School Improvement Plan - Pagesschools.cms.k12.nc.us/barringerES/Documents/2017-2018 BAC SIP.pdf2017-2018 Barringer Academic Center School Improvement Plan Report 7 Barringer Academic

School Improvement Plan

2017-2018

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

Draft Due: October 3, 2017 Final Copy Due: October 17, 2017

2017-2018 Barringer Academic Center School Improvement Plan Report

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Barringer Academic Center Contact Information

School: Barringer Academic Center Courier #: 316

Address:

1546 Walton Road Phone Number: (980)343-5533

Charlotte, NC 28208 Fax Number: (980)343-5603

Learning Community: West Learning Community

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

Principal: Principal Stephanie Range

Learning Community Superintendent: Dr. Curtis Carroll

Barringer Academic Center 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 Email Address Date

Elected

Principal Stephanie Range [email protected] ---------

Assistant Principal Sarah O Jones [email protected] ---------

Teacher Representative Wyanette Williams [email protected] 2017

Teacher Representative Caitlin Halloran (Secretary) [email protected] 2015

Teacher Representative Cynthia Maurer [email protected] 2014

Teacher Assistant Representative Judith White [email protected] 2014

Teacher Representative Maria Hull [email protected] 2017

Parent Representative Teara Edwards 2015

Teacher Representative Annemarie Farris [email protected] 2014

Teacher Representative Mabel Brown [email protected] 2015

mailto:[email protected]









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Parent Representative Bernice Cutler [email protected] 2017

Parent Representative Terry Lampkin [email protected] 2016

Parent Representative Vidya Prabhakar [email protected] 2015

Parent Representative Cynthia Robbins Shah Khan [email protected] 2017

Teacher Representative Veleka Baldwin [email protected] 2015

Parent Representative Dawn Johnson [email protected] 2015

Teacher Representative Leroy McKinney [email protected] ---------

Teacher Representative Evelyn Metcalf [email protected] 2015

Vision Statement

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

productive life.

School: The vision of Barringer Academic Center will be a premier elementary school in which all students acquire the

knowledge, skills and values necessary to live rich and full lives as productive and enlightened members of society.

Mission Statement

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

School: The mission of Barringer Academic Center is to create a challenging, nurturing, and diverse learning

environment that fosters college and career-minded scholars and encourages leadership in a multicultural society.

Barringer Academic Center Shared Beliefs

● Academic achievement is best accomplished through a well-rounded program that challenges all students academically, socially, ethically, and morally.

● Academic achievement is best fostered in a nurturing environment with high expectations that all children can learn and that respects different learning styles.







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● A safe and orderly environment is based on established rules administered consistently and fairly throughout the school.

● A safe and orderly environment requires constant vigilance and regular review of safety procedures by all staff, students, and community.

● Community collaboration is built upon parents, students, staff, and local community working together as a team.

● Community collaboration is maintained through open and systematic lines of communication between home and school and by sharing a commitment to community outreach.

● Professional development is based on teachers being lifetime learners who keep abreast professionally and seek appropriate assistance from system-wide resources.

● Professional development requires integration of new learning with daily work in the classroom or school to be effective.

● The school culture supports all students and teachers working, sharing, having fun, and celebrating learning loudly.

Barringer SMART Goals

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

● Provide duty-free instructional planning time for every teacher under G.S. 115C-105.27 and 301.1 with the goal of

proving an average of at least five hours of planning time per week, to the maximum extent that the safety and proper

supervision of students may allow during regular student contact hours.

● Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of

bullying and harassing behaviors.

● Mastery Grading Procedures Plan – Maximize academic achievement in a personalized 21st century learning

environment for every child to graduate college and career ready.

● By June 2018, Barringer students in grades 3-5 will meet 70% Grade Level Proficiency (62% College Career

Readiness) in reading as measured by performance on End-of Grade Exams (2016-2017 baseline is 64% GLP and

56% CCR).


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Readiness) in math as measured by performance on End-of Grade Exams (2016-2017 baseline is 61% GLP and 57%

CCR).


Readiness) in science as measured by performance on End-of Grade Exams (2016-2017 baseline is 73% GLP and

69% CCR).

● Barringer will implement Restorative Practices to reduce the number of student suspensions as well as office

referrals by 35% (baseline for 2016-2017 is 83 suspensions with 21 reoccurring students and 237 office referrals).

Barringer Academic Center Assessment Data Snapshot


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Barringer Academic Center Profile

Barringer Academic Center is located at 1546 Walton Road, in Charlotte, NC. Founded in 1952, Barringer operated as a full magnet school for Learning Immersion (grades K-2) and Talent Development certified children grades (3-5) from 1992-2002. The Horizons program (grades K-5) for highly gifted children was begun at Barringer in 1999. In 2000, Barringer was presented with the prestigious Blue Ribbon Schools Award, given by the U.S. Department of Education for exemplary academic achievement and parental involvement. Barringer Academic Center moved into a new $12 million, 92,000 square foot facility in 2002. That same year, Barringer became a partial magnet school, continuing its magnet program for students certified as Talent Development and the Horizons Program, and adding a home school K-5 program for students living in its general attendance area. Barringer Academic Center is a unique school that houses 4 different instructional programs. We have a neighborhood component to our school (60% of our student population) that come from the West Boulevard corridor, which is a high poverty area with a number of economically disadvantaged students. We also have a partial magnet (38% of our student population). This partial magnet serves the south portion of Charlotte and is from more affluent areas. Within this magnet, there are two programs – Learning Immersion designed as a pre-gifted curriculum that challenges students and prepares them for gifted certification. In addition, we have a Gifted Program. This is for grades 3 – 5 and provides students with a full day gifted curriculum. Our last program is the Horizons program (2% of our student population). This program is a county-wide program for students identified as highly gifted. Barringer has approximately 80 staff members. This includes administration (Principal, Assistant Principal, and Dean). We have 34 classroom teachers; 5 special area teachers; and 8 Instructional Assistants. Our support staff consists of a counselor; two full time EC teachers; and 1 full time Facilitator and 1 part time Facilitator. We have a full time nurse as well as a part time Mental Health Provider. 66% of our staff have advanced degrees and 98% are considered highly qualified. The majority of our teachers have over 7 years of classroom experience. Barringer has a full custodial, cafeteria, and afterschool staff to support our community. We also have 2 full time secretaries. Barringer has a small but very active PTA. They work closely with our school to provide teachers and students with additional resources and materials. They also help promote a school/community environment through programs such as


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Fall Festival, Pie Day, Science Night, and the Staff v. Parents basketball game. This past year, our PTA raised $16,500 through our Direct Giving Campaign. This money is used for teaching and learning. It provides technology, resources, school field trips and other learning experiences for our students. Barringer Academic Center was named a Nationally Certified Magnet School in 2017. It is one of only 55 in the country to have this designation. Barringer Academic Center was named a Magnet School of Excellence for the 2015-2016, 2012-2013, and the 2010-2011 school year. In 2014-2015, we were celebrated as a Magnet School of Distinction. For the 2013-2014 school year, Barringer exceeded the state’s expected growth and met 90.9% of its Annual Measurable Objectives. For the 2014-2015 school year, Barringer met expected growth and met 81.8% of our AMOs. For the 2015-2016 school year, Barringer exceeded growth and met 100% of our Annual Measurable Objectives. This past year, Barringer met expected growth and met 100% of our AMOs. We continue to work using Data Driven Instruction to meet the needs of our students and help them make more than a year’s growth. For the past three years, Barringer was designated as a Title I school. These funds are focusing on our need to close our

achievement gap that is present between our magnet and non-magnet families. Barringer has a very diverse student

population of 602 students: 56% African-American, 21% Asian, 4% Hispanic, 16% White and 3% other. We are also a

Personalized Learning school. This is a component of our school that transcends all programs. Students and teachers

work together to design an instructional path that not only focuses on the students’’ academic needs but also takes their

interests and strengths into consideration. Students at Barringer have a variety of extracurricular activities to pursue

including but not limited to Odyssey of the Mind, Student Council/Ambassadors, Chess, Chorus, Science Olympiad, and

Robotics.


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Strategic Plan 2018: For a Better Tomorrow

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

Four focus areas: I. College- and career-readiness II. Academic growth/high academic achievement

III. Access to rigor IV. Closing achievement gaps

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

Five focus areas: I. Proactive recruitment II. Individualized professional development

III. Retention/quality appraisals IV. Multiple career pathways V. Leadership development

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

Three focus areas: I. Family engagement II. Communication and outreach

III. Partnership development

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

Five focus areas: I. Physical safety II. Social and emotional health

III. High engagement IV. Cultural competency V. Customer service


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

Four focus areas: I. Effective and efficient processes and systems II. Strategic use of district resources

III. Data integrity and use IV. School performance improvement

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

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

III. Strategic school redesign IV. Innovative new schools

SMART Goal (1): Duty Free Lunch for Teachers

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

Strategic Plan Goal: Goal 2: Recruit, develop, retain and reward a premier workforce Goal 4: Promote a system-wide culture of safety, high engagement, cultural competency and customer service

Strategic Plan Focus Area: Physical safety, Social and emotional health, Retention/quality appraisals

Data Used: Surveys (staff, students, parents)

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

Point Person (title)

Evidence of Success (Student Impact)

Funding (estimated cost / source)

Personnel Involved

Timeline (Start—End)

● Interim Dates

Retain a lunchroom monitor to supervise lunch block each day

L. McKinney Lunchroom will be safe, with few discipline issues. Teacher surveys (morale, duty free lunch) will agree.

CMS Budget

Lunchroom Monitor

August 2017- June 2018


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Admin scheduled throughout lunch block to provide additional support

S. Jones Lunchroom will be safe, with few discipline issues. Teacher surveys (morale, duty free lunch) will agree.

CMS Budget

Admin August 2017- June 2018

Instructional support staff scheduled throughout lunch block to provide additional support

S. Range Lunchroom will be safe, with few discipline issues. Teacher surveys (morale, duty free lunch) will agree.

CMS Budget

Instructional Assistants

August 2017- June 2018

Teachers and staff will work with students to better understand the positive interactions and safe procedures for the cafeteria

S. Range Lunchroom will be safe, with few discipline issues. Teacher surveys (morale, duty free lunch) will agree.

NA Staff August 2017- June 2018

SMART Goal (2): Duty Free Instructional Planning Time

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

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

Strategic Plan Focus Area: College and Career Readiness, Academic Growth/High Academic Achievement, Access to Rigor, Closing Achievement Gaps

Data Used: Teacher surveys, assessment results (growth shown in Dibels and EOG) Planning minutes


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Personnel Involved


● Interim Dates

1. Establish an environment conducive to a Professional Learning Community

Maintain administrative visibility in the planning and PLC meetings to coach and support teachers and promote collaborative practices

Maintain a master schedule with 50 minutes common planning times and 50 minute Tier II/Program times for each grade level

Use of a school wide protocol to maintain focus and specificity during planning and collaboration

Principal/Range AP/Jones Facilitators –Bogan, Goodnight, Connors

Regular use of data to drive instruction and create flexible learning groups Common assessments as well as interval assessments to determine student mastery

NA Teachers, Admin, Facilitators

August 2017 – June 2018 Interval assessment every 7 weeks

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

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

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

Strategic Plan Focus Area: Physical safety, Social and Emotional Health, High Engagement, Customer Service, Cultural Competency


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Data Used: Staff, student, and parent surveys





Personnel Involved


● Interim Dates

1. Bully Liaison / Bully-prevention – to also include Cyberbullying

Classroom teachers and counselor will conduct bully prevention lessons

Discipline Assembly (biannually) for students so that students are aware of expectations

Individual counseling available for students impacted by bullying

Students will experience information on cyber bulling and other netiquette issues through Digital Citizenship Curriculum

Counselor/Bukuts Admin/S. Range and S. Jones

Students and teachers will be able to discuss what the expectations are and what to do in different situations Surveys of students, staff, and parents will show that students feel free from bullying

NA All staff August 2017- June 2018

2. Character Education –

Implementation of Character Education through Social and Emotional Learning Lessons during class circle time and monthly guidance lessons.

Counselor/ Bukuts Admin/Range, Jones, McKinney

Students will be able to explain what the characteristics are and how they are reflected within a school environment.

NA All Staff August 2017- June 2018


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Involve parents in character education through celebration and communication

Maintain positive celebrations for students (Bee Bucks, ICMM, PowerPoints, Character Ed Breakfast, Bee Bunch Lunch, etc.)

Establish clear expectations for bus behaviors. Celebrate students who do the right thing and can manage themselves.

Bus referrals will decrease by 30% Surveys will show that students feel safe and character education is prominently taught throughout BAC

3. Healthy Active Child 30 min.

Teachers will be given information on ways to incorporate movement into academic times in addition to the 30 minutes of scheduled recess (Go Noodle)

Lessons will be taught by the school nurse on healthy choices. In addition there will be 2.5 hours a week of required health education

PE Teacher/White School Nurse/Ms. LouAnn

Students will have opportunities throughout the day to move and learn about healthy choices

NA All Staff August 2017- June 2018


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4. School Health Team

School health team will continue to meet specific goals

Lessons will be incorporated into the classroom on healthy choices

Teachers will be given opportunities to become healthier

PE Teacher/White School Nurse/L. Noel Food Corps/G.

Health team will repost on how well the school is meeting their goals to the Alliance for Healthier Generations

NA All Staff October 2016-June 2017

SMART Goals: 90-Day Plan Goals.

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

Strategic Plan Focus Area: College- and career- readiness, Academic growth/high academic achievement, Access to rigor & Closing achievement gaps

Data Used: End-of- Grade Tests, MAP & TRC Benchmark Assessments, & Common Assessments

Strategies (determined by what data)

Task

Task

Task (PD)




Personnel Involved


Interim Dates

1.

See 90-Day

Plan


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2.

The 90-Day Plan serves as a road map that provides clarity to specific priorities and actions that are most important during the next 90 days. The plan will help ensure the focus of all stakeholders toward an aligned understanding of the implementation and progress of our school’s continuous improvement initiative.

PURPOSE OF THE CONTINUOUS IMPROVEMENT INITIATIVE:

Articulate in a few sentences what you hope to achieve by participating in the continuous improvement initiative.

Through the continuous improvement initiative, Barringer is hoping is to improve our data driven instruction. This will allow us to better meet the specific needs of our students. In addition to our academic goals, we are also working toward building a better school culture that allows all students to feel nurtured, safe, and valuable.

90-DAY ACTION

PLAN


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GOAL SETTING:

Goals 2016-2017 RESULTS 2017-2018 GOALS GOAL INDICATORS (METRIC TO INDICATE PROGRESS)

4 Increase in Reading proficiency

64% GLP and 56%

CCR

70% Grade Level

Proficiency (62%

College Career

Readiness)

MAP growth for school at midyear will show an

increase from 16-17. Benchmarks will show more than

50% of students are showing standard mastery. Mock

EOG data will show that 25% more students than 16-17

will achieve a level 3, 4, 5, on the EOG.

5 Increase in Math proficiency

61% GLP and 57%

CCR

70% Grade Level

Proficiency (62%

College Career

Readiness)

MAP growth for school at midyear will show an

increase from 16-17. Benchmarks will show more than

50% of students are showing standard mastery. Mock

EOG data will show that 25% more students than 16-17

will achieve a level 3, 4, 5, on the EOG.

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Increase in Science proficiency

73% GLP and 69%

CCR

80% Grade Level

Proficiency (78%

College Career

Readiness)

Benchmarks will show more than 50% of students are

showing standard mastery. Mock EOG data will show

that 25% more students than 16-17 will achieve a level

3, 4, 5, on the EOG.

7 Use of Restorative Practices throughout the school to maintain consistent behavior expectations

83 Suspensions with

21 reoccurring

students and 237

office referrals

Less than 53

suspensions, less

than 13 reoccurring

students and less

than 154 office

referrals

Circle data from admin walkthroughs, classroom

management visits from district team, consistent

decrease in suspensions and office referrals per month

as reported in SWIS and PowerSchool.


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90-Day Action Plan – Priority #1

Continuous Improvement Initiative Focus Area (Big Rock): Reading Instruction and Intervention

School’s Priority: (Given the goals identified, what problem needs to be addressed to achieve these goals?)

Vocabulary building, continue efforts toward Personalized Learning

School Leader Responsible:

Stephanie Range

Sarah Jones

Mary Bogan

Desired Outcome: (What will be different if you are successful in addressing this priority?) Improved reading

comprehension as measured through written responses, increase in grade level proficiency as seen through an improvement in mastery on formal and informal assessments. Decrease the achievement gap between all subgroups in Reading. Overall, a stronger school culture where all students read more and enjoy it.

Root Cause(s) to Address Hypothesis of Priority: (What do you believe is at the heart of this problem? What evidence do you have to support this

hypothesis?) Continued struggle to differentiate reading instruction and meet the very different needs of our scholars, lack of foundational skills, and a need to increase expectations for all learners.

ACTIONS Critical Action to Address Root Cause & Achieve Desired Outcome

(Focus on teacher practice and systems & processes)

Person

Completing

Action

Timeline Resources Needed / Source

Vocabulary Instruction – Special areas to focus on and incorporate vocabulary building as well as academic conversations. Classroom teachers’ emphasis on vocabulary throughout all content areas. Continue to use Academic Conversations as a means to provide students with multiple opportunities to learn content.

Administration Support Staff All Teachers

October 2017-June 2018

ILT work with Academic Conversations, writing across the content.

Use of Data Driven Instruction to meet the needs of individual students. Develop a Personalized Learning Master Classroom at each grade level to model how to use standard mastery to ensure each child’s needs are being

Administration PL Team


Strengthen Tier II intervention work to ensure students are being provided correct


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met. supports, continued PD on Mastery Connect as well as DDI. Weekly grade level PLCs to discuss data and develop instructional plans.

Instructional Coaching with a focus on Intentional Monitoring to provide teachers with bite-sized feedback to improve both management and rigor throughout the school year.

Administration October 2017-June 2018

Continue yearlong PD around coaching and how this will support classroom teachers and their instruction.

Development of a strong foundational program in K-3 to ensure students are on grade level when entering upper grades. This includes a school-wide emphasis on written expression with TRC stems and using details to support student responses.

Administration Literacy Facilitator ILT Team Tier II and III Intervention Teams


Use of extended day tutorial monies to support foundational skills in grades 2 Use of Title I funds to purchase Letterland, a phonics based program to support reading skills in K and 1 Redesign of our Tier II process to provide specific supports to struggling readers.

Provide multiple opportunities for parents to better understand reading skills, specifically comprehension and using details to support understanding, through Parent Nights, Principal Coffees and other school events

Administration ILT Parent Advocate


Title I funds to provide parents with multiple opportunities to engage in their child’s reading instruction.

Providing students with tutors through Pritchard Memorial and the North Star Literacy Program

Literacy

Facilitator

October

2017-June

2018

Tutors needed from North Star and Pritchard. Materials developed to support tutors and help teachers communicate with tutors about child’s needs.

PROGRESS INDICATORS


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Indicator Date Evidence to Determine Progress Toward Achieving Desired Outcome Potential Adjustments

9/30/17 and

10/17/17

Initial analysis of TRC, MAP and BOG data to determine immediate interventions and student needs

Development of groups for LLI – movement of

students to Tier II Intervention.

10/24/17

1/17/18

Analysis of first and second quarter benchmarks and determination of student mastery

Regrouping of students receiving interventions. Different groupings within the classroom and support to the teacher for scaffolding, especially with Power Standards

12/20/16 Analysis of walk through data to determine level of rigor being delivered within the classrooms

Retarget coaching to help teachers further

their questioning and the amount of critical

thinking done by students


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Continuous Improvement Initiative Focus Area (Big Rock): Math Instruction and Intervention


Decreasing the achievement gap among all sub-groups, Increase grade level proficiency across all grade levels, Increase teacher comfort levels with the new math program


Stephanie Range

Sarah Jones Desired Outcome: (What will be different if you are successful in addressing this priority?) Better mathematical

understanding among all students (beyond rote memorization), Decrease the achievement gap between all subgroups in Math. Stronger interventions to provide all students with the personalized learning that they need, and students who are able to solve multi-step problems beyond just the algorithms.


hypothesis?) Lack of strategies and understanding in problem-solving; lack of differentiation within the classroom; need for more training in resources, particularly Tier II interventions and progress monitoring



Person

Completing

Action


Heart Tutoring – Heart Tutors will work with our students (considered “bubble” as a result of MAP testing and EOG testing twice a week. They will complete ongoing assessments and use the Kathy Richardson strategies as the basis of their curriculum.

Administration Mr. Buchsbaum Heart Coordinator


Heart Tutors, Kathy Richardson materials, summative and formative data

Instructional Coaching with a focus on Intentional Monitoring to provide teachers with bite-sized feedback to improve both management and rigor

Administration October 2017-June

Continue yearlong PD around coaching and how this will


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throughout the school year. 2018 support classroom teachers and their instruction.

Use of Data Driven Instruction to meet the needs of individual students. Develop a Personalized Learning Master Classroom at each grade level to model how to use standard mastery to ensure each child’s needs are being met.

Administration PL Team


Strengthen Tier II intervention work to ensure students are being provided correct supports, continued PD on Mastery Connect as well as DDI. Weekly grade level PLCs to discuss data and develop instructional plans.

Work collaboratively at each grade level to better understand how to effectively use the new math program, Envision. In addition, determine multiple ways to use Ready Core in the classroom to supplement learning.

Administration PL Team District Support Classroom Teachers


Work through new math program during PLC meetings. Provide support to teachers through individual and grade level PD.

An emphasis on our Makerspace with specific design challenges to provide students with authentic mathematical problem-solving opportunities.

Administration All Teachers


Discovery Place Ed Studios PD scheduled for October and December.

PROGRESS INDICATORS Indicator Date Evidence to Determine Progress Toward Achieving Desired Outcome Potential Adjustments

10/23/17 Careful analysis of benchmark and common assessment data to determine the specific standards that need to be retaught. This will be determined through the Action Plan developed at Benchmark data meetings.

Regrouping of students receiving

interventions. Different groupings within the

classroom and support to the teacher for

scaffolding, especially with Power Standards

1/16/17 Careful analysis of benchmark and common assessment data to determine the specific standards that need to be retaught. This will be determined through the Action Plan developed at Benchmark data meetings.





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Continuous Improvement Initiative Focus Area (Big Rock) - (If applicable):Science Instruction


Reestablish science emphasis in K-3, Implementing STEM through Makerspace Labs,


Stephanie Range

Sarah Jones

De’Nise Gerst

Desired Outcome: (What will be different if you are successful in addressing this priority?) Increased instruction in 5th

grade EOG scores to 80% proficiency. Decrease the achievement gap between all subgroups in Science.


hypothesis?) Emphasis on math and reading during younger grades with a science focus through literacy not experimentation and hands-on learning. Need to increase conversations about science at PLC meetings.



Person

Completing

Action


Reestablish science curriculum at K-3, with a focus on science fair projects and hands-on activities. Particularly emphasize science/content vocabulary. Restructure PLC meetings to engage teams in a discussion of science standards and how they can be mastered through more authentic learning.

Administration Science Facilitator


Time in PLC meetings, use of Science wiki and curriculum resources, Science PD offered throughout the district.


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Classroom Teachers

An emphasis on our Makerspace with specific design challenges to provide students with authentic scientific problem-solving opportunities.

Administration All Teachers


Discovery Place Ed Studios PD scheduled for October and December.

Continue using the science interactive notebooks to support vocabulary and conceptual foundations

5th grade science teachers Science Facilitator


EDUInteractive notebooks

Planning time quarterly with Ms. Gerst not only to ensure collaboration in instruction but also to make sure that a high level of rigor is attached to instruction

October

2017

January 2018

March 2018

Curriculum guide, Science

Alliance Information, Common

Assessments and Science Wiki


10/24/16

1/17/17

Analysis of first and second quarter benchmarks and determination of student mastery






Retarget coaching to help teachers further their questioning and the amount of critical thinking done by students


Retarget coaching to help teachers further

their questioning and the amount of critical

thinking done by students


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Continuous Improvement Initiative Focus Area (Big Rock) - (If applicable): Restorative Practices

School’s Priority: (Given the goals identified, what problem needs to be addressed to achieve these goals?) 100%

staff Participation, establishing a community climate in each classroom,


Stephanie Range

Sarah Jones

Leroy McKinney

Desired Outcome: (What will be different if you are successful in addressing this priority?) Decreased behavior issues

that disrupt instruction and student learning. Students help create a community that they feel more connected to; Reduced office referrals and suspensions


hypothesis?) Lack of consistency across classrooms and throughout the school. Need for stronger systems to support student success. Need for students to have more problem-solving skills and collaboration skills.

ACTIONS Critical Action to Address Root Cause & Achieve Desired Outcome Person

Completing

Action


Use of Buddy Classes across grade levels and programs to establish stronger connections between students and staff

Whole Staff October 2017-June 2018

Establishing partner classes and activities to support students and teachers


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Restorative Circles implemented regularly to teach/model/role play how to solve conflicts and talk out student feelings.

Administration Classroom Teachers Counselor


Restorative Practices Circle topics, PD focused on establishing circles, use of circles in several venues (between staff, with parents, etc.)

Establish an MTSS Leadership Team that provides each grade level with representation to review problems and concerns that arise throughout the building. This team will be used to problem-solve and establish solutions focused on restoring relationships between staff and students

Administration Grade Level and Team Representation


PD for initial team to be able to lead the work, Monthly MTSS meeting with problem/solution format


Monthly Problem-solving/solution generated agenda – review of the items to determine how successful the MTSS Leadership team is in providing consistent expectations across the school

Does the team need more support from Edwin

Wilson? How are the meetings impacting the

overall school climate?

December 2017 Insight survey results will continue to show that teachers feel the school is a good place to teach and learn as well as having supportive administration with clear expectations for all students

Re-teaching expectations across all grade levels as well as providing more specific coaching opportunities for Circle Time


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Mastery Grading Procedures Plan – Required for All Schools

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

Strategic Plan Focus Area: Academic growth/high academic achievement

Data Used:

Strategies (determined by what

data) ● Task ● Task ● Task (PD)




Personnel Involved


● Interim Dates

1. Common assessments – Regular data points will be taken to determine student understanding and mastery. In addition, benchmark assessments will be given at quarterly intervals to determine overall student proficiency.

Instructional Facilitator, ILT Team and Administration

Data will show students developing mastery of objectives over time PLC Teams will have intentional conversations about students and what they still need to do to achieve proficiency Data Dashboard will show an increase in student mastery over the course of the school year

Mastery Connect/CASE Assessments Title I

Staff/Administration

October, 2017– June, 2018

2. Data disaggregation – Process of monitoring student growth by standard. Weekly conversations about teaching and learning will take place centered on the standards and student’s demonstration of proficiency.

Instructional Facilitator, ILT Team, Classroom Teachers and Administration

Data will show students developing mastery of objectives over time PLC Teams will have intentional conversations about students and what they still need to do to

Mastery Connect

Staff/Administration



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achieve proficiency

3. Flexible grouping – students will be grouped, with the support of reading/math tutors as well as Instructional Assistants to provide specific targeted instruction to meet their learning needs

Instructional Facilitator, ILT Team, Classroom Teachers, Instructional Assistants and Administration

Improved MTSS process where students are either progressing through Tier II and III for the supports that they need or eventually showing substantial growth.

None Staff/Administration


4. Additional learning opportunities - Process of holding students accountable for learning via re-teaching, re-assessment

Instructional Facilitator, Instructional Assistants, Classroom Teachers and Administration

Students will have multiple opportunities to show mastery of individual standards. In addition, reteaching will provide students with clarity and self-reflection.



5. Late and make-up work - School expectations for holding students accountable for completing assignments

Teachers and Administration

Data will show students developing mastery of objectives over time



6. Grade reporting - Set expectations for the timeliness of recording grades in PowerSchool (initial grades and final grades after retest if applicable)

Administration Parent Feedback regarding the grading process will be solicited



Barringer - 600 Waiver Requests

Request for Waiver


29

1. Insert the waivers you are requesting

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

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

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

3. Please state how the waiver will be used.

● Class size will be adjusted to address student individual instructional needs through flexible grouping of students in the

most effective utilization of teaching teams. Maximum teaching load will be used to allow teachers in specific areas of

the curriculum to teach students designated for specific skill needs and to address the large number of students

requesting elective classes.

4. Please state how the waiver will promote achievement of performance goals. ● This waiver will allow more flexibility in grouping students to meet their abilities and needs and thus should enhance

their achievement on the performance goals.