School: Parkview Elementary Priority School Plan Principal: Wayne L. Mayo School Profile Regional Superintendent: Angelo Kidd AYP Results ABC Results 2006-07 No/7 out of 13 2006-07 Priority School/Growth Not Met 2007-08 No/8 out of 13 2007-08 Priority School/Expected Growth 2008-09 No/15 out of 17 2008-09 Low Performing School/Growth Not Met 2009-10 No/14 out of 17 2009-10 Priority School/High Growth 2010-11 No/9 out of 17 2010-11 Priority School/Expected Growth Performance Composite Student Attendance Rate 2006-07 51.2% 2006-07 95.0% 2007-08 46.0% 2007-08 94.5% 2008-09 37.9% 2008-09 94.5% 2009-10 44.5% 2009-10 94.3% 2010-11 40.8% 2010-11 94.5% Discipline Data In-School Suspensions Out-of-School Suspensions Student Demographics 2007-08 138 82 African-American 78.10% 2008-09 121 67 American Indian.30% 2009-10 135 78 Asian 4.10% 2010-11 67 89 Hispanic 10.70% Multi-Racial 4.60% White 2.30% Staffing Profile National Board Certified Staff 4 Beginning Probationary Certified Staff 8 Career Status Certified Staff 24 Interim Certified Staff 0
Perception Data Teacher Working Conditions Survey (91.89% responded) Domain School Mean District Mean State Mean Time 58.6% 62.0% 66.0% Facilities & Resources 86.4% 82.4% 84.0% Community Support & Involvement 55.1% 82.7% 84.7% Managing Student Conduct 66.6% 76.7% 81.1% Teacher Leadership 73.9% 75.8% 81.5% School Leadership 79.1% 79.4% 83.6% Professional Development 82.3% 77.9% 79.8% Instructional Practices 84.2% 82.2% 83.5% Principal Profile Mr. Wayne L. Mayo is new to Parkview. He is completing his 18th year in education and has a proven track record of turning low-performing schools around. Mr. Mayo has held positions as an elementary, middle school and high school principal. He has served as a curriculum specialist in mathematics and science at the district level for Bertie County Schools. Mr. Mayo has a bachelor s degree from Elizabeth City State University and a master s degree from East Carolina University. He is certified in secondary mathematics, academically gifted education and as a curriculum instructional specialist (K-12). Special Programs/Initiatives Title I Mission Possible Positive Behavior Interventions and Supports (PBIS) data analysis Professional Learning Communities (PLCs) Developmental Reading Assessment (DRAs)/Text Reading Comprehension (TRC) used to monitor reading performance Fast Forward Reading Program Magnet Theme - Expressive Arts offering band to 4th and 5th grade students Supplemental Educational Services (SES)
School Improvement Planning Overall Goals: By 2012, the percentage of students in grades 3-5 who are proficient in reading will increase by 10 percentage points from 33.3% to 43.3% as measured by the End-of- Grade (EOG) test results in grades 3-5. By 2012, the percentage of 3-5 students who are proficient in math will increase by 19% from 49.2% to 58.5% as measured by the year-end summative math assessments in grades K-2 and by EOG test results in grades 3-5. By 2012, the percentage of 5th grade students who are proficient in science will increase by 85% percentage points from 27.2% to 50% as measured by the End-of- Grade test results. By 2012, the school's discipline referral will show a 50% decrease from (89 to 45) in the number of out-of-school suspensions for students in grades K-5. Major Approaches: Implement small guided reading group instruction in k-5 using trained tutors and resource staff. Implement departmentalization for grades 3-5. Implement inclusion model for grades 3-5. Instructional intervention will be provided for selected students by classroom teachers to address areas of academic deficiency during the CAPZ periods. Provide training in Reading Foundations for entire staff. Continue Positive Behavior Interventions and Supports (PBIS) along with Conversation, Help, Activity, Participation, Success (CHAMPS) classroom management model training and implement with fidelity. Continue quarterly collaborative data meetings (by team and individual). Provide math support by adding a new math curriculum facilitator. Continue full-cycle formal and informal observations for all teachers and staff. Certified tutors will provide additional instructional support for small instructional groups. Implement Fast ForWord Reading Program Increase number of parent contacts to a minimum of two per quarter via home visits, Connect-Ed messages and phone calls from teachers. Extended Learning Opportunities: Six weeks prior to EOG tests, each subject area will provide extended learning opportunities for students two days per week. Tutorial sessions will incorporate a combination of direct instruction and computer-based learning that will serve as additional support. Tutors will spend time in reading classrooms throughout the week to assist with small-group guided reading as needed. Tutorial opportunities focused on corrective instruction in the areas of math, reading and science for students in grades 3-5 who have not mastered the core objectives. Provide Saturday Academy for targeted Level I, II and III students. Provide supplemental Educational Services (SES) to students that qualify (Level I and II students who receive free or reduced lunch).
Regional Office Curriculum & Instruction Student Services Human Resources, Lateral Entry, & Mission Possible Wrap-Around Services Provide support to teachers in developing, implementing and monitoring appropriate improvements and/or professional development plans (PDPs-monitored, directed and mandated). Continue to coordinate the delivery of wrap-around services. Assist in wireless implementation throughout building to be wireless (moving school into 21st century demands). Provide additional technology to help engage student learners (e.g. ipad 2 wireless computer lab). Conduct walkthroughs and review various artifacts (such as formative assessment analysis, quarterly deployment plans, Professional Learning Communities [PLCs] meeting agendas) to monitor/assess the fidelity of implementation of school initiatives (e.g. Fast ForWord, DIBELS, Guided Reading and Math). Continue to provide instructional technology support through the instructional technology coach to assist teachers in integrating and utilizing available technology in the classroom. Continue to assist in developing, implementing and analyzing common formative assessments by grade-level teams for monitoring student progress and evaluating the effectiveness of instructional practice. Monitor areas identified for improvement and provide assistance in developing a plan of remediation for employees in need of additional assistance. Provide personnel to support principal in full observation cycle of all certified staff members. Provide staffing and funding for lab manager of new Fast ForWord Program. Literacy coach will visit school twice a week to assist teachers face-to-face with best practices. Math specialist will visit school once a week to assist teachers with best math strategies to engage student learning. Science professional development will occur once a month after school, which is tentatively scheduled for the third Monday of each month. Co-teaching lessons will be provided for teachers identified by administrative evaluating staff. Feedback will be given to teachers. Classroom visits, instructional sweeps and walkthroughs will be provided. Debriefing meetings will take place to discuss classroom visits with curriculum facilitators and administration. PLC meetings will be visited and monitored. Assistance will be provided to develop collaborative lesson plans and common assessments. Instructional strategies will be provided with a focus on pacing, content knowledge and differentiation of instruction. Balanced literacy professional development will take place face-to-face regionally for all staff. Provide bi-weekly visits by the counseling coach to observe and meet with the guidance counselor to ensure interfacing of guidance goals with academic goals. Provide bi-weekly visits with the social worker to assist with planning, communicating and monitoring services that support students' academic development, progress and goals. Provide training for the CHAMPS program. Provide resources for homeless students (clothing, tutoring and bullying prevention strategies). Provide resources and information for students and parents on character development (tardiness and absenteeism will also be a focus). Provide support to principal in responding to individual teachers' performance issues and needs. Provide training in accessing available data on teacher license renewal and Continuing Education Unit (CEU) credits through Guilford County Schools online and AESOP (automated substitute placement and absence management). Mission Possible specialist will assist with support plan and progress of teachers' status.
Exceptional Children's Services Title I & English as a Second Language Induction & Professional Development Accountability - Testing & Formative Assessment Academically & Intellectually Gifted Finance and Operations District Relations Title I Wrap-Around Services (continued) Provide training and assistance with exceptional and regular classroom teachers for scheduling best opportunities for inclusion. Conduct weekly walkthroughs of EC classrooms and provide written feedback to teachers and principal. Monitor RTI and provide feedback to teams. Provide 504 training for school counselor. Assist with providing modifications early to teachers and follow up regularly. Conduct random audit of Individualized Education Plans (IEPs) by the compliance coordinator to ensure compliance and quality of goals and objectives. Continue to facilitate ongoing planning and collaboration between the Title I specialist and the principal for the best implementation of the Title I plan and strategies to enhance literacy growth and development. Continue to visit the school and provide feedback to the principal about Title I funds and strategies. English as a Second Language (ESL) Help investigate possible resources/funding in collaboration with principal and regional office to secure a bilingual tutor. Meet with ESL director and principal before school starts to review schedule and assist with scheduling students to maximize time in the regular classroom (inclusion). Meet with first-, second-, third- and even up to fifth-year teachers to provide coaching or necessary requested support. Arrange for classroom visitations and make referrals to other successful teachers throughout the district. Provide assistance in the areas of classroom management, lesson plans, student engagement, Balanced Literacy and feedback. Provide a matrix to highlight students who missed proficiency by three points or fewer and who made proficiency by three points or fewer. Provide scale score predictions for growth and proficiency after quarterly benchmarks. Provide training for staff to help identify students who fit the criteria for Talent Development (at least 70th percentile to 84th percentile). Provide Building Thinking Skills, Habits of the Mind and Enrichment Clusters. Provide assistance in purchasing necessary resources for student engagement and learning activities. Provide school treasurer with electronic spreadsheet to track expenditures. Continue to provide support with all community stakeholders by helping organize special events and interest meetings. Assist school with publishing school information and disseminating to public.