Jones Elementary

School Name: David D. Jones Elementary School Guilford County Schools 2008-2011 School Improvement Plan Vision/Mission/Belief Statements Vision Statement We, the staff, parents, and students of David D. Jones Elementary Spanish Immersion Magnet School, seek to provide an international education; one which prepares students to utilize 21st century skills, become creative and critical thinkers, promote strength of character and the desire to be continual learners. Our Mission To provide all students a safe, nurturing, and inclusive school environment where excellence will be achieved through programs of rigor which motivate students to seek continual learning opportunities in an ever-changing 21st century global society. Belief Statement: We commit our resources to assure these core mandates occur. Our students will: Respect cultural diversity, recognizing the value of individual worth and uniqueness. Become complex thinkers who reason, make decisions, think critically, solve problems, and take risk. Participate in cooperative learning opportunities while respecting the worth and rights of others. Exhibit character traits that will be reinforced and celebrated o trustworthiness o respect o responsibility o fairness o caring o kindness o integrity o courage o good judgment o self discipline o perseverance o citizenship 1 of 63 Develop enthusiasm and appreciation for enriched learning including visual and performing arts, physical education, and foreign language. Be technological learners, prepared for the ever-changing world with skills that will enable them to locate and effectively use information from a variety sources and to make global connections. Have an understanding of the various cultures of the Spanish-speaking world. Immersion students will achieve proficiency in the Spanish language. Value knowledge with the desire of becoming life long learners Be part of a community that values high ethical and academic standards. 2 of 63 Self Assessment Current AYP Status: YES Current ABC Status: High Growth (Synthesized Narrative from Self-Assessment Exercises) Jones Elementary is a Magnet School, serving its neighborhood and the greater Guilford County Schools through both traditional English and Spanish Immersion Magnet programs. Jones is a thriving, diverse, enriching, and caring school home. We place a strong emphasis on literacy with the foundation being our Jones Reading Model. Our JRM is currently being used by several NC School Systems with our Literacy Rotations being the anchor to this program. Jones also piloted the DIBELS assessment program for GCS and will continue using this tool to better guide instruction. Along with DIBELS we continue to use Running records, DRA, and EDL (Spanish version of DRA). Immersion teachers in grades 2-5 are providing hour long /year long tutoring to our traditional population as part of our intervention strategy to raise the academic success of our at-risk population. A minimum of 120 minutes of literacy continue to be non-negotiable. GCS’ Math Initiative is alive and kicking, with all new teachers having received in-service on the how-to’s and expectations. Learning Stations are in place and is a strong component of what we do in math daily. As always math is scheduled for 90 every day in grades K-5 with K and first using an equal amount of direct teaching, guided practice, and center play/reinforcement. Our math scores show that our Immersion children are doing extremely well with our traditional children’s average higher than the system average. Weekly grade level meetings (MGM) with the Curriculum Facilitator and the Principal continue. Curriculum, Best Practices, and Data Analysis are the focus at each meeting. Vertical Articulation is planned four times a year and Staff Development is planned on the fourth Tuesday of every month. Minutes are kept; communication is key. Teacher websites are updated weekly as is the Principal’s with “Monday Musings” and the Administrative page. A lot is going to be demanded of our K-2 teachers and their students as a strong foundation must be in place for our children to continue to succeed. Jones staff understands the need to strengthen the K-2 connection. Fundations will now be used with our K-1 traditional students as a precursor to Wilson which is used by our EC department with not only EC students but those who do not qualify and need Wilson. Our EC teachers are committed to serving as many students as is possible without sacrificing time demanded by their EC students. Grammar will also be a specific focus for all our children in that we are going beyond “Daily Oral Language” mindset and truly teaching those critical and specific needs to help children use the English language. Vocabulary Development is another area that is to be reinforced and cognitively planned for with an additional etymology focus for our 4-5 students. Teachers have consistently used the curriculum tools provided by the school system which can be found in GEMS. Empowering Writing will continue to be used to develop our young writers in conjunction with Writers’ Workshop. The vitality and dedication of our IST continues to address the needs of our at-risk children. Meeting monthly, their out of 3 of 63 the box strategies have yielded many successes and better yet less need for full blown evaluations of students. Working closely with all staff members, our team is depended upon and trusted by staff and parents alike. RTI is alive and well at Jones. Our traditional students are 100% FRL yet Jones is not a Title One school. Our Immersion population lowers the percentage to below the 60% required by GCS. In our traditional classrooms, children from our neighborhoods are thriving and meeting their End of Grade (EOG) goals, with over? of our students passing in every tested grade. Gaps still exists, but with our focus on reading and our commitment to assessment and personalized instruction have yielded significant results. Our cultural arts personnel, PTA and community volunteers, and Immersion teachers all ban together to provide tutoring to our traditional students during the school day. We hold all students to the same high expectations: every child at Jones must master the North Carolina Standard Course of Studies grade level objectives. Students in the Spanish Immersion program, approximately 67% of our student population, are expected to master conversational and academic Spanish. In the area s of math and reading, our students are at the 98%. All instruction is conducted in Spanish, except for cultural arts and English Language Arts (grades 2-5 for one hour a day). The goal of our students is to become biliterate, bilingual, and bicultural citizens is well under way by the time they graduate from fifth grade, thanks in part to tremendous community support, parent involvement, and the participation of teachers from more than 10 countries. Jones Elementary has international faculty representing 10 countries among the 52 licensed professionals teaching our students. We also have respected local educators, some of whom attended Jones themselves, who keep our school grounded in the community. Students and teachers have made Jones an international model, as can be seen by the press coverage our school receives from the Greensboro News and Record to the Times of London Educational Supplement. Educators from all over the state and nation come to Jones to learn from our immersion methodology in the Spanish Immersion program and from our literacy program in the traditional classrooms. They find our students knowledgeable of local and state history and familiar with the cultures and customs of other countries. We have been invited to present at conferences, including FLANC, NCASCD, and World View Seminars. NCASCD honored Jones in 2007 as a Lighthouse School. Jones’ guidance program brings to the school professionals and community leaders who share with our students the limitless possibilities that their education will afford them. To make these possibilities a reality for all our students, we offer tutoring (through both volunteers and paid staff), social and psychological services, and behavioral and academic interventions to address each child’s needs. We are a learning community committed to mobilizing all our resources to insure the success of our students. Jones is a professional development site for three universities: The University of North Carolina at Greensboro (UNC-G), North Carolina Agricultural and Technical University (NC A&T), and Greensboro College (GC). These institutions place interns and student teachers at Jones Elementary and provide staff development for our staff. One of our Teacher Assistants earned his degree this past year and is now teaching at Jones. Two other Teach Assistants are in degree 4 of 63 programs leading to certification through these institutions, while a number of our teachers are enrolled in post-graduate degree programs. The result of these collaborations is higher student achievement. Currently, we have nine National Board Certified teachers on staff with three more who will be working on their certification during the 2008-2009 school year. From our multicultural week, to our grade-level assemblies, Jones is committed to celebrating the diversity of our community. We value the rich heritage that our students and staff bring to our school and celebrate and share our talents through organized events throughout the year. Students can also be part of afterschool programs sponsored by our PTA. At Jones, we believe in educating the whole child. Jones will continue to emphasize academic excellence during the 2008-2011 triennium encompassed by this School Improvement Plan. Faculty and staff will continue to grow and learn as a learning community-- to share best practices for the sake of our students. Students will continue to meet high expectations for growth in all areas of the curriculum. Jones is poised, with the help of our community, to fulfill its mission: to provide a well-rounded education whereby students will value knowledge, become independent learners, and develop critical thinking skills in order to become productive citizens of the world. 5 of 63 Goals, Strategies, Monitoring and Budget Overall SMART Goal: By 2011, students in grades 3-5 traditional classes will increase reading proficiency from 88% to 92% and students in grades 3-5 immersion classes will increase in reading proficiency from 98% to 100%, as measured by teacher assessments, predictive assessments (DRA, EDL, and DIBELS), benchmark data, and EOG test scores. Target SMART Goal/Measure: By June 2009, students in grades K-2 who score proficient in reading will increase by 4% and students in grades 3-5 who score proficient in reading will increase by 5%, as measured by teacher assessments, predictive assessments (DRA, EDL, and DIBELS), benchmark data, and EOG test scores. Supporting Data for SMART GOAL: 2008-2009 Reading Benchmarks Scores): Average IMMERSION 3RD Average TRADITIONAL 3RD Average IMMERSION 4TH Average TRADITIONAL 4TH Average IMMERSION 5TH Average TRADITIONAL 5TH BM1 BM2 BM3 2007-2008 EOG Goal Summary (Scale 3rd: 339.7 (+1.1) Trad. 328.85 (-9.75) Imm. 345.62 (+7.02) 4th : 345.4 (+.2) Trad. 339.40 (-5.8) Imm. 349.13 (+3.93) 5th : 353.4 (+ 3.4) Trad. 343.95 (-6.05) Imm. 357.73 (+7.73) 66.35% 40.05% 68.83% 41.9% 62% 39% 64.1% 39.5% 66.2% 42.8% 70.3% 38.6% 75.0% 61.8% 64.13% 70.8% 48.05% 51.0% 6 of 63 Quarter 1 1. What does the data tell us? 2. Not tell us? 3. Celebration(s)? 4. OFIs? OFIs: Opportunities For Improvement Historically Jones has exhibted strength in reading. Immersion students tend to be at 98%± and our Traditional students tend to hover around 86%. Quarter 2 Based on analysis from the previous quarter, adjust strategy and deployment plan as needed. 1. Data tells us that there is still a lot of work to be done. With the use of Fundations in grades K-1 our DIBELS data clearly showed increased performance from our Traditional students. Scores indicated many strengths. Student groups are flexible and taken care of during Literacy Rotations and when Immersion teachers come in to assist Trad. Teachers. * See next to PLAN column(s) as to data gathered 2. Data needs to be fine tuned as to Magnet vs. non-Magnet needs; some are quite obvious but over all 15 to 20 points higher than nonMagnet group. 3. Students are aware of their strengths and weaknesses. Teachers are reviewing with them what the data means and in grades 3-5 students are making data notebooks or folders. Quarter 3 Based on analysis from the previous quarter, adjust strategy and deployment plan as needed. 1. Based on the current DIBELS data, Kindergarten students need continued work in skills related to phoneme segmentation. This data also shows that there is approximately 20 discrepancy points between the immersion and traditional population in nonsense word fluency in 1st grade. 5. Next step? (revise key strategy as needed to address identified OFIs) DIBELS DATA STRENGTHS: K continues to do well in LNF and NWF. In 1st grade, 72% of children met benchmark in ORF. 2nd grade as a whole continues to show growth in ORF. WEAKNESSES: K as a whole struggles in PSF. There was also a decrease in ISF from BOY to MOY. Quarter 4 Based on analysis from the previous quarter, adjust strategy and deployment plan as needed. 1. Based on current DIBELS progress monitoring data, children in grades K-2 are showing adequate progress towards meeting the EOY benchmarks in ISF, PSF, NWF, and ORF. Benchmarks: Reading Strengths: 3rd grade Immersion: Drawing conclusions, making generalizations, and gathering support by referencing the text. 3rd grade Traditional: Author’s purpose and lesson/and or message. Reading Weaknesses: 3rd grade Immersion: Main idea and supporting details and making inferences. Summer Based on analysis from the previous quarter, adjust strategy and deployment plan as needed. Data analysis: (SWOT) analysis SWOT: Strengths, Weaknesses, and Opportunities for improvement, Threats Study 7 of 63 5. Next step? (Identify key strategy or approach) In grades K-2, Literacy Rotations will be fully implemented. A strong focus on writing, vocabulary development, grammar, and the introduction of Fundations (K-1) will be in place. (DIBELS) will be fully implemented to identify K-2 students for literacy interventions. 3-5 Traditional students will be departmentalized. Teachers will take part in monthly Balanced Literacy sessions as well as MGM follow through. 5. Next step? DIBELS: STRENGTHS: K and 1st grade are strong in LNF. As a whole we did better in NWF, though there are classes that need to work on that skill set. WEAKNESSES ORF needs to be strengthened for just traditional 2nd grade. PSF needs to be reinforced for the entire first grade. NWF needs to be a focus for one 2nd grade classroom. Updating Earobics software/licenses will be investigated to continue work w/decoding and at risk children. Benchmarks: Reading Strengths: 3rd grade- sequencing Main idea and supporting details. Weaknesses: Making inferences and drawing conclusions about characters and events. Making connections DIBELS DATA continued: 1st grade as a whole needs to work on NWF. The data shows that there is approximately a 20 percentage point discrepancy between traditional and immersion classes. 2nd grade Traditional classes still show an approximately 35 percentage point discrepancy in ORF from immersion classes. Benchmarks: Reading Strengths: 3rd grade Immersion: Locating information for specific purposes, Author’s Purpose and Integrating prior experiences and all sources of information in the text 3rd grade Traditional: Identifying message, Integrating prior experiences and all sources of information in the text, identifying similarities and differences. Reading Weaknesses: 3rd grade Immersion: Main idea and supporting details, making inferences and drawing conclusions, and explaining choice of reading materials congruent with purposes Identify Key Strategy (Approach) Benchmark in Reading Cont’d 3rd grade Traditional: Making connections, making inferences and drawing conclusions. Reading Strengths: 4th grade Immersion: Using key words and discover their meanings and relationships through a variety of strategies. 4th grade Traditional: Using metacognitive strategies to comprehend text. Reading Weaknesses: 4th grade Immersion: Making connections and main idea and supporting details 4th grade Traditional: Main idea and supporting details and determine usefulness of information and ideas consistent with purpose Reading Strengths: 5th grade Immersion: Analyze choice of reading material congruent with purpose and problem-solution. 5. Next step? (revise key strategy as needed to address identified OFIs) 5. Next step? (revise key strategy as needed to address identified OFIs)       Plan 8 of 63 Principal Benchmarks Reading cont. Strengths: 4th gradeAnalyze characters, events, and plots within and between selections and cite supporting evidence. Use metacognitive strategies to comprehend text and to clarify meaning Weaknesses 4th grade Main idea and supporting details. Determine usefulness of info as well as purpose. Strengths: 5th gradeMaking connection of vocabulary. w/previous experiences, information and ideas. Making connections w/in and between texts based on a common lesson, theme or message. Weaknesses 5th gradeProblem solution, Evaluate inference, conclusions and generalizations. Providing evidence by referencing the text. Person(s) Responsible for ensuring the strategy is deployed during the current quarter Benchmark in Reading Cont’d 3rd grade Traditional: Main idea and supporting details, making inferences and drawing conclusions, and explaining choice of reading materials congruent with purposes. Reading Strengths: 4th grade Immersion: Using metacognitive strategies to comprehend text, and main idea and supporting details. 4th grade Traditional: Using metacognitive strategies to comprehend text, summarizing, and making connections. Reading Weaknesses: 4th grade Immersion: Analyzing and integrating information to expand understanding of text, point of view, and determining usefulness of info. congruent with purpose. 4th grade Traditional: Determining usefulness of info. congruent with purpose, Analyzing and integrating information to expand understanding of text, and making inferences and drawing conclusions. Benchmark in Reading Cont’d 5th grade Traditional: Problem-solution and supporting answers from textual information, previous experiences, and/or other sources. Reading Weaknesses: 5th grade Immersion: Tone and using metacognitive strategies to monitor comprehension. 5th grade Traditional: Tone and making connections within and between texts. Plan Person responsible: Principal 9 of 63 Fundation classroom materials and teacher guides, K-1 (411 funds). Literacy Framework notebook/informatio n Non-fiction/ Expository Guided Reading (Spanish and English) books purchased, K-5 (Textbook funds, and 411) Reading A-Z (K-5) and Learning A-Z (K-5) (411 funds) Study Island (3-5) (411 funds) Response To Intervention Technology & Assessment tool (DIBELS, pilot) Same Resources… additional add-on will include Earobics. Will be purchased to continue work with Speech Language children as well as other EC students and IST referrals. Resources Available during the current quarter (include $ encumbered and name of budget) Benchmark in Reading Cont’d Reading Strengths: 5th grade Immersion: Using metacognitive strategies to comprehend text, figurative language, and making connections. 5th grade Traditional: Making predictions, making and evaluating inferences and conclusions, and using metacognitive strategies to comprehend text. Reading Weaknesses: 5th grade Immersion: Problem-solution, supporting answers from text, and evaluating usefulness and quality of information. 5th grade Traditional: Problem-solution, evaluating usefulness and quality of information, and supporting answers from text. Same Resources… Plan Same Resources… 10 of 63 Professional Development during the current quarter (Indicate title, content and audience) Parent and Community (Stakeholder) Involvement during the current quarter DIBELS training, Fundations training, 3-5 Reading training, Reading A-Z training GEMS training, Make and Take Literacy Centers, Selected Consortium, GCS, and in-house workshops. All Jones staff will participate. High Five parent tutors (PTA initiative, weekly) NC A&T, Bennett and Greensboro College, Elon and UNCG student tutors. Teague Foundation; “Hooked on Books” for 3 and 4 traditional students. Make and take sessions to create materials for Literacy Rotations and Fundations classes. Use the Quarter 1 deployment plan template below Thinking Maps GEMS training Marzano’s CIW Certified staff Plan Marzano’s CIW “Make and Take” Literacy Centers (3-5) Reading/Writing Connection – Part 2 (3-5) Thinking Maps follow up session Marzano’s CIW K-5 articulation meeting All Continued Teague Foundation is complete. Parent Involvement Grant issued by National PTA. Three grants received due to PTA grant writer. All Continued All Continued Plan Create the deployment plan For the current quarter Use the Quarter 2 deployment plan template below Use the Quarter 3 deployment plan template below Use the Quarter 4 deployment plan template below Do 11 of 63 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. Principal will: Classroom Walk Through, observations, weekly grade level sessions, agendas & minutes, develop schedules conducive to 120 minutes of literacy, and review of plans. CF will: Monitor, model, and manage the fidelity of daily instruction. Maintain data as prescribed by the system, and lead grade level and articualtion meetings. B. DRA, DIBELS, EDL, Benchmarks, teacher assessments, anecdotal notes, Classroom Walk Through C. (See B) and EOG, plus teacher, student, and parent input/reflections. A. For all goals, teacher tests and assessments, Benchmarks, DIBELS, DRA, EDL, Study Island assessments. STAR assessments for math. 5th grade Science Benchmarks B. Data team along with CF and administrators will analyze and compare all data and make proposals for alignment where needed. C. Student achievement data, CWT, CF monitoring of classroom environment, MGM discussions, feedback, and reflections. A. For all goals, teacher tests and assessments, Benchmarks, DIBELS, DRA, EDL, Study Island assessments. STAR assessments for math. 5th grade Science Benchmarks B. Data team along with CF and administrators will analyze and compare all data and make proposals for alignment where needed. C. Student achievement data, CWT, CF monitoring of classroom environment, MGM discussions, feedback, and reflections. A. For all goals, teacher tests and assessments, DIBELS, DRA, EDL, Study Island assessments. STAR assessments for math. EOG data B. Data team along with CF and administrators will analyze and compare all data and make proposals for alignment where needed. C. Student achievement data, CWT, CF monitoring of classroom environment, MGM discussions, feedback, and reflections. A. B.          C.          Study 12 of 63 Report the data from the current quarter deployment plan and use the data questions to analyze the results 1. What does the data tell us? 2. Not tell us? 3. Celebration(s )? 4. OFIs?       Study 1. What does the data tell us? 2. Not tell us? 3. Celebration(s)? 4. OFIs?       1. What does the data tell us? 2. Not tell us? 3. Celebration(s)? 4. OFIs       1. What does the data tell us? 2. Not tell us? 3. Celebration(s)? 4. OFIs?       1. What does the data tell us? 2. Not tell us? 3. Celebration(s)? 4. OFIs?       YES If yes, change target goal in order to further impact the overall goal X NO If no, check the appropriate action below: Act/Plan YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy Target Goal Met? 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 13 of 63 Steps #1 Quarter 1 Literacy Deployment Plan K-2 Literacy Rotations: teacher and two assistants lead three 30 minute lessons (Guided reading, writing, vocabulary). Every child is exposed to guided reading, writing and vocabulary development (daily) in small group setting (4 to 6 max.). Person(s) Responsible PrincipaL, CF, Classroom teachers and teacher assistants Measure(s) Teacher made assessments, DRA, DIBELS, EDL, writing portfolios, Daily Walk Throughs Teacher made assessments, Item Bank Questions, Study Island assessments, Benchmarks, Daily Walk Throughs Teacher made assessments, Star assessments, Item Bank Questions, Benchmarks, EOG. Teacher made assessments, Star assessments, Item Bank Questions, Benchmarks, EOG Attendance (log) and implementation as witnessed by administration and CF. Teacher made assessments, Star assessments, Item Bank Questions, Benchmarks, EOG Action Step Completion Date August 28, 2008 until June 10, 2009 #2 Departmentalization of traditional grades 3-5 (Language arts/social studies, 120 minutes total) Principal, 3-5 traditional teachers, CF August 28 until June 10, 2009 #3 K-1 Fundations program (incorporates reading and writing skills, part of the Wilson Literacy Research-based program)...Traditonal classrooms only. Classroom teachers, CF, EC teacher August 28 until June 10, 2009 #4 Immersion teachers will be paired with a traditional teacher in grades K-5 to tutor/co-teach for 60 minutes. Principal, Immersion teachers, Traditional teachers, CF August 28 until June 10, 2009 #5 #6 Monthly in-house staff development (4th Monday of the month) focusing on needs teachers have identified a weakness. Sessions will be presented for "beginners" to "advanced" to better meet individual needs of each teacher. This will also include parent workshops so they may better assist teachers (make and take and how to "tutor") Map vocabulary from the GCS Literacy Framework to plan when and how vocabulary words are taught to students. Teachers needing assistance on how to teach rules of grammar and vocabulary development will be provided assistance through workshops and CF and teacher-leaders modeling. Principal, CF, Literacy teacher leaders           August 28 until June 10, 2009 CF, Classroom teachers August 28 until June 10, 2009 14 of 63 Steps Quarter 2 Literacy Deployment Plan Person(s) Responsible Principal, CF, Classroom teachers and teacher assistants Measure(s) #1 K-2 Literacy Rotations: Every child participates in guided reading, writing and vocabulary development (daily) in small group setting (4 to 6 students max.). #2 Departmentalization of traditional grades 3-5 (Language arts/social studies, 120 minutes total) Principal, 3-5 traditional teachers, CF #3 #4 K-1 Fundations program (incorporates reading and writing skills, part of the Wilson Literacy Research-based program)...Traditonal classrooms only. Immersion teachers will be paired with a traditional teacher in grades K-5 to tutor/co-teach for 60 minutes. Monthly in-house staff development (4th Monday of the month) focusing on needs teachers have identified as weaknesses. Sessions will be presented for "beginners" to "advanced" to better meet individual needs of each teacher. Parent workshops will be developed to better assist teachers. Map vocabualry from GCS Literacy Framework to plan when nad how vocabulary words are to be taught. Teaching rules of grammar and vocabualry development will be planned for daily. SD will assist with strategies needed. K-2 Literacy Rotations: Every child participates in guided reading, writing and vocabulary development (daily) in small group setting (4 to 6 students max.). #5 K-1 Classroom teachers, CF, EC teacher Principal, Immersion teachers, Traditional teachers, CF Principal, CF, teacher leaders          Teacher made assessments, DRA, DIBELS, EDL, writing portfolios, Daily Walk Throughs Teacher made tests, Teacher anecdotal documentation, Benchmarks, Daily Walk Throughs Teacher made tests, DIBELS, DRA, EDL Teacher made tests, DIBELS, DRA, EDL, Benchmarks Attendance (log), Teacher lesson plans, Agendas, CWT to check for implementation of SD strategies. Teacher made tests, Benchmarks, student journals, student writings Teacher made assessments, DRA, DIBELS, EDL, writing portfolios, Daily Walk Throughs Teacher made tests, Teacher anecdotal documentation, Benchmarks, Daily Walk Throughs Teacher made tests, DIBELS, DRA, EDL Action Step Completion Date August 28, 2008 until June 10, 2009 August 28 until June 10, 2009 August 28 until June 10, 2009 August 28 until June 10, 2009 August 28 until June 10, 2009 #6 #7 Teachers, CF, Principal, English teachers, EC and Specialists Principal, CF, Classroom teachers and teacher assistants August 28 until June 10, 2009 August 28, 2008 until June 10, 2009 #8 Departmentalization of traditional grades 3-5 (Language arts/social studies, 120 minutes total) Principal, 3-5 traditional teachers, CF August 28 until June 10, 2009 #9 K-1 Fundations program (incorporates reading and writing skills, part of the Wilson Literacy Research-based program)...Traditonal classrooms only. K-1 Classroom teachers, CF, EC teacher August 28 until June 10, 2009 15 of 63 Steps #1 Quarter3 Deployment Plan K-2 Literacy Rotations: Every child participates in guided reading, writing and vocabulary development (daily) in small group setting (4 to 6 students max.). Person(s) Responsible Principal, CF, Classroom teachers and teacher assistants Measure(s) Teacher made assessments, DRA, DIBELS, EDL, writing portfolios, Daily Walk Throughs Teacher made tests, Teacher anecdotal documentation, Benchmarks, Daily Walk Throughs Teacher made tests, DIBELS, DRA, EDL Teacher made tests, DIBELS, DRA, EDL, Benchmarks Attendance (log), Teacher lesson plans, Agendas, CWT to check for implementation of SD strategies. Teacher made tests, Benchmarks, student journals, student writings Teacher made assessments, Benchmark information Parent sign in sheet, Progress monitoring data Action Step Completion Date August 28, 2008 until June 10, 2009 #2 Departmentalization of traditional grades 3-5 (Language arts/social studies, 120 minutes total) Principal, 3-5 traditional teachers, CF August 28 until June 10, 2009 #3 #4 K-1 Fundations program (incorporates reading and writing skills, part of the Wilson Literacy Research-based program)...Traditonal classrooms only. Immersion teachers will be paired with a traditional teacher in grades K-5 to tutor/co-teach for 60 minutes. Monthly in-house staff development (4th Monday of the month) focusing on needs teachers have identified as weaknesses. Sessions will be presented for "beginners" to "advanced" to better meet individual needs of each teacher. Parent workshops will be developed to better assist teachers. Map vocabualry from GCS Literacy Framework to plan when nad how vocabulary words are to be taught. Teaching rules of grammar and vocabualry development will be planned for daily. SD will assist with strategies needed. SLAMAR (Successful Language Arts Mathematics Acceleration Remediation) Students in grades 3-5 will participate in individualized small group reading instruction four times a week for thirty minutes. K -2 DIBELS Parent Informational Night to provide parents with instructional strategies and activities related to literacy. K-1 Classroom teachers, CF, EC teacher Principal, Immersion teachers, Traditional teachers, CF Principal, CF, teacher leaders August 28 until June 10, 2009 August 28 until June 10, 2009 #5 August 28 until June 10, 2009 #6 #7 #8 Teachers, CF, Principal, English teachers, EC and Specialists Teachers, CF, Principal, English teachers, EC and Specialists Teachers, CF, DIBELS Lead teacher August 28 until June 10, 2009 April 6 until May 15, 2009 February 26, 2009 16 of 63 Steps #1 Quarter 4 Deployment Plan K-2 Literacy Rotations: Every child participates in guided reading, writing and vocabulary development (daily) in small group setting (4 to 6 students max.). Person(s) Responsible Principal, CF, Classroom teachers and teacher assistants Measure(s) Teacher made assessments, DRA, DIBELS, EDL, writing portfolios, Daily Walk Throughs Teacher made tests, Teacher anecdotal documentation, Benchmarks, Daily Walk Throughs Teacher made tests, DIBELS, DRA, EDL Teacher made tests, DIBELS, DRA, EDL, Benchmarks Attendance (log), Teacher lesson plans, Agendas, CWT to check for implementation of SD strategies. Teacher made tests, Benchmarks, student journals, student writings Teacher made assessments, Benchmark information Action Step Completion Date August 28, 2008 until June 10, 2009 #2 Departmentalization of traditional grades 3-5 (Language arts/social studies, 120 minutes total) Principal, 3-5 traditional teachers, CF August 28 until June 10, 2009 #3 #4 K-1 Fundations program (incorporates reading and writing skills, part of the Wilson Literacy Research-based program)...Traditonal classrooms only. Immersion teachers will be paired with a traditional teacher in grades K-5 to tutor/co-teach for 60 minutes. Monthly in-house staff development (4th Monday of the month) focusing on needs teachers have identified as weaknesses. Sessions will be presented for "beginners" to "advanced" to better meet individual needs of each teacher. Parent workshops will be developed to better assist teachers. Map vocabualry from GCS Literacy Framework to plan when nad how vocabulary words are to be taught. Teaching rules of grammar and vocabualry development will be planned for daily. SD will assist with strategies needed. SLAMAAR (Successful Language Arts Mathematics Acceleration Assessment Remediation) Students in grades 3-5 will participate in individualized small group reading instruction four times a week for thirty minutes. K-1 Classroom teachers, CF, EC teacher Principal, Immersion teachers, Traditional teachers, CF Principal, CF, teacher leaders August 28 until June 10, 2009 August 28 until June 10, 2009 #5 August 28 until June 10, 2009 #6 #7 Teachers, CF, Principal, English teachers, EC and Specialists Teachers, CF, Principal, English teachers, EC and Specialists August 28 until June 10, 2009 April 6 until May 15, 2009 17 of 63 Goals, Strategies, Monitoring and Budget Overall SMART Goal: By 2011, 90% of students in grades 3-5 will score proficient in math as measured by EOG test scores.       Target SMART Goal/Measure: By June 2009, the percent of students in grades 3-5 who score proficient in math will increase from 80% to 83% as measured by teacher assessments, predictive assessments (i.e. Number Worlds), benchmark data, EOY and EOG test scores.       Supporting Data for SMART GOAL: 2008 EOG Test Results (from GCS Testing and Accountability) Grade Group % prof. 2008 Math goal 2009 (minimum growth as established by GCS) ALL ALL 79.1 80.1 ALL AA 69.4 71.5 ALL M 92.9 93.6 ALL W 97.2 97.4 ALL FRL 64.7 None provided by Dr. Zhang’s office 3rd ALL 80.7 82.7 4th ALL 71.6 74.4 5th ALL 81.1 83.0 Supporting Data for SMART GOAL: 2008-2009 Math Benchmarks BM1 BM2 BM3 Average IMMERSION 3RD Average TRADITIONAL 3RD Average IMMERSION 4TH Average TRADITIONAL 4TH Average IMMERSION 5TH Average TRADITIONAL 5TH 52.0% 31.3% 55.6% 34.2 65.3% 41.2% BM 1 3rd 44.6% Trad. 31.3% Imm. 52.0% 4th 63.5 Trad. 41.0% Imm. 68.33% 5th 63.8% Trad. 50.95% Imm. 71.03% 68.33% 41% 71.03% 50.95% 65.2% 40.6% 69.3% 53.1% 73.5% 37.9% 78.6% 48.2% 18 of 63 QUARTERLY ACTION PLAN Quarter 1 5. What does the data tell us? 6. Not tell us? 7. Celebration(s)? 8. OFIs? Data tells us that our African American population, although above the district goal for grades 3-5, are still behind the (Jones) White (and Multi) sub group when using Benchmarks, EOG, and teacher assessment data. The EOG data shows that our AA children scored a total of 68.3% while White students were at 97.1% and Multiracial at 92.9%. Quarter 2 Based on analysis from the previous quarter, adjust strategy and deployment plan as needed. Benchmark data, teacher observation, analysis of new programs were used to fine tune deployment plan for this quarter. Quarter 3 Based on analysis from the previous quarter, adjust strategy and deployment plan as needed. Quarter 4 Based on analysis from the previous quarter, adjust strategy and deployment plan as needed. 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 Benchmark data, teacher observation, analysis of new programs were used to fine tune deployment plan for this quarter. Benchmark data, teacher observation, analysis of new programs were used to fine tune deployment plan for this quarter. 19 of 63 5. Next step? (Identify key strategy or approach) Fully implement GCS Math Initiative through departmentalizatio n of our traditional 3-5 students. 60 minutes of daily collaborative instruction between Immersion and traditional teachers for K-5 traditional students. Use of hands-on math activities via learning stations. The development of problem based learning units, and the development of assessments to monitor efficiency of learning stations. Use Number Worlds as an intervention strategy for K-5 students. Pre and post assessments will be given to all at-risk students. Benchmarks Math: Strengths 3rd grade Connect model, number word, and number using a variety of representations. Strategies for adding and subtraction numbers Weaknesses 3rd grade Estimations of products and quotients in appropriate situations. Relationships between operations. Strengths 4th grade Connect model, number word and number using a variety of representations. Collect, organize, analyze, and display data (immersion only) Weaknesses 4th grade Estimations of products and quotients in appropriate situations. Relationships between operations. Order of operations (immersion only) Strengths 5th grade Connect model, number word, and number using a variety of representations. 5. Next step? (revise key strategy as needed to address identified OFIs) Benchmarks: Math Strengths: 3rd grade Immersion: Compare, describe, and classify two- and threedimensional figures, describe the path between given points on the plane, and compare and order fractions 3rd grade Traditional: Compare, describe, and classify two- and threedimensional figures, describe the path between given points on the plane and compare and order fractions. Math Weaknesses: 3rd grade Immersion: Permutations and combinations, relationships between operations, and mixed numbers and equivalent fractions. 3rd grade Traditional: Relationship between operations, fractional relationships, and estimations of products and quotients. Math Strengths: 4th grade Immersion: Two-digit multiplication, change in quantities, and rotations. 5. Next step? (revise key strategy as needed to address identified OFIs) Benchmarks: Math Strengths: 3rd grade Immersion: Extend and find missing terms of repeating and growing patterns and model and describe common equivalents 3rd grade Traditional: Extend and find missing terms of repeating and growing patterns and compare, describe and classify two and three dimensional figures. Math Weaknesses: 3rd grade Immersion: Describe the path between given points on a plane and permutations and combinations. 3rd grade Traditional: 5. Next step? (revise key strategy as needed to address identified OFIs) Identify Key Strategy (Approach) Plan 20 of 63 Principal Benchmark Math: Weaknesses 5th grade- Compare and order rational numbers. Describe, extend, and generalize numeric and geometric patterns using tables, graphs, words, and symbols. Math Focus for K-2, Deployment 2: Number sense Science Strengths: Science is being taught weekly by all classroom teachers and integrated through guided reading. Need 5th grade Benchmark data (42.2 on Benchmarks) Person(s) Responsible for ensuring the strategy is deployed during the current quarter Benchmarks in Math Cont’d. 4th grade Traditional: Two-digit by two-digit multiplication, relationships between operations, and strategies to determine area of rectangles and perimeter of plane figures Math Weaknesses: 4th grade Immersion: Reflections, solve problems by comparing two sets of related data, and describe relative position of lines using parallelism and perpendicularity. 4th grade Traditional: Reflections, strategies for multiplying and dividing numbers, and solve problems by comparing two sets of related data. Benchmarks in Math Cont’d: Use algebraic expressions, patterns, and one-step equations and inequalities to solve problems. Solve problems with data and use median, range, and mode, strategies for adding and subtracting. 5th grade Traditional: Use algebraic expressions, patterns, and one-step equations and inequalities to solve problems., measure angles using appropriate tools, Benchmarks in Math Cont’d. 3rd grade Traditional: Elapsed time and equivalent measures. Math Strengths: 4th grade Immersion: Quantities change proportionally and strategies for adding and subtracting. 4th grade Traditional: Models, words and numbers Math Weaknesses: 4th grade Immersion: Estimate sums and differences and probability/ possible outcomes 4th grade Traditional: Problem solving with perimeter and area. Math Strengths: 5th grade Immersion: Solve problems with single or multiple sets of data using median, range and mode. Plan 21 of 63 Resources Available during the current quarter (include $ encumbered and name of budget) Plan Item Bank assessments (GCS, DPI), Math Initiative curriculum, (GEMS) (GCS), Math Counts/24 technology program (3-5) (411 funds), Study Island (3-5) (411 funds), Number Worlds, K-5 (411 & textbook funds) Benchmarks Math: Strengths 3rd grade Connect model, number word, and number using a variety of representations. Strategies for adding and subtraction numbers Weaknesses 3rd grade Estimations of products and quotients in appropriate situations. Relationships between operations. Strengths 4th grade Connect model, number word and number using a variety of representations. Collect, organize, analyze, and display data (immersion only) Weaknesses 4th grade Estimations of products and quotients in appropriate situations. Relationships between operations. Order of operations (immersion only) Strengths 5th grade Connect model, number word, and number using a variety of representations. Benchmarks in Math Cont’d: and solve problems with data and use median, range, and mode, strategies for adding and subtracting. Math Weaknesses: 5th grade Immersion: Estimate sums and differences, lengths of sides and diagonals, and parallelism and perpendicularity of sides and diagonals. 5th grade Traditional: Parallelism and perpendicularity of sides and diagonals, estimate sums and differences, and lengths of sides and diagonals. Math Focus for K-2, Deployment 2: Number sense Benchmarks in Math Cont’d: Math Strengths:. 5th grade Traditional: Compare/contrast/ discuss effectiveness of different representations of the same data Math Weaknesses: 5th grade Immersion: Measurement comparisons between two systems. 5th grade Traditional: Measurement comparisons between two systems Math Focus for K-2: Number sense 22 of 63 N/A Resources Needed during the current quarter Plan Benchmark Math: Weaknesses 5th grade- Compare and order rational numbers. Describe, extend, and generalize numeric and geometric patterns using tables, graphs, words, and symbols. Math Focus for K-2, Deployment 2: Number sense N/A N/A Professional Development during the current quarter (Indicate title, content and audience) Math Initiative workshops required of all new teachers, Make and Take sessions, CF led work studies GCS and in-house SD offerings. Number Worlds. All attended by certified & classified staff. K-2 Math Tool kit, Tech course work, CIW (Marzano), Thinking Maps training, Moodle 1 and 2 for 4th grade. Consortium offerings including Spelling Their Way and selected Math wkshps. K-2 Math Tool kit part 2, Thinking Maps Follow up session, Marzano CIW, 3-5 Make and Take sessions to create materials for learning stations. Marzano: CIW K-5 Articulation Plan 23 of 63 Parent and Community (Stakeholder) Involvement during the current quarter High Five parent tutors (PTA initiative, weekly) NC A&T, Bennett College, Greensboro College, Elon, UNCG student tutors. Make and take sessions to create materials for Learning Stations. Training for Number Worlds volunteer teachers. High Five Tutoring, Mighty Helpers, Junior Achievement, (all surrounding) University connections. YWCA SOS afterschool partnership /grant All Continued All continued Plan Create the deployment plan for the current quarter Use the Quarter 1 deployment plan template below Use the Quarter 2 deployment plan template below Use the Quarter 3 deployment plan template below Use the Quarter 4 deployment plan template below Do 24 of 63 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? Study A. Principal will conduct: Classroom Walk Through, observations, weekly grade level sessions, agendas & minutes, develop schedules conducive to 90 minutes of math instruction, and review of lesson plans. CF will: Monitor, model, and manage the fidelity of daily instruction. Maintain data as prescribed by the system, and lead grade level and articualtion meetings. B. Benchmarks, teacher assessments, EOG Pre-test for 3rd grade, Star /Study Island assessments/skill practice, teacher data collection on success and mastery of Learning Stations goals. C. (See B)…plus teacher, student, and parent input/reflections on skill building activities. A. For all goals, teacher tests and assessments, Benchmarks, DIBELS, DRA, EDL, Study Island assessments. STAR assessments for math. 5th grade Science Benchmarks B. Data team along with CF and administrators will B. Data team along B. Data team along analyze and compare with CF and with CF and all data and make administrators will administrators will analyze and compare analyze and compare proposals for alignment where all data and make all data and make needed. proposals for proposals for alignment where alignment where C. Student needed. needed. achievement data, CWT, CF monitoring C. Student C. Student of classroom achievement data, achievement data, CWT, CF monitoring CWT, CF monitoring environment, MGM discussions, of classroom of classroom feedback, and environment, MGM environment, MGM reflections discussions, discussions, feedback, and feedback, and reflections reflections       A. For all goals, teacher tests and assessments, Benchmarks, DIBELS, DRA, EDL, Study Island assessments. STAR assessments for math. 5th grade Science Benchmarks A. For all goals, teacher tests and assessments, DIBELS, DRA, EDL, Study Island assessments. STAR assessments for math. A B.          C.          25 of 63 5. What does the data tell us? 6. Not tell us? 7. Celebration(s) ? 8. OFIs? Data needs to be fine tuned as to Magnet vs. non-Magnet needs; some are quite obvious but over all 15 to 20 points higher than non-Magnet group. Students are aware of their strengths and weaknesses. Teachers are reviewing with them what the data means and in grades 3-5 students are making data notebooks or folders. 5. What does 5. What does the data tell us? the data tell us? 6. Not tell us? 6. Not tell us? 7. Celebration(s) 7. Celebration(s)? 8. OFIs ? 8. OFIs?       Students are aware of their strengths and weaknesses. Teachers are reviewing with them what the data means and in grades 3-5 students are making data notebooks or folders.       5. What does the data tell us? 6. Not tell us? 7. Celebration(s)? 8. OFIs?       5. What does the data tell us? 6. Not tell us? 7. Celebration(s)? 8. OFIs?       Report the data from the current quarter deployment plan and use the data questions to analyze the results Study 26 of 63 YES If yes, change target goal in order to further impact the overall goal X NO If no, check the appropriate action below: Act/Plan Target Goal Met? X Continue current strategy and update deployment plan for next Qtr Continue current strategy, but improvements to deployment plan Abandon current strategy and identify new strategy YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy 27 of 63 Steps #1 Quarter 1 Math Deployment Plan 90 minutes of daily math, non-negotiable. Kindergartensecond grade 60 minutes of teacher directed problembased math and 30 minutes of math “play/learning” stations. Third-fifth grade, 90-120 minutes of direct instruction, problem-solving, learning stations, technology, and small group activities. Departmentalization of traditional grades 3-5 (math and science 120 minutes total) Person(s) Responsible PrincipaL, CF, Classroom teachers Measure(s) Teacher made assessments, STAR assessments. Item Bank Questions, Benchmarks Action Step Completion Date June 10, 2009 #2 Principal, 3-5 traditional teachers, CF #3 Rotations of math stations with built-in student assessments.          Classroom teachers, CF #4 Immersion teachers will tutor/co-teach for 60 minutes with K-5 traditional teachers Monthly in-house staff development (4th Monday of the month) focusing on needs teachers have identified a weakness. Sessions will be presented for "beginners" to "advanced" to better meet individual needs of each teacher. This will also include parent workshops so they may better assist teachers (make and take and how to "tutor"). Number Worlds hands-on math activities for first grade traditional students with a focus on building number sense. Principal, Immersion teachers, Traditional teachers, CF Principal, CF, Math teacher leaders #5 Teacher made assessments, STAR assessments. Item Bank Questions, Benchmarks Teacher made assessments, STAR assessments. Item Bank Questions, Benchmarks Teacher made assessments, STAR assessments. Item Bank Questions, Benchmarks Teacher lesson plans and reflections, Attendance/Volunteer logs June 10, 2009 June 10, 2009 June 10, 2009 June 10, 2009 Principal, EC teacher, traditional teachers #6 Teacher made assessments, STAR assessments. Item Bank Questions, Benchmarks June 10, 2009 28 of 63 Steps #1 Quarter 2 Math Deployment Plan 90 minutes of daily math, non-negotiable. Kindergartensecond grade 60 minutes of teacher directed problembased math and 30 minutes of math “play/learning” stations. Third-fifth grade, 90-120 minutes of direct instruction, problem-solving, learning stations, technology, and small group activities. Departmentalization of traditional grades 3-5 (math and science 120 minutes total) Rotations of math stations with built-in student assessments.          Immersion teachers will tutor/co-teach for 60 minutes with K-5 traditional teachers Monthly in-house staff development (4th Monday of the month) focusing on needs teachers have identified weaknesses. Sessions will be presented for "beginners" to "advanced" to better meet individual needs of each teacher. Parent workshops will be developed to better assist teachers. Number World research based intervention for K-5 students with a focus on building number sense. Person(s) Responsible Principal, CF, Classroom teachers Measure(s) Teacher made tests, STAR assessments, Benchmarks Action Step Completion Date June 10, 2009 #2 Principal, 3-5 traditional teachers, CF Classroom teachers, CF #3 #4 #5 Principal, Immersion teachers, Traditional teachers, CF Principal, CF, Math teacher leaders Teacher made tests, STAR assessments, Benchmarks Teacher made tests, STAR assessments, Benchmarks Teacher made tests, STAR assessments, Benchmarks Teacher lesson plans, Attendance/Volunteer logs, Agendas, CWT June 10, 2009 June 10, 2009 June 10, 2009 June 10, 2009 #6 Principal, EC teacher, traditional teachers Teacher made assessments, STAR assessments. Item Bank Questions, Benchmarks June 10, 2009 Steps #1 Quarter 3 Deployment Plan 90 minutes of daily math, non-negotiable. Kindergarten-second grade 60 minutes of teacher directed problem-based math and 30 minutes of math “play/learning” stations. Third-fifth grade, 90-120 minutes of direct instruction, problem-solving, learning stations, technology, and small group activities. Departmentalization of traditional grades 3-5 (math and science 120 minutes total) Person(s) Responsible Principal, CF, Classroom teachers Measure(s) Teacher made tests, STAR assessments, Benchmarks Teacher made tests, STAR assessments, Benchmarks Action Step Completion Date June 10, 2009 #2 Principal, 3-5 traditional teachers, CF June 10, 2009 29 of 63 #3 Rotations of math stations with built-in student assessments. Classroom teachers, CF #4 Immersion teachers will tutor/co-teach for 60 minutes with K-5 traditional teachers Monthly in-house staff development (4th Monday of the month) focusing on needs teachers have identified weaknesses. Sessions will be presented for "beginners" to "advanced" to better meet individual needs of each teacher. Parent workshops will be developed to better assist teachers. Number World research based intervention for K-5 students with a focus on building number sense. Principal, Immersion teachers, Traditional teachers, CF Principal, CF, Math teacher leaders #5 #6 Principal, EC teacher, traditional teachers #7 #8 SLAMAR (Successful Language Arts Mathematics Acceleration Remediation) Students in grades 3-5 will participate in individualized small group mathematics instruction four times a week for thirty minutes. First in Math an internet based math skills practice program for children in grades 3-5. Teachers, CF, Principal, English teachers, EC and Specialists Teachers, CF, AL Teacher, Technology teacher Teacher made tests, STAR assessments, Benchmarks Teacher made tests, STAR assessments, Benchmarks Teacher lesson plans, Attendance/Volunte er logs, Agendas, CWT Teacher made assessments, STAR assessments. Item Bank Questions, Benchmarks Teacher made assessments, Benchmark information Internet based assessments June 10, 2009 June 10, 2009 June 10, 2009 June 10, 2009 April 6 until May 15, 2009 June 10, 2009 Steps #1 Quarter 4 Deployment Plan 90 minutes of daily math, non-negotiable. Kindergarten-second grade 60 minutes of teacher directed problem-based math and 30 minutes of math “play/learning” stations. Third-fifth grade, 90-120 minutes of direct instruction, problem-solving, learning stations, technology, and small group activities. Departmentalization of traditional grades 3-5 (math and science 120 minutes total) Person(s) Responsible Principal, CF, Classroom teachers Measure(s) Teacher made tests, STAR assessments, Benchmarks Teacher made tests, STAR assessments, Benchmarks Teacher made Action Step Completion Date June 10, 2009 #2 Principal, 3-5 traditional teachers, CF Classroom June 10, 2009 #3 Rotations of math stations with built-in student assessments. June 10, 2009 30 of 63 Goals, Strategies, Monitoring and Budget teachers, CF tests, STAR assessments, Benchmarks Teacher made tests, STAR assessments, Benchmarks Teacher lesson plans, Attendance/Volunte er logs, Agendas, CWT Teacher made assessments, STAR assessments. Item Bank Questions, Benchmarks Teacher made assessments, Benchmark information Internet based assessments #4 Immersion teachers will tutor/co-teach for 60 minutes with K-5 traditional teachers Monthly in-house staff development (4th Monday of the month) focusing on needs teachers have identified weaknesses. Sessions will be presented for "beginners" to "advanced" to better meet individual needs of each teacher. Parent workshops will be developed to better assist teachers. Number World research based intervention for K-5 students with a focus on building number sense. Principal, Immersion teachers, Traditional teachers, CF Principal, CF, Math teacher leaders June 10, 2009 #5 June 10, 2009 #6 Principal, EC teacher, traditional teachers June 10, 2009 #7 #8 SLAMAR (Successful Language Arts Mathematics Acceleration Remediation) Students in grades 3-5 will participate in individualized small group mathematics instruction four times a week for thirty minutes. First in Math an internet based math skills practice program for children in grades 3-5. Teachers, CF, Principal, English teachers, EC and Specialists Teachers, CF, AL Teacher, Technology teacher April 6 until May 15, 2009 June 10, 2009 31 of 63 Overall SMART Goal: By 2011, students in K-5 will increase in science proficiency by 10% as measured by teacher assessments, benchmark data, and EOG test scores.          Target SMART Goal/Measure: By June 2009, the percentage of students in grade 5 who score proficient in science will increase by 10% points from the 42.2 (EOG 07-08 report) to 52.2%, as measured by teacher assessments, predictive assessments, benchmark data, and EOG test scores. 2008-2009 Benchmarks (5th grade) 2007-2008 EOG 42.2 % of students at Level III and IV BM 1 46.8% Total Trad. 39.8% Imm. 50.16% BM 2 Traditional – 51.2% Immersion – 58% BM 3 Traditional – 52% Immersion – 58.2% 32 of 63 QUARTERLY ACTION PLAN Quarter 1 9. What does the data tell us? 10. Not tell us? 11. Celebration( s)? 12. OFIs? The data tells us that Jones students, in both traditional and immersion 5th grade classes, performed at a below standard level on all four quarterly benchmark tests. Data was provided by the state for 2007 Science EOG which showed Jones was at the 55% (proficiency). No data are currently available for grades K-4. No data is available for subgroups in 5th grade. Quarter 2 Based on analysis from the previous quarter, adjust strategy and deployment plan as needed. The data tells us that Jones students in both 5th grade traditional and immersion classrooms performed above the district level as indicated by 2nd quarter Benchmark. Quarter 3 Based on analysis from the previous quarter, adjust strategy and deployment plan as needed.       Quarter 4 Based on analysis from the previous quarter, adjust strategy and deployment plan as needed.       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 33 of 63 5. Next step? (Identify key strategy or approach) Implement inquiry-based, hands on approach to science in grades K-5 utilizing experiments and application of the scientific method during goal specific, weekly science lesson . Identify Key Strategy (Approach) Plan 5. Next step? Science Strengths: Science is being taught weekly by all classroom (grade levels) teachers and integrated through guided reading. Weakness: Continued focus is needed on hands-on science as well as inquiry based approach to teaching and investigation. 5. Next step? (revise key strategy as needed to address identified OFIs) Science Strengths: All grade levels: Science is being taught weekly by all classroom (grade levels) teachers and integrated through guided reading. 5th grade Immersion: Determine that an unbalanced force is needed to move an object or change its direction and friction. 5th grade Traditional: Determine how people use simple machines to solve problems. Science Weaknesses: All grade levels: Continued focus is needed on hands-on science as well as inquiry based approach to teaching and investigation 5th grade Immersion: Determine the motion of an object by following and measuring its position over time, devise tests, and momentum. 5th grade Traditional: Determine the motion of an object by following and measuring its position over time, Inertia, and evaluate how pushing or pulling forces can change the position and motion of an object. 5. Next step? (revise key strategy as needed to address identified OFIs) Science Strengths: All grade levels: Science is being taught weekly by all classroom (grade levels) teachers and integrated through guided reading. 5th grade Immersion: Wind and Deltas 5th grade Traditional: Clearing land and building dams Science Weaknesses: All grade levels: Continued focus is needed on hands-on science as well as inquiry based approach to teaching and investigation 5th grade Immersion: Gravity and flood plains 5th grade Traditional: Planting vegetation and effects of flow of water and slope of land on erosion. 5. Next step? (revise key strategy as needed to address identified OFIs)       34 of 63 Person(s) Principal, CF Responsible for ensuring the strategy is deployed during the current quarter GCS Science Kits, Science A-Z, Study Island, Item Bank Assessments, GCS Quarterly Curriculum Maps, Science Resources Manipulatives Available (PTA funds & during the 411), K-5 incurrent quarter class Mad (include $ Science encumbered sessions and and name of after-school budget) program, DESTINY mobile science laboratory from UNC-Chapel Hill, presentations by NC Zoological Zoo staff. Principal, CF, Classroom teachers Principal, CF, Classroom Teachers Plan Principal, CF, Classroom Teachers See Quarter 1 GCS Science Kits, Science A-Z, Study Island, Item Bank Assessments, GCS Quarterly Curriculum Maps, Science Manipulatives (PTA funds & 411), K-5 in-class Mad Science sessions and after-school program Science A-Z, Study Island, Item Bank Assessments, GCS Quarterly Curriculum Maps, Science Manipulatives (PTA funds & 411 Plan 35 of 63 Resources needed during the current quarter Additional kits, at least one per See Quarter 1 grade level to be purchased either with textbook funds or allotted GCS budget, for grades K-5. Inservice for (said) Kits’ training. Funding for presentations by NC Zoological Zoo. PTA Science Kit funding and assembly, Science Family Fun Night, Jones and GCS Science Fairs, Instructors from Mad Science, NC Zoological Zoo in Asheboro, and UNC-Chapel Hill DESTINY Funding for Science manipulatives Funding for Science manipulatives Plan Parent and Community (Stakeholder) Involvement during the current quarter Science kits Mad Scientists developed, Mad continued Science cont. in the spring, UNC Chapel Hill Destiny NA Plan Create the deployment plan for the current quarter Use the Quarter 1 deployment plan template below Use the Quarter 2 deployment plan template below Use the Quarter 3 deployment plan template below Use the Quarter 4 deployment plan template below Do 36 of 63 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. Principal will conduct: Classroom Walk Through, observations, weekly grade level sessions, agendas & minutes, and review of plans. CF will: Monitor, model, and manage the fidelity of daily instruction. Maintain data as prescribed by the system, and lead grade level and articulation meetings. B. GCS Quarterly Benchmarks, teacher assessments, student science journals C. NC Science EOG results, GCS Quarterly Benchmarks, teacher and parent input and reflections, projects/experiments. A. For all goals, teacher tests and assessments, Benchmarks, DIBELS, DRA, EDL, Study Island assessments. STAR assessments for math. 5th grade Science Benchmarks B. Data team along with CF and administrators will analyze and compare all data and make proposals for alignment where needed. C. Student achievement data, CWT, CF monitoring of classroom environment, MGM discussions, feedback, and reflections. A. For all goals, teacher tests and assessments, Benchmarks, DIBELS, DRA, EDL, Study Island assessments. STAR assessments for math. 5th grade Science Benchmarks B. Data team along with CF and administrators will analyze and compare all data and make proposals for alignment where needed. C. Data team along with CF and administrators will analyze and compare all data and make proposals for alignment where needed. A A. A. For all goals, teacher tests and B.          assessments, DIBELS, DRA, C. EDL, Study Island assessments. STAR assessments for math, EOG data B. Data team along with CF and administrators will analyze and compare all data and make proposals for alignment where needed. C. Data team along with CF and administrators will analyze and compare all data and make proposals for alignment where needed. Study 37 of 63 Report the data from the current quarter deployment plan and use the data questions to analyze the results Study 9. What does the data tell us? 10. Not tell us? 11. Celebration(s)? 12. OFIs?       9. What does the data tell us? 10. Not tell us? 11. Celebration( s)? 12. OFIs?       9. What does the data tell us? 10. Not tell us? 11. Celebration(s) ? 12. OFIs       9. What does the data tell us? 10. Not tell us? 11. Celebration(s) ? 12. OFIs?       9. What does the data tell us? 10. Not tell us? 11. Celebrati on(s)? 12. OFIs?       38 of 63 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: YES If yes, change target goal in order to further impact the overall goal YES If yes, change target goal in order to further impact the overall goal Target Goal Met? NO If no, check the appropriate action below: X Continue current Continue strategy and update current strategy deployment plan for and update deployment plan for next Qtr Continue current next Qtr Continue current strategy, but make strategy, but make improvements to improvements to deployment plan Abandon current deployment plan Abandon strategy and current strategy identify new and identify new strategy strategy NO If no, check the appropriate action NO If no, below: check the appropriate Continue action below: current strategy and update Continue deployment plan current for next Qtr strategy and Continue update current strategy, deployment but make plan for next improvements to Qtr Continue deployment plan Abandon current current strategy strategy, but make and identify new improvements strategy to deployment plan Abandon current strategy and identify new strategy YES If yes, change target goal in order to further impact the overall goal Act/Plan 39 of 63 Quarter 1 Science Deployment Plan #1 Weekly hands-on activities/experiments developed by the teachers that are inquirybased and utilize the scientific method.          Person(s) Responsible Principal, Curriculum Facilitator, and Teachers Measure(s) Teacher made assessments, Benchmark, Study Island Assessment, Science A-Z Teacher made vocabulary usage assessments Sample journals Action Step Completion Date September 5, 2008 to June 10, 2009 #2 #3 #4 Dual language content area word walls that address science and math essential vocabulary for the GCS Literacy Framework. Science Journal will be kept by all students in grades K-5. This is not to be a journal of definitions and questions only but will be used to gather data and observations from handson science activities. Monthly web quests during technology cultural arts classes Teachers, Curriculum Facilitator Classroom teachers and students September 5, 2008 to June 10, 2009           September 5, 2008 to June 10, 2009 Tech teacher and classroom teacher Work/Research/ Project samples October 1, 2008 to June 10, 2009          #5 Quarterly Science Kit explorations with lesson plan, data charts, equipment and supplies included. Lessons will incorporate reading and math goals and objectives. Principal, PTA, Curriculum Facilitator, and Selected Classroom Teachers Departmentalization of traditional grades 3-5 (math and science 120 minutes total) #6 Principal and 3-5 traditional and selected immersion teachers #7 Mad Science after school workshop for students          Mad Science instructors, Teachers, parents, and students Teacher made assessments, Item Bank Questions, Benchmarks, 08 EOG Teacher made assessments, Item Bank Questions, Benchmarks, 08 EOG Evaluation at end of sessions. November 15, 2008 to June 10, 2009 August 28, 2008 to June 10, 2009 September 24, 2008 to April 2009 40 of 63 #8 Presentations by NC Zoological Zoo staff and UNC-Chapel Hill DESTINY scientists. Principal, guest instructors, Teachers and CF #9 Assembly and applications of unit-based science kits, complete with lessons and supplies Principal, CF, teachers, parent volunteers Teacher made assessments, Item Bank Questions, Benchmarks, 08 EOG IGPs, Teacher made assessments, Item Bank Questions, 5th grade Benchmarks, 08 EOG November 2008 November 1, 2008 to June 10, 2008 Steps #1 Quarter 2 Science Deployment Plan Weekly hands-on activities/experiments developed by the teachers that are inquirybased and utilize the scientific method.          Person(s) Responsible Principal, Curriculum Facilitator, and Teachers Measure(s) Teacher made tests, (5th grade) Benchmark, Study Island Assessments for 3-5, Science A-Z tools, Lesson Plans Vocabulary applications, tests, lesson plans, CWT Sample journals Action Step Completion Date September 5, 2008 to June 10, 2009 #2 #3 #4 Dual language content area word walls that address science and math essential vocabulary for the GCS Literacy Framework. Science Journal will be kept by all students in grades K-5. This is not to be a journal of definitions and questions only but will be used to gather data and observations from hands-on science activities. Monthly web-quests during technology cultural arts classes (School prepared) Quarterly Science Kit explorations with lesson plan, data charts, equipment and supplies included. Lessons will incorporate reading and math goals. 41 of 63 Teachers, Curriculum Facilitator Classroom teachers and students September 5, 2008 to June 10, 2009 September 5, 2008 to June 10, 2009 Tech teacher and classroom teacher Principal, PTA, Curriculum Facilitator, and Selected Classroom Teachers Work/Research/ Project samples Teacher made assessments/tests, science displays, IGPS requirement #5 January 1, 2008 to June 10, 2009 January 1, 2009 to June 10, 2009 #6 Departmentalization of traditional grades 3-5 (math and science 120 minutes total) Presentations by NC Zoological Zoo staff and UNC-Chapel Hill DESTINY scientists. OPTIONAL Mad Science weekly offering in the afternoons Use of 5th grade science kits Principal and 3-5 traditional PTA, Principal, guest instructors, Teachers and CF PTA Principal, 5th grade teachers, GCS CIN dept. #7 Teacher made assessments/tests, (5th grade) Benchmarks Evaluation at end of sessions. Evaluations 5th grade Benchmarks Study Island questions and assessments August 28, 2008 to June 10, 2009 January 1, 2009April 2009 December 2008May 2009 November 1, 2008 to June 10, 2008 #8 #9 Steps #1 Quarter3 Deployment Plan Weekly hands-on activities/experiments developed by the teachers that are inquiry-based and utilize the scientific method.          Person(s) Responsible Principal, Curriculum Facilitator, and Teachers Measure(s) Teacher made tests, (5th grade) Benchmark, Study Island Assessments for 3-5, Science A-Z tools, Lesson Plans Vocabulary applications, tests, lesson plans, CWT Sample journals Action Step Completion Date September 5, 2008 to June 10, 2009 #2 Dual language content area word walls that address science and math essential vocabulary for the GCS Literacy Framework. Science Journal will be kept by all students in grades K-5. This is not to be a journal of definitions and questions only but will be used to gather data and observations from hands-on science activities. Monthly web-quests during technology cultural arts classes Teachers, Curriculum Facilitator Classroom teachers and students Tech teacher and classroom teacher Principal, PTA, Curriculum Facilitator, and September 5, 2008 to June 10, 2009 September 5, 2008 to June 10, 2009 January 1, 2008 to June 10, 2009 January 1, 2009 to June 10, 2009 #3 #4 Work/Research/ Project samples Teacher made assessments/tests , science displays, #5 (School prepared) Quarterly Science Kit explorations with lesson plan, data charts, equipment and supplies included. Lessons will incorporate reading and math goals. 42 of 63 #6 Departmentalization of traditional grades 3-5 (math and science 120 minutes total) Selected Classroom Teachers Principal and 3-5 traditional IGPS requirement #7 Presentations by NC Zoological Zoo staff #8 #9 OPTIONAL Mad Science weekly offering in the afternoons Use of 5th grade science kits explorations with lesson plan, data charts, equipment and supplies included. Lessons will incorporate reading and math goals. Fifth Grade Sound to Sea fieldtrip to the Trinity Center at the NC coast PTA, Principal, guest instructors, Teachers and CF PTA Teacher made assessments/tests , (5th grade) Benchmarks Evaluation at end of sessions. Evaluations August 28, 2008 to June 10, 2009 January 1, 2009April 2009 January 2009 February 26, 2009 November 1, 2008 to June 10, 2008 #10 Principal, 5th grade 5th grade teachers, GCS Benchmarks CIN dept. Teacher made assessments th Principal, CF, 5 Teacher grade teachers Observation, Assessments February 17-19, 2009 Steps #1 Quarter 4 Deployment Plan Weekly hands-on activities/experiments developed by the teachers that are inquiry-based and utilize the scientific method.          Person(s) Responsible Principal, Curriculum Facilitator, and Teachers Measure(s) Teacher made tests, (5th grade) Benchmark, Study Island Assessments for 3-5, Science A-Z tools, Lesson Plans Vocabulary applications, tests, lesson plans, CWT Sample journals Action Step Completion Date September 5, 2008 to June 10, 2009 #2 Dual language content area word walls that address science and math essential vocabulary for the GCS Literacy Framework. Science Journal will be kept by all students in grades K-5. This is not to be a journal of definitions and questions only but 43 of 63 Teachers, Curriculum Facilitator Classroom teachers and September 5, 2008 to June 10, 2009 September 5, 2008 to June 10, #3 #4 will be used to gather data and observations from hands-on science activities. Monthly web-quests during technology cultural arts classes students Tech teacher and classroom teacher Principal, PTA, Curriculum Facilitator, and Selected Classroom Teachers Principal and 3-5 traditional Work/Research/ Project samples Teacher made assessments/tests , science displays, IGPS requirement 2009 January 1, 2008 to June 10, 2009 January 1, 2009 to June 10, 2009 #5 (School prepared) Quarterly Science Kit explorations with lesson plan, data charts, equipment and supplies included. Lessons will incorporate reading and math goals. #6 Departmentalization of traditional grades 3-5 (math and science 120 minutes total) Teacher made assessments/tests , (5th grade) Benchmarks August 28, 2008 to June 10, 2009 44 of 63 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 Beatriz M. Jones Matthew C. Wells Mariana Perozo Maria Mosquera Mireya Hernandez Jones Sandra Perez Betsy Roman Pilar Suarez Dorta Crystal Cox Lisa Pore Meredith M. Holmes Julia Geniac Paula Murphy Michele Alvarino Chris Coughlin Lenae Harris           Signatures are on file. Position or Role Principal Assistant Principal Teacher Teacher Teacher Teacher Teacher Teacher Guidance Counselor Curriculum Facilitator EC Teacher Teacher Assistant PTA President Parent Parent Parent On File On File On File On File On File On File On File On File On File On File On File On File On File On File On File On File Signature 9/29/08 9/30/08 9/30/08 9/30/08 9/30/08 9/30/08 9/29/08 9/29/08 9/29/08 9/29/08 9/29/08 9/29/08 9/30/08 10/1/08 10/2/08 10/2/08 Date 45 of 63 Approvals Approved by Staff:          Date of Approval by Staff: September 29, 2008 Principal’s Signature: _________________________________ Results (% Approval): 100% Date: 9/29/08 Approved By Division of Academic Improvement Instructional Improvement Officer’s Signature: On File Date: 9-29-08 Approved by GCS Board of Education Date:           46 of 63 Quarterly Review Team Members Signatures The following team members collaborated with school staff to review the School Improvement Plan for our school: Name Beatriz M. Jones Matthew C. Wells Mariana Perozo Maria Mosquera Mireya Hernandez Jones Sandra Perez Betsy Roman Pilar Suarez Dorta Crystal Cox Lisa Pore Meredith M. Holmes Julia Geniac Paula Murphy Michele Alvarino Chris Coughlin Lenae Harris Position or Role Principal Assistant Principal Teacher Teacher Teacher Teacher Teacher Teacher Guidance Counselor Curriculum Facilitator EC Teacher Teacher Assistant PTA President Parent Parent Parent On File On File On File On File On File On File On File On File On File On File On File On File On File On File On File On File Signature Date November 3, 2008 November 3, 2008 November 3, 2008 November 3, 2008 November 3, 2008 November 3, 2008 November 3, 2008 November 3, 2008 November 3, 2008 November 3, 2008 November 3, 2008 November 3, 2008 November 3, 2008 November 3, 2008 November 3, 2008 November 3, 2008 Signatures are on file. 47 of 63 Action Plan for Healthy Students in Safe, Orderly and Caring Schools LEA: Guilford County Schools School: Jones School          Strategic Priority: Healthy Students in Safe, Orderly and Caring Schools (Healthy Active Children (HAC) Policy, #HSP-S-000) Please record your action steps. Not Yet Addressed Strategy Ensure all students have recess and / or physical activity during the school day and that it is not taken away as punishment. Indicate if this is in progress or not yet addressed. (What is your plan?) N/A In Progress (Please describe.) Need Assistance (Please describe.) NA (Provide explanation.) N/A NC State Board Policy HSP- N/A S000 is shared at the beginning of the year with all faculty. Staff will turn in daily schedules that reflect a recess period or fitness training time of at least 30 minutes each day. Recess is protected and not held as part of disciplinary measure. 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 180day school year. Implement a coordinated school health program. Indicate if this is in    XX Yes No Time over 180 days One period of PE per week is provided for each class @ 45 minutes each. 5896.8 minutes    XX One 45 minute period of “Project Fit America” weekly as recess of at least 30 minutes. 7344 minutes. 48 of 63 progress or not yet addressed. Strategy Not Yet Addressed 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.    XX At Our School We have a School Health Advisory Council. Check all that apply.           XX In Our LEA XX Unsure     Need Assistance (Please describe.) 49 of 63 What other areas of Coordinated School Health Programs are you working on implementing in your school? Please explain. We participate in several community endeavors such as Jump Rope for Heart and Relay for Life. We have in our Family Handbook that snacks are to be healthy and suggestions are given. Classroom parties are monitored for “junk” food. Teachers are supporting this stance through weekly newsletter reminders and websites. Screenings: We have a school nurse who screens children for vision and our speech pathologist screens for hearing problems and make necessary referrals. Eyeglasses project: We have teamed with Sam’s club to provide optometrist’s appointments for children who are identified. Glasses are provided for free to children at Jones who are enrolled in the program. Many of our teachers and assistants are trained in Project Fit America and take their classes out at least once a week. This program, combined with the President’s Council on Physical Fitness provides measurable goals for our students to work towards. Benchmarks are taken in October and students are put through the courses and runs in May for a comparison. The students are encouraged to work towards appropriate goals, with outstanding performances in all grade levels posted in the hallways. The Jump Rope for Heart program is part of the Jones program. Children practice throughout the year, as classes have jump-ropes that they use during recess and even when it is raining in indoor spaces, and then compete against each other. Our school counselor and school social worker work with families to help provide needed physical and mental health services. Need Assistance (Please describe.)       50 of 63 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. 51 of 63 When will it be done? What will be done? Who will be in charge? What are the needed resources (including staff development)? What are the costs What are success indicators? Continue Responsible Discipline Program with a higher focus on our Character Education program. Implement a graduated program of alternative placement and intervention Conflict Resolution Class Character Education Committee, Guidance Counselor, Assistant Principal Assistant Principal, IST 2008-2009 school year Project Wisdom, Selected curriculum, selected literacy $500 Positive student and teacher behaviors in the classrooms and school. September 2008 Alternative Learning Center, counselor, and social worker N/A Reduced number of referrals and suspensions Guidance counselor Spring 2009 Counselor, curriculum, staff development Refreshments, printed materials $500 Fewer referrals of participants; de-escalation of negative behaviors Dialogue and participation of parents in setting school climate. Parent understanding and support of expectations Targeted interventions to address individual needs of students, coordination with special services. “Intensive” or identified students are able to remain in class and participate in instructional program. Increased civic awareness and participation. Principal Coffees Principal and PTA Twice a year $250 IST Referral process IST Committee, Administrators Ongoing. Team meets every week (Wednesday) Selected staff provide resources when student behavior presents a significant challenge Ongoing. IST training for new members. Provided by GCS Coordinated work with district and school based Crisis Teams Safety Patrols Administrators, Guidance Counselor Social Worker Crisis Team members Guidance Counselor Behavior specialists Central Office Support leaders Provided by GCS Training and leadership provided by GC and selected team leaders 52 of 63 Continue Responsible Discipline Program with a higher focus on our Character Education program. Implement a graduated program of alternative placement and intervention Conflict Resolution Class Character Education Committee, Guidance Counselor, Assistant Principal Assistant Principal, IST 2008-2009 school year Project Wisdom, Selected curriculum, selected literacy $500 Positive student and teacher behaviors in the classrooms and school. September 2008 Alternative Learning Center, counselor, and social worker N/A Reduced number of referrals and suspensions $500 Fewer referrals of participants; deescalation of negative behaviors Dialogue and participation of parents in setting school climate. Parent understanding and support of expectations Targeted interventions to address individual needs of students, coordination with special services. “Intensive” or identified students are able to remain in class and participate in instructional program. Increased civic awareness and participation. Guidance counselor Spring 2009 Counselor, curriculum, staff development Refreshments, printed materials Principal Coffees Principal and PTA Twice a year $250 IST Referral process IST Committee, Administrators Ongoing. Team meets every week (Wednesday) IST training for new members. Provided by GCS Coordinated work with district and school based Crisis Teams Administrators, Guidance Counselor Social Worker Crisis Team members Guidance Counselor Selected staff provide resources when student behavior presents a significant challenge Ongoing. Behavior specialists Central Office Support leaders Provided by GCS Safety Patrols Training and leadership provided by GC and selected team leaders 53 of 63 Continue Responsible Discipline Program with a higher focus on our Character Education program. Implement a graduated program of alternative placement and intervention Conflict Resolution Class Character Education Committee, Guidance Counselor, Assistant Principal Assistant Principal, IST 2008-2009 school year Project Wisdom, Selected curriculum, selected literacy $500 Positive student and teacher behaviors in the classrooms and school. September 2008 Alternative Learning Center, counselor, and social worker N/A Reduced number of referrals and suspensions $500 Fewer referrals of participants; deescalation of negative behaviors Dialogue and participation of parents in setting school climate. Parent understanding and support of expectations Targeted interventions to address individual needs of students, coordination with special services. “Intensive” or identified students are able to remain in class and participate in instructional program. Increased civic awareness and participation. Guidance counselor Spring 2009 Counselor, curriculum, staff development Refreshments, printed materials Principal Coffees Principal and PTA Twice a year $250 IST Referral process IST Committee, Administrators Ongoing. Team meets every week (Wednesday) IST training for new members. Provided by GCS Coordinated work with district and school based Crisis Teams Administrators, Guidance Counselor Social Worker Crisis Team members Guidance Counselor Selected staff provide resources when student behavior presents a significant challenge Ongoing. Behavior specialists Central Office Support leaders Provided by GCS Safety Patrols Training and leadership provided by GC and selected team leaders 54 of 63 Continue Responsible Discipline Program with a higher focus on our Character Education program. Implement a graduated program of alternative placement and intervention Conflict Resolution Class Character Education Committee, Guidance Counselor, Assistant Principal Assistant Principal, IST 2008-2009 school year Project Wisdom, Selected curriculum, selected literacy $500 Positive student and teacher behaviors in the classrooms and school. September 2008 Alternative Learning Center, counselor, and social worker N/A Reduced number of referrals and suspensions $500 Fewer referrals of participants; deescalation of negative behaviors Dialogue and participation of parents in setting school climate. Parent understanding and support of expectations Targeted interventions to address individual needs of students, coordination with special services. “Intensive” or identified students are able to remain in class and participate in instructional program. Increased civic awareness and participation. Guidance counselor Spring 2009 Counselor, curriculum, staff development Refreshments, printed materials Principal Coffees Principal and PTA Twice a year $250 IST Referral process IST Committee, Administrators Ongoing. Team meets every week (Wednesday) IST training for new members. Provided by GCS Coordinated work with district and school based Crisis Teams Safety Patrols Administrators, Guidance Counselor Social Worker Crisis Team members Guidance Counselor Selected staff provide resources when student behavior presents a significant challenge Ongoing. Behavior specialists Central Office Support leaders Provided by GCS Training and leadership provided by GC and selected team leaders 55 of 63 Continue Responsible Discipline Program with a higher focus on our Character Education program. Implement a graduated program of alternative placement and intervention Conflict Resolution Class Character Education Committee, Guidance Counselor, Assistant Principal Assistant Principal, IST 2008-2009 school year Project Wisdom, Selected curriculum, selected literacy $500 Positive student and teacher behaviors in the classrooms and school. Reduced number of referrals and suspensions September 2008 Alternative Learning Center, counselor, and social worker N/A Guidance counselor Spring 2009 Counselor, curriculum, staff development Refreshments, printed materials $500 Principal Coffees Principal and PTA Twice a year $250 IST Referral process IST Committee, Administrators Ongoing. Team meets every week (Wednesday) IST training for new members. Provided by GCS Coordinated work with district and school based Crisis Teams Administrators, Guidance Counselor Social Worker Crisis Team members Guidance Counselor Selected staff provide resources when student behavior presents a significant challenge Ongoing. Behavior specialists Central Office Support leaders Provided by GCS Safety Patrols Training and leadership provided by GC and selected team leaders Fewer referrals of participants; deescalation of negative behaviors Dialogue and participation of parents in setting school climate. Parent understanding and support of expectations Targeted interventions to address individual needs of students, coordination with special services. “Intensive” or identified students are able to remain in class and participate in instructional program. Increased civic awareness and participation. 56 of 63 Continue Responsible Discipline Program with a higher focus on our Character Education program. Implement a graduated program of alternative placement and intervention Conflict Resolution Class Character Education Committee, Guidance Counselor, Assistant Principal Assistant Principal, IST 2008-2009 school year Project Wisdom, Selected curriculum, selected literacy $500 Positive student and teacher behaviors in the classrooms and school. September 2008 Alternative Learning Center, counselor, and social worker N/A Reduced number of referrals and suspensions Guidance counselor Spring 2009 Counselor, curriculum, staff development $500 Principal Coffees Principal and PTA Twice a year Refreshments, printed materials $250 IST Referral process IST Committee, Administrators Ongoing. Team meets every week (Wednesday) IST training for new members. Provided by GCS Coordinated work with district and school based Crisis Teams Administrators, Guidance Counselor Social Worker Crisis Team members Guidance Counselor Selected staff provide resources when student behavior presents a significant challenge Ongoing. Behavior specialists Central Office Support leaders Provided by GCS Safety Patrols Training and leadership provided by GC and selected team leaders Fewer referrals of participants; deescalation of negative behaviors Dialogue and participation of parents in setting school climate. Parent understanding and support of expectations Targeted interventions to address individual needs of students, coordination with special services. “Intensive” or identified students are able to remain in class and participate in instructional program. Increased civic awareness and participation. 57 of 63 Continue Responsible Discipline Program with a higher focus on our Character Education program. Implement a graduated program of alternative placement and intervention Conflict Resolution Class Principal Coffees Character Education Committee, Guidance Counselor, Assistant Principal Assistant Principal, IST 2008-2009 school year Project Wisdom, Selected curriculum, selected literacy $500 Positive student and teacher behaviors in the classrooms and school. September 2008 Alternative Learning Center, counselor, and social worker N/A Reduced number of referrals and suspensions Guidance counselor Spring 2009 Principal and PTA Twice a year Counselor, curriculum, staff development Refreshments, printed materials $500 $250 IST Referral process IST Committee, Administrators Ongoing. Team meets every week (Wednesday) Selected staff provide resources when student behavior presents a significant challenge Ongoing. IST training for new members. Provided by GCS Coordinated work with district and school based Crisis Teams Safety Patrols Administrators, Guidance Counselor Social Worker Crisis Team members Guidance Counselor Behavior specialists Central Office Support leaders Provided by GCS Fewer referrals of participants; de-escalation of negative behaviors Dialogue and participation of parents in setting school climate. Parent understanding and support of expectations Targeted interventions to address individual needs of students, coordination with special services. “Intensive” or identified students are able to remain in class and participate in instructional program. Increased civic awareness and participation. Training and leadership provided by GC and selected team leaders 58 of 63 Continue Responsible Discipline Program with a higher focus on our Character Education program. Implement a graduated program of alternative placement and intervention Conflict Resolution Class Character Education Committee, Guidance Counselor, Assistant Principal Assistant Principal, IST 2008-2009 school year Project Wisdom, Selected curriculum, selected literacy $500 Positive student and teacher behaviors in the classrooms and school. Reduced number of referrals and suspensions September 2008 Alternative Learning Center, counselor, and social worker N/A Guidance counselor Spring 2009 Counselor, curriculum, staff development Refreshments, printed materials $500 Principal Coffees Principal and PTA Twice a year $250 IST Referral process IST Committee, Administrators Ongoing. Team meets every week (Wednesday) IST training for new members. Provided by GCS Coordinated work with district and school based Crisis Teams Administrators, Guidance Counselor Social Worker Crisis Team members Guidance Counselor Selected staff provide resources when student behavior presents a significant challenge Ongoing. Behavior specialists Central Office Support leaders Provided by GCS Safety Patrols Training and leadership provided by GC and selected team leaders Fewer referrals of participants; deescalation of negative behaviors Dialogue and participation of parents in setting school climate. Parent understanding and support of expectations Targeted interventions to address individual needs of students, coordination with special services. “Intensive” or identified students are able to remain in class and participate in instructional program. Increased civic awareness and participation. 59 of 63 Continue Responsible Discipline Program with a higher focus on our Character Education program. Implement a graduated program of alternative placement and intervention Conflict Resolution Class Character Education Committee, Guidance Counselor, Assistant Principal Assistant Principal, IST 2008-2009 school year Project Wisdom, Selected curriculum, selected literacy $500 Positive student and teacher behaviors in the classrooms and school. September 2008 Alternative Learning Center, counselor, and social worker N/A Reduced number of referrals and suspensions Guidance counselor Spring 2009 Counselor, curriculum, staff development Refreshments, printed materials $500 Principal Coffees Principal and PTA Twice a year $250 IST Referral process IST Committee, Administrators Ongoing. Team meets every week (Wednesday) IST training for new members. Provided by GCS Coordinated work with district and school based Crisis Teams Administrators, Guidance Counselor Social Worker Crisis Team members Guidance Counselor Selected staff provide resources when student behavior presents a significant challenge Ongoing. Behavior specialists Central Office Support leaders Provided by GCS Safety Patrols Training and leadership provided by GC and selected team leaders Fewer referrals of participants; deescalation of negative behaviors Dialogue and participation of parents in setting school climate. Parent understanding and support of expectations Targeted interventions to address individual needs of students, coordination with special services. “Intensive” or identified students are able to remain in class and participate in instructional program. Increased civic awareness and participation. 60 of 63 Continue Responsible Discipline Program with a higher focus on our Character Education program. Character Education Committee, Guidance Counselor, Assistant Principal 2008-2009 school year Project Wisdom, Selected curriculum, selected literacy $500 Positive student and teacher behaviors in the classrooms and school. Implement a graduated program of alternative placement and intervention Conflict Resolution Class Assistant Principal, IST September 2008 Alternative Learning Center, counselor, and social worker N/A Reduced number of referrals and suspensions Guidance counselor Spring 2009 Counselor, curriculum, staff development Refreshments, printed materials $500 Principal Coffees Principal and PTA Twice a year $250 IST Referral process IST Committee, Administrators Ongoing. Team meets every week (Wednesday) IST training for new members. Provided by GCS Coordinated work with district and school based Crisis Teams Administrators, Guidance Counselor Social Worker Crisis Team members Guidance Counselor Selected staff provide resources when student behavior presents a significant challenge Ongoing. Behavior specialists Central Office Support leaders Provided by GCS Safety Patrols Training and leadership provided by GC and selected team leaders Fewer referrals of participants; deescalation of negative behaviors Dialogue and participation of parents in setting school climate. Parent understanding and support of expectations Targeted interventions to address individual needs of students, coordination with special services. “Intensive” or identified students are able to remain in class and participate in instructional program. Increased civic awareness and participation. 61 of 63 Waiver Requests School-Based Waiver Request for 2008-2011 LEA: Guilford County LEA Code: 410 School Code/School Name: David D. Jones Elementary Spanish Immersion Magnet School Requests for Waivers 1. Describe the waiver you are requesting. (a) Transfer Textbook Funds to Instructional Fund (411) (b) Transfer Instructional Funds (411) to Textbook Fund (c) Transfer of funds from non-instructional support personnel to hire teachers as well as adding 3% of these funds to Staff Development funding. (d) Class size (state waiver) class size and daily teacher load limitations in grades 4-12. (e) Staff Development Funds (State Waiver). Funds for staff development can be transferred for any purpose. LEAs must allot 75% (if state funds) to schools. (f) Allow access to funds when our school has a teacher vacancy to be transferred to instructional or textbook fund. 2. Identify the law, regulation or policy from which an exemption is requested. G.S. 115C-105.25, Budget Flexibility, provides for maximum flexibility in the use of funds. When a school improvement plan is accepted under G.S. 115C-105.22, the local board of education may transfer and approve transfers of funds between funding allotment categories. For Class size waiver, (G.S. 115C-301). Policy Code for transferring of Staff Development funds 3430 (G.S. 115C-105.27) 3. State how the waivers will be used. a. Provide appropriate materials and equipment that meet diverse student needs. Assist in efforts to close performance gaps among students. Enhance remediation and acceleration efforts. b. Students will not be denied access to a sufficient number of textbooks. c. Provide students a challenging curriculum. d. Focus on Best Practices, including Math Initiative, Literacy Framework, Empowering Writers Sessions and selected Educational Conferences e. Students will be denied being assigned classes that specifically meet their needs. It will also help in reducing class size and to assign students to classrooms based upon needs f. Provide more focused interventions to at-risk students. Meet the needs of students Reduce performance gaps among targeted student populations. g. Students may be denied focused interventions and assistance in certain areas. 62 of 63 h. To hire additional personnel to provide focused instruction based upon diverse student needs and/or additional materials and equipment needed for instructing students. i. Provide additional personnel for focused interventions 4. State how the waivers will promote achievement of performance goals. a. They will add additional certified personnel (lower class sizes). b. They will allow the purchase instructional supplies needed to enhance curriculum c. Waiver will allow purchase of textbooks required of program initiated by SIP and provide sufficient textbooks for students to complete d. With textbooks, classroom and homework assignments can be completed independently e. Waivers will assist in efforts to close performance gaps among students. f. Enhance remediation and acceleration efforts. 63 of 63