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School Name: Colfax
Guilford County Schools
2008‐2011 School Improvement Plan
Vision Statement
We believe that every child has a right to be guided through education to develop his/her potential to the
maximum. This is a cooperative venture, which involves the teachers, administrators, parents, and the school community
working together in order to achieve our school mission. In order for all children to succeed we are determined to
provide a positive learning environment conducive to high time on task and high expectations for all. We believe in
supporting our mission through powerful partnerships, clear communication, and teamwork.
Mission:
Believe-Achieve-Succeed
Self Assessment
Current AYP Status: Did not Current ABC Status: Made High
make AYP for 2007‐2008 Growth for the 2007‐2008
school year. Colfax made 13 school year.
out of 16 targets.
Colfax Elementary serves over 620 students in 29 classrooms in kindergarten through grade five. In addition, we have a pre-K
program and two self-contained classes for exceptional children. We have a highly dedicated staff, including a guidance counselor, a
curriculum facilitator, reading specialist, fulltime Media Specialist, fulltime technology assistant, fulltime art, music, and two physical
education teachers. We also have a full time teacher of advanced learners, three teachers of exceptional children and one and one-
half speech therapists, a half time ESL teacher, half time math specialists and three part time tutors. We have twelve National Board
Certified teachers, 17 teachers with advanced degrees, and 78% of our teachers have 10 or more years of experience. We count
ourselves fortunate to have highly qualified new teachers who will bring fresh new ideas and enthusiasm to our staff. The staff is
strong on teamwork and collaboration, and instructional leadership qualities are encouraged among the staff.
Although we did not make AYP due to our SWD, AA, FRL subgroups we did achieve high growth for the 2007-2008 school
year with an overall proficiency rate of 79.6%. In 2008, 82% of our students in K-2 scored at or above grade level in math on end-of-
year assessments. Quarterly cross grade level meetings continue, with teachers grouped in vertical (mixed grade) teams to discuss
alignment of each area of curriculum to increase student achievement. Teachers will also be using technology-based assessment
and instructional management to more efficiently and frequently examine data on student learning mastery and improve instruction.
The attendance rate for 2008 was 94% and has stayed at a high level in recent years. Parents continue to make significant
contributions to our students’ high achievement levels with well over 11,000 volunteer hours to support students and staff, including a
Reading Rangers Program, PALS tutors, Lunch Buddies, Career Week, Superstar Character Education Program, Beautification,
classroom volunteers, reading incentives with Book Bucks and Accelerated Reader, Book Fair, and Battle of the Books. In addition,
our PTA generously funds grants to teachers for special equipment and programs such as the Go Far Running Club. Our staff
commits to ongoing communication with parents through Connect-Ed phone calls to the general population and special groups within
the school, Parent Nights for each grade level, websites, weekly newsletters, e-mail, and two-way communication through daily
agenda planners, monthly PTA board meetings, Parent Communication Notebooks, and at least three school-wide PTA meetings a
year. Parents have committed to assist with morning hall supervision, cafeteria supervision, and as tutors for students. In addition,
we now have a parent volunteer who has agreed to be a multi-lingual liaison between staff and parents.
One of the challenges we face is meeting the individual needs of all students to increase overall achievement. We are
working to strengthen our effective strategies of working with diverse students and students of poverty school wide. In addition, the
staff at Colfax faces the challenge to increase the home-school connection of transient students.
Goals, Strategies, Monitoring and Budget
Overall SMART Goal:
The percentage of students scoring proficient or above in math will increase 13% from 77.8% to 91% as measured by EOG scores, by 2011.
Target SMART Goal/Measure:
Goal 1:
By 2009, the % of AA, SWD and FRL students proficient in math will increase by the following amounts as measured by EOG’s.
• AA will increase 10% from 48.9% to 54%
• FRL will increase 10% from 51.4% to 57%
• SWD will increase 10% from 50% to 55%
Supporting Data for SMART GOAL:
2007‐2008 48.9% of AA were proficient in math
Grade 3 –31.3
Grade 4 –47.6
Grade 5 –61.1
2007‐2008 51.4% of FRL were proficient in math
2007‐2008 50% of SWD were proficient in math
Quarter 1 Quarter 2 Quarter 3 Quarter 4 Summer
1. What does the data tell us? Based on analysis Based on analysis Based on analysis Based on analysis from
Strengths: 91 % of White students were from the previous from the previous from the previous the previous quarter,
proficient, overall proficiency level is quarter, adjust quarter, adjust quarter, adjust adjust strategy and
77%, : 3rd and 4th grade scores are
below proficiency level,
strategy and strategy and strategy and deployment plan as
2. Not tell us? deployment plan deployment plan deployment plan as needed.
Consistent implementation of math as needed. as needed. needed.
Data analysis: strategies by all teachers
(SWOT) 3. Celebration(s)?
analysis Collaboration amongst staff and high
volume of parent support.
Study
SWOT: Grade 5 math currently above target
Strengths, goals
Weaknesses, and 4. OFIs?
Opportunities for Increase teacher consistency of
improvement, implementation of strategies, better
Threats understanding of new students’ needs,
focused schedule, and vertical planning,
Buy in, follow through, transient
students, time, and consistency
OFIs: Opportunities For Improvement
SWOT: Strengths, Weaknesses, and
Opportunities for improvement, Threats
Opportunities for improvement,
Challenges:
5. Next step? (Identify key 5. Next step? 5. Next step? 5. Next step? 5. Next step? (revise key
strategy or approach) (revise key (revise key (revise key strategy strategy as needed to
strategy as needed strategy as as needed to address identified OFIs)
Strategy 1: AA, SWD and FRL to address needed to address identified
students not proficient in math identified OFIs) address identified OFIs)
will receive 30 minutes of Strategy 1: OFIs) Strategy 1:
teacher tutoring first thing in the AA, SWD and FRL Strategy 1: AA, SWD and FRL
morning. 90 minutes of direct students not AA, SWD and FRL students not
instruction twice a week in math proficient in math students not proficient in math
beyond their normal math will receive 30 proficient in will receive 30
Identify instruction. The instruction will minutes of math will receive minutes of teacher
Plan
Key Strategy be focused on gap areas. teacher tutoring 30 minutes of tutoring first thing
(Approach) first thing in the teacher tutoring in the morning. 90
morning. 90 first thing in the minutes of direct
minutes of direct morning. 90 instruction twice a
instruction twice a minutes of direct week in math
week in math instruction twice beyond their
beyond their a week in math normal math
normal math beyond their instruction. The
instruction. The normal math instruction will be
instruction will be instruction. The focused on gap
focused on gap instruction will areas.
areas. be focused on
gap areas.
Person(s)
Responsible Administrators, teachers, Administrators, Administrators, Administrators,
for ensuring specialists , Social Worker and teachers, teachers, teachers,
the strategy CF. specialists , Social specialists , specialists , Social
Plan
is Worker and CF. Social Worker Worker and CF.
deployed and CF.
during the
current
quarter
Part time math specialist, Part time Part time math Part time math
Resources
math tutor, teacher tutors, on math specialist, specialist, math specialist, math
Available
going professional development math tutor, tutor, teacher tutor, teacher
during the
for the math initiative, and day teacher tutors, on tutors, on going tutors, on going
current
Plan
time tutors for math going professional professional professional
quarter
development for development for development for
(include $
the math the math the math initiative,
encumbered
initiative, and day initiative, and and day time tutors
and name of
time tutors for day time tutors for math
budget)
math for math
Money, time, manipulatives, Money, time, Money, time, Money, time,
Resources
protected‐time in the master manipulatives, manipulatives, manipulatives,
Needed
Plan
schedule, staff development protected‐time in protected‐time in protected‐time in
during the
the master the master the master
current
schedule, staff schedule, staff schedule, staff
quarter
development development development
GCS math initiative, CITW for GCS math GCS math GCS math
entire staff, diversity training, initiative, CITW initiative, CITW initiative, CITW for
Professional book study, PLC development for entire staff, for entire staff, entire staff,
Development diversity training, diversity training, diversity training,
during the book study, PLC book study, PLC book study, PLC
Plan
current development development, development,
quarter Math Tool Box, Math Tool Box,
(Indicate title, Reading/Writing Reading/Writing
content and Connection, Connection, Dibels,
audience) Dibels, Achievement Series
Achievement
Series
Leadership team reps, PTA, Boys Leadership team Leadership team Leadership team
and Girls Club, Housing reps, PTA, Boys reps, goal teams, reps, goal teams,
Authority, volunteers, Social and Girls Club, PTA, Boys and PTA, Boys and Girls
Worker Housing Girls Club, Club, Housing
Authority, Housing Authority,
Parent and volunteers, Social Authority, volunteers, Social
Community Worker volunteers, Social Worker, public
Plan
(Stakeholder) Worker, public transportation
Involvement transportation supervisor, Youth
during the supervisor, Youth Focus, UNCG,
current Focus, UNCG, Greensboro
quarter Greensboro College, NW High
College, NW High School Cadets, High
School Cadets, Point University,
High Point and Junior
University Achievement.
Create the
deployment
Use the Quarter 2 Use the Quarter 3 Use the Quarter 4
Do
plan Use the Quarter 1 deployment
deployment plan deployment plan deployment plan
For the plan template below
template below template below template below
current
quarter
A. Weekly meeting summary A. Weekly
Evaluation: sheets, lesson plans, master meeting summary A. Weekly A. Weekly meeting A.
A. What data schedule, CWT, PTA meeting sheets, lesson meeting summary sheets,
will you use minutes and contact logs. plans, master summary sheets, lesson plans, B.
to determine schedule, CWT, lesson plans, master schedule,
if the strategy B. CWT PTA meeting master schedule, CWT, PTA meeting C.
was Weekly summaries, intervention minutes and CWT, PTA minutes and
deployed? logs/rubric contact logs. meeting minutes contact logs.
B. What data and contact logs.
will you use C. Weekly mini assessments, B. CWT
Study
to determine quarterly assessments Weekly B. CWT
if the strategy summaries, Weekly B. CWT
was deployed intervention summaries, Weekly summaries,
with fidelity? logs/rubric intervention intervention
C. What data logs/rubric logs/rubric
will you use C. Weekly mini
to determine assessments,
if the strategy quarterly C. Weekly mini C. Weekly mini
impacted the assessments assessments, assessments, data
overall goal data notebooks, notebooks, Dibels,
or target Dibels, class class work,
goal? work, quarterly quarterly
assessments assessments
1. What does the data tell us? 1. What does the 1. What does the 1. What does the data 1. What does the data tell us?
* Our subgroups are making progress data tell us? data tell us? tell us? 2. Not tell us?
compared to last results but * Our subgroups are * Our 3. Celebration(s)?
improvement is still needed in order to making progress subgroups are 4. OFIs?
meet AYP goals compared to last making 2. Not tell us?
2. Not tell us? results but progress
* Would like update FRL information improvement is still compared to 3. Celebration(s)?
3. Celebration(s)? needed in order to last results but
* 3rd grade has significantly improved meet AYP goals improvement is
benchmark scores compared to last still needed in 4. OFIs?
year’s first quarter data. 5th grade is 2. Not tell us? order to meet
continuously above the target goals. * Would like update AYP goals
4th grade has made some progress FRL information
4. OFIs? 2. Not tell us?
Report the * Continued improvement in subgroup 3. Celebration(s)? * Would like update
data from the areas * 3rd grade has FRL information
current significantly
quarter improved benchmark 3. Celebration(s)?
Study
scores compared to * 3rd grade has
deployment
first quarter and last significantly
plan and use year’s second improved
the data quarter. 5th grade is benchmark scores
questions to continuously above compared to first
analyze the the target goals. and second quarter.
Although 4th grade 5th grade is
results
scores have remained continuously above
flat overall they have the target goals.
made some progress Although 4th grade
scores have
4. OFIs? remained flat
* Continued overall they have
improvement in made some
subgroup areas progress
4. OFIs
* Continued
improvement in
subgroup areas
YES If yes, change target goal in YES If yes, change YES If yes, YES If yes, change YES If yes, change target
order to further impact the overall goal target goal in order to change target goal in target goal in order to goal in order to further
further impact the order to further further impact the impact the overall goal
NO If no, check the appropriate overall goal impact the overall overall goal
action below: goal NO If no, check the
NO If no, check NO If no, check the appropriate action below:
Continue current strategy and the appropriate action NO If no, check appropriate action
update deployment plan for next Qtr below: the appropriate below: Continue current strategy
Act/Plan
Continue current strategy, but make action below: and update deployment plan
Target Goal improvements to deployment plan Continue current Continue current for next Qtr
Met? Abandon current strategy and strategy and update Continue current strategy and update Continue current strategy,
identify new strategy deployment plan for strategy and update deployment plan for but make improvements to
next Qtr deployment plan for next Qtr deployment plan
Continue current next Qtr Continue current Abandon current strategy
strategy, but make Continue current strategy, but make and identify new strategy
improvements to strategy, but make improvements to
deployment plan improvements to deployment plan
Abandon current deployment plan Abandon current
strategy and identify Abandon current strategy and identify
new strategy strategy and identify new strategy
new strategy
Steps Quarter 1 Deployment Plan Person(s) Measure(s) Action Step
Responsible Completion Date
#1 Review EOG 2007‐2008 Math data Thigpen and Math EOG data August 31st
Leadership Team
#2 Develop and implement a master schedule to maximize Administrators, EOG scores September 31st
instructional time and teacher resources. classroom teachers,
specialists and
tutors
#3 Establish and implement an Intervention Plan for all Level I and II Administrators, Intervention September 2nd
th th rd
students in 4 and 5 grade; as well as 3 grade using Math Pretest classroom teachers, documentation log
scores. and tutors
#4 Weekly grade level meetings to discuss Math strategies, Administrators, Weekly summary Weekly and
interventions and student growth classroom teachers sheet, quarterly Quarterly
data
#5 Implement quarterly vertical planning teams to discuss Math goals, Administrators, CWT, PLC summary Quarterly
objectives, gaps and strategies, analyze results and determine next classroom teachers, sheet
steps. specialists
Steps Quarter 2 Deployment Plan Person(s) Measure(s) Action Step
Responsible Completion
Date
#1 Review first quarter Math data Thigpen, Goal Team Math EOG data, first November 5,
and Leadership Team quarter benchmark 2008
data
#2 Develop, implement and refine a master schedule to maximize Administrators, EOG scores September 31st
instructional time and teacher resources. classroom teachers,
specialists and tutors
#3 Establish and implement an Intervention Plan for all Level I and II Administrators, Intervention September 2nd
students in 4th and 5th grade; as well as 3rd grade using Math classroom teachers, documentation log
Pretest scores and first quarter benchmark scores and tutors
#4 Weekly grade level meetings to discuss Math strategies, Administrators, Weekly summary Weekly and
interventions and student growth. Biweekly follow up with tutors classroom teachers sheet, quarterly data Quarterly
and specialists about individual student growth by administrators,
teachers and specialists.
#5 Implement monthly vertical/goal planning teams to discuss Math Administrators, CWT, PLC summary Quarterly
goals, objectives, gaps and strategies, analyze results and classroom teachers, sheet
determine next steps. specialists
Steps Quarter3 Deployment Plan Person(s) Measure(s) Action Step
Responsible Completion Date
#1 Review second quarter Math data Thigpen, Grade Levels, Math EOG data, January 28, 2009
Goal Team and second quarter
Leadership Team benchmark data
#2 Develop, implement and refine a master schedule to Administrators, classroom EOG scores September 31st
maximize instructional time and teacher resources. teachers, specialists and
tutors
#3 Establish and implement an Intervention Plan for all Level Administrators, classroom Intervention September 2nd
I and II students in 4th and 5th grade; as well as 3rd grade teachers, and tutors documentation log
using Math Pretest scores and first and second quarter
benchmark scores
#4 Weekly grade level meetings to discuss Math strategies, Administrators, classroom Weekly summary Weekly and
interventions and student growth. Biweekly follow up with teachers sheet, quarterly data Quarterly
tutors and specialists about individual student growth by
administrators, teachers and specialists.
#5 Implement monthly vertical/goal planning teams to Administrators, classroom CWT, PLC summary Quarterly
discuss Math goals, objectives, gaps and strategies, teachers, specialists sheet
analyze results and determine next steps.
Steps Quarter 4 Deployment Plan Person(s) Measure(s) Action Step
Responsible Completion Date
#1 Review third quarter Math data Thigpen, Grade Math EOG data, March 31st – April
Levels, Goal Team second quarter 2nd
and Leadership benchmark data
Team
#2 Develop, implement and refine a master schedule to maximize Administrators, EOG scores September 31st
instructional time and teacher resources classroom teachers,
specialists and
tutors
#3 Establish and implement an Intervention Plan for all Level I and II Administrators, Intervention September 2nd
students in 4th and 5th grade; as well as 3rd grade using Math classroom teachers, documentation log
Pretest score, first, second, and third quarter benchmark scores and tutors
#4 Weekly grade level meetings to discuss Math strategies, Administrators, Weekly summary Weekly and
interventions and student growth. Biweekly follow up with tutors classroom teachers sheet, quarterly Quarterly
and specialists about individual student growth by administrators, data
teachers and specialists.
#5 Implement monthly vertical/goal planning teams to discuss Math Administrators, CWT, PLC Quarterly
goals, objectives, gaps and strategies, analyze results and classroom teachers, summary sheet
determine next steps. specialists
Goals, Strategies, Monitoring and Budget
Overall SMART Goal:
The percentage of students scoring proficient or above in reading will increase xx% from xx% to xx% as measured by EOG scores, by 2011
Target SMART Goal/Measure:
Goal2:
By 2009, the % of AA, FRL and SWD students proficient in reading will increase by the following amounts as measured by EOG’s.
• AA will increase 10% from 24.4% to 26.8%
• FRL will increase 10% from 33.3% to 36.6%
• SWD will increase 10% from 27.3% to 30.03
Supporting Data for SMART GOAL:
2007 – 2008 24.4% of AA were proficient in reading
2007 – 2008 33.3% of FRL were proficient in reading
2007 – 2008 27.3% of SWD were proficient in reading
Quarter 1 Quarter 2 Quarter 3 Quarter 4 Summer
1. What does the data tell us? Based on analysis Based on analysis Based on Based on
Strengths: 91 % of White students were from the previous from the previous analysis from the analysis from the
proficient, overall proficiency level is 77%, : 3rd quarter, adjust quarter, adjust previous previous
and 4th grade scores are below proficiency level,
strategy and strategy and quarter, adjust quarter, adjust
deployment plan as deployment plan as strategy and strategy and
2. Not tell us?
Consistent implementation of math strategies
needed. needed. deployment plan deployment plan
Data analysis: by all teachers as needed. as needed.
(SWOT)
analysis 3. Celebration(s)?
Collaboration amongst staff and high volume of
Study
SWOT: parent support.
Strengths, Grade 5 math currently above target goals
Weaknesses, and
Opportunities for 4. OFIs?
improvement, Increase teacher consistency of
Threats implementation of strategies, better
understanding of new students’ needs, focused
schedule, and vertical planning, Buy in, follow
through, transient students, time, and
consistency
OFIs: Opportunities For Improvement
SWOT: Strengths, Weaknesses, and
Opportunities for improvement, Threats
5. Next step? (Identify key strategy 6. Next step? 5. Next step? 5. Next step? 5. Next step?
or approach) (revise key (revise key strategy (revise key (revise key
strategy as as needed to strategy as strategy as
Strategy 2: AA, SWD and FRL students needed to address identified needed to needed to
not proficient in reading will receive 90 address OFIs) address address
minutes of direct instruction twice a identified OFIs) identified OFIs) identified OFIs)
week in reading beyond their normal AA, SWD and FRL AA, SWD
reading instruction. Strategy 2: AA, SWD students not and FRL
and FRL students not proficient in students not
Identify
Plan
proficient in reading reading will receive proficient in
Key Strategy
will receive 90 90 minutes of reading will
(Approach)
minutes of direct direct instruction receive 90
instruction twice a twice a week in minutes of
week in reading reading beyond direct
beyond their normal their normal instruction
reading instruction. reading twice a week in
instruction. reading beyond
their normal
reading
instruction.
Person(s) Administrators, teachers, Administrators
Responsible specialists, Social Worker, and CF. , teachers, Administrators, Administrators,
for ensuring specialists, Social teachers, teachers,
the strategy Worker, and CF. specialists, Social specialists,
Plan
is Worker, and CF. Social Worker,
deployed and CF
during the
current
quarter
Resources Part time reading specialist, Part time Part time reading Part time
Available reading tutor, and day time tutors for reading specialist, specialist, reading reading
during the reading. reading tutor, and tutor, and day time specialist,
current day time tutors for tutors for reading. reading tutor,
Plan
quarter reading. and day time
(include $ tutors for
encumbered reading
and name of
budget)
Resources Money, time, protected‐time in the Money, time, Money, time, Money, time,
Needed master schedule, staff development protected‐time in protected‐time in protected‐time
Plan
during the the master
the master schedule, in the master
current staff development schedule, staff schedule, staff
quarter development development
CITW for entire staff, diversity CITW for entire CITW for entire CITW for entire
Professional training, book study, PLC development staff, diversity staff, diversity staff, diversity
Development training, book study, training, book training, book
during the PLC development study, PLC study, PLC
Plan
current development, development,
quarter Dibels, Dibels,
(Indicate title, Achievement Achievement
content and Series, Series,
audience) Reading/Writing Reading/Writing
Connection Connection
Leadership team reps, PTA, Boys and Leadership team Leadership team Leadership team
Girls Club, Housing Authority, reps, PTA, Boys and reps, PTA, Boys reps, PTA, Boys
volunteers, Social Worker Girls Club, Housing and Girls Club, and Girls Club,
Parent and
Authority, Housing Authority, Housing
Community
volunteers, Social volunteers, Social Authority,
(Stakeholder)
Worker Worker, UNCG, volunteers,
Plan
Involvement
Youth Focus, High Social Worker,
during the
Point University, UNCG, Youth
current
NW High School Focus, High
quarter
Point University,
NW High School,
and Junior
Achievement
Create the
deployment Use the Quarter
Use the Quarter 2 Use the Quarter 3
Do
plan Use the Quarter 1 deployment plan 4 deployment
deployment plan deployment plan
For the template below plan template
template below template below
current below
quarter
A. Weekly meeting summary sheets, A. Weekly meeting A. Weekly meeting A. Weekly A.
Evaluation:
lesson plans, master schedule, CWT, summary sheets, summary sheets, meeting
A. What data
PTA meeting minutes and contact logs. lesson plans, master lesson plans, summary B.
will you use
schedule, CWT, PTA master schedule, sheets, lesson
to determine
B. CWT meeting minutes and CWT, PTA meeting plans, master C.
if the strategy
Weekly summaries, intervention contact logs. minutes and schedule, CWT,
was
logs/rubric contact logs. PTA meeting
deployed?
B. CWT minutes and
B. What data
C. Weekly mini assessments, quarterly Weekly summaries, contact logs.
will you use
assessments intervention B. CWT
Study
to determine
logs/rubric Weekly B. CWT
if the strategy
summaries, Weekly
was deployed
C. Weekly mini intervention summaries,
with fidelity?
assessments, logs/rubric intervention
C. What data
quarterly logs/rubric
will you use
assessments
to determine
C. Weekly mini
if the strategy
assessments, data C. Weekly mini
impacted the
note books, assessments,
overall goal
quarterly data note
or target
assessments books, quarterly
goal?
assessments
5. What does the data tell us? 5. What does the data 5. What does the data 5. What does the 7. What does
* Our subgroups are making progress tell us? tell us? data tell us? the data tell us?
compared to last results but improvement is * Our subgroups are * Our subgroups are 6. Not tell us? 8. Not tell us?
still needed in order to meet AYP goals making progress making progress 7. Celebration(s)? 9. Celebration(s)?
6. Not tell us? compared to last results compared to last 8. OFIs? 10. OFIs?
* Would like update FRL information but improvement is still results but
7. Celebration(s)? needed in order to meet improvement is still
* 3rd grade has significantly improved AYP goals needed in order to
benchmark scores compared to last year’s first meet AYP goals
quarter data. 5th grade is continuously above 6. Not tell us?
the target goals. 4th grade has made some * Would like update FRL 6. Not tell us?
progress information * Would like update
Report the 8. OFIs? FRL information
data from the * Continued improvement in subgroup areas 7. Celebration(s)?
current * 3rd grade has 7. Celebration(s)?
quarter significantly improved * 3rd grade has
Study
benchmark scores significantly improved
deployment
compared to first benchmark scores
plan and use quarter data. 5th grade compared to first and
the data is continuously above second quarter data.
questions to the target goals. 5th grade is
analyze the Although overall 4th continuously above
grade remains flat they the target goals.
results
are making growth in Although overall 4th
individual areas. grade remains flat
8. OFIs? they are making
* Continued growth in individual
improvement in areas.
subgroup areas
8. OFIs
* Continued
improvement in
subgroup areas
YES If yes, change target goal in order to YES If yes, change YES If yes, change YES If yes, YES If yes,
further impact the overall goal target goal in order to target goal in order to change target goal change target goal
further impact the overall further impact the in order to further in order to further
NO If no, check the appropriate action goal overall goal impact the overall impact the overall
below: goal goal
NO If no, check the NO If no, check the
Continue current strategy and update appropriate action below: appropriate action NO If no, check NO If no, check
deployment plan for next Qtr below: the appropriate the appropriate
Continue current strategy, but make Continue current action below: action below:
Act/Plan
improvements to deployment plan strategy and update Continue current
Target Goal Abandon current strategy and identify new deployment plan for next strategy and update Continue Continue
Met? strategy Qtr deployment plan for current strategy and current strategy and
Continue current next Qtr update deployment update deployment
strategy, but make Continue current plan for next Qtr plan for next Qtr
improvements to strategy, but make Continue Continue
deployment plan improvements to current strategy, current strategy,
Abandon current deployment plan but make but make
strategy and identify new Abandon current improvements to improvements to
strategy strategy and identify deployment plan deployment plan
new strategy Abandon current Abandon current
strategy and strategy and
identify new identify new
strategy strategy
Steps Quarter 1 Deployment Plan Person(s) Measure(s) Action Step
Responsible Completion Date
#1 Review EOG 2007‐2008 Reading data Thigpen and Reading EOG data August 31st
Leadership Team
#2 Develop and implement a master schedule to maximize Administrators, EOG scores September 31st
instructional time and teacher resources. classroom teachers,
specialists and
tutors
#3 Establish and implement an Intervention Plan for all Level I and II Administrators, Intervention September 2nd
students in 4th and 5th grade; as well as 3rd grade using Reading classroom teachers, documentation log
Pretest scores. and tutors
#4 Weekly grade level meetings to discuss Reading strategies, Administrators, Weekly summary Weekly and
interventions and student growth classroom teachers sheet, quarterly Quarterly
data, DRA or QRI,
DIBELS
#5 Implement quarterly vertical planning teams to discuss Reading Administrators, CWT, PLC summary Quarterly
goals, objectives, gaps and strategies, analyze results and classroom teachers, sheet
determine next steps. specialists
Steps Quarter 2 Deployment Plan Person(s) Measure(s) Action Step
Responsible Completion Date
#1 Review first quarter Reading data Thigpen, Goal Team and Reading EOG November 5,
Leadership Team data, first quarter 2008
benchmark data
#2 Develop, implement and refine a master schedule to maximize Administrators, EOG scores September 2nd
instructional time and teacher resources. classroom teachers,
specialists and tutors
#3 Establish and implement an Intervention Plan for all Level I and II Administrators, Intervention September 2nd
students in 4th and 5th grade; as well as 3rd grade using Reading classroom teachers, and documentation
scores and first quarter benchmark scores tutors log
#4 Weekly grade level meetings to discuss Reading strategies, Administrators, Weekly summary Weekly and
interventions and student growth. Biweekly follow up with tutors classroom teachers sheet, quarterly Quarterly
and specialists about individual student growth by administrators, data
teachers and specialists.
#5 Implement monthly vertical/goal planning teams to discuss Reading Administrators, CWT, PLC Quarterly
goals, objectives, gaps and strategies, analyze results and classroom teachers, summary sheet
determine next steps. specialists
Steps Quarter3 Deployment Plan Person(s) Measure(s) Action Step
Responsible Completion Date
#1 Review second quarter Reading data Thigpen, Goal Reading EOG data, January 28, 2009
Team and first quarter
Leadership Team benchmark data
#2 Develop, implement and refine a master schedule to maximize Administrators, EOG scores September 2nd
instructional time and teacher resources. classroom teachers,
specialists and
tutors
#3 Establish and implement an Intervention Plan for all Level I and II Administrators, Intervention September 2nd
students in 3rd, 4th and 5th grade using Reading scores and first and classroom teachers, documentation log
second quarter benchmark scores and tutors
#4 Weekly grade level meetings to discuss Reading strategies, Administrators, Weekly summary Weekly and
interventions and student growth. Biweekly follow up with tutors classroom teachers sheet, quarterly Quarterly
and specialists about individual student growth by administrators, data
teachers and specialists.
#5 Implement monthly vertical/goal planning teams to discuss Reading Administrators, CWT, PLC Quarterly
goals, objectives, gaps and strategies, analyze results and classroom teachers, summary sheet
determine next steps. specialists
Steps Quarter 4 Deployment Plan Person(s) Measure(s) Action Step
Responsible Completion Date
#1 Review third quarter Reading data Thigpen, Goal Reading EOG data, March 31st – April
Team and first quarter 2nd
Leadership Team benchmark data
#2 Develop, implement and refine a master schedule to maximize Administrators, EOG scores September 2nd
instructional time and teacher resources. classroom teachers,
specialists and
tutors
#3 Establish and implement an Intervention Plan for all Level I and II Administrators, Intervention September 2nd
students in 3rd, 4th and 5th grade using Reading scores, first, classroom teachers, documentation
second, and third quarter benchmark scores and tutors log
#4 Weekly grade level meetings to discuss Reading strategies, Administrators, Weekly summary Weekly and
interventions and student growth. Biweekly follow up with tutors classroom teachers sheet, quarterly Quarterly
and specialists about individual student growth by administrators, data
teachers and specialists.
#5 Implement monthly vertical/goal planning teams to discuss Reading Administrators, CWT, PLC Quarterly
goals, objectives, gaps and strategies, analyze results and classroom teachers, summary sheet
determine next steps specialists
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
Michelle Thigpen Principal On File 9‐30‐08
Sam Patterson Assistant Principal On File 9‐30‐08
Sarah Jimenez K teacher On File 9‐30‐08
Kristy Hill 1st grade teacher On File 9‐30‐08
Michelle Tesiero 2nd grade teacher On File 9‐30‐08
Allison Bennett 3rd grade teacher On File 9‐30‐08
Ally Parks 4th grade teacher On File 9‐30‐08
Denise Hash 5th grade teacher On File 9‐30‐08
Jenny Enter EC On File 9‐30‐08
Debbie Karibian Media Specialist On File 9‐30‐08
Margie Collier TA On File 9‐30‐08
Tracey Powell Parent On File 9‐30‐08
Joe/Tina Rogers Parent On File 9‐30‐08
Suzie Harris Parent On File 9‐30‐08
Lisa Lawson Parent On File 9‐30‐08
(i.e. Principal, Assistant Principal, Certified Staff, Classified Staff, Student, Parent or Community Member)
Approvals
Approved by Staff:
Date of Approval by Staff: 9/30/08 Results (% Approval): 100%
Principal’s Signature: On file Date: 9/30/08
Approved By Division of Academic Improvement
Instructional Improvement Officer’s
Signature: On File Date: 9‐30‐08
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
Michelle Thigpen Principal On File 11‐10‐08
Sam Patterson Assistant Principal On File 11‐10‐08
Sarah Jimenez K teacher On File 11‐10‐08
Kristy Hill 1st grade teacher On File 11‐10‐08
Michelle Tesiero 2nd grade teacher On File 11‐10‐08
Allison Bennett 3rd grade teacher On File 11‐10‐08
Ally Parks 4th grade teacher On File 11‐10‐08
Denise Hash 5th grade teacher On File 11‐10‐08
Jenny Enter EC On File 11‐10‐08
Debbie Karibian Media Specialist On File 11‐10‐08
Margie Collier TA On File 11‐10‐08
Tracey Powell Parent On File 11‐10‐08
Joe/Tina Rogers Parent On File 11‐10‐08
Suzie Harris Parent On File 11‐10‐08
Lisa Lawson Parent On File 11‐10‐08
(i.e. Instructional Improvement Officer, Curriculum Officer, Curriculum Specialist, Principal, Assistant Principal, Curriculum Facilitator)
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
Michelle Thigpen Principal On File 2‐4‐09
Sam Patterson Assistant Principal On File 2‐4‐09
Sarah Jimenez K teacher On File 2‐4‐09
Kristy Hill 1st grade teacher On File 2‐4‐09
Michelle Tesiero 2nd grade teacher On File 2‐4‐09
Allison Bennett 3rd grade teacher On File 2‐4‐09
Ally Parks 4th grade teacher On File 2‐4‐09
Denise Hash 5th grade teacher On File 2‐4‐09
Jenny Enter EC On File 2‐4‐09
Debbie Karibian Media Specialist On File 2‐4‐09
Margie Collier TA On File 2‐4‐09
Tracey Powell Parent On File 2‐4‐09
Joe/Tina Rogers Parent On File 2‐4‐09
Suzie Harris Parent On File 2‐4‐09
Lisa Lawson Parent On File 2‐4‐09
(i.e. Instructional Improvement Officer, Curriculum Officer, Curriculum Specialist, Principal, Assistant Principal, Curriculum Facilitator)
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
Michelle Thigpen Principal On File 4‐1‐09
Sam Patterson Assistant Principal On File 4‐1‐09
Sarah Jimenez K teacher On File 4‐1‐09
Kristy Hill 1st grade teacher On File 4‐1‐09
Michelle Tesiero 2nd grade teacher On File 4‐1‐09
Allison Bennett 3rd grade teacher On File 4‐1‐09
Ally Parks 4th grade teacher On File 4‐1‐09
Denise Hash 5th grade teacher On File 4‐1‐09
Jenny Enter EC On File 4‐1‐09
Debbie Karibian Media Specialist On File 4‐1‐09
Margie Collier TA On File 4‐1‐09
Tracey Powell Parent On File 4‐1‐09
Joe/Tina Rogers Parent On File 4‐1‐09
Suzie Harris Parent On File 4‐1‐09
Lisa Lawson Parent On File 4‐1‐09
(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__________________________ School: ___Colfax Elementary______
Strategic Priority: Healthy Students in Safe, Orderly and Caring Schools
School Improvement Objective: To design and maintain a plan which will ensure the health and safety of all students, in a
caring, and orderly school.
Please record your action steps.
Not Yet Addressed In Progress Need Assistance NA
Strategy (What is your plan?) (Please describe.) (Please describe.) (Provide
explanation.)
Ensure all students It is recommended to
have organized teachers that they not
physical activity take away the
during the school day scheduled organized
and that it is not physical activity. We
taken away as are trying to help
punishment. Indicate teachers find
if this is in progress or alternatives to this.
not yet addressed.
Strategy Yes No Time Over 180 days
Provide physical education for every
student taught by a physical education Yes K-5, 45 minutes twice
teacher. Check the appropriate “yes” a week
or “no” box and list the exact number
of minutes in PE over the 180 – day
school year.
Provide physical activity and/or recess Yes K-5, 30 minutes
for every student. List the exact three times a week
number of minutes provided for recess
and/or physical activity over the 180 –
day school year.
Need Assistance
Strategy Not Yet In Progress (Please describe.)
Addressed
Implement a coordinated school We have the Growth and Human
health program. Indicate if this is in Dev. for 5th graders. 2nd grade
progress or not yet addressed by the classes have dental health. K-2
school. classes will participate in Brain Gym
lessons with the PE teachers. All
classes have access to the Brain
Gym lab. All classes have fitness
training & testing. All grades follow
NCSCOS for health and PE. The
students have access to and use
Project Fit America equipment areas
and activities. The PTA assists with
vision screenings for all students.
The school social worker acts as a
liaison for individual student health
needs that can be assisted through
outside services.
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.
When will it be What are the needed What are What are success
What will be done? Who will be in done? resources (including the costs indicators?
charge? staff development)?
To annually gather and Principal Annually GCS Safety None Increase
use input from students, Assistant Surveys positive perception
parents, and staff, principal of school climate
relative to school safety, Leadership Team
with at least 75% positive
response on returned
survey
To use IST to identify, Principal Continuously IST training None Improved
serve, and monitor the Assistant achievement and
progress of at-risk principal fewer discipline
students Leadership Team referrals
IST team
To update and utilize Administration Annually Character $500.0 Maintain or
character education, Counselor, social Education materials 0 PTA decrease a low
lunch buddies, and anti- worker, parents, Community volunteers discipline referral
bulling program volunteers and Counselor and suspension
students Social worker rate
KIDS Program
To update and utilize Administration, Annually Staff development None Periodic evacuation
safety/crisis and staff, students Fire Marshall drills
emergency plans and parents Teacher handbook Students, staff, and
including fire/tornado School safety officers parents increased
drills and lockdowns, as First responders training knowledge of
well as continue to meet Diabetes training crisis/emergency
fire, safety, and OSHA Student code of conduct plans and
codes and regulations OSHA training procedures
Connect Ed
Administration Ongoing Facilities department None Improved
To provide a safe and orderly and staff Student code of conduct perception of
learning environment through School/staff handbook learning
the use of phones, walkies, Classroom handbooks environment on
classroom management Duty rosters surveys
plans, policy for school Parent handbook
visitors, dismissal policy,
assigned stations for staff
members at opening and
dismissal times
Administration Ongoing School counselor None Improved
Improve student to student and staff Getting Real About perception of school
interaction with an emphasis Violence Materials climate on surveys
on zero tolerance for bullying KIDS Program Decreased
incidents of bullying
Social Worker reports
Small groups
Need Assistance
At Our School In Our LEA Unsure (Please describe.)
We have a school X
Health Advisory
Council. Check all
that apply.
What other areas of Staff members have been invited to participate in the wellness Need Assistance
Coordinated School program through coordination with the county initiative. (Please describe.)
Health Programs are
you working on Some staff members have joined an outside wellness program as a
implementing in your small group.
school? Please
explain. We set up a Brain Gym lab in one of the gym classrooms.
Our PTA has a basketball and cheerleading program that includes
students at all grades levels, K-5.
Our PE teachers have organized a Go Far running club for students in
4th and 5th grades. The students practice twice a week after school.
The students participate in two official 5 K races.
The PE teachers have developed a web site to receive feedback and
give information about health and fitness.
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.
When will it be What are the What are the costs What are success
What will be done? Who will be in done? needed resources indicators?
charge? (including staff
development)?
Waiver Requests
School‐Based Management and Accountability Program
School‐Based Waiver Request for 2008‐2011
LEA: Guilford County LEA Code: 410
School Code/School Name: Colfax Elementary
Requests for Waiver
1. Describe the waiver you are requesting.
2. Identify the law, regulation or policy from which an exemption is requested.
3. State how the waiver will be used.
4. State how the waiver will promote achievement of performance goals.
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