Continuous School Improvement Plan HCPS 2015 2016 SCHOOL IMPROVEMENT PLAN School Name: Liberty Middle District Name: Hanover County Public Schools Principal Name: Donald Latham Title I School ACCOUNTABILITY STATUS (Check all boxes that apply and provide additional information if requested.) Accredited with Warning (State) Check all that apply: Did Not Meet AMOs (Federal) Check all that apply: Language Arts Graduation Gap Subgroup(s): Mathematics Achievement Gap Subgroup(s): Science Participation Math & Reading:SWD Social Studies Graduation & Completion Index Principal s Signature: Director s Signature: Date: Date: (Complete by September 30) 1
Members of the School Improvement Steering Committee Donald Latham Principal Brooke Pemberton Holly Drake Julie Dauksys Amy T. Jones Mary Ellen Fines Lisa Cocke/Rima Wiggin Jean Yea Horton Lalisha Fitchett Assistant Principal Assistant Principal Reading Coach Math Coach Assessment Specialist Special Education Science Chair Social Studies Chair 2
I. What was your school s pass rate? Give the actual # of students and the percentage. Reading State Accreditation = 75% 2014 AMO 2015 Mid year Prediction AMO 2016 All Students 77 72 80 75 Asian Students 100 90 White Students 82 76 85 77 Economically Disadvantaged 50 65 62 72 English Language learners 18 61 57 69 Students with Disabilities 38 54 36 NO 66 Gap Group 1 50 65 59 72 Gap Group 2 49 64 61 71 Gap Group 3 64 66 73 72 Math State Accreditation = 70% 2014 AMO 2015 Mid year Prediction AMO 2016 All Students 84 68 88 70 Asian Students 91 90 White Students 86 71 91 72 Economically Disadvantaged 69 63 76 68 English Language learners 64 59 93 66 Students with Disabilities 49 57 50 NO 65 Gap Group 1 65 63 73 68 Gap Group 2 67 62 73 67 Gap Group 3 74 65 88 69 3
Social Studies State Accreditation = 70% 2014 2015 2016 All Students 84 90 Asian Students 91 < White Students 88 93 Economically Disadvantaged 65 80 English Language learners 50 < Students with Disabilities 57 58 Gap Group 1 65 75 Gap Group 2 56 80 Gap Group 3 75 88 Science State Accreditation = 70% 2014 2015 2016 All Students 83 82 Asian Students < < White Students 88 91 Economically Disadvantaged 60 63 English Language learners < < Students with Disabilities 49 41 Gap Group 1 59 61 Gap Group 2 51 56 Gap Group 3 60 88 4
FRAMEWORK I. To provide data driven instruction designed to meet or exceed state and federal (FAMO) accreditation standards. Teaching and Assessment of Learning (AdvancED) (LRP To provide the highest quality education and appropriate support for each student while meeting and exceeding state, national, and international standards.) II. III. To provide instruction, based on school key findings and data, designed to accelerate and/or remediate student learning and application of knowledge. Teaching and Assessment of Learning (AdvancED) (LRP To provide the highest quality education and appropriate support for each student while meeting and exceeding state, national, and international standards.) To sustain and increase a positive school climate, community involvement, and public confidence. Using results for Continuous Improvement (AdvancED) (LRP To employ and retain highly qualified staff. To increase and sustain family involvement, community partnerships, and student engagement.) SAMPLE GOALS Goal 1 : To increase the SOL Pass Rate of Students with Disabilities from a 63% pass rate on the 2015 Reading SOL to a 68% pass rate on the 2016 Reading SOL test. Goal 2 : To increase the number of students participating in Dual Enrollment, AP courses, and IB courses by 5% from the previous school year. Goal 3: To increase parental participation by 10% and school approval ratings 5% from the 2015 District Parent Surveys to the 2016 District Parent Surveys. 5
Frameworks To provide data driven instruction designed to meet or exceed state and federal (FAMO) accreditation standards. To provide instruction, based on school key findings and data, designed to accelerate and/ or remediate student learning and application of knowledge. To sustain and increase a positive school climate, community involvement, and public confidence. Note: Right click on the check box to select the checkmark for the appropriate framework for your goal. Goal 1 : Maintain and improve SOL pass rates in all areas where AMOs were met by 3%. In areas in which AMOs were not met (Math SWD and English SWD) we will reduce the failure rate by 10% (R10). Key Findings: 1. We met our State Accreditation Benchmarks in Math, English, Science and Social Studies. 2. We met our Federal AMO in Math for all students, GG1, GG2, GG3, and SID. We did not meet our Federal AMO in Math for SWD. 3. We met our Federal AMO in English for all students and GG3. We met Federal AMO in English for GG1, GG2, and SID with a 10% reduction in failure rate (R10). We did not meet our Federal AMO in English for SWD. Strategies Timeline Person(s) Responsible Professional Development Evidence/Artifacts of Implementation Resources Needed Identification Process Past SOL performance Teacher recommendations Grades Attendance Benchmark tests SRI scores ARDT scores (as appropriate) TOWRE, TOSCRF August ongoing classroom teacher, special education teacher, specialists (reading, math, data, sped), administration Review SMARTER planning tool, coaching, equality vs. equity reflection SMARTER planning tool, Instructional Assessment Form, SOL Grant List, instructional meetings common planning time, additional planning time Tiered Differentiation: Tier 1 (CLC levels 1 & 2) differentiation within ongoing classroom teacher, special education meeting during team/common planning, SIM PD, equity vs. lesson plans/rubric, progress monitoring, Academic Learning Center Log common/team planning time flexibility 6
classroom, small group instruction Tier 2 Intervention (CLC level 3) teacher, ALC coordinator specialists, administration equality reflection pre/post assessment for ongoing intervention and remediation, instructional meetings additional funding for resources and tutors Academic Learning Center ALC Tier 3 Remediation (CLC levels 4 & 5) Math and Reading Workshop, Math Homeroom, Self Contained Special Education Classes, SLP Progress Monitoring tools for Special Education students in Math classes, English classes, Language Live/Wilson, Read 180, Fusion Reading ongoing, with monthly checkpoint classroom teacher special education teacher specialists ALC coordinator assist with implementation of progress monitoring tool progress monitoring tool, instructional meetings time in common planning Optional Goal: Strategies Timeline Person(s) Responsible Professional Development Evidence/Artifacts of Implementation Resources Needed Integrate literacy skills for students identified in subgroups (SWD Math and English) in social studies, science and elective classes ongoing social studies, science and elective teachers review SIM integration for content literacy observations, instructional meetings, classroom artifacts, SIM collection observation and walk through forms, time 7
CHECKPOINTS Principal Mid year checkpoint (by February 28th) Date: End of year checkpoint (by September 15th) Date: CHECKPOINTS Director Mid year checkpoint (by February 28th) Date: End of year checkpoint (by September 15th) Date: 8
Frameworks To provide data driven instruction designed to meet or exceed state and federal (FAMO) accreditation standards. To provide instruction, based on school key findings and data, designed to accelerate and/ or remediate student learning and application of knowledge. To sustain and increase a positive school climate, community involvement, and public confidence. Note: Right click on the check box to select the checkmark for the appropriate framework for your goal. Goal 2 : To develop and implement an Academic Learning Center accessible to all students who need assistance in a particular academic area. Key Findings: 1. While we met Federal AMOs in all areas except SWD in Math and Reading, we have many students not passing their Math and/or Reading SOL tests that do not fall into this subgroup. 2. We have time, space, and personnel to help with these students if we create an environment to bring these pieces together to support student learning, for all students as well as SWD. Strategies Timeline Person(s) Responsible Professional Development Evidence/Artifacts of Implementation Resources Needed School wide Academic Learning Center ongoing classroom teacher, special education teacher, 4 6 SOL tutors, ALC coordinator informational meetings, PD for tutors and teachers working in the ALC, difference between remediation and intervention ALC log, pre/post assessment for ongoing intervention and remediation team common planning time, additional funding for resources and tutors 9
CHECKPOINTS Principal Mid year checkpoint (by February 28th) Date: End of year checkpoint (by September 15th) Date: CHECKPOINTS Director Mid year checkpoint (by February 28th) Date: End of year checkpoint (by September 15th) Date: 10
Frameworks To provide data driven instruction designed to meet or exceed state and federal (FAMO) accreditation standards. To provide instruction, based on school key findings and data, designed to accelerate and/ or remediate student learning and application of knowledge. To sustain and increase a positive school climate, community involvement, and public confidence. Note: Right click on the check box to select the checkmark for the appropriate framework for your goal. Goal 3 : To sustain and increase a positive school climate including an accepting environment for students, more opportunities for staff to connect, and better communication with parents. Key Findings: 1. Based on student survey results, students desire an accepting environment. 2. Based on staff survey results, staff desire more opportunities to connect with colleagues both during and after school. 3. Based on parent survey results, parents desire more communication. Strategies Timeline Person(s) Responsible Professional Development Evidence/Artifacts of Implementation Resources Needed PBSS/Olweus student group, PBSS/Olweus teacher group, PBSS lessons, SCA ongoing administration, student group, teachers student group training PBSS lessons, student group designed activities time to meet, materials plan activities and functions before, during and after school for staff to attend bi monthly administration, support staff, teacher leaders none event calendar, end of year survey funding, assistance from business partners weekly email blasts, advertise PTA meetings, investigate a weekly folder for parent communication, additional emails about specific information being sent home with students (interim, report card, pictures, etc.) ongoing administration, PTA officers none weekly emails, PTA meeting calendar time 11
CHECKPOINTS Principal Mid year checkpoint (by February 28th) Date: End of year checkpoint (by September 15th) Date: CHECKPOINTS Director Mid year checkpoint (by February 28th) Date: End of year checkpoint (by September 15th) Date: 12