Lindley Elementary
2005-2008 School Improvement Plan Lindley Elementary School
Approvals
Approved by Staff: Date of Approval by Staff: 9/7/05 Principal’s Signature: Merrie Conaway/On File Approved By Division of Academic Improvement Instructional Improvement Officer’s Signature: Doris Brown/On File Approved by GCS Board of Education Date: 10/25/05 Date: 12/06/05 Results: 100% Date: 9/7/05
Guilford County Schools
Date Revised: 9/21/07 Principal’s Signature: Merrie Conaway/On File Instructional Improvement Officer’s Signature: Steve Oates/On File
DAI-F005 Created May, 2005 Page 1 of 32
Lindley Elementary
Vision Statement District’s Mission Statement: Students will graduate as responsible citizens prepared to succeed in higher education or the career of their choice.
School’s Vision Statement: To use our talents and resources to build productive and meaningful relationships between home, school, and community; to provide each child with creative challenges that promote academic and social growth; to assist all children in respecting and understanding cultural diversity.
DAI-F005 Created May 2005
Page 2 of 32
Lindley Elementary
School Based Leadership Team Members Signature Page
The following team members collaborated with school staff to develop the School Improvement Plan for our school (parents must be included): Name Position or Role Signature Date
Merrie Conaway Helen Bredenberg Franita Barksdale Ana Rea Noreen Simms Allison Bradley Meg Sisk Lori Attias Cindy Peters Donna Allen Hope Seeber Julia Vazquez Mary Jane Conger Monica Hunt Principal Curriculum Facilitator Exceptional Children Teacher Assistant Kindergarten Teacher First Grade Teacher Second Grade Teacher Third Grade Teacher Fourth Grade Teacher Fifth Grade Teacher Parent Parent Parent Parent On File On File On File On File On File On File On File On File On File On File On File On File On File On File 9/21/07 9/21/07 9/21/07 9/21/07 9/21/07 9/21/07 9/21/07 9/21/07 9/21/07 9/21/07 9/21/07 9/21/07 9/21/07 9/21/07
(i.e. Principal, Assistant Principal, Certified Staff, Classified Staff, Student, Parent or Community Member)
DAI-F005 Created May 2005
Page 3 of 32
Lindley Elementary
Signature Page
TITLE 1 COMMITTEE
Name Merrie Conaway Role Phone Address Principal (336) 294-7360 Lindley Elementary School Curriculum Helen Bredenberg Facilitator Exceptional Stacey Hayden Children Teacher Ana Rea Assistant Kindergarten Noreen Simms Teacher First Grade Kelly Kivett Teacher Second April Fjeld Grade Teacher Third Grade Lori Attias Teacher Fourth Grade Cindy Peters Teacher Fifth Grade Donna Allen Teacher Hope Seeber Parent Julia Vazquez Parent Mary Jane Conger Parent Jack Williams Parent Monica Hunt Parent (i.e. Principal, Assistant Principal, Certified Staff, Classified Staff, Student, Parent or Community Member)
DAI-F005 Created May 2005
Page 4 of 32
Lindley Elementary
TABLE OF CONTENTS
Section I Cover Page Mission/Vision Statements School Based Leadership Team (SBLT) Title I (if different from SBLT) II III School-Community Profile Goals, Objectives, and Strategies • • • • IV Title 1 • • V Other • • • Safe School Plans Health Active Child Plan Waivers 24 27 30 31
Page 5 of 32
Description
Page 1 2 3 4 6
Instructional Program Culture for Learning Community Involvement Management School-Wide Components Parent Involvement
7 9 12 14 15 19
2007-2008 School Improvement Plan Update
DAI-F005 Created May 2005
Lindley Elementary
School-Community Profile
Lindley Elementary is a Pre K – 5 school with an enrollment of 354 students. In the past, our school has enjoyed commendations such as School of Distinction, School of Exemplary Growth, and School of High Growth. In previous years, Lindley met Adequate Yearly Progress standards according to No Child Left Behind legislation. Lindley has developed partnerships with several agencies and businesses in the community. We are part of the University of North Carolina Greensboro’s Professional Development Schools and accept interns and student teachers from UNCG, Greensboro College, and North Carolina A&T State University. Additionally, Lindley receives a great deal of support from our Parent Teacher Association (PTA). Lindley also benefits from partnerships and sponsorships from the Kiwanis Club, Chic-Fil-A, Golden Corral, Target, Pita Delite, Food Lion, Harris Teeter, Wal-Mart, Ham’s, Women’s Hospital, and Wachovia. Professional development is recognized as a strength at our school. Staff members are engaged in on-going staff development based on a comprehensive needs assessment. Our staff members have completed Literacy First training, a research-based process for school wide literacy instruction. We also participate in ongoing instructional leadership training through Guilford County Schools’ Fullan STARS training. This training allows several key faculty members to receive training on instructional best practices and share their knowledge with the remainder of the staff. Staff development plans for the upcoming school year include a focus on differentiating instruction in all subject areas, participation in “Investigations”, a math-specific training program, and intensive literacy training through Reach GCS. Because our school receives additional funding through Title I, our teacher to student ratio in grades K-2 is set at 1:15. This allows teachers to provide the most individualized instruction possible to each of our students. Our greatest challenges at Lindley will be in increasing the academic proficiency of African American students, students receiving free/reduced lunch, and Limited English Proficient students. With funding provided through Title I, we have hired tutors and a Guided Reading teacher to allow for focused small group instruction. We also allotted funds to make our curriculum facilitator full-time. Our curriculum facilitator will help teachers disaggregate data in order to improve instruction and provide in-house staff development for staff members. In order to increase parent and community involvement at Lindley, we have allotted funding to make our school social worker full-time.
DAI-F005 Created May 2005
Page 6 of 32
Lindley Elementary
Goals, Strategies, Monitoring and Budget
1: Instructional Program Goal(s): To help each student achieve significant academic growth and to reduce the achievement gap between majority and minority students. Objective(s): 1. Increase Reading Proficiency from 85.4 to 86.9 for All Students; increase Math Proficiency
from 75.4 to 77.9 for All Students. 2. Decrease the achievement gap between White and Black Students from 10 points to 8 points.
ACTION PLAN
Achievement Data (Related to Stated Goal)
Reading Proficiency: All Students Reading Proficiency: Black Students Reading Proficiency: White Students Reading Proficiency: Free/Reduced Lunch Students Math Proficiency: All Students Math Proficiency: Black Students Math Proficiency: White Students Math Proficiency: Free/Reduced Lunch Students Writing Proficiency: All Students
2004-2005
76.7 76.7 76.7 76.7 81.0 81.0 81.0 81.0 40.6 75.9 67.3 92.6 67.7 77.2 63.6 94.4 70.8 39.0
2005-2006
78.3 70.6 93.3 70.9 79.5 67.2 95.0 73.7 50.0 85.4 82.9 92.6 80.3 75.4 65.9 90.7 68.4 39.5
2006-2007
86.9 84.6 93.3 82.3 77.9 69.3 91.6 71.5 50.0 88.0 83.7 97.9 83.1 75.2 63.3 91.5 70.1 58.3
2007-2008 Results
89.2 85.3 98.1 84.8 77.7 67.0 92.4 73.1 62.4
Target Results Target Results Target Results Target
DAI-F005 Created May 2005
Page 7 of 32
Lindley Elementary Strategy/Action
(What will we do?) List (C) as a continuing strategy and (NI) as a new and innovative strategy.
C/ NI
Timeline
Person(s) Responsible
Budget/ Source
Professional Development
Desired Outcome
Schedule common planning time for each grade level so that teachers may efficiently collaborate and review student data and consequently use flexible grouping to individualize instruction.
C
On-going
Principal, Curriculum Facilitator, Classroom Teachers, Specialists Principal, Curriculum Facilitator, Classroom Teachers Classroom Teachers, Curriculum Facilitators Classroom Teachers, Curriculum Facilitators Classroom Teachers, Media Specialist
NA
Weekly gradelevel meetings with curriculum facilitator and principal.
Student achievement will increase as measured by Benchmarks and EOG scores.
Provide one day each quarter for grade level teachers to develop quarterly pacing guides with the assistance of the curriculum facilitator. Review pacing guides at the end of each quarter and develop a plan/schedule to reteach those objectives not mastered by students. Use data from quarterly benchmarks, QRI’s, and Read GCS assessments to identify needs of students and plan for focused instruction. Remediate Level I and II students using SuccessMaker computer program.
C
Quarterly
Title 1
Read GCS, Investigations
Teachers will ensure that each student performs at Level III and IV on Benchmarks and EOG’s. Student achievement will increase as measured by Benchmarks and EOG scores. Student achievement will increase as measured by Benchmarks and EOG scores. Percentage of students achieving Levels III and IV on Benchmarks and EOG’s will increase.
Page 8 of 32
NI
Quarterly
Title 1
Read GCS, Investigations
C
On-going
Title 1
Read GCS Training Grade Level Meetings w/ Curriculum Facilitator; SuccessMaker Training
C
On-going
Title 1
DAI-F005 Created May 2005
Lindley Elementary
Goals, Strategies, Monitoring and Budget
2: Culture for Learning Goal(s): To enhance relationships within our school community, including school-home relationships, staff-student relationships, and relationships between staff members, creating an environment that fosters student success. Objective(s): 1. Out-of-School Suspensions will decrease by 25%. 2. Student attendance rate will increase to 96.6%. ACTION PLAN Data (Related to Stated Goal) Attendance Rate Out-of-School Suspensions (Total) In-School Suspensions (Total) Retentions Early Leavers (High School) 2004-2005 Results 95% 11 0 5 N/A 2005-2006 2006-2007 2007-2008 Target Results Target Results Target Results 96% 5 0 3 N/A 96.2% 4 0 5 N/A 96.6% 3 0 4 N/A 3 0 4 N/A 3 0 3 N/A
Data Quality Teachers, Administrators, Staff Number with Advanced Degrees National Board Certified Teachers Number of Staff with Emergency Permits Number of Lateral Entry Staff
DAI-F005 Created May, 2005
20042005 10 1 0 0
2005-2006 12 1 0 0
2006-2007 12 1 0 0
2007-2008 11 2 0 0
Page 9 of 32
Lindley Elementary Strategy/Action
(What will we do?) List (C) as a continuing strategy and (NI) as a new and innovative strategy.
C/ NI
Timeline
Person(s) Responsible
Budget/ Source
Professional Development
Desired Outcome
Teach “Guiding Principles”, Lindley School Pledge, and common area expectations to students, providing appropriate examples to enhance understanding. Implement Lunch Buddies and Connect Guilford for identified students who may benefit. Using Student Support Specialist Team model, identify, serve, and monitor the progress of at-risk students. Provide physical education activities daily for all students. School stakeholders will complete climate surveys. BED Support Teacher and Assistant will consult with classroom teachers to establish positive behavioral supports for identified students and preventative plans for other students with behavioral issues.
DAI-F005 Created May 2005
C
First week of school, followed by periodic reminders First Quarter and ongoing On-going
Certified Staff, Safe Schools Committee
NA
Discussion of school wide discipline plan at faculty meeting.
Reduced number of office referrals and suspensions.
NI
School Social Worker and all staff members SSST Team, Classroom teachers Classroom teachers, PE teacher Principal
Title 1
Connect Guilford Training
C
NA
SSST training Resources provided by PE Teacher NA
The number of students scoring Levels III or IV on Benchmarks and EOG’s will increase. Percentage of students achieving Levels III and IV on Benchmarks and EOG’s will increase. More students will pass physical fitness test. At least 85% of respondents perceive that Lindley is a safe school.
C
On-going
NA NA
C
Year-end
NI
On-going
BED Support Teacher, Assistant
NA
Behavior InService at Staff Meetings
Identified students will receive fewer office referrals.
Page 10 of 32
Lindley Elementary
(What will we do?) List (C) as a continuing strategy and (NI) as a new and innovative strategy.
Strategy/Action
C/ NI
Timeline
Person(s) Responsible
Budget/ Source
Professional Development
Desired Outcome
Use positive reinforcement to encourage appropriate conduct and academic behaviors of students through school wide “Caught Being Good” contest.
NI
On-going
BED Support Teacher, Principal
NA
Individual Meetings with BED Teacher
Number of office referrals will decrease.
Provide staff development on professional learning communities, graphic organizers, at the school level. Develop a professional learning community by providing each new staff member a buddy teacher for support. Implement Work that is Outstanding and Wonderful (WOW) to provide staff members with a forum to compliment the work of each other.
C
On-going
Curriculum Facilitator, STARS Team Principal, staff members veteran to Lindley
Title I
STARS, Read GCS, Investigations
Teachers will implement instructional strategies as evidenced by their lesson planning.
NI
On-going
NA
Bi-weekly Staff Meetings
Greater staff collaboration as evidenced by minutes of grade level and department planning meetings.
NI
On-going
BED Support Teacher, all staff members
NA
NA
Staff members will feel more connected to each other as evidenced by staff feedback in emails.
DAI-F005 Created May 2005
Page 11 of 32
Lindley Elementary
Goals, Strategies, Monitoring and Budget
3: Community Involvement Goal(s): Improve relationships between home, community, and school. Objectives: Strong Family, Community and Business Support. ACTION PLAN Data (Related to Stated Goal) Volunteers (hours) Opportunities for Parental Dialogue/Participation Parent-Student-School Compact (Number Returned and Signed) 250 275 282 290 305 360 33 40 35 40 42 42 2004-2005 Results 2100 2005-2006 2006-2007 2007-2008 Target Results Target Results Target Results 2400 2137 2143 2200 2300
DAI-F005 Created May, 2005
Page 12 of 32
Lindley Elementary Strategy/Action (What will we do?) List (C) as a continuing strategy and (NI) as a new and innovative strategy.
C/ Timeline NI First Quarter ParentTeacher Conferen ces On-going First week of school
Person(s) Responsible
Budget/ Source
Professional Development
Desired Outcome
Parents, students, and teachers Will sign “School Compact”.
C
Teachers
NA
Conference Tips to be provided for Classroom Teachers
Parents, students, and teachers develop appropriate expectations of one another. Increased number of community outreach messages. Decreased office referrals and reduced number of parent concerns. Increase number of community outreach messages.
Use Connect-Ed phone service to provide parents, students, and staff with pertinent information. Provide parents and students with policies and expectations. Translate community outreach Connect-Ed phone messages into Spanish and provide Spanish translation at Parent Nights. Send home calendar and pertinent information about school and PTA events.
C
Principal
NA
Connect-Ed Training
C
Principal
PTA
NA
NI
On-going
Principal, ESOL Teacher
NA
Connect-Ed Training
NI
Monthly
Principal
Instructio nal Funds
NA
Reduction in parent concerns.
DAI-F005 Created May 2005
Page 13 of 32
Lindley Elementary
Goals, Strategies, Monitoring and Budget
4: Management Goal(s): Increase academic achievement through the appropriate allocation of funds. Objectives: With Leadership Team, determine ways to fund all instructional materials and personnel so that students receive the best education possible. ACTION PLAN Strategy/Action (What will we do?) C/ Person(s) Budget/ List (C) as a continuing strategy Timeline NI Responsible Source and (NI) as a new and innovative strategy. Fund .5 Curriculum Facilitator, Principal, Title .5 Social Worker, and 2 tutors. C Year’s End NA I Committee Leadership Team will prioritize instructional and capital outlay requests to ensure a fair distribution of funds. Leadership Team
Professional Development
Desired Outcome Increase in the number of students scoring Levels III and IV. Funds will be equitably distributed as visible in budget.
STARS
C
Fall
NA
NA
DAI-F005 Created May 2005
Page 14 of 32
Lindley Elementary
Title I – 10 School-wide Components
School Components 1. Comprehensive Needs Assessment Strategies for Improvement We will have quarterly professional development and invite all faculty to participate in a continuous needs assessment process. We will continue to host quarterly planning meetings with the curriculum facilitator and principal. Funds will be used to pay for subs to cover teacher classes during quarterly planning meetings. Stipends will be paid for staff members to attend summer Leadership Planning and Fullan Training. Substitutes will be paid for STAR Team to attend mandated Fullan Training. Budget Amount
$3,772
$1,384 $1,400
Professional Development Materials will be purchased to use for in $550 house professional development. K-2 Teachers will participate in Read GCS Training. Substitutes will be paid for days when teachers are involved in training 2. School-wide Reform Strategies Read GCS materials will be provided to K-2 teachers. In order to meet the academic needs of our students we will use the Research Based Problem Solver and Math Investigations Units to increase achievement in math. In the area of reading we will use a balanced Literacy Program focused on Read GCS data. Students in grades 3-5 continue to use SRA. School wide we will focus on Inquiry Based Science. Cooperative groups and Graphic Organizers will be used throughout the curriculum. $3600 $761
0
DAI-F005 Created May 2005
Page 15 of 32
Lindley Elementary School Components 3. Instruction by Highly Qualified Teachers High Quality and Ongoing Professional Develop Strategies to Attract Highly Qualified Teachers to High Need Schools Including Teachers in Decisions Regarding the Use of Assessments Strategies to Increase Parental Involvement Including Ways Student Progress is Reported to Parents (Complete separate Parent
DAI-F005 Created May 2005
Strategies for Improvement Share information with faculty about National Boards information meetings and evening programs at area universities and colleges. Using feedback from the staff professional needs survey, our Curriculum Facilitator will offer staff members in house professional development related to increasing the proficiency of all students in reading and math. Additionally, our Curriculum Facilitator will train teachers in differentiating instruction, Read GCS, and using data to drive instruction Provide grade level planning time to support staff members who are new to Lindley. We will continue to assign mentors to new teachers and will begin assigning buddy teachers for newly hired teachers or teachers who transfer to our school.
Budget Amount
0
4.
$19,230
5.
0
6.
During grade level meetings staff members will participate in workshops designed to teach them how to develop appropriate assessments tools. This year's parent involvement in student achievement will focus on the following sessions: Building Relationships with your Children's Teacher and the role of the parent in student achievement (Parent Outreach Picnic); Family Science Night; and Parents role in Surviving the EOG. To increase the amount of parent involvement we will work closely with key Spanishspeaking parents to involve families previously disconnected from the school due to language barrier. Funds are budgeted for materials and refreshments for families.
0
7.
$1,564
Page 16 of 32
Lindley Elementary School Components Involvement Plan & summarize here.) Strategies for Improvement Budget Amount
The aforementioned meetings will be held after working hours and will accommodate parents as well as their families in order to $563 increase attendance. Kindergarten orientation will be held each spring for prospective kindergarten students and parents to visit the school. Students and parents will be invited to spend time in a kindergarten classroom. Parent tours are offered during the school day. Preschool programs and day care centers that feed into our school are invited to participate in cultural arts programs. Pre- Kindergarten teacher will meet with Kindergarten teachers to focus on literacy development. Students will also be enrolled in the Success Maker Program for additional support in math. Students will also benefit from additional support in reading through the funding of tutors. Students who are performing below grade level in both reading and math will participate in the Extended Learning Program. This will give these students additional support as they increase their proficiency in these areas. Staff members will be trained at the beginning of the year on the purpose of SSST. Our school counselor and social worker will work with identified students in small groups focused on Problem Solving, Decision Making, and Anger Management. Students who are experiencing difficulty in reading will be assigned support from the guided reading teacher. Funds will be provided to pay for the substitute for the Title One Guiding Reading Teacher
8.
Preschool Transition Activities (also use 5th or 8th grade if applicable) Activities for Children Experiencing Difficulty
0
9.
$13,887
$2,861
0 $25,510 $470
Page 17 of 32
DAI-F005 Created May 2005
Lindley Elementary School Components 10. Coordination and Integration of Federal, State and Local Services Strategies for Improvement In addition to the .5 social worker that is provided by the school system, we will fund .5 position in order to have a full time social worker. The responsibility of the social worker will be to coordinate all outside services for the school to ensure support for identified students. Payroll - FICA Payroll - Hosp. Ins Cost Payroll - Longevity Pay Payroll - Retirement Cost Payroll - Supplementary Pay Budget Amount
$13,965
Other Budgetary Line Items:
$6,336 $7,496 $319 $4,702 $7,055 Total Budgeted $115,390
DAI-F005 Created May 2005
Page 18 of 32
Lindley Elementary
School Lindley Elementary School Date 2005-2006
PARENTAL INVOLVEMENT
PROGRAM NARRATIVE. Provide an LEA summary of how participating schools will address the following: 1. Convening an annual public meeting Lindley’s first annual meeting will be held in September. Flyers will be sent home to notify parents of the meeting. The meeting will be held at 6:30 pm in the school’s auditorium. At this meeting parents will be informed that we are a Title I school, they will be given a copy of the Title I Policy and information about ”No Child Left Behind” will be shared. Parents will visit classrooms where they will receive and an overview of their children’s daily schedule. Parents who do not attend the annual meeting will receive this information at the first parent conference that will be held in the fall.
2. Offering a flexible number of meetings Parent/teacher conferences will be offered at various times (before school, during school, and after school and some evening) after the first grading period, to accommodate parents’ work schedules. Classroom teachers will discuss the Parent/Teacher/Student Compacts with parents and both parties will sign. A flexible schedule may encourage more parent participation with our PTA board and to accommodate parents who work during the school day, we will alternate meeting times between noon to 6:30 pm. All parents will be made aware in advance of all parent meetings. Notices will be sent to parents in English as well as translated into Spanish. Our ESOL teacher will interpret at all meetings. As a part of our Parent Outreach Program we will review student addresses to determine the best location for the picnic. 3. Involving parents in an organized, ongoing, and timely way, in the planning, review, and improvement of Title I programs, including the planning, review and improvement of the school parental involvement policy and the joint development of the school wide program plan. Parents will be invited to participate in the development of our Title One Parent Policy. This policy will be shared with parents at our Annual Meeting. The Parent Team will review and revise the Policy as needed during the school year. Teachers will review our school mission and parent policy at parent conferences in the fall. Parents will be given the opportunity to give input on the ways that they can commit to helping their child at home. Parents are active members of our School Improvement Team and our Title I team. Parent surveys will be used to gain parental input on the type of programs that they are interested in attending as a form of parent involvement. A parent Resource area is available with numerous flyers and brochures about ways parents can help their children. Monthly planners are sent home listing activities that are happening school wide during the month. Our PTA sends home quarterly newsletters with a variety of school-related information.
DAI-F005 Created May 2005
Page 19 of 32
Lindley Elementary
4. Providing timely Information, such as information about Title I programs, descriptions and explanation of the curriculum in use at the school, the reforms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet. Open house will be held in September to give parents the opportunity to visit their child’s classroom to receive information concerning curriculum-parent’s involvement. “Partners in Learning,” a Guilford County publication that provides an overview of the curriculum per grade level will be given to each family. All families will receive interim reports and reports cards, which will provide them with information about their child’s level of proficiency in reading and math. Parents will be invited to attend Achievement Night where achievement data, NCLB information and the School Improvement Plan will be shared. All classroom teachers will schedule and facilitate parent-teacher conferences at the time of the first report card as on a needs basis. Teachers will share with parents their child’s performance on the last EOG or PreEOG tests and discuss the growth that the child will need to make during the school year. Read GCS profiles will provide a view of student progress in a sequencial developmental order.
5. Providing opportunities for regular meetings (if requested) to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children. PTA board meetings are also held monthly and all parents are welcome to attend. Parents are encouraged to attend these monthly meetings. These meetings alternate between the school day and the evening. 6. Providing for parent comments on content of school wide program plans We draw parents into sharing the school’s goals, encouraging them to be active in school reform, or creating a community link. When the relationship is truly a partnership, the community is strengthened and standard measures of student progress show great improvement. Parent surveys are sent to parents at the end of the school year. Lindley has an open door policy where parents can visit with the teachers or principal to comment on the school wide plan. School wide communication by e-mail is encouraged.
7. Developing School-Parent Compacts that indicate shared responsibilities for high student academic achievement. Home-support increases student achievement. When families and schools cooperate, there is an increase in student motivation, higher self-esteem greater academic success, higher grades and test scores, better attendance and more homework done. Other advantages are fewer placements in special education, better attitudes, and more positive behavior. School compacts were developed, presented, signed, and implemented through out the school year. The compact has been translated into a Spanish version to accommodate the second language at Lindley. DAI-F005 Created May 2005 Page 20 of 32
Lindley Elementary
8. Providing parent assistance on understanding State academic content standards and student academic achievement standards; how to monitor a child’s progress and work with educators to improve the achievement of their children. The most important component of effective collaboration is communication. Parents want to help their children with schoolwork. Often they just do not know how or where to begin. Lindley received a Strengthening Parental Involvement in their Children’s Education (S.P.I.C.E.) Grant. Parents/Teachers/ and students work collaboratively to create EOG Survival Kits for grades K-5, each child received a Kit for reading and math related activities. The kits included games and activities for parents and students to use at home for academic enhancement. Parents will also be given the number to Homework Hotline as a resource for assistance with homework. We continue to have open dialogue between home and school by making sure parents understand the assignments their children are being asked to do and why. Parents are encouraged to ask teachers for written suggestions and sample homework assignments, when they do not understand or need further explanations. We will create a sense of empowerment, understanding among parents, to discuss sensitive topics such as No Child Left Behind, and what is expected of students to meet the Gateway requirements. Parent compacts will be reviewed and understood. Parent conferences will be held during the school year to inform parents of their child’s academic progress. Interim reports and reports cards will be sent home as scheduled. A science fair night will be held in January to give parents tips on doing a science project. Teachers will keep portfolios for all students and will be shared with parents during the school year.
9. Providing materials and training to help parents to work with their children to improve achievement, such as literacy training and using technology, as appropriate, to foster parental involvement. Parents are invited into the school through written communications throughout the school year. This may include, letters, memo from teaches, and or administrators, feedback forms, literacy notes, school newsletters, lunch invitations and parental group sessions revolving around common themes and inquiry. Our school counselor will share information with our parents about community agencies. A Parent Resource area is in place for parents to review resources on materials that are of interest to their families. 10. Educating school personnel in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners implement and coordinate parent programs, and build ties between parents and the school. Professional development for the staff will focus on discussions and inquiry centered on how to use parents as resources, we make explicit, and the multiple ways we value the language, culture, and knowledge of parents in our curriculum. Teachers are encouraged to have an initial positive contact with parents within the first three weeks of school to set the stage for teacher/parent collaboration. This will be documented in our parent teacher contact log. At the beginning of the school year select staff members visit the neighborhoods in which our students live. A welcome back to school P.O.P. (Parent Outreach Picnic) will be held in the fall. This will be an excellent opportunity to build positive relationships with students and parents, building a strong learning community. Our PTA, parents, teachers, and students are also gearing up for a school Carnival this year which certainly should help build community spirit. This kind of parental participation supports academic growth. Selected school personnel attended the “Closing the Gap” conference this information was shared with the staff in the form development on “Children of Poverty”. This year our school will focus on understanding and undoing racism. Select staff members attended a three day undoing racism workshop during the summer.
DAI-F005 Created May 2005
Page 21 of 32
Lindley Elementary
11. Coordinating and integrating parent involvement programs and activities with Head Start, Reading First, Early Reading First, Even Start, the Home Instruction Programs for PreSchool Youngsters, the Parents as Teachers Program, and public preschool and other programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children. Parents are key players in the community, and their support matters when a school or district is engaged in improving academic success. Parents are the student’s first teachers, the most consistent teachers they have, and the most influential teachers. The messages children get from their parents about school are always with them and influence what they want to learn. The Parent Resource Room is available for all parents with information that will assist them with their child’s growth and development. Our school will participate in the Accelerated Reading Program (AR) for grade 3-5, parents are asked to read to their children or with their children each night. Lindley has created Readers for Leaders Program, a reading incentive program for pre-Kindergarten, Kindergarten, 1st grade and 2nd grade, parental participation is required for this take home reading program. The goal of the program is to encourage students to make reading a daily activity. Our PTA monthly newsletter will include a seasonal activity for parent and child to complete together. Math Super Stars is an at home math enrichment program which involves parental support.
12. Ensuring that information related to school and parent programs, meetings and other activities is sent to parents in a format and in a language the parents can understand. All school related information will be sent home in a format that is easily read and understood by all parents. Our school’s monthly planner gives parents information about school-wide events during the month. All information will be translated in our dominant second language.
13. Providing opportunities for parents with limited English proficiency, parents with disabilities, and parents of migratory children The school will provide services and activities that celebrate all families and are culturally appropriate. A multi-cultural fair will increase awareness about diversity. Translator will be used to communicate effectively with LEP parents. When needed our teachers, counselor, and social worker will make home visits to families. Our school is handicapped assessable.
14. Adopting and implementing model approaches to improving parental involvement (optional).
DAI-F005 Created May 2005
Page 22 of 32
Lindley Elementary
15. Developing appropriate roles for community-based organizations and businesses in parent involvement activities (optional).
16. Involving parents in the development of training for teachers, principals, and other educators to improve the effectiveness of such training (optional).
17. Providing literacy training if LEA has exhausted all other reasonably available sources of funding for such training (optional).
18. Paying reasonable and necessary expenses associated with local parental involvement activities, including transportation and child care costs, to enable parents to participate in school-related meetings and training sessions (optional).
19. Training parents to enhance the involvement of other parents (optional).
20. Arranging school meetings at a variety of times, or conducting in-home conferences between teachers or other educators (optional).
21. Establishing districtwide parental advisory councils (optional).
DAI-F005 Created May 2005
Page 23 of 32
Lindley Elementary
Safe Schools Plan
According to NC Code 115C-105.47, each school must have a comprehensive safe schools plan. The following are components of that plan: Student code of conduct and designated consequences for violating the code. Roles and responsibilities of all school personnel in maintaining a safe and orderly learning environment. Procedures for identifying and serving the needs of students at risk of academic failure or of engaging in disorderly or disruptive behavior. Mechanisms for assessing the needs of disruptive and disorderly students, providing services to them and removing them from the classroom when necessary. Measurable objectives for improving school safety and order. Professional development clearly matched to the objectives for improving school safety and order Plans to work with local law enforcement and court officials to ensure safety. Methods of providing a safe physical environment. Parent involvement in planning for school improvement, safety, and alternative education placements. School conducts a needs assessment annually (from students, teachers, parents, and staff) to determine their perceptions of school safety and climate. School has programs, strategies and/or activities that promote good behavior/citizenship. Strategies for maintaining safe and orderly climate, addressing the needs of students at risk, and providing services for students assigned to alternative programs.
DAI-F005 Created May 2005
Page 24 of 32
Lindley Elementary
Safe Schools Plan - continued What are the needed resources (including staff development)?
What will be done?
Who will be in charge?
When will it be done?
What are the costs?
What are success indicators?
Using Student Support Specialist Team model, SSST Team, identify, serve, Classroom teachers and monitor the progress of at-risk students. Teach “Guiding Principles”, Lindley School Pledge, and common area expectations to students, providing appropriate examples to enhance understanding.
On-going
SSST Training for new members
NA
All referrals will be processed within 8 weeks.
Certified Staff, Safe Schools Committee
First week of school, followed by periodic reminders
Discussion of school wide discipline plan at faculty meeting.
NA
Reduced number of office referrals and suspensions.
BED Support Teacher and Assistant will consult with classroom teachers to
BED Support Teacher, Assistant
On-going
Behavior InService at Staff Meetings; consultation with individual teachers.
NA
Identified students will receive fewer office referrals; other students will control their own behavior.
Page 25 of 32
DAI-F005 Created May 2005
Lindley Elementary establish positive behavioral supports for identified students and preventative plans for other students with behavioral issues.
Use positive reinforcement to encourage appropriate conduct and academic behaviors of students through school wide “Caught Being Good” contest. Fire Drills, Tornado Drills, and Lockdowns will be conducted as prescribed by the district.
BED Support Teacher, Principal
On-going
NA
NA
Students will exhibit pride in their conduct and academics.
Principal, Classroom Teachers
On-going
NA
NA
Students and staff members will be knowledgeable about procedures in the event of an emergency.
DAI-F005 Created May 2005
Page 26 of 32
Lindley Elementary
School Improvement Plan for 2005 - 2006
(and Action Plan for Healthy Students in Safe, Orderly and Caring Schools) LEA: Guilford County Schools School: Lindley Elementary Strategic Priority: Healthy Students in Safe, Orderly and Caring Schools School Improvement Objective: Healthy Active Children
Please record your action steps.
Not Yet Addressed
Strategy Ensure all students have recess and / or physical activity during the school day and that it is not taken away as punishment. Indicate if this is in progress or not yet addressed. (What is your plan?)
In Progress (Please describe.) • Our Staff Handbook clearly states that each student must receive 30 minutes of physical education each day and that it may not be taken away as punishment. Each teacher submits a class schedule to show that recess is a part of the daily schedule.
Need Assistance (Please describe.)
NA (Provide explanation.)
•
DAI-F005 Created May 2005
Page 27 of 32
Lindley Elementary
Strategy
Provide physical education for every student taught by a physical education teacher. Check the appropriate “yes” or “no” box and list the exact number of minutes in PE over the 180-day school year. X
Yes
No
Time over 180 days Physical education is taught to every student by a physical education teacher one day per week for 40 minutes (K-2) or 45 minutes (3-5) over a period of 36 weeks. K-2 students receive a total of 1440 minutes per year; 35 students receive a total of 1620 minutes per year. Physical activity and/or recess are provided for every student for at least 30 minutes per day. The total for 180 days is 5400 minutes in addition to the 1620 minutes listed above.
Provide physical activity and/or recess for every student. List the exact number of minutes provided for recess and/or physical activity over the 180-day school year.
X
DAI-F005 Created May 2005
Page 28 of 32
Lindley Elementary
Strategy
Implement a coordinated school health program. Indicate if this is in progress or not yet addressed by the school.
Not Yet Addressed
In Progress X
Need Assistance (Please describe.)
At Our School We have a School Health Advisory Council. Check all that apply. What other areas of Coordinated School Health Programs are you working on implementing in your school? Please explain.
In Our LEA X
Unsure
Need Assistance (Please describe.)
Need Assistance (Please describe.)
Summary due dates: July 15, 2004 July 15, 2005 July 15, 2006 July 15, 2007 policy. Summary of School Action Plans. School action plans should be available upon request. Summary of School Progress Reports due in Raleigh from the LEA. Summary of School Progress Reports due in Raleigh from the LEA. Summary of Schools’ Completion of Implementation of the HSP-S-000 Healthy Active Children
Development and Approval of School Improvement Plans
DAI-F005 Created May 2005 Page 29 of 32
Lindley Elementary
Waiver Requests
School-Based Management and Accountability Program School-Based Waiver Request for 2005-2008 LEA: Guilford County LEA Code: 410
School Code/School Name: Lindley Elementary Requests for Waiver 1. Describe the waiver you are requesting. None 2. 3. 4. Identify the law, regulation or policy from which an exemption is requested. State how the waiver will be used. State how the waiver will promote achievement of performance goals.
DAI-F005 Created May, 2005
Page 30 of 32
Lindley Elementary Elementary School September 10, 2007
School Improvement Update 2007-2008
Implications for the 2007-2008 school improvement plan from your end of the year report: Reading proficiency has improved greatly across most subgroups. There is still an achievement gap between minority and majority students.
Data related to stated implications:
Reading All Subgroup: 85.4 to 88.0 Reading Black Subgroup: 82.9 to 83.7 Reading White Subgroup: 92.6 to 97.9 Reading FRL Subgroup: 80.3 to 83.1 Math All Subgroup: 75.4 to 75.2 Math Black Subgroup: 65.9 to 63.3 Math White Subgroup: 90.7 to 91.5 Math FRL Subgroup: 68.4 to 70.1 Writing Proficiency: 39.5% to 58.3%
Math proficiency overall has improved by 4% over last year. This is due in large part to participation in the GCS Math Initiative.
Writing proficiency increased greatly, but remains a challenge at our school. Our suspension rate has decreased. We still have a disproportionate number of male office referrals versus female office referrals. Strategic Priorities (What are the three priorities for your school)? 1. We will continue to implement our current guided reading program used during the 06-07 school year. Creative scheduling will be necessary as Title I funds have been cut.
Suspension rate: 4 (05-06) to 3 (06-07) Number of males suspended: 3 of 3
Data Points that correlate with the strategic priorities:
Increase in Reading All Subgroup of 2.6%.
DAI-F005 Created May, 2005
Page 31 of 32
Lindley Elementary (Strategic Priorities continued) We will continue to participate in Teaching and Learning sessions as well as the Math Initiative as provided by GCS. 2. We will continue to focus on vertical teaming to increase writing proficiency for our students. We have established a Communication / Literacy/ Writing Committee that will examine writing needs at each grade level and communicate strategies to staff. 3. We will continue to participate in Positive Behavior Support collectively implement a school wide discipline program. (Data Points that correlate continued) Math data shows that substantial gains were not made this year.
Our Writing proficiency increased by 18.8%.
We will reduce the gap between male and female office referrals.
DAI-F005 Created May 2005
Page 32 of 32