School Improvement Plan - Charlotte-Mecklenburg Schools...Selwyn Elementary was a School of Distinction during the 2010-2011 school year. Using Effective Schools Research and a comprehensive

School Improvement Plan

2015-2016 2015-2016 through 2016-2017

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

Draft Due: September 28, 2015 Final Copy Due: October 26, 2015

2015-2016 Selwyn Elementary School Improvement Plan Report

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Selwyn Elementary Contact Information

School: Selwyn Elementary School Courier Number: 522

Address: 2840 Colony Road

Charlotte, NC 28211 Phone Number: 980-343-5835

Fax Number: 980-343-5864

Learning Community Central School Website: schools.cms.k12.nc.us/selwynES/Pages/Default.aspx

Principal: Shane Lis

Learning Community Superintendent: Tara Lynn Sullivan

Selwyn Elementary 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 Shane Lis [email protected] 8-13 Assistant Principal Representative Sharone Harris [email protected] 8-14 Teacher Representative Becky Muth [email protected] 8-13 Inst. Support Representative Becky Crawford [email protected] 8-12 Teacher Assistant Representative Jenny Primm [email protected] 8-15 Parent Representative Jamie Curtis [email protected] 4-14 Parent Representative Richard Morrow [email protected] 4-14 Parent Representative Nichelle Weintraub [email protected] 4-15 Parent Representative Ann Lam [email protected] 4-13 Parent Representative Beverly Shull [email protected] 8-15


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Vision Statement

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

School: We, the students, parents, staff and community of Selwyn Elementary will nurture and educate every child to be and feel successful.

Mission Statement

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

School: In an atmosphere of respect for individuality, all children are motivated, challenged, and prepared for the next level of academic development.

Selwyn Elementary Shared Beliefs All students are capable of learning.

Students demonstrate their understanding of essential knowledge and skills, and are actively involved in problem-solving and producing quality work.

Students learn in different ways and should be provided with a variety of instructional approaches to support their learning.

Students learn best when they are actively engaged in the learning process and have appropriate opportunities for success.

Students perform at high levels of cognitive complexity to increase individual student proficiency and performance.


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Selwyn Elementary 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 providing 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

By the end of the 2015 – 2016 school year 42% of our students classified, as Black and Hispanic, in grade 3-5 will demonstrate overall proficiency as determined by the North Carolina End of Grade tests. This reflects a 3% increase from the 2014-2015 North Carolina End-of-Grade test.

By the end of the 2015 – 2016 school year 86.7% (CCR 80.6%) of our students in grades 3-5 will demonstrate proficiency as determined by the North Carolina End of Grade test. This reflects a 3% increase from our 2014-2015 Overall Composite score on the North Carolina End-of-Grade test

By the end of the 2015 – 2016 school year 85% (CCR 78%) of our students in grades 3-5 will demonstrate proficiency in reading as determined by the North Carolina Reading End of Grade test. This reflects a 3% increase from the 2014-2015 North Carolina Reading End-of-Grade test.


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Selwyn Elementary Assessment Data Snapshot

2014-15 Performance Composite GLP

ALL FEM MALE BLK HISP WHT EDS LEP SWD AIG

All Subjects 83.7 84.6 82.7 37.2 42.4 92.7 43.0 31.4 38.8 >95

EOG 83.7 84.6 82.7 37.2 42.4 92.7 43.0 31.4 38.8 >95

EOG Grade 3 85.3 86.3 84.1 31.3 50.0 94.6 34.8 50.0 25.0 >95

EOG Grade 4 78.3 76.4 80.3 40.6 36.4 88.5 42.9 <5 42.9 >95

EOG Grade 5 86.6 90.1 83.3 40.0 42.9 94.1 49.2 40.0 45.2 >95

Reading 81.6 85.2 77.8 38.1 34.6 91.3 37.5 20.0 35.7 >95

Reading/3rd 84.9 86.3 83.3 31.3 50.0 94.2 30.4 40.0 21.4 >95

Reading/4th 78.3 80.6 75.8 43.8 36.4 88.5 42.9 <5 42.9 >95

Reading/5th 81.5 89.5 74.2 40.0 14.3 90.6 38.1 20.0 42.9 >95

Math 83.1 82.3 84.0 33.3 42.3 92.5 43.1 33.3 35.7 >95

Math/3rd 85.6 86.3 84.8 31.3 50.0 95 39.1 60.0 28.6 >95

Math/4th 78.3 72.2 84.8 37.5 36.4 88.5 42.9 <5 42.9 >95

Math/5th 85.7 89.5 82.3 30.0 42.9 93.8 47.6 40.0 35.7 >95


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Science 92.4 91.2 93.5 50.0 71.4 >95 61.9 60.0 57.1 >95

Science/5th 92.4 91.2 93.5 50.0 71.4 >95 61.9 60.0 57.1 >95

2014-15 Performance Composite CCR

ALL FEM MALE BLK HISP WHT EDS LEP SWD AIG

All Subjects 77.6 80.2 74.9 28.7 33.9 87.2 33.9 22.9 26.5 >95

EOG 77.6 80.2 74.9 28.7 33.9 87.2 33.9 22.9 26.5 >95

EOG Grade 3 79.5 83.1 75.0 25.0 31.3 89.6 30.4 30.0 17.9 >95

EOG Grade 4 67.8 67.4 68.2 25.0 36.4 77.9 26.8 <5 14.3 >95

EOG Grade 5 83.8 88.3 79.6 36.7 33.3 92.0 42.9 33.3 40.5 >95

Reading 74.7 80.4 68.6 23.8 26.9 85.3 29.2 13.3 21.4 >95

Reading/3rd 80.1 83.8 75.8 25 25.0 90.8 26.1 20.0 14.3 >95

Reading/4th 65.2 70.8 59.1 18.8 36.4 76.0 25.0 <5 7.1 >95

Reading/5th 79.0 87.7 71.0 30.0 14.3 88.5 38.1 20.0 42.9 >95

Math 76.7 77.0 76.3 28.6 34.6 86.3 31.9 20.0 21.4 >95

Math/3rd 78.8 82.5 74.2 25.0 37.5 88.3 34.8 40.0 21.4 >95


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Math/4th 70.3 63.9 77.3 31.3 36.4 79.8 28.6 <5 21.4 >95

Math/5th 81.5 86.0 77.4 30.0 28.6 90.6 33.3 20.0 21.4 >95

Science 90.8 91.2 90.3 50.0 57.1 >95 57.1 60.0 57.1 >95

Science/5th 90.8 91.2 90.3 50.0 57.1 >95 57.1 60.0 57.1 >95


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Selwyn Elementary Profile Selwyn Elementary School is located on the edge of the South Park Business District between Alexander Graham Middle School and Myers Park High School. Selwyn opened in 1959 on 212 acres of wooded property. A replacement school was constructed on property beside the original school and was completed in 2003. Selwyn began the 2003 – 2004 school year in this brand new facility on what is now called the South Park Campus. Due to increased student enrollment, we expanded into the old Selwyn building, now called the Upper School in 2008. At that time, we acquired sixteen classrooms which house the fourth and fifth grade classrooms, Resource, Talent Development, Art, Music, and two classes of autistic students. This building was upgraded with new windows, tile flooring, improved lighting, a newly installed heat and air system and a covered walkway to connect the two buildings.

Selwyn’s outstanding instructional program boasts a committed staff, enthusiastic parent involvement, a climate conducive to learning and the expectation of success for all of its learners. Outcomes for students over the last decade have earned the students, parents and staff recognition for demonstrated growth achievement. The administration and an experienced staff work closely with the 90 plus member PTA Board to plan meaningful experiences based on school goals for all students. Each classroom has updated, networked computer stations to support student-engaged learning time, multimedia projects and Internet research. Currently, there are SmartBoards in all classrooms as well as the Technology Lab. The PTA supports our arts education and helps strengthen student experiences. Selwyn students are provided with a rich and varied educational experience.

Selwyn’s PTA is very active and strongly supportive of both Selwyn and Billingsville Elementary School, our Schoolmates partner school. The PTA supports both schools through Building Blocks a capital campaign that provides financial support and funding for school projects and materials for the school. Additionally, the PTA implements the Red Ribbon Reading summer reading program for all students to fund the PTA’s operational budget. The two budgets total approximately $185,000 a year.

Selwyn Elementary was a School of Distinction during the 2010-2011 school year. Using Effective Schools Research and a comprehensive planning process for more than twelve years, the school has developed a strategic plan to establish the focus and to promote continuous improvement. A variety of student data is analyzed to plan for instruction and for revisions. Collaboration at grade level and across grade levels encourages increased student success and a professional work environment


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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

Customer service

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

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


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IV. School performance improvement

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, and retain a premier workforce. Strategic Plan Focus Area: Retention Data Used: Attendance Report for monitor

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

Point Person (title/name)

Evidence of Success (Student Impact)

Funding (estimated cost / source)

Personnel Involved

Timeline (Start—End) Interim

Dates 1. Hire a lunch room monitor Shane Lis,

Principal Human Resource District Principal /

Monitor Aug-June

2. Create a schedule for assistants to help monitor lunch room

Dr. Sharone Harris, Assistant Principal

Schedule 0 Assistant Principal / TA’s

August - June

3. Create a back up schedule in case of an absence in coverage


Schedule

0 Harris / Support Staff

Aug - June


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4.Homeroom teachers will bring behavior notebook to cafeteria to help monitor students behavior

Shane Lis, Principal


Notebook 0 Classroom Teachers

Aug - June

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: Goal 2: Recruit, develop, and retain a premier workforce. Strategic Plan Focus Area: Retention Data Used: Schedules





Personnel Involved


Dates 1. Efficiently manage transition to ensure maximum planning.



Balance between classroom instructional time and special area instructional time.

0 Special areas teachers, classroom teachers, admin, teacher’s assistants

Aug - June


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2. Effectively incorporate double block special area class planning periods.




Increase in student engagement because of increased level of teacher preparation.


Aug - June

3. Schedule double block special areas planning periods on Tuesdays, Wednesdays and Thursdays to prevent interruption from holidays and teacher’s workdays.




Increase in student engagement because of increased level of teacher preparation.


Aug - June

4. Maximize use of time during double block planning periods by requesting “meeting minutes” and “agendas” from teachers.




Increase in student engagement because of increased level of


Aug - June


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teacher preparation.

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: Goal 4: Promote a system-wide culture of safety, high engagement, customer service, and cultural competence. Goal 6: Inspire and nurture learning, creativity, innovation and entrepreneurship through the expansion of strategic school design.

Strategic Plan Focus Area: Social and Emotional Health, Learning everywhere, all the time Data Used: Discipline Data





Personnel Involved


Dates

1. Positive Discipline Institute regular, scheduled

class meetings to discuss classroom issues and concerns

Classroom Teachers

Barb

Kovach, counselor

Jessica Webster, counselor

Open, accepting environment, created in the classroom

Lesson plans reflect

positive interactions

Students selected on a flexible needs basis and given access to group time.

0 Classroom Teacher, students, counselor

Classroom

Teacher, students

Students, Counselors

Aug- June


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2. Character Education Work with PTA committee on

Character Education to provide strategies for instruction and positive/respectful interactions into Character Ed lessons

Implement Conflict Resolution strategies and lessons into classroom instruction

Clearly define terms used to describe bullying (e.g. humiliation, zero-tolerance, compassion, etc). so student can easily delineate every day disagreements from bullying

Classroom Teachers

Barb Kovach, counselor

Jessica Webster, counselor

Select Character Education assemblies include anti-bullying messages

Lesson plans reflect “conflict resolution” as a topic; student can articulate techniques to use in disagreements

List of common

terms and definitions that teachers use in lessons plans

0 Counselors Classroom Teachers,

Counselors

Classroom Teachers

Counselors, Classroom Teachers

Aug- June

3. Healthy Active Child 30 min.

Classroom Teachers

Have at least 30 minutes of physical activity every day

0 Classroom Teachers

PE Teacher

Aug- June


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4. School Health Team Nikia Kilgo, P.E. teacher

Students participate in health awareness programs and learn ways to take care of themselves

0 PE Teachers, Classroom Teachers

PE Teachers, Classroom Teachers

Aug- June

SMART Goal (4): By the end of the 2015 – 2016 school year 42% of our students classified, as Black and Hispanic, in grade 3-5 will demonstrate overall proficiency as determined by the North Carolina End of Grade tests. This reflects a 3% increase from the 2014-2015 North Carolina End-of-Grade test.

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

Strategic Plan Focus Area: Closing Achievement Gaps Data Used: EOG Scores




Funding(estimated cost / source)

Personnel Involved Timeline (Start—End) Interim

Dates

1. Expand grade level collaboration through grade level planning sessions A minimum of one 90 minute session/week


Dr. Sharone Harris,

Master schedules showing sessions

Lesson sharing

ensures equitable classroom

0 Admin

Grade level teaching teams

Aug - June


16

Assistant Principal


experiences and alignment to long range plans

2. Expand sharing of best practices teaching techniques through grade level team planning discussions.




Differentiated Learning Lab

Students experience best practice teaching

0 Admin


Aug - June

3. Expand vertical planning opportunities. Increase communication across staff through monthly newsletters, classroom and grade level websites



Agenda sharing

Newsletters

Grade level websites

Individual teacher

0 Admin


Aug - June


17

Grade

level teaching teams

websites

SMART Goal (5): By the end of the 2015–2016 school year 86.7% (CCR 80.6%) of our students in grades 3-5 will demonstrate proficiency as determined by the North Carolina End of Grade test. This reflects a 3% increase from our 2014-2015 Overall Composite score on the North Carolina End-of-Grade test.

Strategic Plan Goal: Goal 1: 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 Data Used: EOG Scores





Personnel Involved


Dates

1. Use team planning and data days to create, analyze and share assessment results Create common assessments that

measure standards and major topics to be taught to administer as a pre/post assessment

Create classes and flexible groups based on pretest data and Reading 3D results

Becky Crawford, K-2 facilitator

Karen Fowler, 3-5 facilitator

Common Assessments

Documented growth

from pre-post test

Class rosters



Admin

Facilitators

Aug - June


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Protect team planning time and data days to allow for maximum collaboration

Utilize facilitators, administrators and other teachers to interpret data results



Grade

Level Teams

Reading Groups

Master Schedule

2. Set student goals with students using MAP template

Familiarize teachers with MAP structure and goal setting procedures

Meet with students to set high goals for progress from one benchmark to the next

Evaluate success on goals with individual students



Grade

Level Teams

Completed growth setting worksheets and student knowledge of individual goals

Data notebooks to track progress and success meeting goals


0 Facilitators

Classroom Teachers

Students

Aug - June

SMART Goal (6): By the end of the 2015 – 2016 school year 85% (CCR 78%) of our students in grades 3-5 will demonstrate proficiency in reading as determined by the North Carolina Reading End of Grade test. This reflects a 3% increase from the 2014-2015 North Carolina Reading End-of-Grade test.

Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st century learning environment for every


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child to graduate career and college ready Strategic Plan Focus Area: College and Career Readiness, Academic Growth/High Academic Achievement, Access to Rigor Data Used: MAP, Reading 3D, EOG, Classroom create pre/post common assessments





Personnel Involved

Timeline (Start—End) Interi

m Dates

1. Provide staff with ongoing training and development to support the implementation of the Balanced Literacy program.



Shane Lis,

Principal


MAP, Lexile and EOG measures, Reading 3D

PTA PD funds

All Staff Aug - June


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Grade Level Teams

2. Provide opportunity and training to utilize formal and informal assessment of students to better inform literacy and writing instruction, both laterally within each grade level and longitudinally across grade levels.





Grade

Level Teams


District (MAP) and State (3D) provided funds

All Staff Aug - June

3. Provide better and additional sets of materials for guided reading at every grade level.



PTA Funds Facilitators

Classroom Teachers

Sept - May


21


PTA Board

Grade Level Teams

PTA

Funding Committee

4. Periodic observations to ensure Balanced Literacy is being implemented in all classrooms

Admin Team

Growth measures and staff evaluations

0 Admin Team

Aug - June

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: MAP / Mclass Scores





Personnel Involved


Dates


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1. Common assessments At minimum, 4 common

formal assessments are given and are aligned to content standards each quarter

Students will be retaught the information and have the opportunity to retake the test and earn up to 79%

The common assessment committee will meet monthly to share common assessments being given at each grade level

Bonack / Common Assessment committee

Data Tracking forms

Meeting notes

Quality and alignment of assessments will improve

Improved student performance


Aug-June

2. Data disaggregation Data days will be provided at

least one time per year. Teacher teams will use data to

create and monitor flexible groupings of students

Data trackers will be kept in data notebooks and in Google Docs.

Teachers will share data with parents

Crawford / Data Committee

Data Tracking Forms

Meeting Notes

Evidence of Flexible

groups

0 Classroom Teacher

Facilitators

Aug - June

3. Flexible grouping Teacher teams will use data to

create and monitor flexible groups

Groups will be altered as

Grade Level Chairs

Lesson Plans

Meeting Notes

0 Classroom Teacher

Facilitators

Sept - June


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needed based on pre and post assessments

Increased student engagement

Increased rigor Differentiated

Learning Lab

4. Additional learning opportunities If a student earns below and

79% on any of the formal assessments they must make the test corrections and meet with the teacher prior to retaking the test.

Upon completion of both, the student will be given an opportunity to retest and replace the original grade up to 79%

Classroom Teachers

PowerSchool

Grade Book

Increased student engagement and performance


Aug - June

5. Late and make-up work A student who misses

homework or other assignments or due dates because of absences whether excused or unexcused must be allowed to make up the work.

Arrangements to make up late work will be made by the teacher within 5 days of the student’s return to school.

Classroom Teachers

PowerSchool

Grade Book

Greater student accountability to make-up work

Increase student engagement and performance


Aug - June


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In all circumstances, homework and other assignments will be accepted with students receiving full credit if their absence was excused. If the absence was not excused or if the student was present on the due date less credit may be given.

6. Grade Reporting Grades for all assignments

must be entered into Power School within ten (10) school days of the assignment due date. This includes make-up work. (Note: Grades for long-term assignments/projects and work turned in late are excluded from the 10-day posting requirement.)

Grading assignments will be aligned with the content standards.

Teachers shall assign and initial score earned for an assignment on which the student made a concerted effort with no score entered



Grade Level Teams

PowerSchool

Grade Book


Aug-June


25

being lower than a 50%.

Students with an IEP, 504, or who are identified, as LEP should receive the accommodations outlined in their plan on assignments and assessments. Their work should be assessed based on the accommodated assignments and not compared to their peers or other norm referenced standards.

Selwyn Elementary - 600 Waiver Requests

Request for Waiver

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]


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27


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Quarter 3 Review Committee Position Name Signature Date

Principal

Assistant Principal Representative

Teacher Representative

Inst. Support Representative

Teacher Assistant Representative

Parent Representative






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Quarter 4 Review Committee Position Name Signature Date

Principal

Assistant Principal Representative

Teacher Representative

Inst. Support Representative

Teacher Assistant Representative






Documents

School Improvement Plan - Charlotte-Mecklenburg Schools...Selwyn Elementary was a School of Distinction during the 2010-2011 school year. Using Effective Schools Research and a comprehensive