School Improvement Plan 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: October 3, 2016 Final Copy Due: October 18, 2016
School: Address: Learning Community Hawk Ridge Elementary 9801 Bryant Farms Road Charlotte, NC 28277 South Hawk Ridge Elementary Contact Information Courier Number: Phone Number: Fax Number: School Website: 406 980-343-5927 980-343-5933 http://schools.cms.k12.nc.us/hawkridgees/pages/default.aspx Principal: Learning Community Superintendent: Mike Drye Kathy Elling Hawk Ridge 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 Principal Mike Drye Mike.drye@cms.k12.nc.us N/a Assistant Principal Representative Jennifer Beauregard Jenniferj.beauregard@cms.k12.nc.us N/a Teacher Representative Ashley Benton (K) Ashleyh.benton@cms.k12.nc.us 2014 Teacher Representative Duvall Forman Duvallo.forman@cms.k12.nc.us 2016 Teacher Representative Jane Russell Jane.russell@cms.k12.nc.us 2014 Teacher Representative Kim Sadler m.sadler@cms.k12.nc.us 2014 Teacher Representative Cortney Kvancz Cortney.kvancz@cms.k12.nc.us 2016 Teacher Representative Faith Loken Faitha.loken@cms.k12.nc.us 2016 Teacher Representative Alex Thomas Alexandrah.thomas@cms.k12.nc.us 2016 Date Elected 2
Inst. Support Representative Mary Bleich Marym.bleich@cms.k12.nc.us 2013 Inst. Support Representative Cyndi Crosby-Morell Cyndi.crosby-morell@cms.k12.nc.us 2014 Teacher Assistant Representative TBD Parent Representative Cindy Brasile Cbrasile7@gmail.com 2016 Parent Representative Jill Eddy Jill_hudak@yahoo.com 2016 Parent Representative Janelle Clemons janelleclemons@nc.rr.com 2014 Parent Representative Elayne Fassett defassett@att.net 2013 Parent Representative Brooke Fields lbfjewels@yahoo.com 2016 Parent Representative Nithya Gerard Nithya.gerard@gmail.com 2016 Parent Representative Erin McCullen Erin.m.mccullen@bankofamerica.com 2013 Parent Representative Cindy Parkes Cparkes89@gmail.com 2015 Parent Representative Shantay Goldston Shantayg25@gmail.com 2016 Parent Representative Patti Ryder pparker@carolina.rr.com 2015 Parent Representative Louise Suggs lsuggs@gordonconwell.edu 2015 Parent Representative Robin Hershman Moore Robin.moore@cognizant.com 2016 Parent Representative Beverly Warkulwiz bwarkulwiz@gmail.com 2015 Parent Representative Melissa Hopkins Melhopkins06@gmail.com 2016 Parent Representative Nubia Hung nubiahung@gmail.com 2016 Parent Representative Michael Jackson Michael.e.jackson@hotmail.com 2016 Parent Representative Amber Johnson Jamber969@gmail.com 2016 Parent Representative Swetha Mahesh swethamahesh@gmail.com 2016 Parent Representative Keri Polowy Keri.polowy@ymcacharlotte.org 2016 Parent Representative Kendra Reich Kendra.reich@gmail.com 2016 Parent Representative Jeremy Riddle Jericho1706@yahoo.com 2016 Parent Representative Ashley Sofsian ashleysofsian@gmail.com 2016 Parent Representative Liz Stankavage lizstankavage@yahoo.com 2016 Parent Representative Priscilla Webb mswebbdocs@gmail.com 2016 Parent Representative Deanna Weckerle deannaweckerle@hotmail.com 2016 3
Vision Statement District: CMS provides all students the best education available anywhere, preparing every child to lead a rich and productive life. School: We will create and maintain an environment that ensures that every member of the school community reaches a high level of academic achievement as determined by state and national standards. We are dedicated to nurturing and developing positive character traits in all students to help them become productive members of our community. We commit to a comprehensive system of support to assure this outcome. Mission Statement District: The mission of CMS is to maximize academic achievement by every student in every school. School: Provide the students of Hawk Ridge a more personalized learning environment by utilizing blended structures, intense data tracking and progress monitoring, individual learning paths, enhanced individual face to face opportunities with teachers, and a genuine integration of student interest to foster rapid mastery of grade level objectives and beyond. We believe Hawk Ridge is a caring community that comes together in the best interest of all the students we serve. We believe our school provides a safe environment that supports and nurtures the physical, intellectual, social, and emotional development of our students. Hawk Ridge Shared Beliefs We believe in the philosophy that all children can learn, not at the same pace or in the same way, but all can learn. We believe our teachers must respond differently to meet the needs of each student. We believe that each and every student is entitled to perform to the best of their ability in a safe and diversified setting so they are prepared with the resources they will need to move on to middle/high school. 4
Hawk Ridge SMART Goals 1. Provide a duty-free lunch period for every teacher on a daily basis. 2. 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. 3. Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and harassing behaviors. 4. Achieve school-wide High Growth for NCDPI Accountability System in Reading (K-5), Math (4-5), and Science (5) Composite 5. Achieve school-wide High Growth for NCDPI Accountability System in Reading (3-5) 6. Average 110% of 1 year s growth (TRC K-3, TC 4-5) based on measurement of Fountas and Pinnell book levels at each grade level K-5 and composite (K-5). 7. Increase DIBELS composite to: 90% for Kinder; 90% for 1 st Grade; and 97% for 2 nd Grade by EOY assessment 8. Increase TRC (Reading 3D) to: 85% for Kinder; 85% for 1 st Grade; and 85% for 2 nd Grade by EOY assessment 5
Hawk Ridge Elementary Assessment Data Snapshot-Grades 3-5 EOGs (2015-16) Assessment Subgroup 2015-2016 2014-2015 2013-2014 2012-2013 % GLP % CCR % GLP % CCR % GLP % CCR % GLP % CCR Grade 03 EOG Composite All 84.2 74.8 84.4 72.5 90.3 79.5 81.9 Grade 03 EOG Math All 84.8 75.2 85.0 74.3 92.8 83.5 86.1 Grade 03 EOG Reading All 83.5 74.4 83.8 70.7 87.8 75.5 77.8 Grade 04 EOG Composite All 85.5 76.3 77.7 71.7 83.6 78.0 79.0 Grade 04 EOG Math All 87.0 78.7 76.1 71.1 82.9 78.3 84.6 Grade 04 EOG Reading All 84.0 74.0 79.4 72.3 84.2 77.6 73.5 Grade 05 EOG Composite All 87.2 80.2 86.5 78.4 88.4 81.4 73.6 Grade 05 EOG Math All 84.8 81.9 85.9 79.5 90.6 85.3 77.7 Grade 05 EOG Reading All 79.7 65.2 82.1 69.2 79.4 70.0 66.2 Grade 05 EOG Science All 97.1 93.5 91.7 86.5 95.3 88.8 77.0 School EOG Reading Composite All 82.6 71.5 81.9 70.7 83.5 74.2 72.5 School EOG Math Composite All 85.6 78.4 82.6 75.1 88.7 82.4 82.8 School EOG Science Composite All 97.1 93.5 91.7 86.5 95.3 88.8 77.0 EOG Composite All 85.8 77.3 83.6 74.8 87.5 79.9 77.6 School Composite All 85.8 77.3 83.6 74.8 87.5 79.9 77.6 6
Hawk Ridge Elementary School Reading ALL AMIN ASIA BLCK HISP MULT WHTE EDS LEP SWD AIG Participation Denominator 475 0 69 51 35 7 312 52 28 37 135 Participation Percent 100 0 100 100 100 0 100 100 0 100 100 Participation Status Met ~ Met Met Met Insuf. Met Met Insuf. Met Met Math ALL AMIN ASIA BLCK HISP MULT WHTE EDS LEP SWD AIG Participation Denominator 476 0 69 51 35 7 313 52 28 37 135 Participation Percent 100 0 100 100 100 0 100 100 0 100 100 Participation Status Met ~ Met Met Met Insuf. Met Met Insuf. Met Met Science ALL AMIN ASIA BLCK HISP MULT WHTE EDS LEP SWD AIG Participation Denominator 141 0 9 16 13 3 99 14 5 7 36 Participation Percent 100 0 0 0 0 0 100 0 0 0 100 Participation Status Met ~ Insuf. Insuf. Insuf. Insuf. Met Insuf. Insuf. Insuf. Met 7
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Hawk Ridge Elementary Profile School Community Hawk Ridge Elementary, a neighborhood school, was also a 2005 National Blue Ribbon School. We are in the South Learning Community and considered a suburban school. Our students enjoy the opportunity to be in one of our various school and parent sponsored clubs such as Drama, Media, Environmental, Running, Garden Club, Chorus, Band, and Safety Patrol. In addition to these clubs our school is fortunate to have a partnership with the Morrison YMCA next door. Our students have access to a plethora of YMCA clubs during afterschool hours. Our schedule includes special area classes five days per week for fifty minutes, a two-hour literacy block, a ninety-minute math block, and three forty-five minute blocks of science three times a week, and social studies two times a week for forty-five minutes. Integration across the content areas is also an essential component of our instruction. During the 2014-2015 school year Hawk Ridge began implementing a Personalized Learning approach to instruction. Students are pre-assessed, placed inside a Learning Path for each objective and then are able to move forward within the objectives at their own pace given mastery. Students are also given opportunities to learn objectives that are off-grade level. Teachers are connecting students to their passions/interest through Flex Time/Genius Hour and other formats to encourage a Personalized Experience. Teachers are working to truly become Facilitators of learning and foster student ownership among our students. Hawk Ridge is also BYOT (Bring Your Own Technology) fully capable. Students are encouraged to bring in their devices to support their learning in the classroom. Hawk Ridge has strong parent and community support as our open door policy provides parents the opportunity to be involved in many ways. Annually, we average well over 12,000 volunteer hours. Parents volunteer in the Media Center, in various PTA initiatives, and in the classrooms to help us continue our tradition of academic excellence. Our Hawk Ridge Dad s Group which began during the 2010 school year has grown tremendously with the mission to increase the male presence around the school on a weekly basis. Student and Staff Demographics Our student population is 913 this year. We have 75 staff members, several who have been at Hawk Ridge since it opened in 1999. Our 39 classrooms are supported by their classroom teachers, grade level lead teacher, instructional assistants, special area teachers, exceptional children s teachers, ESL teacher, and two Talent Development teachers. Our neighborhood school is very diverse with 17 different languages spoken by our families. 14
Staff Qualifications: Hawk Ridge Elementary teachers are expected to be 100% Highly Qualified after NCDPI completes their yearly process of validating newly issued and out-of-state licenses. Thirty-seven percent of our teachers have advanced degrees. Fortyfive percent have National Board certification. Sixty-Seven percent of our teachers have three or more years of teaching experience. 15
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 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 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 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 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 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 16
SMART Goal (1)(CMS): Duty Free Lunch for Teachers Strategic Plan Goal: Strategic Plan Focus Area: Data Used: Provide a duty-free lunch period for every teacher on a daily basis. Goal 2: Recruit, develop, and retain a premier workforce. Recruitment and Retention Feedback and observation 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 Effective Cafeteria Monitor 2. Schedule lunches over 3 hours, 1 grade level each 30 minutes Jennifer Beauregard, AP Jennifer Beauregard, AP; Mike Drye, Principal -Good Attendance -Orderly Cafeteria -Reduction of Discipline Referrals -Positive Feedback CMS Cafeteria Monitor Budget Cafeteria Monitors, Admins -staff perception/feedback None Café monitor, Admins September 2/1/17 6/15/17 September 2/1/17 6/15/17 17
SMART Goal (2) (CMS): Duty Free Instructional Planning Time Strategic Plan Goal: Strategic Plan Focus Area: Data Used: 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. Goal 5: Optimize district performance and accountability by strengthening data use, processes and systems. Effective and Efficient Processes and Systems Master Schedule, CMS instructional non-negotiables 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. Develop Master Schedule to provide planning each day. 50 minute planning provided each day (250 total). Additional 15 minutes 4X/week (M-T-Th-F) individual planning provided each day (3:00-3:15) (60 total). 2. Utilize CMS early-release days as ½-day (quarterly) planning for each PLC Mike Drye/ Principal M. Drye, J. Beauregard, C. Stoehr, L. Brizendine, C. Harabin -Effective planning sessions and data meetings reflected in plans -Student Formative Data -Student Benchmark Data -Student Formative Data -Student Benchmark Data -EOGs CMS Allotments Entire Staff 2/1/17 6/15/17 None Entire Staff 2/1/17 6/15/17 18
3. Provide 6 additional 1/3-day (2.5 hour) planning periods for each PLC (K-5) regularly during periods between each early-release day. M. Drye Insight surveys, regular teacher feedback ADM exchange (CMS) M Drye, Ruth Change, 6-7 substitutes 9/21-22/16; 11/2-3/16; 11/30-12/1/16; 2/8-9/17; 3/29-30/17; 5/10-11/17; 19
SMART Goal (3) (CMS): Anti-Bullying / Character Education Strategic Plan Goal: Strategic Plan Focus Area: Data Used: Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and harassing behaviors. Goal 4: Promote a system-wide culture of safety, high engagement, customer service, and cultural competence. Social and Emotional Health; Physical Safety Discipline Referrals, Guidance Group Data, Feedback, Observation 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. Bully Liaison / Bully-prevention Bully Prevention Lessons (Morning Announcements and Classooms) Small Group/Individual Sessions as needed Bully Prevention PD with Staff Administration response to bullying situations 2. Character Education Leader in Me (7 Habits of Happy Children) Character Person of the Month Celebrations Weekly Leader in Me sessions in classrooms Mary Bleich & Melissa Heuther/ Guidance Counselors Mary Bleich & Melissa Heuther/ Guidance Counselors Teachers -Reduction of Referrals regarding Bullying Behavior -Parent Feedback on EOY Surveys -Student Feedback on EOY Surveys -Reduction of Behavior Referrals -Positive feedback from staff, parents, and students School/PTA Funds School/PTA Funds Mary Bleich, Melissa Heuther, Administrat ors, Staff Mary Bleich, Administrat ors, Staff 2/1/17 6/15/17 2/1/17 6/15/17 20
Hold Week of Caring (Bully Prevention) in October 3. Healthy Active Child 30 min. Ensure 30 minutes of PE each day Achieve 225 for Recess PE Fit Lab Special Provide options for indoor PE movement games 1X weekly facilitated recess Jane Russell/ PE Meck Parks & Rec rep. (TBA) -Increased Fitness Gram scores School/PTA Funds Meck Parks & Rec PE Team, Principal 2/1/17 6/15/17 4. School Health Team Assemble Team Meet semi-monthly to review current issues and parent feedback TBD -Students understanding and following rules School/PTA Funds School Health Team-Staff and Parents 2/1/17 6/15/17 5. Establish Student of the Month based upon Seven Habits monthly character traits Selected by students from each classroom Recognized at monthly celebrations, with parents invited Mary Bleich, Counselor; Melissa Heuther, Counselor -Reduction of Referrals regarding Bullying Behavior -Parent Feedback on EOY Surveys -Student Feedback on EOY Surveys 2/1/17 6/15/17 21
SMART Goal (4): (Hawk Ridge) Achieve High Growth (EVAAS) in Reading in K, 1 st, 2 nd (growth ration >/=2.0), and 3 rd -5 th (growth ratio >/=2.0). Strategic Plan Goal: 1 & 5 (see descriptions on page 11 above) Strategic Plan Focus Area: 1-I, 1-II, 1-III, 1-IV, 5-I, 5-II, 5-III, 5-IV (see descriptions on page 11 above) Data Used: 2014-15 EOG; 2015-16 3 rd BOG; TRC (for 3rds); MAP; 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 MCLs (multi-classroom leader) to coordinate curriculum for K-2 and 3-5 spectrum; Also undertake strategic development coaching for 3-4 teachers at any given time 2. Hire SRT (Senior Reach Teacher) to coordinate RTA intervention for 3 rd grade students, as well as strategic development coaching for 2 teachers in 2 nd Gr. 3. Continue Personalized Learning Implementation; Balanced Literacy-Reader s Workshop, Writer s Workshop, Word Work, Read-Alouds w/accountable talk Carrie Stoehr, MCL, Lisa Brizendine, MCL Christine Harabin, SRT Carrie Stoehr (MCL), Lisa Brizendine (MCL), Christine Harabin (SRT) TRC/Reading 3D BOY- MOY-EOY growth (3 rd ); Teacher s College Assessments (4 th -5 th ) (MOY-EOY) Formative assessment data (MOY- EOY), MAP Scores, EOGs TRC/Reading 3D BOY- MOY-EOY growth (3 rd TRC/Reading 3D BOY- MOY-EOY growth (3 rd ); Teacher s College Assessments (4 th -5 th ) (MOY-EOY) Formative assessment data (MOY- 2.6 ADM positions (NC) None (at school level); PL Dept (CMS) Stoehr, Brizendine, Drye (Principal) Stoehr, Drye, Beauregard, SLT members, 6 week Assessment s, MOY TRC/TC (Feb 1), EOY (6/10/17) 2/1/17 6/15/17 6 week Assessment s, MOY (Feb 1), EOY (6/10/17) 22
, PL Leads (6), Drye (Prin) & Beauregard (AP) EOY), MAP Scores, EOGs 4. Continued capital campaign focus on procuring books for classroom libraries 5. Individual reading growth goals set for each student and teacher. Goals are incorporated into Professional Development Plans. Student Goals are assessed at each grading period, MOY, and EOY. Staff goals are assessed at mid-year check-ins and EOY. Drye (Prin), PTA President, Drye (Prin) Classroom library inventories (growth); TRC/Reading 3D BOY- MOY-EOY growth (3 rd ); Teacher s College Assessments (4 th -5 th ) (MOY-EOY) Formative assessment data (MOY- EOY), MAP Scores, EOGs TRC/Reading 3D BOY- MOY-EOY growth (3 rd ); Teacher s College Assessments (4 th -5 th ) (MOY-EOY) Formative assessment data (MOY- EOY), EOGs PTA ($17K), Fall Book Fair (also PTA- $11K) N/A PTA members, Book Fair coordinator & committee All classroom teachers, MCLs, MRT, Prin, AP 2/1/17 6/10/17 10/23/16 2/1/17 6/10/17 23
SMART Goal (5): (Hawk Ridge) Strategic Plan Goal: Strategic Plan Focus Area: Data Used: Achieve High Growth (EVAAS) in Math in 4 th and 5 th Grade (growth ration >/=2.0). 1 & 5 (see descriptions on page 11 above) 1-I, 1-II, 1-III, 1-IV, 5-I, 5-II, 5-III, 5-IV (see descriptions on page 11 above) 2015-16 EOG; 2016-17 3 rd BOG; TRC (for 3rds); MAP; 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 MCL (multi-classroom leader) to coordinate curriculum for 3-5 spectrum; Also undertake strategic coaching for 4 teachers at any given time 2. Use ADM allotments to hire create 2 nd full Talent Development position to provide more frequent direct and indirect services for growing population. Carrie Stoehr, MCL TD Teachers (2); Formative assessment data (MOY-EOY), MAP Scores, EOGs Scores on 6-week assessments, MAP growth, 1.3 ADM positions (NC).6 ADM positions (NC) Stoehr, Drye (Principal) Bujalski, Hayes, Drye (Principal) 6 week Assessment s, MOY (Feb 1), EOY (6/10/17) 6 week assessment, Practice EOGs, EOGs (6/1/17) 24
SMART Goal (6): (Hawk Ridge) Strategic Plan Goal: Strategic Plan Focus Area: Data Used: Achieve High Growth in K-2 Reading Performance; Kinders--achieve 90% EOY benchmark in DIBELS, 85% on-grade-level in TRC (Reading 3D); 1 st Grade achieve 90% EOY benchmark in DIBELS, 85% on-grade-level in TRC (Reading 3D); 2 nd Grade achieve 97% EOY benchmark in DIBELS, 85% on-grade-level in TRC (Reading 3D) 1 & 5 (see descriptions on page 11 above) 1-I, 1-II, 1-III, 1-IV, 5-I, 5-II, 5-III, 5-IV (see descriptions on page 11 above) 2015-16 TRC EOY; 2016-17 TRC BOY; MAP; School-level formatives; 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 MCL (multi-classroom leader) to coordinate curriculum for K-2 spectrum; Also undertake strategic development coaching for up to 4 teachers at any given time 2. Continue Personalized Learning Implementation; Balanced Literacy-Reader s Workshop, Writer s Workshop, Word Work, Read-Alouds w/accountable talk Lisa Brizendine, MCL Lisa Brizendine (MCL), Christine Harabin (SRT), PL Leads (3), Drye (Prin) & Beauregard (AP) TRC/Reading 3D BOY- MOY-EOY growth (3 rd ); Formative assessment data (MOY-EOY), MAP Scores (K-2 nd only); TRC/Reading 3D BOY- MOY-EOY growth; Formative assessment data (MOY-EOY), MAP Scores (2 nd ) 1.3 ADM positions (NC) None (at school level); PL Dept (CMS) Barnes, Drye (Principal), Beauregard Brizendine, Harabin, Drye, Beauregard, SLT members, 6 week Assessment s, MOY (Feb 1), EOY (6/1/17) 6 week Assessment s, MOY (Feb 1), EOY (6/1/17) 25
3. Capital campaign focus on procuring books for classroom libraries 4. Individual reading growth goals set for each student and teacher. Goals are incorporated into Professional Development Plans. Student Goals are assessed at each grading period, MOY, and EOY. Staff goals are assessed at mid-year check-ins and EOY. Drye (Prin), PTA President, Drye (Prin) Classroom library inventories (growth); TRC/Reading 3D BOY- MOY-EOY growth; Formative assessment data (MOY-EOY), MAP Scores (K-2 nd ) TRC/Reading 3D BOY- MOY-EOY growth; Formative assessment data (MOY-EOY PTA ($17K), Fall Book Fair (also PTA- $11K) N/A PTA members, Book Fair coordinator & committee All classroom teachers, MCLs, MRT, Prin, AP 10/30/16 2/1/17 6/10/17 2/1/17 6/10/17 26
Strategic Plan Goal: Strategic Plan Focus Area: Data Used: Mastery Grading Procedures Plan Required for All Schools Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready. Academic growth/high academic achievement Teacher/PowerSchool report of 0s or missing grades; 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. Common assessments At minimum, 4 common formal assessments are given and are aligned to content standards. Teachers will use Grade Level created and School Net for common assessments Assessment components will be broken down by objective PLC leaders will facilitate weekly meetings that focus on concepts of backward design and data analysis Academic Facilitators Mike Drye/Principal, Jennifer Beauregard/As sistant Principal Carrie Stoehr & Lisa Brizendine/MC L-Facilitators, Christine Harabin 2-3 SRT Quality and alignment of assessments will improve. Planning and pacing will be more strategic. Improved student performance of all final exams through effective PLC planning and collaboration N/A Teachers Oct 2016 Jan 2017 June 2017 27
review and monitor PLC common assessments PLC pacing calendars for lesson design and assessments on Google Docs 2.Data disaggregation PD provided to aid PLC in analyzing data Data of student mastery is compiled and discussed in grade level department meetings. Students will analyze data to improve performance and set goals Assessment data is analyzed to determine effectiveness of assessment questions Data used to group and differentiate instruction to meet individual student needs. Teachers will communicate with parents regarding skills that are not mastered Data Trackers will be used Mike Drye/Principal, Jennifer Beauregard/As sistant Principal Carrie Stoehr & Lisa Brizendine- MCL/Facilitator s Data used to plan for differentiated and more Personalized instruction. Common assessment data trackers demonstrate greater mastery among student body. Assessment quality will be continuously improved. Student data analysis will empower students to take ownership of their learning N/A Teachers Oct 2016 Jan 2017 June 2017 28
3.Personalized Approach and Grouping Remediation and extension period built into school day and to be driven by data results. Grade level teams create instruction to match each group s specific needs. Incorporate this targeted instruction during remediation and extension period. Mike Drye/Principal, Jennifer Beauregard/As sistant Principal Carrie Stoehr & Lisa Brizendine- MCL/Facilitator s, Christine Harabin SRT (2-3) Remediation instruction much more targeted and strategic to increase overall mastery. Students who have demonstrated mastery will be provided with choice and pacing options to increase the opportunities for all students N/A Teachers Oct 2016 Jan 2017 June 2017 4. Additional learning opportunities School Grading Policy- If a student earns below an 79% on any post tests or formal exit assessments, the student may have the opportunity to make test corrections within one week of the original assessment administration date (or due date). The student must participate in instruction and complete a re-looping Mike Drye/Principal, Jennifer Beauregard/As sistant Principal Carrie Stoehr & Lisa Brizendine- MCL/Facilitator s, Christine Harabin, SRT (2-3) Teachers more cognizant of learning taking place rather than teaching taking place, leading to greater student mastery of content. Increased content mastery and increased performance on state test results due to a more Personalized approach. N/A Teachers Oct 2016 Jan 2017 June 2017 29
assignment. Upon completion of both, the student will be given an opportunity to retest and replace the original grade up to 79%. Late and make-up work School Grading Policy- A student who misses homework or other assignments or due dates because of absences, whether excused or unexcused, must be allowed to make up work. It is the student s responsibility to make arrangements for completing the work within five school days of the student s return. A teacher may choose to provide extended time for a student to complete missing assignments. If the student was present in the class on the due date, the work may be given less credit. School Grading Policy- 30
2016-2017 Hawk Ridge Elementary School Improvement Plan Report Grades for all assignments must be entered in the grade book 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.) Administrators and Facilitators will monitor PowerSchool to ensure timeliness of grade posting 31
Hawk Ridge 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] 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. 32
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