School Name: Northwood Elementary Guilford County Schools 2008‐2011 School Improvement Plan Vision Statement
Northwood Elementary school is a community of learners committed to the education of all students with the outcome being inquiring, knowledgeable and caring citizens who help create a more peaceful community, state, nation and world through intercultural understanding and respect. As a school community we will strive to meet the International Baccalaureate learner profile to be: inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. In pursuit of our vision we will: • Be active listeners • Commit ourselves to developing a spirit of curiosity • Uphold ideas and virtues such as compassion, honesty, giving, and forgiveness • Work cooperatively across grade levels and specialties to develop a “whole school” approach to helping students • Continuously examine sources of information that might guide us more effectively to our goals • Go the “extra mile” to help students experience success • Work with parents and the community as partners in the education of our students • Seek to promote responsibility and caring for others in our learners.
Self Assessment
Current AYP Status:
Met 23/25 Target Goals
Current ABC Status:
High Growth
(Synthesized Narrative from Self‐Assessment Exercises)
Northwood Elementary is a Title 1 school with 75+% of our 500+ students qualifying for free/reduced lunch. We serve an ethnically diverse student population with 50% African American, 20% Hispanic, 20% White, and 10% Asian or Multiracial students. We also have 30% of our student population identified as Students with Disabilities or Limited English Proficient Learners. Currently Northwood is identified as a School in Improvement under the No Child Left Behind Legislation. We offer School Choice and Supplemental Educational Services to our students. Northwood met 23/25 AYP targets and High Growth on ABC goals during the 2007-2008 school year, though we remain below the state bar in all subgroups. The greatest gap exists between the performance of our white and African American students. Our school is also in year one of implementing the International Baccalaureate Primary Years Programme as a magnet theme.
Goals, Strategies, Monitoring and Budget
Overall SMART Goal: (Your overall goal will reflect a two to three year long‐range goal)
Northwood will develop and implement an International Baccalaureate Primary Years Program including six inquiry based trans‐disciplinary units at each grade level by 2011.
Target SMART Goal/Measure: (Selection of a one year school wide goal based upon academic or operational need and supported by data. State clearly how academic goal will provide for accelerated learning for students at risk of not meeting standards or making AYP.)
Northwood will begin the development and implementation of an International Baccalaureate Primary Years Programme including two completed inquiry based trans‐disciplinary units at each grade level by 2009.
Supporting Data for SMART GOAL: Insert (or attach) data table to support the selection of the above stated overall SMART Goal and Target SMART Goal
Northwood is one of several schools in Guilford County to be included in a federal magnet grant. The grant will run through 2010. Northwood applied as a candidate school through the IBO in 2008. The IBO conducts authorization visits in order to identify candidate school as IB World Schools. In order to be authorized, a school must develop six inquiry based transdisciplinary units that reflect international education and rigorous assessment. In addition, the school community should demonstrate a culture that reflects international mindedness. The outcome of the grant proposal is to have established a magnet program at our school. Northwood will seek to maximize the resources provided through the grant to achieve this outcome by 2011.
QUARTERLY ACTION PLAN Quarter 1
Quarter 2
Quarter 3
Based on analysis from the previous quarter, adjust strategy and deployment plan as needed. th 5 grade classrooms implemented an inquiry based unit through the IB PYP program of study for Interdependence. Benchmark results showed growth from 44.3 (district 48.7) proficient during the 2006‐2007 to 53.3 (district 51.2) during the 2008‐2009 school year. Indicating that the level of instruction presented through the magnet theme has had a positive impact on academic growth. Grade levels have implemented and reflected on the first trans‐disciplinary unit. During the 3rd quarter planning for the 2nd
Quarter 4
Summer
Data analysis: (SWOT) analysis
SWOT: Strengths, Weaknesses, and Opportunities for improvement, Threats
Based on analysis 1. What does the data tell us? from the previous quarter, adjust 2. Not tell us? 3. Celebration(s)? strategy and deployment plan 4. OFIs? as needed. OFIs: Opportunities For Improvement Because we are in the early stages Because we are in of the early stages of implementation, implementation, no no data has been data has been collected about collected about the the impact of the impact of the program on program on achievement. achievement. Currently Northwood Grade levels have has sent 18 certified collaboratively staff for IB Level 1 developed the training and has first PYP trans‐ presented disciplinary units. information to the Implementation entire staff. During of the PYP trans‐ the current school disciplinary units year, we will work to will occur during have all certified staff the second trained through IB. quarter. This is a requirement for authorization.
Based on analysis from the Based on analysis from previous quarter, adjust the previous strategy and deployment quarter, adjust plan as needed. strategy and deployment The 4th grade 3rd qtr. plan as Benchmark indicated that needed. Northwood students performed better than or the same as the district on 8 of the 13 reading benchmark objectives assessed. 5th grade classrooms implemented an inquiry based program of study for force and motion. Benchmark results indicated that Northwood scored better than the district on 6 of the 9 objectives. Grade levels have implemented and reflected on the first trans‐ disciplinary unit. The grade levels planned and implemented the second
unit will continue.
PYP trans‐disciplinary unit during the 3rd qtr. Teachers will reflect on the 2nd unit during the fourth qtr. K‐2 will plan, implement, and reflect on the third PYP trans‐disciplinary unit. 5. Next step? (revise key strategy as needed to address identified OFIs) The grade levels planned and implemented the second PYP trans‐ disciplinary unit during the 3rd qtr. Teachers will reflect on the 2nd unit during the fourth qtr. K‐2 will plan, implement, and reflect on the third PYP trans‐ disciplinary unit. 5. Next step? (revise key strategy as needed to address identified OFIs)
Identify Key Strategy (Approach)
5. Next step? (Identify key strategy or approach) The key strategy is the scheduling of 4 collaborative planning sessions. Sessions for collaborative planning and additional training will be scheduled. Meetings will be held prior to school starting and on each early release day, in addition to one additional day of planning for each grade level during each quarter.
Plan
5. Next step? (revise key strategy as needed to address identified OFIs) The key strategy is the scheduling of collaborative planning sessions for the development of the second PYP trans‐ disciplinary units.
5. Next step? (revise key strategy as needed to address identified OFIs) The key strategy continues to the scheduling of collaborative planning and reflection sessions for the development of the second PYP trans‐disciplinary units.
Person(s) Responsible for IB Coordinator ensuring the Principal strategy is deployed during the current quarter MSAP Grant Funding Personnel: Resources $100,000 Staff Development: $125,000 Available during the Supplies Materials: $137,000 current quarter Training Stipends: $24,000 (include $ encumbered and name of budget)
Plan
IB Coordinator Principal
IB Coordinator Principal
IB Coordinator Principal
MSAP Grant Funding Personnel: $100,000 Staff Development: $125,000 Supplies Materials: $137,000 Training Stipends: $24,000
Resources Needed during the current quarter
Stipends for teacher training IB Coordinator salary Touchstone texts Classroom supplies and materials
Stipends for teacher training IB Coordinator salary Touchstone texts Classroom supplies and materials
MSAP Grant Funding Personnel: $100,000 Staff Development: $125,000 Supplies Materials: $137,000 Training Stipends: $24,000 Stipends for teacher training IB Coordinator salary Touchstone texts Classroom supplies and materials
MSAP Grant Funding Personnel: $100,000 Staff Development: $125,000 Supplies Materials: $137,000 Training Stipends: $24,000
Plan
Stipends for teacher training IB Coordinator salary Touchstone texts Classroom supplies and materials
Plan
IB Overview – all staff Unit Planning – classroom teachers Professional Development during the current quarter (Indicate title, content and audience)
Unit Planning – Unit Planning – classroom teachers classroom and resource teachers teachers and resource teachers
Parent and Community (Stakeholder) Involvement during the current quarter
Parent Info Session PTA Sessions SBLT representation Various home‐school communications
Plan
Parent Info Session PTA Sessions SBLT representation Various home‐school communications Parent Overview and Tours
Create the deployment plan For the current quarter
Use the Quarter 1 deployment plan template below
Use the Quarter 2 deployment plan template below
Unit Planning‐ Classroom teachers, resource teachers Early Release Day(March 23) – All Northwood Staff reviewed and revised Northwood PYP Programme of Inquiry Parent Info Parent Session Coffee with PYP PTA Sessions Consultant, PYP SBLT Coordinator, and representation Principal Various home‐ SBLT school representation communications Various home‐ Parent Overview school and Tours communications GCS Magnet Fair Parent Overview and Tours PYP Information Updated on school website Use the Quarter Use the Quarter 4 3 deployment deployment plan plan template template below below
Do
Plan
Evaluation: A. What data will you use to determine if the strategy was deployed? B. What data will you use to determine if the strategy was deployed with fidelity? C. What data will you use to determine if the strategy impacted the overall goal or target goal?
A. Peer review of completed units Sign sheets for training/planning sessions Evidence of implementation in classrooms including, lesson plans and student work B. Unit development must adhere to guidelines established by the IBO C. Progress documented following planning sessions will be collected in IB documentation notebooks IB/Magnet grant team visit feedback will also be included
A. Peer review of completed units Sign sheets for training/planning sessions Evidence of implementation in classrooms including, lesson plans and student work B. Unit development and implementation must adhere to guidelines established by the IBO C. Progress documented following planning sessions will be collected in IB documentation notebooks IB/Magnet grant team visit feedback will also be included
A. Peer review of completed units Sign sheets for training/plannin g sessions Evidence of implementation in classrooms including, lesson plans and student work B. Unit development and implementation must adhere to guidelines established by the IBO C. Progress documented following planning sessions will be collected in IB documentation notebooks IB/Magnet grant team visit feedback will also be included
A. Peer review of completed units Sign sheets for training/planning sessions Evidence of implementation in classrooms including, lesson plans and student work B. Unit development and implementation must adhere to guidelines established by the IBO C. Progress documented following planning sessions will be collected in IB documentation notebooks IB/Magnet grant team visit feedback will also be included
A. B. C.
Study
1. What does the data tell us? 2. Not tell us? 3. Celebration(s)? 4. OFIs? No data has been collected at this time. Teachers are planning Northwood’s IB PPYP Programme of Inquiry.
1. What does the data tell us? 2. Not tell us? 3. Celebration(s)? 4. OFIs? No data has been collected. Teachers have developed and are currently implementing the first transdisciplinary unit.
1. What does the data tell us? 2. Not tell us? 3. Celebration(s)? 4. OFIs The data shows that the PYP has positive impact on instruction based on the 5th grade science benchmark data. We have also determined that more emphasis is needed on reading instruction based on DIBELS/AIMS Web and benchmark data. Therefore, the focus of the K‐2. 2nd units have a more literacy based focus.
Report the data from the current quarter deployment plan and use the data questions to analyze the results
1. What does the data tell us? 2. Not tell us? 3. Celebration(s)? 4. OFIs? The data shows that the PYP has positive impact on instruction based on the 5th grade science benchmark data. The data indicated that the PYP units needed an emphasis on reading instruction. Grade levels wrote 2nd trans‐ disciplinary units with a literacy emphasis. Strategies and resources were provided for teachers by Curriculum Facilitator and PYP Coordinator to support the literacy need. Reflections from teachers indicates this to have been very successful. literacy based focus. Teachers have included a strong literacy thread in the third trans‐disciplinary unit.
1. What does the data tell us? 2. Not tell us? 3. Celebration(s)? 4. OFIs?
Study
Target Goal Met?
YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy
YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy
YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy
YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy
YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy
Act/Plan
Steps #1 #2 #3 #4
Quarter 1 Deployment Plan Selected staff attend level 1 training in Atlanta
Person(s) Responsible Paul Masem
Measure(s)
K‐5 Teachers attend collaborative planning session to review Iris Ellington NCSCOS and correlation with IB curriculum Community/Parent IB Information Session Iris Ellington K‐5 Teachers attend collaborative planning session to further define Iris Ellington curriculum for program of inquiry and reviewed IB learner profile and attitudes descriptors Core Enrichment Specialists planning/training session to share information about the matrix development process Training session on inquiry learning focused on monitoring comprehension strategies Staff Development Session/Planning Unit Development Unit Development Work Session Iris Ellington Iris Ellington
#5 #6
Certificates completion Curriculum matrix completed Sign in Sheet Revised curriculum matrix for planning and organizing unit development Team minutes
Action Step Completion Date of July 1, 2008 July 23, 2008 August 6, 2008 August 19, 2008
August 22, 2008 August 25, 2008
#7 #8
Iris Ellington Iris Ellington
#9 Steps #1
Peer Review of Unit development work
Iris Ellington
Power Point presentation/Sign in Sheet Progress toward completed Units Completed unit planning for peer review Feedback forms
September 23, 2008 October 6‐10, 2008
October 13‐17, 2008 Action Step Completion Date
Quarter 2 Deployment Plan Selected staff attend level 1 training in New York in February 2009
Person(s) Responsible Iris Ellington Scott Winslow Classroom teachers and Resource Teachers Classroom teachers and Resource Teachers
Measure(s) Completed registration information PYP transdisciplinary unit and student work PYP transdisciplinary unit reflections and
#2
Implementation of first PYP transdisciplinary units
November 5, 2008 – January 23, 2009
#3
Review implementation of first PYP transdisciplinary units
January 26, 2009
#4
K‐5 Teachers attend collaborative planning session to develop second PYP transdisciplinary units that support NCSCOS in correlation with IB curriculum Parent Overview and Tours Weekly Grade Level MGMs
#5 #6
Iris Ellington Classroom teachers and Resource Teachers Iris Ellington Iris Ellington Scott Winslow Cathy Jarrett
revisions Completed unit for peer review.
January 23, 2009
Sign‐In Sheets MGM Meeting Notes
January 23, 2009 January 23, 2009
Steps #1 Quarter3 Deployment Plan Selected staff attend level 1 training in New York in February 2009 Person(s) Responsible Iris Ellington Scott Winslow Classroom teachers and Resource Teachers Classroom teachers and Resource Teachers Measure(s) Completed registration information PYP transdisciplinary unit and student work PYP transdisciplinary unit reflections and revisions Completed unit for peer review. Action Step Completion Date 2/28/09
#2
Implementation of second PYP transdisciplinary units
4/13/09
#3
Review implementation of second PYP transdisciplinary units
4/1/09
#4
#5 #6
K‐2 Teachers attend collaborative planning session to develop third Iris Ellington PYP transdisciplinary units that support NCSCOS in correlation with Classroom teachers IB curriculum and Resource Teachers Parent Overview and Tours Information meetings, community Iris Ellington contacts, school meetings Weekly Grade Level MGMs Iris Ellington Scott Winslow Cathy Jarrett
4/13/09
Sign‐In Sheets MGM Meeting Notes
4/13/09 4/13/09
Steps #1 #2
Quarter 4 Deployment Plan Selected staff to attend Level 1 and Level 2 Training in Cincinnati, Ohio‐March 2009 K‐5 Completion of second transdisciplinary unit including reflection
#3
#4
#5
#6
#7 #8
Certificate of Completion Completed PYP units and student work samples K‐2 develop, implement, and reflect third transdisciplinary unit that Iris Ellington Completed PYP supports NCSCOS in correlation with IB curriculum. Classroom Teachers units and work samples Parent Tours and communication Iris Ellington Parent Log Published links on Northwood website IB PYP School Visit‐Heritage Elementary, Greenville, SC Iris Ellington Pictures and documents collected from school visit Grade Level Meetings Iris Ellington Meeting Minutes Scott Winslow Cathy Jarrett Schedule on‐site Level I Training for 25 staff members Iris Ellington Certificate of Completion Schedule Level 2 Training for 14 staff members –CASIE, Atlanta, GA Iris Ellington Certificate of Completion Schedule Level 3 Training for 21 staff members –TIBIS, Austin, Texas
Person(s) Responsible Iris Ellington Scott Winslow Classroom teachers
Measure(s)
Action Step Completion Date March 30, 2009 May 1, 2009
June 17, 2009
June 17, 2009
April 20‐21, 2009
June 17, 2009
August 6 & 7, 2009 June 22‐26, 2009 July 23‐26, 2009 July 26‐29, 2009
Goals, Strategies, Monitoring and Budget
Overall SMART Goal: (Your overall goal will reflect a two to three year long‐range goal) Northwood will increase the percent of students proficient in math as measured by the 3rd through 5th grade End of Grade tests from 62.8% to 85% and increase the percent of students proficient in math as measured by the K‐2 Assessments from XXX to XXX by 2011.
Target SMART Goal/Measure: (Selection of a one year school wide goal based upon academic or operational need and supported by data. State clearly how academic goal will provide for accelerated learning for students at risk of not meeting standards or making AYP.) Northwood will increase the percent of students proficient in math as measured by the 3rd ‐5th grade End of Grade tests from 62.8% to 70% and increase the percent of students proficient in math as measured by the K‐2 Assessments from XXX to XXX by 2009.
Supporting Data for SMART GOAL: Insert (or attach) data table to support the selection of the above stated overall SMART Goal and Target SMART Goal Subgroup All Students Black Hispanic White EDS LEP SWD # students 247 92 58 59 192 44 34 Target Goal 77.2 77.2 77.2 77.2 77.2 77.2 77.2 Percent 62.8 48.8 67.9 71.4 59.0 68.8 *** Proficient Met? w/SH w/SH w/SH w/CI w/SH w/CI Insuf data 2009 70.0 70.0 70.0 70.0 70.0 70.0 70.0 2010 77.0 77.0 77.0 77.0 77.0 77.0 77.0 2011 85.0 85.0 85.0 85.0 85.0 85.0 85.0
QUARTERLY ACTION PLAN Study Quarter 1
5. What does the data tell us? 6. Not tell us? 7. Celebration(s)? 8. OFIs?
OFIs: Opportunities For Improvement
Quarter 2
Based on analysis from the previous quarter, adjust strategy and deployment plan as needed.
Quarter 3
Quarter 4
Summer
Data analysis: (SWOT) analysis
SWOT: Strengths, Weaknesses, and Opportunities for improvement, Threats
5. The data shows that we have made progress in meeting our AYP goals in math. We have shown improvements in all subgroups, but remain below the state proficiency goal. Our greatest challenge is in decreasing the gap between our total population and our African American subgroup. The data also shows that our greatest deficiency lies in goal 3 (geometry) 6. The data does not clearly point to a root cause for the discrepancy in the performance of our subgroups. 7. We met AYP and ABC High Growth in 2008. 8. Improvement in all subgroups.
Based on Based on analysis Based on analysis from the previous from the previous analysis from the quarter, adjust previous quarter, quarter, adjust adjust strategy strategy and strategy and deployment plan as deployment plan and deployment needed. as needed. plan as needed.
5. Next step? (Identify key strategy or approach)
Students will participate in school‐wide screening using Curriculum Based Measurements (CBM). The results will be used differentiate classroom instruction and to put students into tutoring/enrichment groups. The progress the students make will be tracked using CBMs.
5. Next step? (revise key strategy as needed to address identified OFIs)
Teachers are identifying students who fall below an identified standard and adjusting classroom instruction to differentiate for these students.
5. Next step? (revise key strategy as needed to address identified OFIs) Teachers will identify students who fall below an identified standard and adjust classroom instruction to differentiate for these students.
Identify Key Strategy (Approach)
Person(s) Responsible for ensuring the strategy is deployed during the current quarter
Plan
Scott Winslow with the assistance of the school’s Problem Solving Team.
Scott Winslow with the assistance of the school’s Problem Solving Team.
Scott Winslow with the assistance of the school’s Problem Solving Team.
5. Next step? (revise key strategy as needed to address identified OFIs) Teachers will identify students who fall below an identified standard and adjust classroom instruction to differentiate for these students. In addition, we are offering Extended Learning, after‐ school tutoring. Students were selected based on data analysis of third quarter benchmarks and data from the GCS Testing Office. Scott Winslow with the assistance of the school’s Problem Solving Team.
5. Next step? (revise key strategy as needed to address identified OFIs)
Plan
Resources Available during the current quarter (include $ encumbered and name of budget) Resources Needed during the current quarter
Plan
Title 1 budget Weighted Student Formula SSS
Title 1 Budget Weighted Student Formula $$$
Title 1 Budget Weighted Student Formula $$$
Plan
$2750 (covers entire school year)
One Day Teacher training on DIBELS for K‐2 teachers and support staff on 8/25/08. Teachers will participate in grade level meetings to Professional discuss class and grade data. Development Teachers will use this data to during the current differentiate instruction in the regular classroom and quarter (Indicate title, identify students who will content and need additional instruction. audience)
CBM assessments paid for in first quarter. Teachers will continue to participate in grade level meetings to discuss class and grade data. Teachers will use this data to differentiate instruction in the regular classroom and identify students who will need additional instruction.
CBM assessments paid for in first quarter. Teachers met with members of the problem solving team to discuss the results of the winter assessments. Teachers will participate in grade level meetings to discuss class and grade data. Teachers will use this data to differentiate instruction in the regular classroom and identify students who will need academic intervention.
CBM assessments paid for in first quarter. Teachers will participate in grade level meetings to discuss class and grade data. Teachers will use this data to differentiate instruction in the regular classroom and identify students who will need academic intervention. Grade levels are creating strategic plans to ensure mastery of all objectives.
Plan
Parent and Community (Stakeholder) Involvement during the current quarter Create the deployment plan For the current quarter
Plan
Parents will be informed of student progress on by parent letters generated based on curriculum based measurement results.
Parents will be informed of student progress by parent letters generated based on curriculum based measurement results. Use the Quarter 2 deployment plan template below
Parents will be informed of student progress by parent letters generated based on curriculum based measurement results.
Parents were informed if their child was eligible for Extended Learning.
Use the Quarter 1 deployment plan template below
Use the Quarter 3 deployment plan template below
Use the Quarter 4 deployment plan template below
Do
Evaluation: A. What data will you use to determine if the strategy was deployed? B. What data will you use to determine if the strategy was deployed with fidelity? C. What data will you use to determine if the strategy impacted the overall goal or target goal?
A. The DIBELS and website will show student data Aimsweb website will Aimsweb website when collected. Northwood show student data show student data will have a goal of 95% of when collected. was collected. students assessed in reading Additionally, Reading assessments and math by October 10. students who were completed on Additionally, students who demonstrate low 100% of K‐2 demonstrate low performance performance will students. will then receive additional then receive instruction in tutoring groups. additional instruction B. Observations were in tutoring groups. completed by the B. An administrative checklist curriculum facilitator B. Observation of will be used to ensure that to make sure reading teachers are administering the tutoring groups and assessments were measures with fidelity. Grade teacher level meetings to interpret the documentation of completed with results will use a protocol classroom fidelity. developed by the curriculum & differentiation will instruction department in determine fidelity of C. Northwood will 2007‐08. the process. use student data collected during C. Northwood will use student C. Northwood will use three assessment data collected during three student data collected periods to compare assessment periods to compare during three overall student overall student performance to assessment periods to the data from the 2007‐08 school compare overall performance to the year to determine student growth. student performance data from the 2007‐ Student performance will also be to the data from the 08 school year to compared to a national norm. 2007‐08 school year to determine student determine student growth. Student growth. Student performance will also performance will also be compared to a be compared to a national norm. national norm. A. The DIBELS and Aimsweb
A. The DIBELS and
A. Continue to use data from Progress Monitoring to differentiate instruction. B.Curriculum facilitator continues to review Progress Monitoring information and check students being benchmarked. C. Data from third quarter benchmark will determine if strategy impacted the goal.
A. B. C.
Study
5. What does the data tell us? 6. Not tell us? 7. Celebration(s)? 8. OFIs?
Report the data from the current quarter deployment plan and use the data questions to analyze the results
5. What does the data tell us? Northwood’s 1st and 2nd grade students are slightly below the national aggregate in math CBM. 6. Not tell us? This data only tells us how students are performing in computation, not their performance in application and problem solving. 7. Celebration(s)? Northwood’s 3rd, 4th, and 5th grade students are performing slightly better than the national aggregate in math CBM. 8. OFIs? Stress math computation with grades K, 1, and 2; continue instruction with grades 3 – 5.
5. What does the data tell us? st Northwood’s K and 1 grade students are performing above the national aggregate in several early numeracy activities. Northwood’s 2nd grade students are below the national aggregate in math CBM. The 50th percentile of 2nd grade students is roughly th equivalent to the 25 percentile of the national aggregate. Northwood’s 3rd and 4th grade students are performing commensurate with the national aggregate. th Northwood’s 5 grade students are performing slightly below the national aggregate. 6. Not tell us? This data only tells us how students are performing in computation, not their performance in application and problem solving. 7. Celebration(s)? rd th Northwood’s 3 and 4 grade students are performing slightly better than the national aggregate in math CBM. 8. OFIs Stress math computation with grades K, 1, and 2; continue instruction with grades 3 – 5.
5. What does the data tell us? 6. Not tell us? 7. Celebration(s)? 8. OFIs? 5. In third grade, Northwood’s students are above the GCS district average in math but below in reading. In fourth grade, Northwood’s students are above the district average in both reading and math. In fifth grade, Northwood’s students are above the district average in science but below in both reading and math. 6. The benchmark data does not show us the students’ growth, but only mastery of that nine week’s objectives. 7. Northwood’s third through fifth grade students are performing better than the GCS district average in several areas. 8. Stress math computation with grades K, 1, and 2; continue instruction with grades 3 – 5.
9. What does the data tell us? 10. Not tell us? 11. Celebration(s)? 12. OFIs?
Study
Target Goal Met?
YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy
YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy
YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy
YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy
YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy
Act/Plan
Steps #1 #2
Quarter 1 Deployment Plan Teachers will be trained on DIBELS (CBM) administration. Students will participate in school wide screening assessments utilizing DIBELS and Aimsweb CBMs. Teachers will meet with Problem Solving Team members to discuss and interpret screening data. Teachers will discuss differentiation for classroom and assign intervention groups with daytime tutors instruction . Small tutoring groups will be formed for additional instruction 30 minutes daily based on screening results. Students will participate in instruction directed at basic skill development. Progress will be monitored using DIBELS and Aimsweb CBMs. Evaluate results and determine next steps.
#3
Person(s) Responsible K‐2 teachers, support staff Scott Winslow, K‐2 teachers, Problem Solving Team Problem Solving Team, K‐5 teachers
Measure(s) Course Evaluation DIBELS and Aimsweb CBM CBM data, reports from websites
Action Step Completion Date 8/25/08 9/15/08 – 10/10/08
10/13/08 – 10/17/08 10/13‐08 – 2nd quarter
#4
#5
Problem Solving Team, Reading Teacher, EC Resource Teacher
DIBELS and Aimsweb CBM
Steps #1
Quarter 2 Deployment Plan Teachers will meet with curriculum facilitator and Problem Solving Team members to discuss and interpret screening data. Teachers will discuss differentiation for classroom instruction. Students who are not responding to differentiated classroom instruction will be reassessed with CBMs to confirm lack of progress. They then will be assigned a tutoring group to receive focused and direct instruction in the area of need. Students will participate in school wide screening assessments utilizing DIBELS and Aimsweb CBMs. Evaluate results and determine next steps.
Person(s) Responsible Problem Solving Team, K‐5 teachers Problem Solving Team, K‐5 teachers
Measure(s) CBM data, reports from websites CBM data, reports from websites
Action Step Completion Date 1/26/09
#2
#3
#4 #9 #10
Scott Winslow, K‐2 teachers, Problem Solving Team
DIBELS and Aimsweb CBM
1/5 ‐ 1/9/09
Steps #1
Quarter3 Deployment Plan Teachers will meet with curriculum facilitator and Problem Solving Team members to discuss and interpret screening data. Teachers will discuss differentiation for classroom instruction. Students who are not responding to differentiated classroom instruction will be reassessed with CBMs to confirm lack of progress. They then will be assigned a tutoring group to receive focused and direct instruction in the area of need. Students will participate in school wide screening assessments utilizing DIBELS and Aimsweb CBMs. Evaluate results and determine next steps.
Person(s) Responsible Problem Solving Team, K‐5 teachers Problem Solving Team, K‐5 teachers
Measure(s) CBM data, reports from websites CBM data, reports from websites
Action Step Completion Date 2/20/09
#2
2/23/09
#3
Scott Winslow, K‐2 teachers, Problem Solving Team Scott Winslow, K‐2 teachers, Problem Solving Team Person(s) Responsible Teachers and Problem Solving team Administrative Staff and teachers
DIBELS and Aimsweb CBM DIBELS/AIMSWeb CBMs
4/1/09
#4
4/10/09
Steps #1 #2
Quarter 4 Deployment Plan Complete spring AIMSWeb CBMs in math for K-5 students
Measure(s) AIMSWeb CBM
Action Step Completion Date 5/8/09 6/15/09
Review data and use information gathered to plan for 09-10 strategies and student placement
AIMSWeb CBM
Goals, Strategies, Monitoring and Budget
Target SMART Goal/Measure: (Selection of a one year school wide goal based upon academic or operational need and supported by data. State clearly how academic goal will provide for accelerated learning for students at risk of not meeting standards or making AYP.) Northwood will increase the percent of students proficient in reading as measured by the 3rd ‐5th grade End of Grade tests from 40.7% to 50.0% and increase percent of students proficient on K‐2 Assessments from XXX to XXX by 2009.
Overall SMART Goal: (Your overall goal will reflect a two to three year long‐range goal) Northwood will increase the percent of students proficient in reading as measured by the 3rd through 5th grade End of Grade tests from 40.7% to 65.0% and increase percent of students proficient on K‐2 Assessments from XXX to XXX by 2011.
Supporting Data for SMART GOAL: Insert (or attach) data table to support the selection of the above stated overall SMART Goal and Target SMART Goal Subgroup All Students Black Hispanic White EDS LEP SWD # students 247 92 58 59 192 44 34 Target Goal 43.2 43.2 43.2 43.2 43.2 43.2 43.2 Percent 40.7 32.5 *** 57.1 33.7 *** *** Proficient Met? Yes No Insuf Yes No Insuf Insuf data data data 2009 46.6 39.3 35.5 61.4 40.3 TBA TBA 2010 TBA TBA TBA TBA TBA TBA TBA 2011 TBA TBA TBA TBA TBA TBA TBA
QUARTERLY ACTION PLAN Study Quarter 1
Quarter 2
Quarter 3
Based on analysis from the previous quarter, adjust strategy and deployment plan as needed.
Quarter 4
Summer
Data analysis: (SWOT) analysis
SWOT: Strengths, Weaknesses, and Opportunities for improvement, Threats
What does the data tell us? Based on analysis Not tell us? from the previous Celebration(s)? quarter, adjust OFIs? strategy and We are currently waiting on deployment plan as data from the 2007‐2008 needed. school year for 3‐5 proficiency and conducting baseline assessments for K‐2 proficiency. We anticipate having the need to conduct interventions for a substantial number of students to reach state goals.
OFIs: Opportunities For Improvement
Based on analysis Based on analysis from the previous from the previous quarter, adjust quarter, adjust strategy and strategy and deployment plan as deployment plan as needed. needed.
5. Next step? (Identify key strategy or approach)
Students will participate in school‐wide screening using Curriculum Based Measurements (CBM). The results will be used to differentiate classroom instruction and to put students into tutoring/enrichment groups. The progress the students make will be tracked using CBMs.
5. Next step? (revise key strategy as needed to address identified OFIs)
5. Next step? (revise key strategy as needed to address identified OFIs)
Teachers are identifying students who fall below an identified standard and adjusting classroom instruction to differentiate for these students. K‐2 teachers will track the progress of the students to determine if changes in instruction are impacting educational performance.
Identify Key Strategy (Approach)
Second graders who fall below an identified standard are receiving additional instruction 3 times a week for thirty minutes in basic reading skills. Progress is being tracked by teachers one time weekly to ensure these students are making gains in pre‐reading skills. Teachers are identifying students who fall below an identified standard and adjusting classroom instruction to differentiate for these students.
5. Next step? (revise key strategy as needed to address identified OFIs)
5. Next step? (revise key strategy as needed to address identified OFIs)
Plan
Person(s) Responsible for ensuring the strategy is deployed during the current quarter Resources Available during the current quarter (include $ encumbered and name of budget) Resources Needed during the current quarter
Plan
Scott Winslow with the assistance of the school’s Problem Solving Team.
Scott Winslow with the assistance of the school’s Problem Solving Team. Title 1 budget Weighted Student Formula SSS
Scott Winslow with the assistance of the school’s Problem Solving Team.
Plan
Title 1 budget Weighted Student Formula SSS
Title 1 budget Weighted Student Formula SSS
Plan
$2750 (covers entire school year)
One Day Teacher training on DIBELS for K‐2 teachers and support staff on 8/25/08. Professional Teachers will participate in Development grade level meetings to during the current discuss class and grade data. quarter Teachers will use this data to (Indicate title, differentiate instruction in content and the regular classroom and audience) identify students who will need additional instruction.
CBM assessments paid for in first quarter. Teachers will continue to participate in grade level meetings to discuss class and grade data. Teachers will use this data to differentiate instruction in the regular classroom and identify students who will need additional instruction.
CBM assessments paid for in first quarter. Teachers will continue to participate in grade level meetings to discuss class and grade data. Teachers will use this data to differentiate instruction in the regular classroom and identify students who will need additional instruction.
Plan
Parent and Community (Stakeholder) Involvement during the current quarter Create the deployment plan For the current quarter
Plan
Parents will be informed of student progress on by parent letters generated based on curriculum based measurement results.
Parents will be informed of student progress on by parent letters generated based on curriculum based measurement results. Use the Quarter 2 deployment plan template below
Parents will be informed of student progress on by parent letters generated based on curriculum based measurement results. Use the Quarter 3 deployment plan template below
Use the Quarter 1 deployment plan template below
Use the Quarter 4 deployment plan template below
Do
A. The DIBELS and Aimsweb
website will show student data when collected. Northwood will have a goal of 95% of students assessed in reading and math by October 10. Additionally, students who demonstrate low performance will then receive additional instruction in tutoring groups.
A. The DIBELS and
Aimsweb website will show student data when collected. Additionally, students who demonstrate low performance will then receive additional instruction in tutoring groups.
A. The DIBELS and
Aimsweb website will show student data when collected. Additionally, students who demonstrate low performance will then receive additional instruction in tutoring groups.
A. B. C.
A. B. C.
Evaluation: A. What data will you use to determine if the strategy was deployed? B. What data will you use to determine if the strategy was deployed with fidelity? C. What data will you use to determine if the strategy impacted the overall goal or target goal?
B. An administrative checklist
will be used to ensure that teachers are administering the measures with fidelity. Grade level meetings to interpret the results will use a protocol developed by the curriculum & instruction department in 2007‐08.
B. Observation of
tutoring groups and teacher documentation of classroom differentiation will determine fidelity of the process.
B. Observation of
tutoring groups and teacher documentation of classroom differentiation will determine fidelity of the process.
Study
C. Northwood will use
student data collected during three assessment periods to compare overall student performance to the data from the 2007‐08 school year to determine student growth. Student performance will also be compared to a national norm.
C. Northwood will use student
data collected during three assessment periods to compare overall student performance to the data from the 2007‐08 school year to determine student growth. Student performance will also be compared to a national norm.
C. Northwood will use
student data collected during three assessment periods to compare overall student performance to the data from the 2007‐08 school year to determine student growth. Student performance will also be compared to a national norm.
9. What does the data tell us? 10. Not tell us? 11. Celebration(s)? 12. OFIs?
Report the data from the current quarter deployment plan and use the data questions to analyze the results
9. What does the data tell us? 3rd grade students at Northwood are reading 57 words per minute on a grade level passage. The national aggregate for 3rd grade students is 82 words per minute. Only 48% of Northwood K‐2 students are considered “at benchmark” compared to 67% of K‐2 students across all 20 DIBELS schools. 10. Not tell us? 11. Celebration(s) 12. These data make it clear that Northwood students need explicit and direct instruction in the area of reading.
9. What does the data 9. What does the data tell us? tell us? 10. Not tell us? Only 42% of K‐2 11. Celebration(s)? students are 12. OFIs? considered at a benchmark level in reading. This is a drop from 49% in the fall. 27% of K‐2 students are considered in need of strategic intervention, an increase from 23 % in the fall. 32% of students are considered in need of intense intervention, an increase from 28% in the fall. 10. Not tell us? 11. Celebration(s)? 12. OFIs These data make it clear that Northwood students need explicit and direct instruction in the area of reading.
6. What does the data tell us? 7. Not tell us? 8. Celebration(s)? 9. OFIs?
Study
Target Goal Met?
YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy
YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy
YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy
YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy
YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy
Act/Plan
Steps #1 #2
Quarter 1 Deployment Plan Teachers will be trained on DIBELS (CBM) administration. Students will participate in school wide screening assessments utilizing DIBELS and Aimsweb CBMs. Teachers will meet with Problem Solving Team members to discuss and interpret screening data. Teachers will discuss differentiation for classroom instruction . Small tutoring groups will be formed for additional instruction 30 minutes daily based on screening results. Students will participate in instruction directed at basic skill development. Progress will be monitored using DIBELS and Aimsweb CBMs. Evaluate data and assign next steps. Quarter 2 Deployment Plan Teachers will meet with Problem Solving Team members to discuss and interpret screening data. Teachers will discuss differentiation for classroom instruction. Students who are not responding to differentiated classroom instruction will be reassessed with CBMs to confirm lack of progress. They then will be assigned a tutoring group to receive focused and direct instruction in the area of need. Teachers will monitor progress of students in the “intensive” and strategic” category to ensure response to classroom instruction. Students will participate in school wide screening assessments utilizing DIBELS and Aimsweb CBMs. Evaluate results and determine next steps.
#3
Person(s) Responsible K‐2 teachers, support staff Scott Winslow, K‐2 teachers, Problem Solving Team Problem Solving Team, K‐5 teachers Problem Solving Team, Reading Teacher, EC Resource Teacher Person(s) Responsible Problem Solving Team, K‐5 teachers Problem Solving Team, K‐5 teachers
Measure(s) Course Evaluation DIBELS and Aimsweb CBM CBM data, reports from websites DIBELS and Aimsweb CBM
Action Step Completion Date 8/25/08 9/15/08 – 10/10/08
10/13/08 – 10/17/08 10/13‐08 – 2nd quarter
#4
#5 Steps #1
Measure(s) CBM data, reports from websites CBM data, reports from websites
Action Step Completion Date 10/17/08 – 12/19/08 10/17/08 – 12/19/08
#2
#3 #4
K‐2 teachers Scott Winslow, K‐2 teachers, Problem Solving Team
DIBELS CBM measures DIBELS and Aimsweb CBM
10/17/08 – 12/19/09 1/5/09 – 1/10/09
#5
#10 Steps #1
Quarter3 Deployment Plan Teachers will meet with Problem Solving Team members to discuss and interpret screening data. Teachers will discuss differentiation for classroom instruction. Students who are not responding to differentiated classroom instruction will be reassessed with CBMs to confirm lack of progress. They then will be assigned a tutoring group to receive focused and direct instruction in the area of need. Teachers will monitor progress of students in the “intensive” and strategic” category to ensure response to classroom instruction. Students will participate in school wide screening assessments utilizing DIBELS and Aimsweb CBMs. Evaluate results and determine next steps.
Person(s) Responsible Problem Solving Team, K‐5 teachers Problem Solving Team, K‐5 teachers
Measure(s) CBM data, reports from websites CBM data, reports from websites
Action Step Completion Date 3/20/09
#2
3/23/09
#3 #4
K‐2 teachers Scott Winslow, K‐2 teachers, Problem Solving Team Scott Winslow, K‐2 teachers, Problem Solving Team Person(s) Responsible Teachers and Problem Solving team Administrative Team and teachers
DIBELS CBM measures DIBELS and Aimsweb CBM DIBELS and Aimsweb CBM
ongoing 4/1/09
#5
4/10/09
Steps #1 #2 Quarter 4 Deployment Plan Students will be assessed using the AIMSWeb and DIBELS assessments in reading Review data to determine intervention planning and student placement for 09-10 Measure(s) AIMSWeb/DIBELS CBMS Action Step Completion Date 5/15/09
AIMSWEB/DIBELS 6/15/09
School Based Leadership Team Members Signatures
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
Scott Winslow Cathy Jarrett Iris Ellington Michelle Collins April Brown Chris Addington Tia Thompson Susan Hussey Alyce Mercer Lynn Carter Crystal Salissou Missy Coleman Lisa Kleeberg Principal Curriculum Facilitator IB Coordinator Teacher Teacher Teacher Teacher Teacher Teacher Technology Assistant EC Teacher Parent PTA President 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 9‐23‐08 9‐23‐08 9‐23‐08 9‐23‐08 9‐23‐08 9‐23‐08 9‐23‐08 9‐23‐08 9‐23‐08 9‐23‐08 9‐23‐08 9‐23‐08 9‐23‐08
(i.e. Principal, Assistant Principal, Certified Staff, Classified Staff, Student, Parent or Community Member)
Approvals
Approved by Staff: Date of Approval by Staff: 9‐23‐08 Principal’s Signature: On File Approved By Division of Academic Improvement Instructional Improvement Officer’s Signature: On File Date: 9‐25‐08 Results (% Approval): 98% Date: 9‐23‐08
Approved by GCS Board of Education
Date:
Quarterly Review Team Members Signatures
The following team members collaborated with school staff to review the School Improvement Plan for our school: Name Position or Role Signature Date
Scott Winslow Cathy Jarrett Iris Ellington Michelle Collins April Brown Chris Addington Tia Thompson Susan Hussey Alyce Mercer Lynn Carter Crystal Salissou Missy Coleman Lisa Kleeberg Principal Curriculum Facilitator IB Coordinator Teacher Teacher Teacher Teacher Teacher Teacher Technology Assistant EC Teacher Parent PTA President 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 11‐3‐08 11‐3‐08 11‐3‐08 11‐3‐08 11‐3‐08 11‐3‐08 11‐3‐08 11‐3‐08 11‐3‐08 11‐3‐08 11‐3‐08 11‐3‐08 11‐3‐08
(i.e. Instructional Improvement Officer, Curriculum Officer, Curriculum Specialist, Principal, Assistant Principal, Curriculum Facilitator)
Action Plan for Healthy Students in Safe, Orderly and Caring Schools
LEA: Guilford County Schools School: Northwood Elementary Strategic Priority: Healthy Students in Safe, Orderly and Caring Schools (Healthy Active Children (HAC) Policy, #HSP‐S‐000)
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.) Need Assistance (Please describe.) NA (Provide explanation.)
School wide schedule reflects 30 minutes each day for each classroom scheduled recess in addition to weekly 45 minutes of PE instruction.
Strategy Provide physical education for YES 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. Provide physical activity and/or YES recess for every student. List the exact number of minutes provided for recess and/or physical activity over the 180‐ day school year.
Yes
No
Time over 180 days 1620 minutes
7020 minutes
Strategy Implement a coordinated school health program. Indicate if this is in progress or not yet addressed by the school. We have a School YES 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.
Not Yet Addressed
In Progress
Need Assistance (Please describe.)
At Our School YES
Health program coordinated by PE teacher and SBLT. School hosts health fair and various healthy living events for students and families in conjunction with the PTA. Need Assistance In Our LEA Unsure (Please describe.)
Implementation of the healthful living curriculum through PE and regular classes School wide health fair Bicycle Safety program School Nutrition Services Dental Health and Germ Seminars by School Nurse
Need Assistance (Please describe.)
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.
What will be done? Who will be in charge? Full time counselor Counselor to work proactively with students to address behavior concerns Establish a Problem Counselor Solvers team for behavior based student referrals Incorporating IB Coordinator will character education monitor classroom into daily lesson teachers’ lesson plans through the IB plans learner profile and attitudes Posting of school Principal wide Essential Agreements— school rules and expectations for all students
When will it be done?
What are the needed resources (including staff development)?
What are the costs
What are success indicators?
Weekly check in None meetings and individual and small group sessions
None
Reduced office referrals and out of school suspensions
Weekly meetings beginning in September
None
None
Reduced office referrals and out of school suspensions
Beginning in August Staff development provided by the IB coordinator
Printing of posters for school and classroom display
Reduced office referrals and out of school suspensions
Beginning in August None
None
Reduced office referrals and out of school suspensions
Waiver Requests School‐Based Management and Accountability Program School‐Based Waiver Request for 2008‐2011 LEA Code: 410 LEA: Guilford County School Code/School Name: 496 Northwood Elementary
Requests for Waiver Describe the waiver you are requesting. • Northwood requests to waive the purchase of district adopted textbooks and use the designated funds to purchase materials that more effectively support the implementation of the International Baccalaureate magnet program and the NCSCOS. • Northwood requests the ability to waive the requirement of a duty free lunch period for certified staff 1. Identify the law, regulation or policy from which an exemption is requested. • All schools will provide students with similar resources for learning. • All schools will provide a duty free lunch period for all certified staff. 2. State how the waiver will be used. • Northwood will use textbook allocations to purchase materials that support the six transdicipinary units developed as part of the programme of inquiry • Northwood’s classroom teachers will monitor all students during lunch to increase the level of supervision of all students 3. State how the waiver will promote achievement of performance goals. • The purchase of alternative materials will provide the opportunity to directly impact and support the instructional program for the students and increase achievement by providing additional resources connected to the taught curriculum. • Increased supervision will maximize student behavior and decrease time lost due to transitions.
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