GUILFORD COUNTY SCHOOLS School Improvement Grant (SIG) for Oak Hill Elementary School Plan of Action

GUILFORD COUNTY SCHOOLS School Improvement Grant (SIG) for Oak Hill Elementary School Plan of Action School Improvement Grant (SIG) Requirements (1) Replace the principal and grant the principal sufficient operational flexibility (including in staffing, calendars/time, and budgeting) to implement fully a comprehensive approach in order to substantially improvement student achievement outcomes and increase high school graduation rates. Through a national search, the Guilford County School System has identified the person who will serve as principal of Oak Hill School beginning in 2010-2011. This individual has been a Teacher of the Year, holds National Board Certification, has patented and published documents on mentoring underrepresented groups, served as a university professor, and holds dual Master s degrees in school administration and elementary science. This instructional leader also has a proven track record of turning around a school at high risk for failure an attribute that is essential for serving the needs of Oak Hill Elementary. With the support of the GCS planning committee, she has made the following decisions: 1. Staffing As a part of the Staffing Solution Protocol, she will review the interest forms, letters of interest, and resumes of all applicants, including those members of the Oak Hill staff who express a desire to return to the school. She will be actively involved in the interviewing and selection of all personnel for Oak Hill for 2010-2011. 2. Calendar/Time After reviewing the various options to extend the school day and year, as well as research related to these options, the school will extend the school day by 45 minutes and add 10 student days to the calendar which will allow for increased instructional time through literacy and math blocks. In addition to the additional 10 student days, staff will also have 10 days prior to the start of the school year which are dedicated to professional development. 3. Budget The principal has reviewed and developed strategies for utilizing state, local, and federal funds, including Title I and SIG funds, in the turnaround of Oak Hill School. (2) Use locally adopted competencies to measure the effectiveness of staff who can work within the turnaround environment to meet the needs of students. a. Screen all existing staff and rehire no more than 50 percent. b. Select new staff. More detail about these specific components is provided below. Under the Staffing Solution Protocol for this initiative, current Oak Hill personnel were notified that the school would be implementing a federal reform model and all personnel would be required to reapply for their positions. Personnel were asked to submit an interest form indicating their desire to return to Oak Hill for 2010-2011 or transfer to another school within the district. Forty-two percent (42%) of licensed staff and 25% of Pre-K to 5 th grade teachers have indicated that they want to return to Oak Hill. Seventy-eight percent (78%) of classified staff, 100% of EC teachers, and 75% of ESL teachers have expressed a desire to return to Oak Hill. At the same time, recruitment letters were sent to every teacher in the district with high value-added data (EVAAS). Existing personnel wishing to re-apply or district employees wishing to apply for employment at Oak Hill submitted a Letter of Intent and Resume to Human Resources for review by the interview team that includes the principal Appendix B Guilford County Schools Plan of Action Page 1

(3) Implement such strategies as financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions that are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in the turnaround school. and representatives from the Regional Superintendent s Office, Curriculum and Instruction, ESL, and EC. In keeping with GCS hiring procedures, all applicants (both licensed and classified) will be screened with the Interactive Computer Interview System (ICIS) by representatives from Human Resources. Interviews and observations will then be conducted by the principal and interview team based on resumes and teacher data. The principal and interview team will select highly effective personnel to staff Oak Hill. In an effort to recruit the best employees possible for Oak Hill School, the district will pay recruitment bonuses to the principal and staff. All staff will be eligible to receive performance incentives that are aligned with the current North Carolina ABC model of expected and high growth distinctions. The amounts of the bonuses are as follows for each of the three years of the grant: Principal Recruitment bonus $5,000 Performance/Growth Bonus expected growth: $3,000; high growth: $5,000 Certified Staff Recruitment Bonus 5% of annual salary Growth Bonus 3% and 5% of annual salary for expected and high growth, respectively Classified Staff Recruitment Bonus $500 Growth Bonus $500 for expected growth or high growth As you will see from explanations which follow relative to changes in length and structure of the school year and school day at Oak Hill, attention is being given to creating a climate and culture that promotes the best working conditions for teachers and learning conditions for students. The principal who has been identified to lead the school in 2010-2011 is focused on improving student achievement while making Oak Hill a school where teachers want to work. Current Oak Hill staff members will have the opportunity to apply for and be promoted to other positions within the district including, but not limited to, principal, assistant principal, and/or central office positions. These promotions will be based on student performance data, exemplary job performance, and evidence of strong leadership within the learning community. Appendix B Guilford County Schools Plan of Action Page 2

(4) Provide staff ongoing, high-quality jobembedded professional development that is aligned with the school s comprehensive instructional program and designed with school staff to ensure that they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies. The overall goal is to provide professional development that focuses on whole group learning for the school staff, as well as individual professional development which addresses individual growth needs of staff members. The job-embedded professional development will include: The Sheltered Instruction Observation Protocol (SIOP) The Sheltered Instruction Observation Protocol (SIOP) is a framework with eight components that address lesson planning and delivery for all students. This professional development will be delivered by the district s lead teachers/coaches. During the first year of the grant, the training will be offered over five days prior to the start of the 2010-2011 school year and will include all certified staff, as well as certified and non-certified tutors. The coaches will conduct bi-weekly monitoring/coaching visits to ensure that the SIOP model is implemented with fidelity. During the second and third years, the trainers/coaches will provide professional development on the SIOP model for all new staff. They will also continue to monitor implementation and utilization of the model within the school and build capacity among the staff. SRA Balanced Literacy During the first year of the grant, three days of training on the SRA Balanced Literacy model will be provided for all Oak Hill staff and tutors prior to the start of school. The district also will provide two days of Balanced Literacy training for all K-5 teachers. K-5 certified staff at Oak Hill will be required to participate in this professional learning. Balanced Literacy lead teachers/coaches will monitor the implementation and utilization of the model on a bi-weekly basis. The Balanced Literacy trainers/coaches will provide professional development for all new staff during years two and three. They will also continue to monitor implementation and utilization of the model within the school and build capacity among the staff. Math Instructional Model Oak Hill teachers will participate in two days of professional development on the math instructional model during the first year. This training will include the use of pacing guides, EnVision texts, North Carolina Department of Public Instruction documents, assessments, and manipulatives. The training will be facilitated by the district s curriculum team and the math coach who is assigned to Oak Hill. During the second and third years of the grant, Oak Hill teachers will participate in district-wide staff development on mastery learning and new essential standards for mathematics. Student Achievement Data Throughout the three years of the grant, Meaningful Grade-level Meetings (MGMs) will focus on Appendix B Guilford County Schools Plan of Action Page 3

student achievement data. Initially, there will be a two-day planning window during which each grade level meets with the school s administrative team and coaches to evaluate individual student data for individual classrooms and the grade level. Data to be used will include, but not be limited to, EOG, Benchmarks, EVAAS, ACCESS Language Proficiency scores, SRA, and DIBELS. This examination of student achievement data will be used to drive instruction in individual classrooms and at grade levels. Co-teaching The initial two-day co-teaching training will include ESL, EC, and regular education teachers and will include an opportunity for the teachers to work together to create lesson plans integrating the SIOP model with first quarter learning objectives. This type of collaborative planning for co-teaching will be continued throughout the school year. During years two and three, the co-teaching trainers/coaches will provide professional learning opportunities for new staff and will continue to monitor implementation and utilization of co-teaching strategies within the school and build capacity among staff. Reading and Math Coach Throughout the three-year period, Oak Hill s reading and math coaches will participate in all trainings and assist teachers in developing plans for instruction, monitor implementation, and facilitate change through a reflective process that will include individual dialogue, MGMs, PLCs, daily walkthroughs, and full staff meetings. Oak Hill teachers will be paired with a mentor/coach and participate in ongoing peer-to-peer coaching to build capacity in the classroom. Resource Rooms During the first year of the grant, math and literacy resource rooms will be developed that contain manipulatives, books, teaching aids, and materials for use by teachers as they develop lesson plans. The resource rooms will provide a central location for all materials that is easily accessible and provides for ongoing inventory control. Members of Oak Hill s certified staff will assist with organizing the rooms. Staff will continue to develop and organize the rooms in keeping with changing needs of the school during years two and three. PD 360 PD 360 is an on-line system of differentiated professional learning which will be offered throughout the three years of the grant. It can be self initiated or administratively directed for teachers who need additional support with specific competencies and objectives. PD360 is an on-demand library of professional teacher development resources that leverages technology to make professional learning more effective and sustainable. It has over 200 hours of research-based video content, plus tools for Appendix B Guilford County Schools Plan of Action Page 4

follow-up, tracking, reflection, and group training. Professional Library Oak Hill will create a professional library that enhances the school s existing resources. This library will consist of instructional books, motivational books, books on tape/cd/dvd, etc. The development of the professional library will be ongoing throughout the three years. Marzano s Classroom Instruction That Works Marzano s Classroom Instruction That Works will be utilized during years two and three. Beginning in the second year, it will be used to enhance the job-embedded professional development offered at Oak Hill. This research-based model shows teachers how to apply the eight categories of instruction in their classrooms and provides a model for effectively sequencing instructional techniques. These eight components support the SIOP model and offer teachers additional linkage to sustain effective instruction. Rigor/Relevance Framework In the second year, the staff will be trained in and implement the Rigor/Relevance Framework which is based on two dimensions of higher standards and student achievement. First, there is the Knowledge Taxonomy, a continuum based on the six levels of Bloom s Taxonomy, which describes the increasingly complex ways in which we think. The low end involves acquiring knowledge and being able to recall or locate that knowledge. The high end labels the more complex ways in which individuals use knowledge, such as taking several pieces of knowledge and combining them in both logical and creative ways. The second continuum, the Application Model, is one of action. Its five levels describe putting knowledge to use. While the low end is knowledge that is acquired for its own sake, the high end signifies use of that knowledge to solve complex real-world problems and to create unique projects, designs, and other works for use in real-world situations. The Knowledge Taxonomy and Application Model are presented in the graphic found below: Appendix B Guilford County Schools Plan of Action Page 5

In the third year, Oak Hill teachers will receive additional support from the consultant as they continue developing lessons so that students have the competence to think in complex ways and to apply their knowledge and skills. Through these lessons, students will be able to use extensive knowledge and skills to create solutions and take action that further develops their skills and knowledge. National Conferences Based on assessment data, staff professional development needs, and the school s professional development focus, teachers and staff will attend national conferences in order to enhance their instruction and professional capacity. Conferences may include, but are not limited to, ASCD, National Title I, National TESOL, National EC, National PBS, and Model Schools Conference for the duration of the grant. Appendix B Guilford County Schools Plan of Action Page 6

Extended Day and Year Schedule The professional development which will be offered prior to the start of each school during the three year of the grant will be the foundation for the school s annual professional development focus and will equip staff and tutors with instructional knowledge and strategies. Additionally, the extended day schedule will provide teachers with the time to continue refining their instructional strategies and practice in order to raise student achievement. Within the extended day schedule, teachers will have up to one and one-half hours of planning time each day. This time will allow for home visits, individual planning, grade-level planning, and data and student work review. During this time, teachers may work collaboratively with colleagues, reading and math coaches, and school administrators on data-identified needs, such as student assessments, student data notebooks, teacher evaluations, and North Carolina Standard Course of Study. Accelerated Reader Accelerated Reader is a curriculum-based assessment tool that provides a summary and analysis of results to enable teachers to monitor both the quantity and quality of reading practice in which their students engage. A student who uses the program selects a book from more than 25,000 titles on the AR list. Each book is assigned a point value based on the number of words it contains and its reading difficulty. Accelerated Reader will be utilized by Oak Hill teachers throughout the three years. Evaluation System Research has shown that the quality of teaching impacts student achievement. An essential element in promoting good teaching is the evaluation of staff. An evaluation system should serve to assess competence of the employee in order to ensure quality. Evaluation processes also function as tools to improve employee skills and knowledge by identifying strengths and weaknesses. In this role, the evaluation guides the professional development and growth of the employee. Finally, evaluations provide specific information for employment decisions. For the public schools, employee evaluation provides a means to improve student performance by helping teachers and other staff to assess and improve their skills. The administrative team at Oak Hill will use the three-minute walkthrough formula to monitor and gauge classroom instruction and student engagement during the three-year grant. These walkthroughs will provide data to identify accomplishments, as well as needed changes in instructional delivery and alignment. Administrators will utilize the walkthroughs as tools for monitoring and increasing accountability among teachers, staff, and students. The formal teacher and administrator evaluation systems utilize regional office staff and central office staff to evaluate and monitor the progress of teachers and administrators. The new North Carolina Appendix B Guilford County Schools Plan of Action Page 7

teacher and administrator evaluation tools will be used along with student data to evaluate, provide feedback, create plans for action for professional development, and establish qualification for growth/performance pay. (5) Adopt a new governance structure, which may include but not be limited to, requiring the school to report to a new turnaround office in the LEA or SEA, hire a turnaround leader who reports directly to the Superintendent or Chief Academic Officer, or enter into a multi-year contract with the LEA or SEA to obtain added flexibility in exchange for greater accountability. (6) Use data to identify and implement an instructional program that is research-based and vertically aligned from one grade to the next, as well as aligned with State academic standards. The Summer Professional Development trainings provide staff and tutors with instructional components and strategies as the foundation for the schools annual PD focus. As the school year progresses, planning time provides teachers the time to continue refining their instructional strategies in order to raise student achievement. Oak Hill staff will be provided increased planning time up to 1.5 hours a day to ensure additional time that focuses on individual teacher planning, grade level meetings, analysis of student data, and home visits. These collaborative planning sessions allow teachers to create data driven lessons that address student learning needs in order for them to master learning objectives Cultural Diversity Training Cultural Diversity Training will be designed and implemented by the principal and the District s Diversity Officer tailored to the needs of Oak Hill s staff. The staff will be trained and the culture created in the school will promote the District s goal of providing an environment where students and staff from all cultures and backgrounds may succeed. For the 2009-2010 school year, Guilford County Schools moved to a system of regional superintendents for four geographic regions and an enrichment region. The purpose of moving from a central administration to a regional structure was to place resources closer to schools and communities and enhance responsiveness. A regional superintendent, executive director, and academic and support personnel serve each of the five regions. Additionally, central office departments have liaisons that support the regions by providing expertise in specific areas, such as communications, transportation, human resources, and finance. Governance for Oak Hill Elementary is through the Western Region Superintendent s Office. The Western Region Superintendent and his staff have both a theoretical and practical understanding of school turnarounds and have been involved in the development of this grant. As described in the application, Oak Hill has implemented numerous strategies during the current school year to increase student learning time, student achievement, and professional capacity. Regional and central office personnel have monitored the implementation of these strategies closely. During this grant development process, staff has researched additional options for increasing student achievement. Research suggests that increased learning time is imperative in order to make gains in student achievement. Therefore, the school day will be extended by 45 minutes to increase literacy and math instruction and provide opportunities for professional development. The school year is also being extended by an additional ten days for students at the beginning of the school year preceded by Appendix B Guilford County Schools Plan of Action Page 8

ten days for teachers for professional development and preparation for the new school year. The school s administrative team with central office staff will monitor professional development to ensure that teacher collaboration and planning addresses the objectives within the North Carolina Standard Course of Study. Collaboration will be within grade levels and across grade levels to ensure that students are academically equipped to move from one grade level to the next. Other components of the instructional program include: Balanced Literacy Model The Balanced Literacy Model will be implemented at all grade levels. Balanced Literacy is an instructional approach incorporating explicit and content-embedded strategies to teach reading, writing, speaking, listening, and viewing across the curriculum. Modeled, shared, guided, and independent strategies are used to support students as they move from teacher-supported to childcontrolled critical thinking and learning. In terms of assessment, K-2 will use the DRA K-3 assessment, running records, DIBELS data, phonics assessment, and quarterly writing benchmarks. Grades 3-5 will be assessed using the QRJ-3, DRA K-3, quarterly reading and writing benchmarks, common assessment, and end of grade tests. All of these assessments will be monitored by the administrative team, as well as the on-site reading/literacy coach. Informal assessment tools will consist of anecdotal records based upon observations: whole group instruction, independent reading, literacy work stations, student book choices, and writing (content and conventions). Math Instructional Model The Math Instructional Model will be implemented at all grade levels. The components of this model consist of teacher-directed instruction, independent work stations, and small skill groups led by the teacher. Teacher-directed instruction will be based on the North Carolina Standard Course of Study and utilize pacing guides created by the district curriculum and instruction department. Independent work stations are based on pacing guides or known prerequisite skills for achieving success on grade level material. Small skill groups are based on formal and informal data gathered by the teacher. These skill groups address misconceptions or provide extension activities for those who have mastered taught material. Since Oak Hill is a part of the North Carolina School Improvement Project, they will receive SRA number world kits which can be used within this model for K-2 students. K-2 will be assessed using the state component assessments and performance tasks. Grades 3-5 will be assessed using Math Initiative assessments, teacher created assessments, and quarterly benchmarks. All of these assessments will be monitored by the administrative staff, as well as the on-site math coach. Appendix B Guilford County Schools Plan of Action Page 9

Technology Over the three years, Oak Hill will continue to increase the use of technology to engage students in the learning process, ensure that students are technologically prepared for later years, and provide teachers with up-to-date technology to enhance their instruction. SmartBoards/eBeams, Elmos, Interwrite Boards, and Computer Performance Systems (CPS) will be utilized to more actively engage students in the instructional process. The CPS can also be used to monitor and assess daily progress in classrooms. This interactive process will allow teachers to differentiate instruction and re-teach areas as needed based on whole group assessments as they move through materials. ESL and EC Services Oak Hill ESL direct services will be provided through the Department of Public Instruction s ESL pull-out model in order to teach English through language objectives. ESL teachers will work collaboratively with content teachers during their increased planning time to ensure that the content of pull-out classes is aligned with content in regular education classrooms. ESL teachers will use the WIDA SCOS and the SIOP model to increase language support while students learn content objectives. Teachers will scaffold instruction to aid students with comprehension of content topics and objectives. The inclusion model for ESL and EC students will be implemented through co-teaching. During extended planning time, teachers will work collaboratively to develop lessons which are aligned to the NCSCOS and that differentiate instruction. Assessments Oak Hill teachers will utilize daily assessments in order to re-teach objectives that may not have been mastered during the first lesson. Students who have not shown mastery will be placed in small groups that are taught by bilingual and certified tutors. The tutors will work in tandem with teachers to review data and develop lessons that support students and ensure mastery learning. They will review data after the re-teaching to address areas of continued need. Resources and materials for instruction will be available in the Resource Room. As a part of unpacking the NCSCOS standards, teachers will create/write common formative assessments. These assessments will be used to measure student performance at three-week intervals. The data will be used to differentiate instruction to meet individual student needs. Pre-K Program The Oak Hill Pre-K program will enhance rigor with the adoption of Tools of the Mind and implementation through the grant period. Tools of the Mind is a research-based early childhood Appendix B Guilford County Schools Plan of Action Page 10

(7) Promote the continuous use of student data (such as from formative, interim, and summative assessments) to inform and differentiate instruction in order to meet the academic needs of individual students. (8) Establish schedules and implement strategies that provide increased learning time; and program that builds strong foundations for school success in preschool and kindergarten children by promoting their intentional and self-regulated learning. In a series of rigorous experimental trials, Tools of the Mind has been shown to have a significant impact on self-regulation of preschool children. The studies also found these gains in self-regulation to be related to scores in child achievement in early literacy and mathematics. Bilingual Tutors In order to provide students additional support in math and reading labs within the regular education setting, bilingual tutors will work with classroom teachers to reinforce NCSCOS objectives and provide other interactive opportunities for hands-on learning. Tutors will be hired all three years. Oak Hill teachers will utilize daily assessments for re-teaching objectives that may not have been mastered during the first lesson. Students who have not shown mastery will go into small groups that are taught by bilingual and certified tutors. The tutors will work in tandem with teachers to review data and develop lessons that support students for mastery learning. They will review data after the reteaching to address areas of continued need. Resources and materials for instruction will be found in the Resource Rooms. The instructional program at Oak Hill is aligned to the North Carolina Standard Course of Study and is based on an extended school day (45 minutes) which allows for extended literacy and math instructional blocks, as well as additional planning time. Continuous monitoring is imperative to ensure the fidelity of Oak Hill s instructional program. Content Time 120 minutes Literacy 90 minutes Math 45 minutes Social Studies/Science 90 minutes Specials 30 minutes Lunch 30 minutes Recess 30 minutes I/E 7.25 hours Total In addition to the 45-minute extended day schedule, students will begin school 10 days prior to the traditional calendar. Teachers will have an additional ten days of professional development prior to the return of students. Therefore, staff will be employed for 11 months. Classified staff will work on a tiered schedule to optimize their time within the extended day schedule. Appendix B Guilford County Schools Plan of Action Page 11

(9) Provide appropriate social-emotional and community-oriented services and supports for students Teachers will have an opportunity during the extended planning time to conduct home visits. They will also use this time to communicate with administrators and establish consistent aligned expectations with home, school, and community. Oak Hill will utilize community centers and other community resources to host parent meetings/conferences, tutoring, and homework help. The school will also offer monthly parent involvement activities focusing on parent/family educational needs, including GED classes. Daycare will be provided. Oak Hill will utilize community service providers and establish partnerships to facilitate the delivery of needed services to families (healthcare, employment rights, housing, transportation, immigration, etc). NCPIRC, community organizations, and GCS staff will provide many of the monthly activities for parents. Topics will include literacy and math activities that equip parents to help their child at home, parent-teacher conferences, understanding state testing, and community health access. Oak Hill will promote service learning for students, staff, district personnel, and community members through learning projects, such as beautification of grounds, halls, classrooms, and common areas. Each grade level will be assigned responsibility for an area of the school so that, at the end of a student s time at Oak Hill, he/she will have had a part in enhancing every area of the school. Appendix B Guilford County Schools Plan of Action Page 12