Executive Summary for Murrayville Elementary School ... SIP 2015-16.pdf · Executive Summary for Murrayville Elementary School: Instructional Improvement Plan ... 4th- Track weekly

Executive Summary for Murrayville Elementary School: Instructional Improvement Plan

• Murrayville staff will teach the 4 School-wide Expectations (Respectful,

Responsible, Safe, and Kind) for school wide and classroom behavior.

• Murrayville staff will address student behaviors using the school-wide

discipline policy on a daily basis.

• Staff will work to minimize classroom interruptions during instructional

time.

• Murrayville staff will recognize students and staff weekly for exhibiting

expected behavior with “Caught Doing Good” medals and “Marvelous

Mariner Manners” certificates for bus behavior.

• Parents will be informed of relevant school information and events

through various media.

• Murrayville will foster community partnerships with local business,

agencies, and churches.

• Teachers will develop collaborative integrated unit plans twice a year

during ½ day grade level planning.

• Teachers will design effective rigorous lessons based on Common Core

Standards to increase student engagement.

• Teachers will display “I can” statements daily for each subject area.

• Teachers will meet weekly/bi-weekly in department/grade level meetings

to plan collaboratively and identify/address instructional/data concerns.

• Teachers will use available technology daily to facilitate active learning.

• Teachers will use best teaching practices, effective strategies, and

Artisan Teacher Themes in daily instruction.

• Teachers will integrate research based reading programs such as Daily

5/CAFÉ and Fundations to increase reading proficiency.

• Teachers will integrate research based math strategies such as

Singapore Math to increase math proficiency.

• Teachers will use county designated Science Kits and Discovery

Education to increase science proficiency.

• Teachers will utilize a designated intervention/enrichment period daily

for additional small group instructional time.

• Formal and informal observations will promote reflective practice to

guide daily instruction.

• Teachers will analyze and use formative benchmark assessment data

weekly to guide instruction.

• Teachers will meet informally with administration, instructional coach,

MTSS coordinator once a month to review student data and core

instruction.

• Teachers will hold individual student data conferences at least once a

quarter to review data notebooks.

• Students will maintain data notebooks to reflect and set goals based on

assessment data at least once a quarter.

COMMUNITY BUILDING: CONTENT PLANNING:

INSTRUCTION: ASSESSMENT FOR LEARNING:

10/28/2015

Vision:

Mission:

School Vision and Mission Statements for Murrayville Elementary School

Murrayville believes in the worth of every child. We strive to provide a positive, creative, and nurturing environment

where every child can realize his/her potential to change the world. As students, teachers, parents and

community members we promote each other’s academic, social and emotional growth.

The staff of Murrayville Elementary will prepare students to be productive global learners

who become environmentally aware, technologically skilled, effectively contributing

in a 21st century learning environment.

Date Revised: 10/28/2015

LEA or Charter Name/Number:

School Name/Number:

School Address:

Plan Year(s):

Date prepared:

Committee Position* Committee Position*

Principal Parent Representative

Assistant Principal Parent Representative Tara Kobasiar (year 1 of term)

Teacher Representative- Support Staff Michelle Manis- Co-Chair Parent Representative

Teacher Representative- Support Staff Miranda Saul- Co-Chair Parent Representative

Teacher Representative- K Parent Representative

Teacher Representative- 1st Brittany Brown/Kim Kantrowitz (year 1 of term)

Teacher Representative- 2nd Emily Eldridge (year 2 of term)

Teacher Representative- 3rd Becky Rae (year 2 of term)

Teacher Representative- 4th Cheryl Collins (year 1 of term)

Teacher Representative- 5th Nicole Graves (year 2 of term)

Teacher Representative- EC Wynelle Kovach (year 1 of term)

Teacher Representative- Specials Ed Somech (year 2 of term)Teacher Assistant Representative

Principal Signature:Tim Dominowski

Name Name

Local Board Approval Signature:

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.”

9/23/2015

Date

Natalie Pond (year 2 of term)

Alyssa Shelton (year 1 of term)

New Hanover County Schools - 650

Date

Murrayville Elementary School-348

225 Mabee Way Wilmington, NC 28411

2014-2016

9/23/2015

Tim Dominowski Ebony Crummy (year 1 of term)

Jordan Steinhilber

* Add to list as needed. Each group may have more than one representative.

Julie Toret (year 1 of term)

Miriam Boyette (year 1 of term)

Alison Bellamy (year 1 of term)


2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

71.1 43.5 49.3 63.5 Met Growth Met Growth Met Growth Not Met

AllAmerican

IndianAsian Black Hisp 2/more races White EDS LEP SWD AIG

3rd Grade 68.3 57.7 47.1 79.2 51.9 <5 >95

4th Grade 68.6 47.1 62.5 73.4 57.9 10.0 >95

5th Grade 53.0 26.7 61.5 61.3 48.0 12.5 >95

AllAmerican


3rd Grade 73.3 62.7 50.1 84.2 56.9 36.7 >95

4th Grade 73.6 52.1 67.5 78.4 62.9 36.7 >95

5th Grade 60.7 47.8 66.5 69.5 50.0 36.7 >95

Pla

n/D

o

Strategy 1:

Strategy: Increase Tier 2 & Tier 3 Vocabulary usage across grade levels.

Goal 1 Improvement Strategies – Identify research-based strategies whenever possible.

Percent Proficient Growth

English Language Arts (ELA)

What data supports the SMART Goal above? (Insert data or put data in summary form. If too large, reference the data's location)

2014-2015 English Language Arts (ELA) Percent Proficient by Subgroup

2015-2016 English Language Arts (ELA) Target Goal Percent Proficient by Subgroup

Strengths? 3rd Grade reading proficiency increased from 2014-2015 for the following sub

groups:

Black- 50.0 to 57.7

White- 77.8 to 79.2

EDS- 46.4 to 51.9

5th Grade reading proficiency increased from 2014-2015 for the following sub groups:

All- 49.6 to 53.0

Black- 21.4 to 26.7

White- 57.5 to 61.3

EDS- 46.3 to 48.0

Opportunities For

Improvement?

Did not meet AMO target:

All, White, Students with

Disabilities

Information/Data needed that you do not have?

Priority Goal 1 and Associated Strategies

Pla

n/D

oSchool Goal 1: The proficiency of Murrayville students will increase by a minimum of 5% in English Language Arts (ELA).

Supports this

district goal: New Hanover County Schools will achieve 85% proficiency as measured by EOG and EOC test results within the next 3-5 years.

SMART Goal (one-

to three-year

projection)

By June of 2016, English Language Arts (ELA) results for percent proficient and growth will increase as outlined in the chart below as measured by EOG

tests.


Strategy: Utilize best teaching practices

1st- Utilize student data notebooks bi-weekly to assist students in analyzing data and setting goals

2nd- Utilize student data notebooks at least monthly to assist students in analyzing data and setting goals; assessing and

graphing fluency- monthly, reading and spelling core words- quarterly

3rd- Utilize student data notebooks to assist students in setting personal and academic goals using classroom data

EC- Assist students in setting & tracking goals/scores using NHCS Probes

Strategy 3:

Strategy: Design effective rigorous lessons to increase student engagement.

Action steps:

K- Meet weekly and each semester for grade level planning; align all lesson plans with SCOS/CCSS

1st- Meet weekly (short term planning) and each semester (long term planning) for grade level planning; align all lesson

plans with SCOS/CCSS

2nd- Meet weekly and each semester for collaborative team planning; align all lessons plans with SCOS/CCSS

3rd- Meet weekly and each semester for short and long term instructional planning using data; align plans with

SCOS/CCSS

4th- Meet weekly and each semester for short and long term instructional planning using data; align plans with

SCOS/CCSS

Strategy 2:


SCOS/CCSS; Request grades 4, 5, & 6 for vertical planning

EC- Meet collaboratively with grade levels to plan for the needs of EC and RTI students

Pla

n/D

o

Strategy 1:


Action steps:

K- Utilize Thinking Maps to build vocabulary; assist students with writing

1st- Utilize Thinking Maps, specifically Frayer Model to build understanding of vocabulary, Brace-whole, part, part

2nd- Use classroom word bank resources to introduce and reinforce academic vocabulary

4th- Track weekly test grades, assist students in setting goals: SchoolNet- quarterly, Weekly assessments

5th- Use flexible groups for remediation & enrichment, use journals/exit slips; assist students in setting personal and

academic goals from weekly assessments and SchoolNet assessments

3rd- Integrate tier 3 vocabulary and tier 2 high frequency words into content specific areas

4th- Use word walls to display tier 2 & tier 3words and definitions; Give weekly vocabulary tests

5th- Create vocabulary study tools within each unit; Use Thinking Maps and Frayer Models

EC- Use research based strategies and programs to build vocabulary

Strategy: Utilize student data to inform instruction.

Action steps:

K- Utilize student data notebooks at least weekly (DIBELS/TRC-Reading 3D)


Strategy 4:

Reported

When

Summative

Measures

Reported

When

Act

D. If not successful, what changes will be made?

Quarterly EOG Scale

Scores

June

Monthly

SchoolNet

assessments/DIBELS

& TRC

Action steps:

2nd- Implement Daily 5 and Fundations; Create interactive ELA notebooks

A. List the measure(s) the team will use to determine if the strategy

was implemented / completed? (Completion Data)

B. List the measure(s) the team will use to determine if

the strategy was implemented correctly? (Fidelity)

EC- Utilize and model best teaching practices and strategies; use research based programs

Identify the measures you will use to determine the effectiveness of the strategy.

Reported When Formative

K- Implement Daily 5 and Fundations

1st- Implement Daily 5 and Fundations

Ch

eck

3rd- Implement Daily 5 and Flex groups; Create interactive ELA notebooks; Differentiation within flex groups

4th- Give pre/post assessments for each standard taught; Use test corrections in class for remediation; Implement daily

5 with flex groups

5th- Differentiate/Integrate all content, use reflective tools: interactive notebooks, journaling, student self assessments

Measure


2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

88.1 54 62.4 73.4Met High

GrowthMet Growth Met Growth Met Growth

AllAmerican


3rd Grade 80.2 69.2 82.4 86.1 66.7 25.0 >95

4th Grade 72.7 41.2 62.5 82.3 63.2 20.0 >95

5th Grade 66.7 60.0 84.6 70.0 50.0 12.5 >95

AllAmerican


3rd Grade 85.2 74.2 87.4 91.1 71.7 42.3 >95

4th Grade 77.7 46.2 67.5 87.3 68.2 42.3 >95

5th Grade 71.7 65.0 89.6 75.0 55.0 42.3 >95

2014-2015 MATHEMATICS Percent Proficient by Subgroup

2015-2016 MATHEMATICS Target Goal Percent Proficient by Subgroup

Strengths? The following sub groups met the AMO targets: All, Black, Hisp, White, EDS,

& AIG 3rd Grade math

proficiency increased from 2014-2015 for the following sub groups:

All- 79.5 to 80.2

Black- 50.0 to 69.2

4th Grade math proficiency increased from 2014-2015 for the following sub groups:

All- 72.6 to 72.7

White- 77.5 to 82.3


All- 55.8 to 66.7

Black- 46.4 to 60.0

Hispanic- 61.1 to 84.6

White- 57.5 to 70.0

EDS- 47.8 to 50.0

SWD- 5.6 to 12.5

Opportunities For

Improvement? Did

not meet AMO target:

Students with Disabilities


School Goal 1:

Supports this

district goal:


Pla

n/D

oThe proficiency of Murrayville students will increase by a minimum of 5% in Mathematics.

New Hanover County Schools will achieve 85% proficiency as measured by EOG and EOC test results within the next 3-5 years.

By June of 2016, mathematics results for percent proficient and growth will increase as outlined in the chart below as measured by EOG tests.


Mathematics


SMART Goal (one-

to three-year

projection)


4th- Use word walls to display tier 2 & tier 3words and definitions; Give weekly vocabulary tests

5th- Create vocabulary study tools within each unit; Use Thinking Maps and Frayer Models

EC- Use research based strategies and programs to build vocabulary

Strategy 3:


1st- Meet weekly (short term planning) and each semester (long term planning) for grade level planning; align all lesson

plans with SCOS/CCSS

Strategy 2:


Action steps:

K- Meet weekly and each semester for grade level planning; align all lesson plans with SCOS/CCSS

2nd- Utilize student data notebooks at least monthly to assist students in analyzing data and setting goals; quarterly Math

Assessments and timed drills


4th- Track weekly test grades, assist students in setting goals: SchoolNet- quarterly, Weekly assessments for pacing




K- Utilize student data notebooks quarterly (Individual math assessments based on Common Core Standards)

1st- Utilize student data notebooks bi-weekly to assist students in analyzing data and setting goals (quarterly math

assessments

K- Utilize Thinking Maps to build vocabulary; assist students with writing

1st- Utilize Thinking Maps, specifically Frayer Model to build understanding of vocabulary, Brace-whole, part, part

Action steps:

Strengths? The following sub groups met the AMO targets: All, Black, Hisp, White, EDS,

& AIG 3rd Grade math

proficiency increased from 2014-2015 for the following sub groups:

All- 79.5 to 80.2

Black- 50.0 to 69.2


All- 72.6 to 72.7

White- 77.5 to 82.3


All- 55.8 to 66.7

Black- 46.4 to 60.0


White- 57.5 to 70.0

EDS- 47.8 to 50.0

SWD- 5.6 to 12.5

Opportunities For

Improvement? Did

not meet AMO target:

Students with Disabilities



Pla

n/D

o

Strategy 1:


Action steps:

2nd- Use classroom word bank resources to introduce and reinforce academic vocabulary

3rd- Integrate tier 3 vocabulary and tier 2 high frequency words into content specific areas

Pla

n/D

o


Strategy 4:

Reported

When

Summative

Measures

Reported

When

Act

3rd- Implement interactive notebooks, analyze and dissect word problems, and calculator use daily

4th- Implement interactive notebooks, analyze and dissect word problems, and calculator use daily


Ch

eck





Measure Reported When

June

Monthly

Formative

SchoolNet

assessments/Quarterly

math assessments

EOG Scale

Scores

Quarterly


Strategy 3:

2nd- Use interactive notebooks and calculators; implement the Problem of the Day


5th- Differentiate/integrate all content, use reflective tools: interactive notebooks, journaling, and student self

assessments

EC- Utilize research based programs and strategies; teach problem solving strategies, implement Problem of the Day,

calculator use daily

Action steps:

K- Use hands on learning- manipulatives; use calculators in 2nd semester

1st- Implement Singapore Math, analyze and dissect word problems, use interactive notebooks and calculators

2nd- Meet weekly and each semester for collaborative team planning; align all lessons plans with SCOS/CCSS

3rd- Meet weekly and each semester for short and long term instructional planning using data; align plans with

SCOS/CCSS


SCOS/CCSS


SCOS/CCSS; Request grades 4, 5, & 6 for vertical planning

EC- Meet collaboratively with grade levels to plan for the needs of EC and RTI students

Pla

n/D

o


2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

67.4 79.1 77.8 Met Growth Met Growth Met Growth

AllAmerican


3rd Grade

4th Grade

5th Grade 77.8 60.0 76.9 85.0 68.0 18.8 >95

AllAmerican


3rd Grade

4th Grade

5th Grade 82.8 65.0 81.9 90.0 73.0 44.3 >95

Pla

n/D

o

Strategy 1:




Science


2014-2015 SCIENCE Percent Proficient by Subgroup

2015-2016 SCIENCE Target Goal Percent Proficient by Subgroup

Strengths?

All subgroups met the AMO targets.

Opportunities For

Improvement? 5th

Grade science proficiency

decreased from 2014-2015

for the following sub

groups:

All- 79.1 to 77.8

Black- 64.3 to 60.0


EDS- 77.6 to 68.0

SWD- 38.9 to 18.8



Pla

n/D

oSchool Goal 1: The proficiency of Murrayville students will increase by a minimum of 5% in Science.

Supports this

district goal: New Hanover County Schools will achieve 85% proficiency as measured by EOG and EOC test results within the next 3-5 years.

SMART Goal (one-

to three-year

projection)

By June of 2016, science results for percent proficient and growth will increase as outlined in the chart below as measured by EOG tests.


Strategy 3:


Action steps:

K- Utilize Discovery Ed.Tech Book, integrate literacy with science, implement STEM and use the science kits

1st- Utilize Discovery Ed.Tech Book, integrate literacy with science, implement STEM and use the science kits

2nd- Use Discovery Ed. Tech Book and STEM project based learning to develop process skills for solving problems

3rd- Use Discovery Education Tech Book, integrate literacy with Science, and implement STEM to develop process skills

for solving problems

4th- Use interactive notebooks, inquiry based learning projects, use Discovery Ed. Science Tech Book

5th- Use county science kits and Discovery Education for hands-on interactive experiments, continue to create flipcharts

to utilize technology, create computer lab projects that support science concepts

EC- Meet collaboratively with grade levels to plan for the needs of EC, RTI, AIG, and ESL students

2nd- Utilize student data notebooks at least monthly to assist students in analyzing data and setting goals; quarterly Math

Assessments and timed drills


4th- Track weekly test grades, assist students in setting goals: SchoolNet- quarterly, Weekly assessments for pacing





Pla

n/D

o

Strategy 1:


Action steps:

K- Implement STEM, extend science standards through thematic units, science journal

1st- Use vocabulary journals, Flip Books, Thinking Maps

2nd- Use nonfiction texts/text-features and technology to reinforce academic vocabulary

3rd- Use Discovery Ed. Interactive glossary, interactive notebook, and Thinking Maps

4th- Give weekly content vocabulary tests and display on a word wall, Thinking Maps, interactive notebooks

5th- Use vocabulary cards during Drill Time, Discovery Ed. Interactive glossary and read passages, use graphic

organizers during lessons to increase understanding

EC- Use research based strategies and programs to build science vocabulary

Strategy 2:


Action steps:

K- Use county science kits to support essential standards, informal observations, completed work products

1st- Use informal observations, completed work products, and observation journals


Strategy 4:

Reported

When

Summative

Measures

Reported

When

Act


3rd- Use Thinking Maps, Discovery Ed. (ebooks, videos, virtual labs, explorations, interactive glossary, & student

assignments), interactive notebooks, data collection, hands-on experiments, small group discovery through various labs

and group discussions

4th- Literacy integration through Daily 5 centers and Tech Book reading passages, math integration through

measurement and data collection, use of county science kit activities, Discovery Ed/Tech Book explorations, videos, and

images

5th- Cross curricular integration of all 5th grade concepts in Reading, Math, Science, and Social Studies, hands-on

learning, Thinking Maps and use of technology

EC- Utilize and model best teaching practices and strategies for Science instruction and integration


Ch

eck





Measure Reported When Formative

Monthly

SchoolNet

assessments/Quarterly

Science assessments

Quarterly EOG Scale

Scores

June

2nd- Integrate essential standards with ELA to utilize nonfiction materials and maximize instructional time

Action steps:

K- Implement STEM, extend science standards through thematic units, science journal

1st- Implement STEM, Cooperative groups, Inquiry based learning, use journals, integrate science with other content


Statement of Responsibility for the School District Superintendent

The district superintendent is responsible for coordinating adoption and implementation of this plan, evaluating the principal's

performance with respect to school safety, monitoring and evaluating implementation of this plan at the school-level, and

coordinating with local law enforcement and court officials as appropriate.

New Hanover County Schools District Safety/Emergency Operations Plan is available at: (http://www.nhcs.net/crisisplan/)

Safe School Plan for Murrayville Elementary School

State Law SL 2011-145 (HB 200) Appropriations Act of 2011, and SL 2011-391 (HB 22) Technical corrections to the

Appropriations Act of 2011, requires a school safety plan be developed by each school. The school-level plan must address any

safety and discipline concerns of the school.

Name and role of person(s)

responsible for implementing this

plan:

Tim Dominowski, Principal and MES staff


At MES, we have a Multi-Tiered System of Supports (MTSS) in order to ensure the academic success of all students. The

MTSS team, which includes case managers (grade level chairs), instructional staff and EC representatives, meet to review and

discuss each grade level student concerns and possible strategies for intervention. The case managers' assist teachers at grade

level meetings with any questions about their students who are experiencing academic and/or behavior deficiencies. In Tier I,

core instruction is provided to all students using evidence-based programs and practices demonstrated to produce success with

academic and behavior outcomes for the majority of students. If sufficient progress does not occur, the MTSS team may

determine supplemental instruction is needed with Tier II support. The supplemental instruction consists of evidence-based

programs and practices demonstrated to improve academic and behavior performance of core curriculum. Using the Problem

Solving Model, more instructional time is provided with increased intensity in order to improve academic /behavior performance.

Intensive instruction in Tier III is available for students needing intensive support in addition to supplemental (Tier II) and Core

instruction (Tier I). Determination of the need for special education also is determined through this comprehensive, multi-tiered

(MTSS) evaluation process, using a problem solving approach by the MTSS team.

Services for At-risk Students

The following procedures are used to identify and serve the needs of students at-risk of academic failure, or of engaging in

disruptive or disorderly behavior, or both.

Assistant Principal(s): Jordan Steinhilber

Teachers: Wanda Ponton, Linda Hawthorne, Wynelle Kovach

Teacher Assistants: Zorana Kealon, Leslie Mathis, Donna Rhodes

The school principal is responsible for restoring, if necessary, and maintaining a safe, secure, and orderly school environment.

The duties of the principal with respect to this include exhibiting appropriate leadership for school personnel and students,

providing for alternative placements for students who are seriously disruptive, reporting all criminal acts, and providing

appropriate disciplinary consequences for disruptive students.

Statement of the Roles of Other Administrators, Teachers, and Other School Personnel

School personnel are tasked as follows with restoring, if necessary, and maintaining a safe, secure, and orderly school

environment:

Other School Staff: Nicole Cullen (nurse), Lisa Espy (guidance), Carolyn DeGrammont (social worker), Lorie Heath (office), Pam

Hill (office), and Adaliz Broadbridge (office)

Statement of Responsibility for the School Principal


The following mechanisms are used for assessing the needs of disruptive and disorderly students who are at risk of academic

failure, providing these students with services to assist them in achieving academically and modifying their behavior, and for

removing them from classrooms when necessary.

The MTSS process is also used to assess behavior concerns. The PBIS framework is utilized for behavior instruction and

addressing behavior concerns school-wide. At Tier I, core instruction consists of explicit and systematic instruction of our school-

wide expectations behavior matrix. At Tier II, the MTSS process is utilized for observations to assess and identify the intensity

and duration of the behavior. Strategies are established at the classroom level to consistently support the student and increase

parent communication. At Tier III, strategies/replacement behaviors are reviewed, modified and/or changed. At MES, the

students are removed from the classroom if they have committed an assault on a peer or staff. Students may also be removed if

they are not harmful to self or others but cause significant disruption of the learning environment as defined by acting in any

manner so as to interfere with any instruction. Examples may include cursing and tantrums. We utilize the MindSet protocol for

verbal and/or physical removal of a student to a designated cool down area.

The following services are provided to students assigned to an alternative school or an alternative learning program.

At MES, students who are assigned to an alternative school or learning program follow placement guidelines for that agency.


Goal:

Target:

Goal:

Target:

Goal:

Target:

Target:

Target:

Target:

PBIS Training Planned

CPR Training Completed

Planned

All students arriving tardy will be accompanied by an adult.

Increase to 100%

MindSet Training Physical Restraint

MTSS Training Completed

The following planned or recently completed professional development aligns with the goals of our safe school initiative:

Professional Development Planned/Completed

MindSet Training Verbal De-Escalation

Planned

504 Training Completed

The following measures are used to determine the effectiveness of the school's efforts to assist at-risk students, including

effectiveness of procedures. (Alternative Learning Programs).

The following measurable (goals) for improving school safety and order are in place. (Copy as needed depending upon number

of goals.)

Reduce the number of discipline referrals

Reduce by 20%


Source of FundingProgram or Strategy Being Funded Amount of Funding

Funding Uses and Sources – At-risk and Alternative Learning Schools and Programs


Priority Goal 1 Priority Goal 2 Priority Goal 3

Strategy 1 X X X

Strategy 2 X X X

Strategy 3 X X X

Title I School-wide Compliance Review and PlanA comprehensive school improvement plan must address all of the components defined in the Elementary and Secondary Education

Act (Section 1114(b) of Title I) . Each required component is described below, with an explanation of how each contributes to the

creation of a successful school wide program. The goals and strategies you've already developed may fulfill many of these

requirements.

School wide reform strategies: Instructional strategies and initiatives in the comprehensive plan must be based on scientifically

based research, strengthen the core academic program, increase the quality and quantity of learning time, and address the learning

needs of all students in the school.

This school improvement plan

addresses this requirement. Please

see the priority goals and strategies

noted to the right:

Our school is addressing the need for school wide reform in the following ways, in addition to our focus on the priority goals

listed in this plan:

This year staff development encompasses MTSS (Multi Tiered System of Supports) and PBIS (Positive Behavior Intervention and

Support). Additional professional development will be provided with coaching in K-2 classrooms by the Wilson's Fundations trainer.

Monthly Singapore Math Cohort team meetings/PD will by attended by K-5 staff in order to strengthen math instruction. Staff will

continue to explore the Artisan Teacher Themes to identify and further develop their personal talents. Our community outreach

continues to support the diverse population of the school.



Strategy 1 X X X

Strategy 2 X X X

Strategy 3 X X X

100% of teachers at MES are highly qualified. In order to continue to refine our school and support master teachers we are providing

professional development in the areas of Singapore Math, Fundations, and MTSS (Multi Tiered Systems of Supports). Staff will

continue to explore the Artisan Teacher Themes to identify and further develop their personal talents. This year, we are participating in

the NHCS Writing pilot.

Professional Development opportunities will be offered monthly to staff at MES based on the results from the MES PD Survey. The

survey was developed by the MES PD committee. Additionally, we are working to enhance our school community and classroom

environments with training on PBIS.

Our school is addressing the need for highly qualified teachers in the following ways, in addition to our focus on the priority

goals listed in this plan:

Instruction by highly qualified teachers: High poverty, low-performing schools are sometimes staffed with disproportionately high

numbers of teachers who are not highly qualified. To address this disproportionality, the ESEA requires that all teachers of core

academic subjects and instructional paraprofessionals (employees of a LEA who provide instructional support) in a school wide

program school meet the qualifications required by section 1119. Student achievement increases in schools where teaching and

learning have the highest priority, and students achieve at higher levels when taught by teachers who know their subject matter and are

skilled in teaching it.




noted to the right:



Strategy 1 X X X

Strategy 2 X X X

Strategy 3 X X X

MES provides in-service which focuses on Daily 5, CAFÉ, Fundations, Singapore Math, Common Core, MTSS, PBIS, and other

research based strategies in instruction. In service data analysis and small group instruction using Mclass reports, Schoolnet reports,

MTSS paperwork, and other relevant data will be provided.




noted to the right:

Our school provides high quality, on-going professional development in the following ways, in addition to our focus on the

priority goals listed in this plan:

High-quality and ongoing professional development: Teachers and other staff in school wide program schools must be equipped

to face the challenge of helping all students meet the State’s academic achievement standards. To do this, they must be familiar with

the goals and objectives of the school wide plan, and receive the sustained, high-quality professional development required to

implement them. The statute requires that professional development be extended, as appropriate, to those who partner with teachers

to support student achievement, such as principals, paraprofessionals, and parents.



Strategy 1 X X X

Strategy 2 X X X

Strategy 3 X X X

Strategies to attract highly qualified teachers to high-need schools: Although recruiting and retaining highly qualified teachers is

an on-going challenge in high poverty schools, low-performing students in these schools have a special need for excellent teachers.

Therefore, the school wide plan must describe the strategies it will use to attract and retain highly qualified teachers.

Our school uses the following strategies to attract highly qualified teachers to our high-need schools, in addition to our

focus on the priority goals listed in this plan:

In order to recruit highly qualified teachers, MES serves as a partnership school for UNC-W and other accredited universities'

education majors by providing opportunities for field study and internships. All job openings are advertised on the New Hanover County

Schools website. Potential candidates can learn about our school through out school website or by visiting the school or reading our

Title I brochures. The school website is updated regularly to provide the latest information about our school. Special school events

and accomplishments are highlighted in the media.




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Strategy 1 X X X

Strategy 2 X X X

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Our school uses the following strategies to increase parental involvement, in addition to our focus on the priority goals


MES involves parents in many ways. Science, Technology, Reading, Engineering, Arts, & Mathematics (STREAM) Nights will be

offered in the Fall, Winter & Spring. This is a fantastic way to integrate ALL subjects (even reading through vocabulary) in a very

interactive way with our students and families. Step Up Nights for K-2 are scheduled in the spring to give parents and students

resources to keep skills sharp through the summer months to eliminate the summer backslide. PTA initiatives such as Fall Festival,

Family Fun Nights at CiCi's Pizza, Zaxby's, El Cero Grande and Defy Gravity also promote family outings in the community. Our school

also hosts a Family Book Club three times a year. This family event is free of cost to families. The evening starts with dinner, followed

with two thirty minute sessions of activities related to the book. Books are sent home a month ahead so families have an opportunity to

read the books together. The books are free to families. Families have the opportunity to keep the books for their family library at

home or donate them to our school's library for check out. We will continue to implement our WATCH D.O.G.S. (Dads of Great

Students) program. This program is the father involvement initiative of the National Center for Fathering that organizes fathers and

father figures in order to provide positive male role models for the students and to enhance school security. Fathers, grandfathers, step-

fathers, uncles, and other father figures who volunteer to serve at least one day a year in a variety of school activities as assigned by

the school principal or other administrator. We are also adding Mighty M.O.M.S. to encourage women's presence in the school,

encouraging strong female role models.

Our guidance counselor and social worker offer workshops about parenting skills as well as teaching strategies for their child. This

year our school is working hand-in-hand with the PTA to increase volunteerism at the school with a membership booster and volunteer

coordinator. Meetings, conferences, newsletters, school web page, emails, and Connect 5 calls, and Remind app are all ways we

communicate with our parents.

Strategies to increase parental involvement: Research continues to demonstrate that successful schools have significant and

sustained levels of parental involvement. Therefore, it is important that school wide plans contain strategies to involve parents in the

school community. Additionally, state law requires parent representation on every school's improvement team, and federal

requirements specify that each school must develop: 1) an approach for communication with parents, 2) activities to involve parents,

and 3) an approach for training parents to better understand how to help their children excel in school.



Strategy 1 X X X

Strategy 2 X X X

Strategy 3 X X X

Our school uses the following pre-school-to-elementary transition strategies, in addition to our focus on the priority goals


MES hosts a Kindergarten Step-Up Night each spring. Here families are invited to come with their upcoming kindergartners to be

introduced to the school, kindergarten teachers, what a typical classroom looks like and to meet some other upcoming peers. They

also get to listen to a book about the first day of school and we provide a book for them to take home to enjoy over the summer. We

serve as a site for kindergarten classroom visitation. Other strategies include notification of kindergarten enrollment periods through

newspaper announcements and community files, school tours in the spring, and staggered start dates for kindergarteners the first four

days of school to allow teachers to acquaint students with the school in small groups. An Open House and a Curriculum Night are held

to transition parents and students to the school.

Plans for assisting preschool students in the successful transition from early childhood programs to local elementary school

wide programs: This component emphasizes the value of creating a coherent and seamless educational program for at-risk students.

Early childhood programs, including Early Reading First and others, provide a foundation for later academic success, and effective

school wide programs capitalize on this strong start.




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Strategy 1 X X X

Strategy 2 X X X

Strategy 3 X X X

The following training will be provided: coaching in Fundations, Singapore Math, MTSS, and NHCS writing pilot. All decisions regarding

students assessment data are collaborative efforts involving administration, teachers and school support staff. The School

Improvement Team also makes decisions about the effectiveness of school programs using assessment data.




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Our school uses the following strategies for developing teacher skills in formative assessment, in addition to our focus on

the priority goals listed in this plan:

Measures to include teachers in decisions regarding the use of academic assessments: In addition to State assessment results,

teachers need current and ongoing assessment data that describe student achievement. These data often come from less formal

assessments, such as observation, performance assessments, or end-of-course tests. The school wide program should provide

teachers with professional development that increases their understanding of the appropriate uses of multiple assessment measures

and how to use assessment results to improve instruction.



Strategy 1 X X X

Strategy 2 X X X

Strategy 3 X X X

MES teachers differentiate instruction in many ways. Leveled groups are utilized for a multitude of activities. Varying modalities in

instruction are used in the classroom as well. Visual learners access instruction through interactive boards (Active Boards), computers,

iPads, and various computer programs. Kinesthetic learners use various sensory awareness techniques. Differentiation is also

provided through small group instruction, flexible grouping with the classroom and across grade levels. Student needs also influence

the level of support given by support staff. This includes team teaching in the regular classrooms as well as direct instruction delivered

in the regular classroom and resource rooms for students needing more intensive interventions. Individual student needs are also

addressed during "support" time for enrichment (AIG) or intervention (ESL, MTSS, & EC). Buddy Readers (older students paired with

younger students) and parent volunteers also help to meet students' needs. Speech, OT, and PT teachers provide services to students

with specialized needs.

Our school uses the following differentiation strategies, in addition to our focus on the priority goals listed in this plan:




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Activities to ensure that students who experience difficulty attaining proficiency receive effective and timely additional

assistance: The school wide program school must identify students who need additional learning time to meet standards and provide

them with timely, additional assistance that is tailored to their needs. This assistance must be available to all students in the school

who need it.



Strategy 1 X X X

Strategy 2 X X X

Strategy 3 X X X

Coordination and integration of Federal, State, and local services and programs: School wide program schools are expected to

use the flexibility available to them to integrate services and programs with the aim of upgrading the entire educational program and

helping all students reach proficient and advanced levels of achievement. In addition to coordinating and integrating services, school

wide program schools may combine most Federal, State and local funds to provide those services. Exercising this option maximizes

the impact of the resources available to carry out the school wide program.




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Our school uses the following strategies to coordinate and integrate federal, state, and local services and programs, in

addition to our focus on the priority goals listed in this plan:

MES utilizes programs funded from a variety of sources. Federal Title I monies fund a classroom teacher, a teacher assistant,

computer equipment, subscriptions, and supplies. Federal Title I monies also support professional development for the staff and

parenting activities. State monies provide instructional supplies, textbooks, teachers and staff development. Local funds provide

teachers and supplies. PTA funding provides supplies, technology equipment, on-line subscriptions, school programs and field trips.

Various grants support teacher initiatives.



Strategy 1

Strategy 2

Strategy 3

Our school is addressing these three additional professional development requirements in the following ways, in addition to

our focus on the priority goals listed in this plan:

Compliance Review and Plan for Schools in Title I School Improvement

Each school identified for Title I School Improvement must, no later than three months after notification that the school is in Title I

School Improvement, develop or revise its school plan. This plan must be developed in consultation with parents, school staff, the local

education agency serving the school, and outside experts. The plan must cover a two-year period.

Professional development requirements: Schools in Title I School Improvement must 1) provide assurance that the school will

spend not less than 10 percent of its Title I funds each year for high quality professional development, 2) specify how these

professional development funds will be used to remove the school from school improvement status, and 3) incorporate a teacher

mentor program.




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Strategy 1

Strategy 2

Strategy 3

Notification to parents: Schools in Title I School Improvement must describe specifically how the school will provide written notice

about the identification of the school as a Title I School Improvement school to the parents of each student enrolled in the school.




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Our school is providing written notification to parents in the following manner:



Strategy 1

Strategy 2

Strategy 3

School:

LEA:

SEA:

School, district and state agency responsibilities: Schools in Title I School Improvement are required to clearly define the

responsibilities of the school, LEA, and SEA in implementing improvement strategies. LEAs are minimally required to offer technical

assistance in the form of data analysis, budget analysis, and identification and implementation of improvement strategies. State-level

assistance may include provision of a state-wide system of support, including allocation of funding and other technical assistance.




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Our school, the school district, and the state education agency are supporting improvement of our school in the following

ways:



Strategy 1

Strategy 2

Strategy 3

Strategies to increase parental involvement: Research continues to demonstrate that successful schools have significant and

sustained levels of parental involvement. Therefore, it is important that targeted assistance programs develop strategies to involve

parents of Title I students in the school community. Additionally, state law requires parent representation on every school's

improvement team, and federal requirements specify that each school must develop: 1) an approach for communication with parents,

2) activities to involve parents, and 3) an approach for training parents to better understand how to help their children excel in school.




noted to the right:

Our school uses the following strategies to increase parental involvement, in addition to our focus on the priority goals




Strategy 1

Strategy 2

Strategy 3




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Coordination and integration of Federal, State, and local services and programs: Targeted assistance program schools are

expected to coordinate and integrate services, with other Federal, State and local programs and services.

Our school uses the following strategies to coordinate and integrate federal, state, and local services and programs, in

addition to our focus on the priority goals listed in this plan:



Strategy 1

Strategy 2

Strategy 3

Plans must support and coordinate with regular education programs: Effective targeted assistance programs capitalize on strong

support and coordination with regular education programs. This component emphasizes the value of creating a coherent and seamless

educational program for at-risk students. This may include transitioning students from early childhood programs such as Early Reading

First and others to provide a foundation for later academic success.




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Our school uses the following strategies to support and coordinate with the regular education program, in addition to our


Documents

Executive Summary for Murrayville Elementary School ... SIP 2015-16.pdf · Executive Summary for Murrayville Elementary School: Instructional Improvement Plan ... 4th- Track weekly