) * (<5) SWD 12.0 (25) <5 (14) 30 (10) AIG >95 (9) * (<5) * (<5) *(Number in parenthesis is the total number of students tested per category) 10
2012-2013 2013-2014 2014-2015 Achievement Data SUBJECT Reading Proficiency EVAAS Growth Letter Grade 31% 3.8 Exceeds N/A 34.7-4.0 Not Met D 41.6 0.6 Met D Math Proficiency EVAAS Growth Letter Grade 32% 4.6 Exceeds N/A 28.4-3.5 Not Met F 28.1 1.8 Met F Science Proficiency EVAAS Growth Letter Grade 46.91% 4.3 Exceeds N/A 42.2-3.2 Not Met N/A 37.7-1.5 Met N/A With the new School Performance Grading calculations, our 2013-14 grade was an F and our growth status was Not Met with an overall index measure of -4.81. However, our 2014-15 School Performance Grade has moved up to a D and our growth status was Met with an +0.8. 11
Cohort Information 2014-15 5 th Grade Cohort Creedmoor Elementary School of the Arts IMPROVEMENT PLAN 2015 2016 Reading Math As 3 rd graders (2012-13) 30 38.55 As 4 th graders (2013-14) 26.1 7.5 As 5 th graders 37.7 27.7 2014-15 4 th Grade Cohort Reading Math As 2 nd graders 19.7 (3 RD BOG 2013-14) 57% (2012-13) As 3 rd graders 53.6 (3 RD EOG 2013-14) 36.2 As 4 th graders 50 34.48 Goal for 2015-16 5 th graders 55 40 2014-15 3 rd Grade Cohort Reading Math As 1 st graders (2012-13) 59 (EOY composite) 60 As 2 nd graders (2013-14) 12.12 (3 RD BOG 2014-15) 66 As 3 rd graders 36.4 (3 RD EOG 2014-15) 22.7 12
Goal for 2015-16 4 th graders 43 35 2014-15 2 nd Grade Cohort Reading Math As Kindergartners (2012-13) 61 61 As 1 st graders (2013-14) 59 78 As 2 nd graders 57 40.6 Goal for 2015-16 3 rd graders 65 48 2014-15 1 st Grade Cohort Reading Math As Kindergartners (2013-14) 73 78 As 1st Graders 60 76.8 Goal for 2015-16 2 nd Graders 67 83 2014-15 Kindergarten Reading Math As Kindergartners (2014-15) 78% 83.6% Goal for 2015-16 1 st Graders 83% 88% 13
Our primary goal this year is to is to continue this positive growth trend. It is our goal for each student to show a year s worth of growth, which would in turn increase the overall proficiency throughout our school, as well as in each individual subgroup. We have also determined that Mathematics is an area of concern, particularly in grades 2-5, and the level of rigor that required of students to display mastery of their learning. We will continue to embed Professional Development into our Team Tuesday meetings including strategies for improving our math instruction and ensuring the alignment of Common Core instruction/assessment. Our PD will also continue to focus on integrating the arts and multiple intelligences into our lesson in effort to reach every learner. In addition, when looking at mclass Reading data, many of our students are not showing proficiency on the TRC (Text Reading and Comprehension). Although students may have a high percentage on the oral comprehension component, they have not demonstrated a general understanding of the text when asked to write about it on the written comprehension component. Writing about reading will be a focus for instruction/mini-lessons in reading, with specific small group instruction for students needing extra support in this area. Our professional learning teams will analyze reading data and develop purposeful lessons addressing student needs. Use of school wide expectations (similar to the Time-to-Teach school-wide discipline program) coupled with changes to our suspension will be put in place to increase student instructional time in the classroom. All teachers and teacher assistants will be encouraged to write PDP goals that support and align to the 2015-2016 School Improvement Plan goals for Creedmoor Elementary School of the Arts. A mid-year check on PDP goals is scheduled for January 19 when administrators will meet with teachers and mentors (for beginning teachers) to discuss progress toward goals as well as make any additions or revisions to goals. Additionally, during weekly PLT grade level meetings, student data is reviewed (alternating each week between Math/ELA data), and instructional decisions are discussed based on the data. The School Improvement Plan (SIP) will be monitored throughout the school year. The administration, teacher and parent representatives will review the SIP on scheduled leadership meetings (12/3, 1/28, 2/25, 3/24, 4/28 and 5/26) to communicate progress toward the goals of the SIP and receive feedback on the process. The school will also survey all parents once per semester to determine the perception of the effectiveness of the SIP and gain feedback on ways the school can improve its processes. 14
DISTRICT GOAL Number 1 : Increase academic achievement in a personalized learning environment for every child to graduate college and career ready. Increase the number of proficient students in both Reading and Math. Goals 1. Each grade level will increase this year s cohort s reading proficiency by at least 5%. Data or Evidence to Support the need for this objective: Although there was an overall increase in our reading EOG data (+6.9), there were inconsistent results K-2 particularly with TRC data. In addition, our Math EOG results showed a negative gain (-0.3). Implementation Monitoring Timeline Strategies (Action Steps) 1a Continue to support staff in the full implementation of balanced literacy with a particular focus on writing about reading. Title I Compon ent 2, 3, 4, 5 Funding Source(s) Title I, State and Local funds Lead Person(s) Admin, district literacy coaches Evidences/Indicators PLT meeting logs, relevant PD session agendas, mclass level and guided reading plans/documentation Target Start Date Target Completion Date August 2015 June 2016 1, 3, 5, 6 none 15
1b. Use mclass progress monitoring for all students identified below expectations (yellow & red) in reading and use of this data in developing appropriate interventions. 1c. Integrate the arts (visual, musical, movement, and drama) into our ELA instruction so students have multiple ways of connecting to the curriculum, thus increasing comprehension 2, 8 Title I, grant opportu nities, general funds All Staff, MTSS Team, parents of at-risk students Arts Coordina tor, Administ ration, all staff Implementation Progress based on Observations/Reflections/ MTSS Team Discussions PD through A+ Schools, Tweets of integrated arts experiences taking place in classrooms, lesson plans, student work samples/creative assessment samples & results September 2015 Aug. 2015 June 2016 June 2015 1d. Increase the number of cultural arts experiences for our students in an effort to build background knowledge and increase vocabulary 1e. Examine writing samples using TRC written comprehension rubrics and adjust mini-lessons/guided reading instruction to meet student needs. 2, 10 3,5,8 1,3,5,8,9 Title I, grant opportu nities, general funds None None Arts Coordina tor, Administ ration, all staff Teachers, admin, and literacy specialist Log of experiences mclass data, student work samples Progress monitoring, interventions suggested by mclass data, Red LLI kit August 2015 September 2015 June 2016 June 2016 June 2016 16
2. Each grade level will increase this year s cohort s math proficiency by at least 5%. Creedmoor Elementary School of the Arts IMPROVEMENT PLAN 2015 2016 1f. Use part-time reading teacher to work with target at-risk students in grades 3-5. 2a..Continue PD sessions on using Math Talk, the math workshop approach in the classroom, and developing clear learning goals using the newly purchased math materials 10, 4 Title I Part-time Reading Teacher Math Coach, Lead math teacher, all teachers, admin PD Attendance and follow-up assignment completion, lesson plans, posted CLGs September 2015 September 2015 June 2016 2b. Use pre and post math assessment data to inform instruction. 8 None Teachers, admin Assessment data collection, lesson plans August 2015 June 2016 2c. Integrate the arts into Math instruction so students have another way of connecting/comprehending the math curriculum 2, 4, 10 None Arts Coordina tor, teachers Lesson plans, photo evidence/student work samples August 2015 June 2016 2d. Continue to create/improve the enriched math environments including math walls displaying vocabulary, math concepts (anchor charts), and an area 2 Title I, State, local Teachers Observation, checklist of expectations, log of purchases addressing math needs September 2015 January 2016 17
where students can go to choose the appropriate tools needed (Mathematical Practices) to solve a math problem (bins of labeled manipulatives). 2e.Begin implementing the use of data notebooks in math with the guidance of our math coach. 2f. Use instructional assistant to provide additional math support in combination class. 3, 5, 8 Math committe e Admin, combo teacher, and TA Scheduled meetings between math coach and our math/science committee Collaborative planning sessions with K-1 teachers and instructional assistant, lesson plans September 2015 September 2015 May 2016 June 2016 18
DISTRICT GOAL Number2 : Every student has highly qualified and effective teachers and leaders through recruitment, retention, and professional development. Provide quality instructional support to all teachers in order to maintain or increase a high rate of teacher retention. Goals Provide productive instructional feedback to teachers 100% of the time following each NCEES observation. Data or Evidence to Support the need for this objective: -During the 2014-15 school year, only 2 teachers left the staff (one to pursue school administration) leading to a 92.3% retention rate. Strategies (Action Steps) a. Create administrative schedule for NCEES observations as well as additional classroom visits with a minimum of once per week per class. Implementation Monitoring Timeline Title I Component Funding Source(s) Lead Person(s) Evidences/Indicators 3, 4, 5 Local Admin Observation schedule, sample behavior document from NCEES, Focused observations and specific feedback in the NCEES Target Start Target Date Completion Date September 2015 June 2016 b. Provided detailed examples of behaviors at various levels of the NCEES teacher evaluation 19
instrument with a focus on Ia, Id, IVb, IVe, IVg, and IVh. Provide at least one opportunity per week for teachers to develop their skills and grow professionally c. Schedule weekly PLT time for each grade level Conduct guided weekly PLT meetings focused on data analysis and purposeful planning 3, 4, 5, 8, 9 none Admin, teachers PLT Schedule and log of meetings September 2015 June 2016 d. Further studies with relevant articles, book studies 20
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