School Name: General Greene School of Science and Technology Guilford County Schools 2008‐2011 School Improvement Plan Vision Statement
General Greene School of Science and Technology has as its priority a clear and vital mission of high academic and professional excellence and enhanced achievement for all students. While science and technology are the school’s magnet themes, we believe it is imperative that students receive a broad and comprehensive educational experience that includes the arts, mathematics, literacy, physical activities and character education. We envision our school as a challenging, supportive and dynamic environment with students, staff, parents and the community working together developing lifelong learning in all. All are invited to: “Enter to Learn, Leave Prepared.”
Self Assessment
Current AYP Status: Not Met (13/16) Current ABC Status: School of Distinction – High Growth
The self‐assessment process began with a review of a variety of data that included End‐of‐Grade math and Fourth Grade Writing scores, the Working Conditions Survey Report, GCS parent and students surveys for second and fourth graders as well as informal feedback from parents and staff. As a result, three specific goals emerged. Given the disparity between subgroup proficiency scores, it was evident that instruction needed to be modified to meet the diverse student learning needs. While the primary focus was on math, there was sufficient reason to believe that a similar pattern would be seen in reading and science. Therefore, plans and strategies would impact learning across the curriculum. In early May the staff voted to participate in the training associated with “Positive Behavioral Support” initiatives. It made sense to incorporate elements of this program into the School Improvement Plan and inclusion was a condition for participation. Finally, all the participants felt it was imperative that one goal be aligned with the school’s science and technology magnet themes. Classroom curriculum integration was identified because of its overall impact.
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Goals, Strategies, Monitoring and Budget
Overall SMART Goal: Raise Student Achievement The percentage of students non‐proficient in all school AYP Math subgroups will decrease a minimum of 10% annually as measured by End‐of‐Grade tests and as monitored by benchmark assessments between 2008 and 2011.
Target SMART Goal/Measure: By June of 2009, students in the following sub‐groups will meet the minimum “percent proficient” goal listed below for mathematics as measured by End‐of‐Grade tests and as monitored by benchmark assessments.
Supporting Data for SMART GOAL:
Math – 2009
All = 85..1 A-Am. = 75.3 White = 89.7 SWD = 49.8 FRL = 70.9
Math – 2010
All = 86.6 A-Am. = 77.7 White = 90.8 SWD = 54.8 FRL = 73.8
Math - 2011
All = 87.0 A-Am. = 80.0 White = 91.7 SWD = 59.3 FRL = 76.5
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QUARTERLY ACTION PLAN
Based on the math scores presented above, we need to differentiate our math instruction to meet the diverse needs of our subgroups. Based on the math scores presented above, we need to differentiate our math instruction to meet the diverse needs of our subgroups. Based on Benchmark scores from the previous quarter and activities in class, more time must be spent working with students on computation skills. Based on survey results and benchmark scores, more time must be spent working to not only present computational skills and number sense, but to maintain these skills. Continue to focus on differentiation for all students, particularly in the area of building number sense and computation skills and through the use of calculators, grouping, manipulatives, and intervention instruction. Based on analysis from the previous quarter, adjust strategy and deployment plan as needed.
Data analysis: (SWOT) analysis Study
SWOT: Strengths, Weaknesses, and Opportunities for improvement, Threats
Identify Key Strategy (Approach)
Incorporate elements of differentiation for all students in mathematics as evidenced by lesson plans, skills grouping, authentic centers, use of manipulatives, limited use of whole group instructional format and purposeful intervention and enrichment activities.
Incorporate elements of differentiation for all students in mathematics as evidenced by lesson plans, skills grouping, authentic centers, use of manipulatives, limited use of whole group instructional format and purposeful intervention and enrichment activities.
Plan
Continue to focus on differentiation for all students, particularly in the area of computation skills through the use of calculators, grouping, manipulatives, and intervention instruction.
5. Next step? (revise key strategy as needed to address identified OFIs)
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Person(s) Responsible for ensuring the strategy is deployed during the current quarter
Leadership Team, CF, Principal, K‐5 Staff, Technology Specialist
Leadership Team, CF, Principal, K‐5 Staff, Technology Specialist
Plan
Leadership Team, CF, Principal, K‐5 Staff, Technology Specialist
Leadership Team, CF, Principal, K‐5 Staff, Technology Specialist, tutors
Carol A. Tomlinson checklist, Root Cause Analysis, Staff Resources Available Development, during the current Benchmarks, K‐2 quarter (include $ Math Assessments, encumbered and EOG Test Data, Study name of budget) Island, Math Initiative and all related components, GEMS Staff Development, time for Resources Needed collaboration both during the current vertically and across quarter the grade levels
Carol A. Tomlinson checklist, Root Cause Analysis, Staff Development, Benchmarks, K‐2 Math Assessments, EOG Test Data, Study Island, Math Initiative and all related components, GEMS Staff Development, time for collaboration both vertically and across the grade levels
Plan
Staff Development, Benchmarks, K‐2 Math Assessments, EOG Test Data, Study Island, Math Initiative, GEMS
Staff Development, Benchmarks, K‐2 Math Assessments, EOG Test Data, Study Island, Math Initiative, GEMS, Achievement Series
Professional Development during the current quarter (Indicate title, content and audience)
Math Initiative (3‐5 math teachers), Consortium Workshops: Math Workstations for K‐2, Drumming to the Beat of Different Marchers: Differentiation of Instruction
Math Initiative (3‐5 math teachers), Consortium Workshops: Math Workstations for K‐2, Drumming to the Beat of Different Marchers: Differentiation of Instruction
Staff Development, time for collaboration both vertically and across the grade levels, Calculator Training Math Initiative (3‐5 math Math Initiative (3‐5 teachers) math teachers)
Staff Development, time for collaboration both vertically and across the grade levels, Calculator Training
Plan
Plan
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Parent and Community (Stakeholder) Involvement during the current quarter Create the deployment plan For the current quarter 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?
Plan
UNCG Interns and parent tutors for one‐on‐one tutoring in math
UNCG Interns and UNCG Interns and parent UNCG Interns and parent tutors for one‐ tutors for one‐on‐one parent tutors for on‐one tutoring in math tutoring in math one‐on‐one tutoring in math
Use the Quarter 1 deployment plan template below A. Peer and administrative observations, collaborative conversations amongst grade level staff during planning time B. Mini‐math assessments, Study Island data C. Benchmark assessments
Use the Quarter 2 deployment plan template below A. Peer and administrative observations, collaborative conversations amongst grade level staff during planning time B. Mini‐math assessments, Study Island data C. Benchmark assessments
Use the Quarter 3 deployment plan template below A. Peer and administrative observations, collaborative conversations amongst grade level staff during planning time B. Mini‐math assessments, Study Island data C. Benchmark assessments
Use the Quarter 4 deployment plan template below A. Peer and administrative observations, collaborative conversations amongst grade level staff during planning time B. Mini‐math assessments, Study Island data C. Benchmark assessments and teacher created assessments using Achievement Series
Do
A. B. C.
Study
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1.
Report the data from the current quarter deployment plan and use the data questions to analyze the results
2.
3.
4.
According to Teachscape data, of the 24 observations, only 45% of math instruction was not whole group format. In 40% of the observations, at least some level of differentiation was evident, however, in 35% the observer was unable to determine. In the 3rd‐5th grade 1st quarter benchmarks the General Greene average was higher than the district. Study Island data indicates high levels of usage. How individual subgroups are performing overall. It is difficult to determine how differentiation is occurring. We scored higher than the district average. We need more information about differentiation practices within the classrooms.
1.
2.
3.
4.
Based on a study of the previous year’s EOG for math, students struggled the most with Goals focusing on computataion. In particular, only 58% of Greene students got the questions correct, only a 1.6 difference from the state average. How individual subgroups are performing overall. It is difficult to determine how differentiation is occurring. Also, scores lumped as a whole prevent one from noticing individual student weaknesses with computation. For Goals 1, 2, 4, and 5, students scores more than 6 points higher than the state average. Increased focus is needed for computation skills
1.
2.
3.
4.
Continued analysis of 5. What does the data tell us? the quarterly benchmark 6. Not tell us? data indicates a need to 7. Celebration(s)? maintain focus on NC 8. OFIs? SCOS Goal 1. Students have improved less than 1% point from the first assessment to the assessment given in the 3rd quarter. How individual subgroups are performing overall. It is difficult to determine how differentiation is occurring. Also, scores lumped as a whole prevent one from noticing individual student weaknesses with computation. We are continuing to score at or above the district average on the quarterly benchmark assessments. Based on surveys presented to the teachers, teachers need assistance in finding more ways to use hand‐ held manipulatives, games for learning centers, and ideas to motivate students.
1. What does the data tell us? 2. Not tell us? 3. Celebration(s)? 4. OFIs?
Study
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Target Goal Met?
YES If yes, change target goal in order to further impact the overall goal X NO If no, check the appropriate action below: X 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 X NO If no, check the appropriate action below: X 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 X NO If no, check the appropriate action below: X 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
Steps #1 #2
Act/Plan
#3
#4 #5
Person(s) Measure(s) Responsible Identify barriers to implementation Leadership Team Root Cause Analysis Establish baseline of current practices (I/E Grouping, Leadership Team, Staff Use checklist developed mini‐assessments) aligned with differentiated by Carol A. Tomlinson instruction presented to staff during weekly grade level meetings by the CF/Principal Offer Professional Development – Practices and Logistics Staff, CF, Leadership Agendas from MGM, of Differentiation Team, Principal, PTEC Consortium Workshop, Math Initiative Analyze student data collection and tracking forms to Tech. Res. Tch., CF, GCS Math Initiative properly differentiate through flexible grouping Principal checklist Identify instructional resources (human and materials) Staff Published List 7 of 45
Quarter 1 Deployment Plan
Action Step Completion Date August 15, 2008 October 17, 2008
October 17, 2008
October 17, 2008 October 17, 2008
#6 #7 #8 #9 #10 Steps #1
Integrate instructional practices Review individual student data forms during MGM Share lesson plans and successful strategies Analyze data/feedback from 1 – 8 Evaluate progress
Lesson Plans, Observations K‐5 Staff, Principal, CF Agenda, MGM minutes Staff, Principal MGM min., L‐Plan Binder Leadership Team, Staff Written Report of Findings Staff Benchmarks, K – 2 Math Assessments
Staff
Ongoing Ongoing Ongoing October 24, 2008 October 31, 2008
#2
#3
#4 #5 #6 #7 #8 #9 #10
Person(s) Measure(s) Responsible Establish baseline of current practices (I/E Grouping, Leadership Team, Staff Use checklist developed mini‐assessments) aligned with differentiated by Carol A. Tomlinson instruction presented to staff during weekly grade level meetings by the CF/Principal Continue offering Professional Development – Practices Staff, CF, Leadership Agendas from MGM, and Logistics of Differentiation Team, Principal, PTEC Consortium Workshop, Math Initiative Analyze student data to properly differentiate through Tech. Res. Tch., CF, Study Island summary flexible grouping Principal reports, Benchmark Scores Identify instructional resources (human and materials) Staff Published List Integrate instructional practices Staff Lesson Plans, Observations Review individual student data during MGM K‐5 Staff, Principal, CF Agenda, MGM minutes Share lesson plans and successful strategies Create team to take charge of Goal 2 for SIP Analyze data/feedback from 1 – 7 Evaluate progress Staff, Principal MGM min., L‐Plan Binder Staff Staff sign‐up sheet Leadership Team, Staff Written Report of Findings Staff Benchmarks, K – 2 Math Assessments
Quarter 2 Deployment Plan
Action Step Completion Date November 25, 2008
Ongoing
Ongoing
Ongoing Ongoing Ongoing Ongoing December 1, 2008 January 23, 2009 January 23, 2009
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Steps #1 #2
Quarter 3 Deployment Plan Review student performance on 2nd quarter math benchmarks and last year’s math EOG Increase class time spend on computation strategies through small group instruction, whole class practice, and one‐on‐one assistance. Analyze student data to properly differentiate through flexible grouping Identify instructional resources (human and materials) Provide training on calculator use to teachers requiring assistance. Review individual student data during MGM
Person(s) Measure(s) Responsible Leadership Team, Staff Benchmarks, EOG Scores Staff Lesson Plans, Observations, Study Island summary reports, Benchmark Scores Study Island summary reports, Benchmark Scores Published List Staff sign‐up sheet Agenda, MGM minutes
Action Step Completion Date Ongoing Ongoing
#3
Tech. Res. Tch., CF, Principal Staff Identified Staff K‐5 Staff, Principal, CF
Ongoing
#4 #5 #6 #7 #8 #9 #10 Steps #1 #2
Ongoing Ongoing Ongoing Ongoing Ongoing March 27, 2009 March 27, 2009 Action Step Completion Date Ongoing Ongoing
#3
#4
Share lesson plans and successful strategies Staff, Principal MGM min., L‐Plan Binder Continue looking for strategies to allow differentiation in Staff Written Report of computation. Findings Analyze data/feedback from 1 – 7 Leadership Team, Staff Written Report of Findings Evaluate progress Staff Benchmarks, K – 2 Math Assessments Quarter 4 Deployment Plan Person(s) Measure(s) Responsible Review student performance on 3rd quarter math Leadership Team, Staff Benchmarks, EOG Scores benchmarks and last year’s math EOG Increase class time spend on computation strategies Staff Lesson Plans, through small group instruction, whole class practice, Observations, Study and one‐on‐one assistance. Island summary reports, Benchmark Scores Analyze student data to properly differentiate through Tech. Res. Tch., CF, Study Island summary flexible grouping Principal reports, Benchmark Scores Identify instructional resources (human and materials) Staff Published List 9 of 45
Ongoing
Ongoing
#5 #6 #7 #8
Provide training on calculator use to teachers requiring assistance. Review individual student data during MGM
Identified Staff K‐5 Staff, Principal, CF
Staff sign‐up sheet Agenda, MGM minutes
Ongoing Ongoing Ongoing Ongoing June 15, 2009 June 15, 2009
Share lesson plans and successful strategies Staff, Principal MGM min., L‐Plan Binder Continue looking for strategies to allow differentiation in Staff Written Report of computation. Findings #9 Analyze data/feedback from 1 – 7 Leadership Team, Staff Written Report of Findings #10 Evaluate progress Staff Benchmarks, K – 2 Math Assessments
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Goals, Strategies, Monitoring and Budget
Overall SMART Goal: Improve Student Relations – SAFE SCHOOLS (PBS)
By 2011, the percentage of students and staff qualifying for monthly recognition as part of the Positive Behavioral Support (PBS) process will be 80% or higher as measured by the school wide incentive program.
Target SMART Goal/Measure: The percentage of students and staff qualifying for monthly PBS incentives and recognition will increase by 10% from August 2008‐June 2009.
Supporting Data for SMART GOAL: 2008 – 2009 2009 – 2010 2010 – 2011
______ ___ to ___ ___ to 80%
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QUARTERLY ACTION PLAN
Data analysis: (SWOT) analysis Study
SWOT: Strengths, Weaknesses, and Opportunities for improvement, Threats
Identify Key Strategy (Approach)
Person(s) Responsible for ensuring the strategy is deployed during the current quarter
Plan
Quarter 2 Based on first quarter we need to increase staff participation in handing out tickets and determine how staff will be recognized in distributing tickets. Based on the data of Implement the “School‐Wide 54% of tickets being Encouragement distributed, we Plan” for staff and correlate less than 54% of staff students using PBS guidelines for weekly members are and monthly distributing tickets. incentives, and then Analyze why staff use data tracking to participation is below measure the expected goal then effectiveness of the determine methods plan. to improve it. PBS Team and School PBS Team and School Staff, PTA Special Staff, PTA Special Funds committee Funds committee
Quarter 1 Each month we will look at the data (tickets earned by students) to analyze student participation and adjust implementation.
Quarter 3 Based on second quarter data, we still need to increase the number of tickets being passed out, and all spreadsheets need to be turned in when due. Staff participation is increasing through encouragement and the proof that the process is working based on the reduction of office referrals from within the school.
Quarter 4 Based on third quarter data, there is a significant increase in the number of tickets being passed out. Office referrals have increased from Busses and classrooms. All bus drivers will be added to SWE plan and issued tickets to pass out.
Summer Based on analysis from the previous quarter, adjust strategy and deployment plan as needed.
5. Next step? (revise key strategy as needed to address identified OFIs)
Plan
PBS Team and School PBS Team and School Staff, PTA Special Staff, PTA Special Funds committee Funds committee
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$1,000 from PTA Resources Available Special Funds during the current Committee, quarter (include $ Specialists for weekly encumbered and incentive programs, name of budget) Chick‐Fil‐A Character Education Program None noted at this Resources Needed time during the current quarter Professional Development during the current quarter (Indicate title, content and audience) Parent and Community (Stakeholder) Involvement during the current quarter Create the deployment plan For the current quarter
Plan
$1,000 from PTA Special Funds Committee, Specialists for weekly incentive programs, Chick‐Fil‐A Character Education Program None noted at this time
$1,000 from PTA Special Funds Committee, Specialists for weekly incentive programs, Chick‐Fil‐A Character Education Program None needed at this time
$1,000 from PTA Special Funds Committee, Specialists for weekly incentive programs, Chick‐Fil‐A Character Education Program None needed at this time
Plan
Plan
PBS Training for Data training on school staff provided 11/05/2008. August 21st
Active Supervision training for staff provided on Jan. 20.
Booster training for all PBS team members on April 28, 2009.
Plan
Chick‐Fil‐A Character Education Program, PTA Special Funds Sponsorship
Parent volunteers to manage tickets and to help with celebrations, Chick‐ Fil‐A Character Education Program, PTA Special Funds Sponsorship Use the Quarter 2 deployment plan template below
Parent volunteers to manage tickets and to help with celebrations, Chick‐ Fil‐A Character Education Program, PTA Special Funds Sponsorship Use the Quarter 3 deployment plan template below
Parent volunteers to manage tickets and to help with celebrations, Chick‐ Fil‐A Character Education Program, PTA Special Funds Sponsorship Use the Quarter 4 deployment plan template below
Use the Quarter 1 deployment plan template below
Do
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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. School wide Encouragement Ticket Data, Office Referral Data B. School wide Encouragement Ticket Data, Office Referral Data C. School wide Encouragement Ticket Data, Office Referral Data
A. School wide Encouragement Ticket Data, Office Referral Data B. School wide Encouragement Ticket Data, Office Referral Data C. School wide Encouragement Ticket Data, Office Referral Data
A. School wide Encouragement Ticket Data, Office Referral Data B. School wide Encouragement Ticket Data, Office Referral Data C. School wide Encouragement Ticket Data, Office Referral Data
A. School wide Encouragement Ticket Data, Office Referral Data B. School wide Encouragement Ticket Data, Office Referral Data C. School wide Encouragement Ticket Data, Office Referral Data
A. B. C.
Study
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Report the data from the current quarter deployment plan and use the data questions to analyze the results
1. 54% of the 8,260 tickets were passed out. 16.7% of students were recognized in September. 25% of students were recognized in October. 2. Why more tickets weren’t handed out. 3. 33% increase in number of students participating in celebrations from September to October. 4. Increase the number of tickets distributed which will increase the number of students participating in the celebrations.
1. 75% of the 8,260 tickets were passed out in November. 39% of students were recognized in November. December data is unreliable because many spreadsheets were not turned in. 2. Why spreadsheets were not turned in, and why more tickets were not passed out. 3. 25% increase in tickets passed out, and 33 % increase in students attending celebrations. 4. Increase the number of tickets distributed which will increase the number of students participating in the celebrations.
1.
2.
3.
4.
1. What does the data January data was tell us? very low. Ticket 2. Not tell us? counts were down, 3. Celebration(s)? and office referrals were up. February 4. OFIs? tickets increased drastically, and referrals were up, but sporadic and clustered around snow days. March referrals were down significantly and tickets were up significantly. Why January was tickets were not passed out. Data is proving that tickets passed out consistently, has direct correlation with less office referrals. Need to improve bus expectations. More tickets, and less referrals. Also need to improve office referrals from classrooms.
What does the data tell us? 2. Not tell us? 3. Celebration(s)? 4. OFIs?
1.
Study
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Target Goal Met?
YES If yes, change target goal in order to further impact the overall goal x NO If no, check the appropriate action below: x 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 x NO If no, check the appropriate action below: x 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 x NO If no, check the appropriate action below: x 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
Steps #1 #2 #3 #4
Act/Plan
Quarter 1 Deployment Plan *PBS Notebooks specifically detail the program Present PBS plan to staff Distribute recognition tickets to staff (35 tickets per person, per week) Inform parents of PBS plan and student goals Students are taught the five expectations (caring, respect, showing effort, cooperation, trustworthiness) through lessons and student‐ made video Staff give tickets to students in other homerooms to recognize behavior in common school areas Teachers use weekly Excel sheet to tally student ticket totals Incentives/Celebration supplies are purchased for student recognition 16 of 45
Person(s) Responsible PBS Team Specified K‐5 Staff PBS Team K‐5 Teachers Students Tech. Res. Teacher Staff K‐5 Teachers PTA Special Funds Committee
Measure(s) Agenda, Information Packet Distribution checklist Information Sheets & Meeting Agenda Lesson Plans Videos Spreadsheet tracking ticket dist. Tracking sheets Invoices and inventory list
Action Step Completion Date August 21, 2008 Ongoing after August 26, 2008 September 11, 2008 September 25, 2008
#5 #6 #7
Ongoing after September 4, 2008 Ongoing after September 4, 2008 September 25, 2008 (Ongoing)
#8
#9 #10
Students are recognized through weekly drawings and monthly school‐wide celebrations; Staff are recognized on a monthly basis for involvement Collect and analyze data monthly to establish baseline Evaluate progress
PBS Team
List of qualifying students and staff Written Summary Report Weekly/Monthly Incentive Totals for Students & Staff Measure(s) Lesson Plans Videos Invoices and inventory list Spreadsheet tracking ticket dist. Tracking sheets List of qualifying students and staff Checklist Checklists Agenda Written Summary Report Weekly/Monthly Incentive Totals for Students & Staff
Ongoing after September 4, 2008 October 24, 2008 October 31, 2008
PBS Team PBS Team
Steps #1
#2 #3 #4 #5
#6 #7 #8 #9 #10
Quarter 2 Deployment Plan *PBS Notebooks specifically detail the program Students review the five expectations (caring, respect, showing effort, cooperation, trustworthiness) through lessons and student‐ made video Incentives/Celebration supplies are purchased for student recognition Staff give tickets to students in other homerooms to recognize behavior in common school areas Teachers use weekly Excel sheet to tally student ticket totals Students are recognized through weekly drawings and monthly school‐wide celebrations; Staff are recognized on a monthly basis for involvement PBS Team will evaluate our school’s status compared to the county standards using the GTIC checklist. Complete PBS Observation checklists for common areas then analyze data. Training on active supervision for staff Collect and analyze data monthly Evaluate progress
Person(s) Responsible K‐5 Teachers Students Tech. Res. Teacher PTA Special Funds Committee Staff K‐5 Teachers PBS Team
Action Step Completion Date Ongoing
Ongoing Ongoing Ongoing Ongoing
PBS Team and Coach PBS Team, other staff PBS Coach/Team PBS Team PBS Team
November 14, 2008 November 18, 2008 November 18, 2008 December 1, 2008 January 4, 2009 January 18, 2009
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Steps #1
#2 #3 #4 #5
#6 #7 #8 #9 #10
Quarter 3 Deployment Plan *PBS Notebooks specifically detail the program Students review the five expectations (caring, respect, showing effort, cooperation, trustworthiness) through lessons and student‐ made video Incentives/Celebration supplies are purchased for student recognition Staff give tickets to students in other homerooms to recognize behavior in common school areas Teachers use weekly Excel sheet to tally student ticket totals Students are recognized through weekly drawings and monthly school‐wide celebrations; Staff are recognized on a monthly basis for involvement PBS Team will evaluate SWIS reports and compare to data from earlier in the year. Complete PBS Observation checklists for common areas then analyze data. Training on active supervision for staff Collect and analyze data monthly Evaluate progress
Person(s) Responsible K‐5 Teachers Students Tech. Res. Teacher PTA Special Funds Committee Staff K‐5 Teachers PBS Team
Measure(s) Lesson Plans Videos Invoices and inventory list Spreadsheet tracking ticket dist. Tracking sheets List of qualifying students and staff Data Checklists Agenda Written Summary Report Weekly/Monthly Incentive Totals for Students & Staff
Action Step Completion Date Ongoing
Ongoing Ongoing Ongoing Ongoing
PBS Team and Coach PBS Team, other staff PBS Coach/Team PBS Team PBS Team
March 15, 2009 February 27, 2009 January 20, 2009 Monthly March 18, 2009
Steps #1 Quarter 4 Deployment Plan *PBS Notebooks specifically detail the program Students review the five expectations (caring, respect, showing effort, cooperation, trustworthiness) through lessons and student‐ made video Incentives/Celebration supplies are purchased for student recognition Staff give tickets to students in other homerooms to recognize behavior in common school areas Teachers use weekly Excel sheet to tally student ticket totals 18 of 45 Person(s) Responsible K‐5 Teachers Students Tech. Res. Teacher PTA Special Funds Committee Staff K‐5 Teachers Measure(s) Lesson Plans Videos Invoices and inventory list Spreadsheet tracking ticket dist. Tracking sheets Action Step Completion Date Ongoing
#2 #3 #4
Ongoing Ongoing Ongoing
#5
#6 #7 #8 #9 #10
Students are recognized through weekly drawings and monthly school‐wide celebrations; Staff are recognized on a monthly basis for involvement PBS Team will evaluate SWIS reports and compare to data from earlier in the year and from data collected from spreadsheets. Complete PBS Observation checklists for common areas, then analyze data. Booster Training for PBS Team Collect and analyze data monthly Evaluate progress
PBS Team
List of qualifying students and staff Data Checklists Agenda Written Summary Report Weekly/Monthly Incentive Totals for Students & Staff
Ongoing
PBS Team and Coach PBS Team, other staff PBS Coach/Team PBS Team PBS Team
May 29, 2009 May 29, 2009 April 28, 2009 Monthly June 3, 2009
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Goals, Strategies, Monitoring and Budget
Overall SMART Goal: Science and Technology Integration
By 2011, the school’s magnet themes of science and technology will be integrated into 75% of daily math and literacy lessons as measured by teachscape walk‐through observations done by staff and administrators.
Target SMART Goal/Measure: By June of each of the years listed, classroom walk‐through data will reflect the percentage of math and literacy classes where science and/or technology integration were observed.
Supporting Data for SMART GOAL:
2008 – 2009 2009 – 2010 2010 – 2011
______ ___ to ___ ___ to 75%
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QUARTERLY ACTION PLAN
Quarter 1 We will use quarter 1 to establish baseline data to determine strengths and weaknesses of the goal. Quarter 2 Based on the quarter 1 data, a wide variety of instructional materials are being used in math and literacy lessons. However, limited data prevents us from verifying the material’s use across all classrooms, as well as how much science integration is being used in the classroom. Quarter 3 Based on the quarter 2 data, more time must be spent determining if funds used for science and tech instruction are truly benefitting our students. Teachscape has not proven to be the most effective method to determine science and technology integration in the classroom. Teachers will share more of their technology and science integration strategies with the staff as a whole to demonstrate 75% integration. Quarter 4 Based on the quarter 3 data, teachers would like more lesson ideas to integrate science and technology into the classroom. They would also like more resources including classroom supplies, PD opportunities, and chances to collaborate with peers. Month emails will go out suggesting helpful websites and resources for teacher and student use. Summer Based on analysis from the previous quarter, adjust strategy and deployment plan as needed.
Data analysis: (SWOT) analysis Study
SWOT: Strengths, Weaknesses, and Opportunities for improvement, Threats
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Incorporate science and technology inquiry‐based learning in the classroom to meet Identify Standard Course of Key Strategy Study mathematics (Approach) and literacy goals as evidenced by lesson plans, MGMs, observations, and student work. Science and Technology Resource Person(s) Teachers, Principal, Responsible for Identified Staff ensuring the members, CF, strategy is Leadership Team, deployed during the Resource Teachers, current quarter Media Specialist. TASC Science Kits, Teachscape Data, CPS, Resources Available Unitedstreaming, during the current Digital Presenter, quarter (include $ Mobile Laptop Cart, encumbered and GPS name of budget)
More observations must be done to get a better reflection of school‐wide practices. More techniques must be used to verify the use of science integration in math and literacy lessons.
The school must determine the allocation of funds towards science kits next year and meet with grade levels to establish which kits we will continue to use. Emphasis must also be placed on the updating of teacher websites. Science and Science and Science and Technology Resource Technology Resource Technology Resource Teachers, Principal, Teachers, Principal, Teachers, Principal, Identified Staff Identified Staff Identified Staff members, CF, members, CF, members, CF, Leadership Team, Leadership Team, Leadership Team, Resource Teachers, Resource Teachers, Resource Teachers, Media Specialist. Media Specialist. Media Specialist. TASC Science Kits, TASC Science Kits, TASC Science Kits, Teachscape Data, CPS, Target Field Trip CPS, Dr. Rex CPS, Grant, Dr. Rex Adelberger, Dr. Unitedstreaming, Adelberger, Dr. Randall Hayes, Digital Presenter, Randall Hayes, Dr. Unitedstreaming, Mobile Laptop Cart, Catherine Matthews, Digital Presenter, GPS Mobile Laptop Cart, Unitedstreaming, GPS Digital Presenter, Mobile Laptop Cart, GPS Data from the teacher surveys must be coded to determine what areas teachers feel need help. We must also look at our funding and how money will be allocated for next year.
Plan
5. Next step? (revise key strategy as needed to address identified OFIs)
Plan
Plan
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Resources Needed during the current quarter
Professional Development during the current quarter (Indicate title, content and audience)
Parent and Community (Stakeholder) Involvement during the current quarter Create the deployment plan For the current quarter
None noted at this Supplies requested time. by individual grade levels (science trade books, hand lenses, etc). Schoolcenter TASC training TASC training Science assistance (GlaxoSmithKline) in (GlaxoSmithKline) in training, Teachscape from Dr. Adelberger September and September and Training through and Dr. Hayes in the October, October, MGM, Science classroom Schoolcenter Schoolcenter assistance from Dr. Training in August, Training in August, Adelberger and Dr. Teachscape Training Teachscape Training Hayes in the through MGM, through MGM, classroom, Field Trip Dibels training using Dibels training using support from Target PDAs PDAs and UNC‐G Professors PTA Grant for TASC PTA Grant for TASC PTA Grant for TASC PTA Grant for TASC training, Science Lab training, Science Lab training, Science Lab training, Science Lab supplies, and supplies, and supplies, and supplies, and Technology Items; Technology Items; Technology Items; Technology Items; Donors Choose Donors Choose Donors Choose Donors Choose Grants for Science Grants for Science Grants for Science Grants for Science and Technology and Technology and Technology and Technology supplies supplies supplies, Target Field supplies, Target Field Trip Grant, Dow Trip Grant Corning Technology Grant Use the Quarter 1 Use the Quarter 2 Use the Quarter 3 Use the Quarter 4 deployment plan deployment plan deployment plan deployment plan template below template below template below template below none noted at this time Kid‐friendly technology and software for our K‐2 classrooms.
Do
Plan
Plan
Plan
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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. Teachscape Data, Grade level minutes, Lesson plans, teacher websites B. Teachscape Data C. Teachscape Data, Grade level minutes, Lesson plans, teacher websites
A. Teachscape Data, Grade level minutes, Lesson plans, teacher websites B. Teachscape Data C. Teachscape Data, Grade level minutes, Lesson plans, teacher websites
A. Teacher Survey Responses, Grade level minutes, teacher websites, Ideas shared at monthly staff meetings B. Grade level minutes, teacher websites, Ideas shared at monthly staff meetings C. Teacher Survey Responses, Grade level minutes, Lesson plans, teacher websites, Ideas shared at monthly staff meetings
A. Teacher Survey Responses, Grade level minutes, teacher websites, Ideas shared at monthly staff meetings, emails with suggested sites and new resources B. Grade level minutes, teacher websites, Ideas shared at monthly staff meetings C. Grade level minutes, Lesson plans, teacher websites, Ideas shared at monthly staff meetings
A. B. C.
Study
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Report the data from the current quarter deployment plan and use the data questions to analyze the results
Of the 56 lessons observed, 10% used computer software, 8% used content specific manipulatives, 3% used handheld technology, 1% used a lab or activity sheet, 2% used real world objects, 2% used websites 2. There is not enough data to determine if the data accurately reflects the school population. It does not tell us if the things were being used in combination and therefore by fewer teachers. The observations are more indicative of technology rather than science. 3. Wide variety of instructional materials are being used. 4. More observations must be done to get a better reflection of steps taken across the school to integrate science and technology. Steps must also be taken to better determine the use of science integration in math and literacy lessons.
1.
1.
2.
3.
There is not enough 1. data to determine if the data accurately reflects the school population. It does 2. not tell us if the things were being used in combination and therefore by fewer teachers. The observations are more indicative of technology rather than science. The teacher survey indicates a need to analyze how funds 3. are allocated towards science instruction for the upcoming year. Wide variety of instructional materials are being used. 4. More observations and opportunities for teachers to share their uses of science and technology in the classroom must be done to get a better reflection of steps taken across the school to integrate science and technology. Steps must also be taken to better determine the use of science integration in math and literacy lessons.
The data shows that teachers are not updating their websites as suggested. Future staff meetings will include a presentation of teacher artifacts demonstrating science integration into math and literacy, something which the data has not yet demonstrated. Survey results showed that most of the teachers at Greene felt comfortable teaching science to their students in hands‐on ways. Continued contact with teachers must occur to ensure teachers update their websites and that websites are checked for current information. This information will be sent through email and grade level meetings.
What does the data tell us? 2. Not tell us? 3. Celebration(s)? 4. OFIs?
1.
1.What does the data tell us? 2.Not tell us? 3. Celebration(s)? 4.OFIs?
Study
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Target Goal Met?
YES If yes, change target goal in order to further impact the overall goal X NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr X 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 X NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr X 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 X NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr X 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
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Steps #1 #2
Quarter 1 Deployment Plan Provide staff development on integrating science objectives and concepts being taught with inquiry kits Define and identify science integration as it applies to General Greene School of Science and Technology Evaluate staff response and address staff concerns related to integrating science themes Align specialist instruction to reinforce classroom goals using I/E class periods and grade level collaborative planning Identify school and additional resources for science integration (human and materials) Disseminate information to staff to support integration and monitor staff use of materials
#3 #4 #5
#6
#7
Establish grade level and vertical learning communities to collaborate on lesson integration Examine current level of science integration
#8
#9 #10
Analyze data Evaluate progress
Person(s) Measure(s) Action Step Responsible Completion Date Identified Staff Training materials & September 25, 2008 Members Agendas Science & Tech. Definition October 17, 2008 Resource Teachers, Principal CF, Principal and MGM minutes, Ongoing Leadership Team emails, responses Science & Tech. Lesson Plans, Ongoing Resource Teachers teachscape data Science & Tech. Resource Inventory October 17, 2008 Resource Teachers, Media Spec. Science & Tech. Copies of emails & Ongoing Resource Teachers, correspondence, Media Spec. inventory of mat., copies of media center, technology lab, and science lab checkout sheets K‐5 Teachers, Organizational chart October 24, 2008 Science & Tech. of comm./teams Resource Teachers Staff, Leadership Survey & random October 17, 2008 Team review of lesson plans Leadership Team Written Summary October 17, 2008 and staff Report Leadership Team Weekly/Monthly October 24, 2008 and staff totals for integrated lessons
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Steps #1 #2 #2 #3 #4 Quarter 2 Deployment Plan Person(s) Responsible Identified Staff Members Administration Measure(s) Action Step Completion Date Ongoing
#5
#6 #7 #8
#9 #10
Provide staff development on integrating science objectives and Training materials & concepts being taught with inquiry kits Agendas Recode teachscape data to recognize Science and Technology teachscape data November 14, 2008 integration Evaluate staff response and address staff concerns related to CF, Principal and MGM minutes, Ongoing integrating science themes Leadership Team emails, responses Align specialist instruction to reinforce classroom goals using I/E Science & Tech. Lesson Plans, Ongoing class periods and grade level collaborative planning Resource Teachers teachscape data Identify school and additional resources for science integration Science & Tech. Resource Inventory November 30, 2008 (human and materials) Resource Teachers, Media Spec. Disseminate information to staff to support integration and Science & Tech. Copies of emails & Ongoing monitor staff use of materials Resource Teachers, correspondence, Media Spec. inventory of mat., copies of media center, technology lab, and science lab checkout sheets Create team to take charge of Goal 3 for SIP Staff Staff sign‐up sheet December 1, 2008 Train selected staff members to begin using teachscape data for Administration teachscape data December 13, 2008 peer observations Examine current level of science integration using observations and Staff, Leadership Survey & random December 13, 2008 data using new teachscape data Team review of lesson plans Analyze data Leadership Team Written Summary January 23, 2009 and staff Report Evaluate progress Leadership Team Weekly/Monthly January 23, 2009 and staff totals for integrated lessons 28 of 45
Steps #1 #2 #3 #4
Quarter 3 Deployment Plan Provide staff with survey to analyze use of/comfort with science instruction in the classroom Evaluate staff response and address staff concerns related to integrating science themes Provide staff development on integrating science objectives and concepts being taught with inquiry kits Incorporate use of community members, such as retired college professors, to provide small group enrichment for students in science. Professor comes three days weekly to work with students. Apply for grants to allow students more field experiences and use of technology to enrich instruction.
#5
#6 #7 #8
#9 #10
Review use of STC kits with staff members to determine effectiveness and whether funds will be used for all kits next year. Review teacher websites to determine whether technology is being used? (is site up‐to‐date? Postings reflective of teacher practices?) Ask each grade level to present a science or technology integration at monthly staff meetings; send weekly suggestions to staff for integration via email. Analyze data Evaluate progress
Person(s) Measure(s) Responsible Identified Staff Training materials & Members Agendas CF, Principal and MGM minutes, Leadership Team emails, responses Identified Staff Training materials & Members Agendas Science Resource Student scoring on Teacher, Dr. Rex science proficiency Adelberger, Randall exams, teacher Hayes recommendation Science & Tech Target Field Trip Resource Teachers Grant, Dow Corning Grant, DonorsChoose Grants Staff MGM minutes, Specialist meetings Identified Staff Website reviews Members Identified Staff Emails, Agendas Members Leadership Team and staff Leadership Team and staff Written Summary Report Weekly/Monthly totals for integrated lessons
Action Step Completion Date February 19, 2009 Ongoing Ongoing Ongoing
April 6, 2009
Ongoing Ongoing Ongoing
March 27, 2009 March 27, 2009
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Steps #1
Quarter 4 Deployment Plan Provide staff with resources to integrate science and technology into their lessons via email and new teacher guides.
Person(s) Responsible Identified Staff Members
Measure(s) Emails, MGM minutes, Staff meeting agendas MGM minutes, emails, responses Emails Student scoring on science proficiency exams, teacher recommendation Specialist meetings, email Meeting minutes, organizational chart of communities Website reviews Emails, Agendas Written Summary Report Weekly/Monthly totals for integrated lessons
Action Step Completion Date Ongoing
#2 #3 #4
#5 #6
Evaluate staff response and address staff concerns related to CF, Principal and integrating science themes Leadership Team Set lists of requirements for teachers to update and maintain their Identified Staff websites. Members Incorporate use of community members, such as retired college Science Resource professors, to provide small group enrichment for students in Teacher, Dr. Rex science. Professor comes three days weekly to work with students. Adelberger, Randall Hayes Review use of STC kits with staff members to determine Staff effectiveness and whether funds will be used for all kits next year. Establish grade level and vertical learning communities to collaborate on lesson integration Review teacher websites to determine whether technology is being used? (is site up‐to‐date? Postings reflective of teacher practices?) Ask each grade level to submit an artifact demonstrating science and tech integration for electronic presentations at staff meetings. Analyze data Evaluate progress Identified Staff Members Identified Staff Members Identified Staff Members Leadership Team and staff Leadership Team and staff
Ongoing April 29, 2009 Ongoing
Ongoing Ongoing
#7 #8 #9 #10
Ongoing Ongoing June 15, 2009 June 15, 2009
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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
Erin Heesch Denise Harvey Monica Klett Janet Williams Jill Rock Tim Blough Brad Rice Linda Shue Cathy Scott Andrea Hitch George A. Boschini Melanie Sawyer Timothy Vincent June Valdes Erin Heesch Denise Harvey Kindergarten Rep First Grade Rep Second Grade Rep Third Grade Rep Fourth Grade Rep Fifth Grade Rep Special Area Teacher Rep Assistants Rep Magnet Program Rep Curriculum Facilitator Principal Parent Rep Parent Rep Parent Rep Kindergarten Rep First Grade Rep September 9, 2008 September 9, 2008 September 9, 2008 September 9, 2008 September 9, 2008 September 9, 2008 September 9, 2008 September 9, 2008 September 9, 2008 September 9, 2008 September 9, 2008 September 9, 2008 September 9, 2008 September 9, 2008 September 9, 2008 September 9, 2008
(i.e. Principal, Assistant Principal, Certified Staff, Classified Staff, Student, Parent or Community Member)
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Approvals
Approved by Staff: Date of Approval by Staff: 9‐9‐08 Principal’s Signature: On File Approved By Division of Academic Improvement Instructional Improvement Officer’s Signature: On File Date: 9‐9‐08 Results (% Approval): 100% Date: 9‐9‐08
Approved by GCS Board of Education
Date:
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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
Erin Heesch Denise Harvey Monica Klett Janet Williams Jill Rock Tim Blough Brad Rice Linda Shue Cathy Scott Andrea Hitch George A. Boschini Melanie Sawyer Timothy Vincent Kindergarten Rep First Grade Rep Second Grade Rep Third Grade Rep Fourth Grade Rep Fifth Grade Rep Special Area Teacher Rep Assistants Rep Magnet Program Rep Curriculum Facilitator Principal Parent Rep Parent Rep 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 September 9, 2008 September 9, 2008 September 9, 2008 September 9, 2008 September 9, 2008 September 9, 2008 September 9, 2008 September 9, 2008 September 9, 2008 September 9, 2008 September 9, 2008 September 9, 2008 September 9, 2008
(i.e. Instructional Improvement Officer, Curriculum Officer, Curriculum Specialist, Principal, Assistant Principal, Curriculum Facilitator)
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Action Plan for Healthy Students in Safe, Orderly and Caring Schools
LEA: Guilford County Schools
School: General Greene School of Science and Technology
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 (What is your plan?) In Progress (Please describe.) Need Assistance (Please describe.) NA (Provide explanation.)
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. Strategy Provide physical education for every student taught by a physical education teacher. Check the appropriate “yes” or “no” box and list the exact number of minutes in PE over the 180‐day school year. Provide physical activity and/or recess for every student. List the exact number of minutes provided for recess and/or physical activity over the 180‐ day school year. 34 of 45 Yes
All students have physical education or structured recess daily for a minimum of 30 minutes and this physical activity time may not be taken away for disciplinary or punishment purposes.
No
Time over 180 days
X
2160
X
5400
Strategy Not Yet Addressed X In Progress Need Assistance (Please describe.)
Implement a coordinated school health program. Indicate if this is in progress or not yet addressed by the school. At Our School We have a School Health
Advisory Council. Check all that apply. What other areas of Coordinated School Health Programs are you working on implementing in your school? Please explain.
In Our LEA X
Unsure
Need Assistance (Please describe.)
Students receive instruction that addresses the physical, emotional, mental Need Assistance (Please describe.) and social aspects of health – designed to help them improve their health, prevent illness, and reduce risky behaviors. Students also receive nutrition education and are encouraged to practice healthy eating habits.
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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.
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What will be done?
Who will be in charge?
PBS School‐based Team
When will it be done?
School will participate in PBS initiative and program sponsored by GCS. This will promote improved student behavior, provide measurable data on referrals and contribute to a safe and orderly learning environment.
2008 ‐ 2011
What are the needed resources (including staff development)? Ongoing PBS training
Student and staff incentives Electronic racking forms
What are the costs?
What are success indicators?
$250 annually for online office referral tracking program $1000 for student and staff incentives
There will be an annual increase of 10% of students and staff participating in incentive program.
The number of office referrals and reportable offenses will decrease during the measure time period. (rate of decrease will depend on baseline data)
Crisis Response Team will be appointed to review and monitor health and safety issues. They will also provide training and orientations for all staff members.
School Crisis Response Team
September 16, 2008, and as needed
Timely and appropriate response to any crisis situation
Individual Crisis Copy and binder costs Response Manual for ($300) each staff member
School Assistance Team will serve as a screening and intervention body to support learning, access resources and match programs to student academic and behavioral needs.
School Assistance Team
Ongoing (minimum of one meeting per month and more as needs dictate)
GCS training and procedural guidelines.
Costs associated with providing substitute teacher coverage for staff participating in training
Reduced number of students needing special programs or placement in a more restrictive learning environment
Staff orientation so they better understand process and individual’s roles in providing support and intervention.
Increased academic success as measured by assessment data
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Character Education program adopted along with classroom instruction and support for students and staff
School Guidance Counselor
Ongoing throughout the school year
Program materials and supplies for classroom lessons
Less than $500
The number of incidents of bullying, fighting and related behaviors will be reduced.
PBS Team
Administrator
Student and parent survey results will indicate that the school and classrooms are perceived as safe and orderly
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General Greene Elementary Safe School Plan
Revised August 2008 Crisis Team Report
An announcement made over the intercom directing the crisis team to assemble means that the CIT members are to report immediately to the office. Team members will be called in to handle an emergency situation that may occur on or off campus.
Serious Injury or Illness
Contact the office immediately in the event of a serious injury or illness to any student or staff member. Report the location and important details concerning the situation. An announcement will be made over the intercom for the designated first aid trained staff members to report immediately to the state location.
Lock Down
An announcement made over the intercom directing staff to proceed to lock down status means that there are circumstances that potentially jeopardize the of the student body and staff. Keep all students in the classroom and lock the doors. Students not in the classroom should immediately be located and brought into the room. If students are in the gym, cafeteria, or outside when a lock down is announced, the supervising teacher (s) should immediately gather the students and move students to the nearest secured location. Teachers will take attendance and notify the office of any missing students. Teachers will post red or green sign in the window and door. Red indicates need for assistance. Green indicates everyone in the classroom is safe.
Delay or Closing of School/Early Dismissal
The decision to delay the opening of school, close school, or close school early will be made by the Superintendent or his/her designee. The decision to delay or close school will be made by 6:00 a.m., if possible. The announcement will be made on all local radio and TV stations. School may be closed early due to hazardous weather conditions or excessive heat. An announcement will be made over the intercom giving the time of the early dismissal and if an alternate lunch schedule is being implemented.
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Weapons
Possession of a weapon of any kind on school property is a violation of State Law. All weapons should be surrendered to the principal/designee. When a teacher identifies a child with a weapon, the principal should be notified immediately. The office will call 911. Evacuate the area in a safe and calm manner and/or isolate the person with the weapon. Lock down to keep students in their rooms (if necessary). Maintain visual contact with the person and the weapon. Do not attempt to remove the weapon from the child. Simply stabilize the situation until the police take over.
Civil Disturbance/Hostage Situation
A civil disturbance is a set of circumstance that in the judgment of the school administrators would cause a disruption of normal daily activities and which potentially jeopardizes the safety of the student body and staff. Immediately call (notify) the principal. Isolate the area of the disturbance. If appropriate, CIT members will be called to report to the office. Lock down – keep students in the classroom. In the event of a hostage situation, immediately call 911. Since the hostage taker usually demands the person in authority, the principal should not show up at the scene. This will allow time for the police to arrive. Do not negotiate. Resistance is not recommended. Teachers will take role and notify the office if anyone is missing.
Lightning
If thunder and/or lightning can be heard or seen and the Flash‐to‐Band count is less than 30 seconds, STOP THE ACTIVITY IMMEDIATELY AND SEEK SAFE SHELTER (building normally used by people ‐ if none available, vehicle with hard metal top with windows rolled up.) If no safe shelter is within reasonable distance: Crouch in a thick grow of small trees surrounded by taller trees or in a dry ditch. Assume a crouched position by placing hands and arms around the knees and lowering your head. Minimize contact with the ground. DO NOT lie flat on the ground. If you feel your hair stand on end and skin tingle, even when thunder and lightning may be present, immediately assume the crouched position described above. Allow a sufficient amount of time to pass after the last sound of thunder and/lightning prior to resuming outdoor activity.
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Fire
The person discovering the fire will: Activate the fire alarm nearest to them. Notify the principal’s office immediately. Attempt to extinguish the fire with the nearest fire extinguisher, taking care not to endanger self or others. All students and staff will evacuate the building in accordance with the fire evacuation plan posted in each room – as calmly and as quickly as possible. Take roll and notify the principal at the Outside Command Center, between the back of Hall A and the playground, if anyone is missing.
Bomb Threat
If you receive a bomb threat or locate a suspicious object on campus, notify the principal or designee, but no one else. Do not move or touch any suspicious object. The recipient of a bomb threat by phone is to use the Telephone Checklist, available at each phone and located in the back of this packet, to collect necessary information. The principal, upon advice from the police and fire department, will decide whether to evacuate the building. Runners will notify each class. The intercom will not be used to make an announcement. If told to evacuate, follow the procedures for fire evacuation as posted in the classroom. Teachers will see that two or three windows are open and that the door is propped open when leaving the room. Leave all electrical switches on whatever position they are found. Teachers will take roll and notify the principal/designee at the Outside Command Center, between the back of Hall A and the playground, if anyone is missing.
Bomb Threat Telephone Checklist
School:___________ Date:____________
What NOT to do: Panic (sudden excessive, unreasoning, infectious terror. Hang up on the caller. Fail to get as much information from the caller as possible, use walkie‐talkie . Fail to inform employees located in remote parts of the building. Questions to Ask: When is the bomb going to explode? Where is the bomb right now? 41 of 45
What kind of bomb? What does it look like? Why did you place the bomb? Where are you calling from?
Bomb Threat Telephone Checklist
What SHOULD be done? Hang up. Then using the phone line the call was received on, pick up and dial *57 to activate call tracing. Immediately report the threat to law reinforcement and the Office of School Safety. Record the time threat was reported. How reported. Exact words of caller: ________________________________________________________________________________________ Description of caller’s voice: Male_______________ Female_______________ Young __________ Middle Aged _______ Elderly _________ Any accent? __________________________________ Tone of Voice _________________________________ Background Noise? ___________________ Is voice familiar?____ If so, who did it sound like? Other voice characteristics: Time caller hung up: ___________ Remarks: ___________________________________________________ Name, address, and telephone number of recipient: _________________________________________________________________________________
Serious Injury or Illness/Death on Campus
In the event of a serious injury or illness to a student, the immediate concern is to assist the student. Always use Universal Precautions. Children should be isolated from the scene of the emergency. If the need is critical (poisoning, severe bleeding, loss of consciousness, etc.): Call 911 and alert the principal. Call the CIT with location. Assign someone to meet the ambulance/EMTs. The principal will immediately attempt to contact the parent or the guardian. If the need is not of a critical nature, then call the CIT with location. (First aid supplies are located in the office.) 42 of 45
Notify the principal. Contact the parent. If the need is critical (poisoning, severe bleeding, loss of consciousness, etc.): In the event of a death on campus: Lock down – All children shall remain in their classroom Ensure the principal is aware of the situation. Call the CIT to the office.
Blood Spills/Hazardous Materials
Blood Spills Always use Universal Precautions when dealing with body fluids. Wear gloves no matter how small the situation may seem. Notify the office. Do not allow students in the area. Office will call a custodian to clean up and dispose of any blood or trash. Hazardous Material In the event of a chemical spill; etc. in the classroom, evacuate the area immediately and keep everyone away from the area. Notify the principal. In the event of a more widespread accident on or off campus, the principal will determine the need to evacuate or shelter‐in‐ place. Evacuate: Students and staff will cross the street and enter Parkway Baptist Church. In‐place Protection: Close all doors and windows. Shut off all ventilation systems. Stay away from the windows. Remain in the classroom until an announcement is made by the principal.
Tornado, Hurricane and Severe Thunderstorm
Information for watch or warning situations will be given over the intercom. TORNADO WATCH – Conditions are present for a tornado. Be alert – Do not drill. Do not take cover for a watch. TONADO WARNING – Tornado has been sighted. – Take Cover immediately. HURRICANE/SEVERVE THUNDERSTORM – Follow GCS Tornado Warning Procedures. An announcement will be made over the intercom. All students and staff will immediately proceed to the designated areas posted in the classroom and assume a curled position. All teachers will take roll and notify the principal if anyone is missing.
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Unexpected Deaths
In the event of the death of a student or staff member, there are procedures set in the place in the system to support us at our local level. The principal is to be notified at first knowledge of the death. At that point, the principal can call in the District Crisis Team. The following steps are to be completed: Notify all school staff members the night before. Have the School Crisis team meet before school. Conduct a faculty meeting before School The Crisis Teams will notify all affected parties. If a death was witnessed by students or staff, a critical incidence stress debriefing can be done by the District Crisis Team. The school counselor will direct others as needed to sources for further counseling.
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Waiver Requests School‐Based Management and Accountability Program School‐Based Waiver Request for 2008‐2011 LEA Code: 410 LEA: Guilford County 388 General Greene Elementary School of Science and Technology
Requests for Waiver 1. Describe the waiver you are requesting. Seeking authorization to transfer funds allotted for textbooks to Instructional Fund Accounts to support the school’s science and technology magnet themes. 2. Identify the law, regulation or policy from which an exemption is requested. Use of state textbook funds for books and approved materials identified during the adoption process. 3. State how the waiver will be used. Funds will be used to help cover the cost of two inquiry‐based science kits being introduced at each grade level, as well as the purchase of hardware and software for classroom and technology lab use. 4. State how the waiver will promote achievement of performance goals. Inquiry‐based science has been proven to increase reading and math scores in schools where this format is used. The expectation is that similar achievement gains will be realized at General Greene Elementary. Technology complements all curriculum areas and the addition of hardware and software will continue with this primary focus as well as promoting critical thinking and problem solving skills.
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