2017 school improvement plan€¦ · · 2018-05-181st grade: rachel mack 2nd grade ... all...

School Improvement Plan 1 of 29 5/15/18

LEA or Charter Name/Number: New Hanover County School Name/Number: Heyward C. Bellamy School Address: 70 Sanders Road, Wilmington, NC Plan Year(s): 2014-2017 Date prepared: October 1, 2017

Principal Signature: ------- Date

Local Board Approval Signature: ------- Date

School Improvement Team Membership

From GS §115C-105.27: “The principal of each school, representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants assigned to the school building, and parents of children enrolled in the school shall constitute a school improvement team to develop a school improvement plan to improve student performance. Representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants shall be elected by their respective groups by secret ballot....Parents serving on school improvement teams shall reflect the racial and socioeconomic composition of the students enrolled in that school and shall not be members of the building-level staff.

Committee Position* Name

Chair Elise Porter

Co-Chair Amanda Diveglio

1st Grade: Rachel Mack

2nd Grade: Katie Parker

3rd Grade: Tammie Key

4th Grade: Erin Gebbia

5th Grade: Justin Vandergaag

Secretary: Alicia Chapman

Gifted Education: Karyn Morrow

Technology: Kathryn Privette

Exceptional Children: Kim Swenson

Enrichment Teachers: Karen Sherman

Classroom Assistants: Pat Smith

Literacy Coach Karen Horrell

Parent Rep: Lisa Wolfe

Parent Rep: Greg Monroe

Parent Rep: Rachel Carter

Parent Rep: Cheri Grassi

Principal Burt Kilpatrick

Assistant Principal Janna Lennon


School Vision and Mission Statements Mission Vision Heyward C. Bellamy School is committed to developing a learning environment in which all students succeed and are performing on or above grade level. Reflecting on our knowledge about learning processes, child development, and best teaching practices, this environment will be safe, orderly, caring, cooperative, interactive, rigorous, relevant, hands-on, technological enriched, and responsive to the need of diverse learners. Mission The mission of Heyward C. Bellamy School is to provide “A Total Quality Education for Every Bellamy Student.” Core Values


Heyward C. Bellamy Executive Summary: Instructional Improvement Plan

COMMUNITY BUILDING: CONTENT PLANNING:

All teachers will keep parents informed of their child’s progress through weekly reports and newsletters. All teachers and support staff members will implement the school-wide positive behavior system. Daily 5/CAFE will be utilized school-wide during the Reading Block. Students will set quarterly goals.

Teachers will continue to develop, implement and collaborate on instructional units and plans based on standards. All teachers will continue to use formative data to drive instruction. Teachers will receive monthly staff development on Max Thompson’s The Learning Focused Lesson. Administrators will give feedback based on the 23 Themes of the Artisan Teacher.

INSTRUCTION: ASSESSMENT FOR LEARNING:

All teachers will continue to utilize research-based resources, graphic organizer/quality tools, 21st century strategies, project- based learning, hands-on activities, student interests, and technology during instruction to enhance student learning outcomes. Teachers will utilize Singapore math strategies. All teachers will utilize cooperative grouping and teaming during instruction to increase achievement and promote 21st century learning skills. Teachers will differentiate instruction based on data. Teachers will provide Tier 2 intervention daily.

Teachers will utilize data to drive student learning. Unit Tests Performance tasks Aimsweb Plus Scholastic Reading Inventory MClass 1-2 Math Quarterly Assessments 3-5 Quarterly Schoolnet Assessments Reading and math EOG scores


Priority Goal 1 and Associated Strategies School Goal 1: All students will increase reading scores by 10%, as measured by K-2 Literacy Assessments (DIBELS) and End-of Grade test results in grades 3-5, mClass Reading reports, and SRI/SRC reports (Grades 1-5) Supports this district goal: New Hanover County Schools will achieve 85% proficiency, as measured by EOG and EOC test results within the next 3-5 years. SMART Goal (one- to three-year projection) BY JUNE OF 2014, READING AND MATH RESULTS FOR MEAN SCALE SCORE, PERCENT PROFICIENT, AND GROWTH WILL INCREASE AS OUTLINED IN THE CHART BELOW, AS MEASURED BY END-OF-GRADE TESTS.

Percent Proficient Growth

2012-2013

2013-2014

2014-2015

2015-2016

2016-2017

2012-2013

2013-2014

2014-2015

2015-2016

2016-2017

English Language Arts 86.5 80.6 62.4 Norming Yr

Met/High Growth

Met/High Growth

Met/High Growth

What data supports the SMART Goal above?

2015-2016 ELA Percent Proficient by Subgroup Grade

All American Indian Asian Black Hisp 2/more

races White EDS LEP SWD AIG

2016-2017 ELA Target Goal Percent Proficient by Subgroup Grade



Strengths? All grade levels met expected and high growth in Reading. The school continues to perform above the district and state in Reading, as evidenced by results of the End-of-Grade Tests in Reading. All Targets were met for NCLB, 13 out of 13. Total schoolwide (3-5) proficiency for reading was 73.9 (District Proficiency =64.9). An analysis of schoolwide data including DIBELS/TRC and EOG tests indicate that all subgroups continue to grow, even though there continues to be an achievement gap between White, African American Males, and Hispanic Males. Asian Males and Asian Females performed at a 100 percent proficiency level. An achievement gap also exist between White Males and White Females. The data analysis includes Economically Disadvantaged, Race, Gender, Exceptional Children, etc., which

Opportunities For Improvement? Intervention teacher(s) and tutor(s) will facilitate small reading groups to increase proficiency in subgroups that are not meeting targeted goals. Reduce number of out-of-school suspensions to 0 over the next 3 years. General Education teachers will develop 90 minutes Reading blocks, including using Daily 5/CAFE strategies. General education teachers will facilitate small group instruction and conferencing with students during the 90 minute block.

Information/Data needed that you do not have? Additional data is needed from the district for school comparison of attendance, tardies, disruptive behavior, out-of-school suspensions, violent incidents, referrals, and homeless students for determining causal factors relative to student achievement and benchmarking with district.


also has an achievement gap between white students.

Goal 1 Improvement Strategies – Identify research based strategies whenever possible.

Strategy 1:

Strategy: All general education and enrichment teachers (Art, Music, PE, Media, etc.) will develop quarterly lesson plans that reflect 100% alignment with the revised NCSCOS (Common Core Standards and Essential Learning Skills) to differentiate instruction for all students, including AIG and Exceptional Classrooms.

Action steps:

1. Reading Coach and Intervention Team members will be utilized to assist with differentiating instruction and intervention across grade levels with low performing students.

2. Students will utilize Student Data Notebooks to monitor and track their progress throughout the school year, and set quarterly academic and personal goals.

3. Develop PEP's for all students, especially students performing below grade level, and refer Level II and II students to Multi-Tier System of Support (MTSS) for additional support and parental involvement.

Strategy 2:

Strategy: General education teachers will utilize formative assessments data to plan instruction and review results of unit pre/post tests to make decisions relative to curricular, instructional plans, and to "red flag" students in need of additional support and intervention strategies.

Action steps:

1. General Education teachers will develop, implement, and collaborate on instructional units quarterly to align teaching and learning with required standards, and submit them to administration.

2. General Education teachers will utilize the Reading Coach and Literacy Team to monitor students' progress towards accomplishing goals quarterly.

3. General Education teachers will submit to administrators Quarterly Classroom Student Profiles data in Reading, Math, Science, and assessment results for review and PDSA (Plan-Do-Study-Act).

Strategy 3: Action steps:

1. The Administration will provide and implement Professional Development (PD) that is aligned with Common Core Standards\Essential Skills for teachers and support staff members, especially new teachers.

2. The Administration will conduct walk-throughs, using TeachScape and/or other walk-through tools, and 23 Themes of ArtisianTeacher Talent to monitor implementation of Best Practice strategies, coach, and plan


Professional Development in areas of weaknesses in order to improve students' learning outcomes and instruction.

3. Certified staff members will generate two instructional goals and one personal goal that are aligned with the 23 Themes of ArtisianTeacher Talent and participate in ongoing Professional Development as needed.

Identify the measures you will use to determine the effectiveness of the strategy. A. List the measure(s) the team will use to determine if the strategy was implemented / completed? (Completion Data)

B. List the measure(s) the team will use to determine if the strategy was implemented correctly? (Fidelity)

Measure Reported When Formative Reported When

Summative Measures

Reported When

Singapore Math Assessment, Accelerated Math Assessments (4-5), Quarterly Classroom Student Profile Data, Student Data Notebooks, Report Card, Interim Reports, Unit Tests ,DIBELS/TRC

Quarterly, Interim, Weekly, Pre and Post EOG Student Report/Schoolwide Data, End of year AMO/NCLB

DIBELS/TRC Assessments, Quarterly Grade Level Collaboration, PLCs Formative Assessment Data, Unit Tests, Observations, PDPs, MTSS Data, etc.

Quarterly EOG Scale Scores, EOG Individual Teachers' Frequency Reports

Weekly Quarterly Report Cards Mid-quarter Interim Reports June 2015-2017

D. If not successful, what changes will be made? Students will be provided with focused intervention by the classroom teachers, paraeducators, foster grandparents, volunteer tutors, and Title I Intervention Specialist(s) and tutor(s). Differentiated Professional Development will be provided to staff members when needed. Administration will monitor teaching and learning daily through use of walk-throughs, and mentoring (if needed) will be provided. Intervention and tutoring will be made available to students needing additional assistance. Students performing below grade level and not making progress toward meeting state and district standards will be referred to MTSS for additional instructional and improvement strategies. PEP's will be developed for all students performing below grade level, with parental involvement. In addition, After-school tutoring will be provided to assist students performing below grade level or making below Level III on End-of-Grade Reading tests. More parent involvement and community agencies that provide consultation/collaboration will be included to assist with issues and concerns that restrict student learning.


Priority Goal 2 and Associated Strategies School Goal 2: All students will perform math skills at or above grade level, as measured by Singapore Math, NHCS Quarterly Math Assessments, and grades 3-5 End-of-Grade Tests, Accelerated Math, and Schoolnet to increase students' achievement by 5 percent from the previous year. Supports this district goal: New Hanover County Schools will achieve 85% proficiency as measured by EOG test results within the next 3-5 years. SMART Goal (one- to three-year projection) By June of 2015, Mathematics results for percent proficient and growth will increase as outlined in the chart below as measured by End-of-Grade Tests.


2012-2013

2013-2014

2014-2015

2015-2016

2016-2017

2012-2013

2013-2014

2014-2015

2015-2016

2016-2017

Mathematics 77.9 77.2 Met/High Growth

Met/High Growth


2015-2016 Mathematics Percent Proficient by Subgroup Grade



2016-2017 Mathematics Target Goal Percent Proficient by Subgroup Grade



Strengths? All grade levels met expected and high growth in Mathematics. The school continues to perform above the district and state in Mathematics, as evidenced by results of the End-of-Grade Tests in Mathematics. All Targets were met for NCLB, 13 out of 13. Total schoolwide (3-5) proficiency for math was 80.5 (District Proficiency =64.7). An analysis of schoolwide data, including EVAAS and EOG tests, indicate that all subgroups continue to grow, even though there continues to be an achievement gap between Whites, African American Males, and Hispanic Females in Mathematics. Asian males and females subgroup had a 100 percent proficiency rate. In addition, an achievement gap also exists

Opportunities For Improvement? Implement Financial Literacy Program schoolwide to make Math more relevant to students' lives and increase proficiency among subgroups. Reduce number of out-of-school suspensions to 0 over the next 3 years, which might impact student achievement. General Education teachers differentiate Math lessons and teach Math across the curriculum to maintain and grow students. In addition, Title I teacher(s) and tutor(s)s will be used to facilitate small math group instruction. Pilot and implement Singapore Math and use assement results to plan and work

Information/Data needed that you do not have? Additional data is needed from the district for school comparison of attendance, tardies, disruptive behavior, out-of-school suspensions, violent incidents, referrals, and homeless students for determining causal factors relative to student achievement and benchmarking with district. In addition, EOG current student Data would help in further delineating gaps between subgroups. Need additional data for SWD, Exceptional Children Students, and LEP students.


between White Males and White Females. The data analysis included Economically Disadvantaged, Race, Gender, Exceptional Children, etc., which also has a an achievement gap between white students.

with students performing below grade level in Math.


Strategy 1:

Strategy: Differentiate and integrate math instruction and strategies across all curriculum areas by general education and enrichment teachers.

Action steps:

1. Identify students by the end of first quarter, using formative assessment data, such as Schoolnet, EOG Tests Scores, performance tasks, Singapore Math Assessments, and other measures, who are performing below grade level for additional support.

2. All teachers will differentiate and integrate Math across curriculum areas and enrichment teachers will integrate math into their curriculum areas to enhance students' learning outcome and relevancy.

3. Provide common planning time for teachers to collaborate on Best Practices in Math within and across grade levels, utilize hands-on approaches in 21st learning, problem-solving, critical thinking skills, pilot Singapore Math, and use technology to differentiate instruction and increase student math skills.

Strategy 2:

Strategy: Students will set two academic and one personal goals at the beginning of each quarter.

Action steps:

1. All teachers will utilize principles of Classroom Learning System, 23 Themes of Artisian Teacher Talent, and Classroom Instruction That Works to promote continuous improvement in teaching and learning.

2. Students will keep data notebooks to track their progress in Math and other academic subjects throughout the year and facilitate a student-led conference with their parents at the end of the school year.

3. Quality tools, such as graphic organizers and thinking maps, will be used in all classrooms to provide a structure, make instruction relevant, and aid in understanding for all students.

Strategy 3:

Strategy: Continue to introduce and implement the 7 Habits of Happy Kids as part of the school Character Education Program.

Action steps:

1. Introduce students to all of the 7 Habits of Happy Kids throughout the school year and encourage daily practice.

2. Students will engage in Town Hall meetings quarterly with Administration to discuss goals and expectations.


3. Classroom guidance lessons will be facilitated by the school counselor in all classes to discuss goal setting, conflict resolution, and study skills.

Identify the measures you will use to determine the effectiveness of the strategy. A. List the measure(s) the team will use to determine if the strategy was implemented / completed? (Completion Data)



Summative Measures

Reported When

Quarterly Classroom Student . Accelerated Math, Singapore Math, District and School Quarterly Assessments, EOG/EVASS

Quarterly/Yearly NC EOG Scale Mean Scores, Growth, Singapore Math, district quarterly assessments, and Quarterly Classroom Student Profiles

Quarterly and Yearly

EOG Scale Scores, Teacher Frequency Reports, Student Scale Score and Proficiency Levels

Weekly Quarterly Report Cards Mid-quarter Interim Reports June 2015-2017June

D. If not successful, what changes will be made? 1. Differentiated Professional Development will be provided to staff members when needed. 2. Administration will monitor teaching and learning daily through the use of walk-throughs, mentoring will be provided (if needed), intervention and tutoring will be offered to students needing additional assistance. 3. Students performing below grade level and not making progress toward meeting state standards will be referred to the MTSS and have PEP's developed. 4. After-school tutoring/clubs will be provided for students performing below grade level that need additional assistance. 5. Increase parent involvement and community agencies consultation/collaboration to support families and students.


Priority Goal 3 and Associated Strategies School Goal 3: Supports this district goal: SMART Goal (one- to three-year projection)


2012-2013

2013-2014

2014-2015

2015-2016

2016-2017

2012-2013

2013-2014

2014-2015

2015-2016

2016-2017


2015-2016 SCIENCE Percent Proficient by Subgroup Grade



2016-2017 SCIENCE Target Goal Percent Proficient by Subgroup Grade



Strengths?

Opportunities For Improvement?

Information/Data needed that you do not have?


Strategy 1: Identify the measures you will use to determine the effectiveness of the strategy. A. List the measure(s) the team will use to determine if the strategy was implemented / completed? (Completion Data)



Summative Measures

Reported When

D. If not successful, what changes will be made?


Safe School Plan State Law SL 2011-145 (HB 200) Appropriations Act of 2011, and SL 2011-391 (HB 22) Technical corrections to the Appropriations Act of 2011, requires a school safety plan be developed by each school. The school-level plan must address any safety and discipline concerns of the school. --------

Name and role of person(s) responsible for implementing this plan:

Dr. Bennie L. Bryant, Principal and Janna Lennon, Assistant Principal

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Statement of Responsibility for the School District Superintendent

The district superintendent is responsible for coordinating adoption and implementation of this plan, evaluating the principal's performance with respect to school safety, monitoring and evaluating implementation of this plan at the school-level, and coordinating with local law enforcement and court officials as appropriate. --------

New Hanover County Schools District Safety/Emergency Operations Plan is available at: (http://www.nhcs.net/crisisplan/)

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Statement of Responsibility for the School Principal

The school principal is responsible for restoring, if necessary, and maintaining a safe, secure, and orderly school environment. The duties of the principal with respect to this include exhibiting appropriate leadership for school personnel and students, providing for alternative placements for students who are seriously disruptive, reporting all criminal acts, and providing appropriate disciplinary consequences for disruptive students. --------

Statement of the Roles of Other Administrators, Teachers, and Other School Personnel

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Assistant Principal(s): Janna Lennon

Teachers: VandeVeer

Teacher Assistants: Gonzalez Harris

Other School Staff: Cate Woessner, Counselor

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Services for At-risk Students The following procedures are used to identify and serve the needs of students at-risk of academic failure, or of engaging in disruptive or disorderly behavior, or both. The Muli-Tier Systems of Support Team (MTSS) and Instructional Staff at Bellamy School will attempt to meet the needs of students who are working below grade level and/or at-risk of academic failure or disruptive to the school environment. Personalized Education Plans (PEP) and behavior intervention plans will be generated for each student with all stakeholders' (parent, general education teacher, exceptional children personnel, student support personnel, administration, the student, when appropriate, and a person who can obligate educational services) participation. --------

The following mechanisms are used for assessing the needs of disruptive and disorderly students who are at risk of academic failure, providing these students with services to assist them in achieving academically and modifying their behavior, and for removing them from classrooms when necessary. Bellamy School staff will take the following steps to develop an intervention plan for student success, when appropriate. The initial contact will be between the parent and teacher (Level I) for intervention strategies. Level II will be with the parent, teacher, and grade level colleagues to generate additional strategies when other strategies have not been successful at Level I. Level III


intervention strategies will include referring to the student to the MTSS Team, and if intervention strategies are successful, the student will be monitored for continued success. Level IV intervention is the last level of referral. Students will be referred for additional testing and/or alternative placement. Alternative Placement may include Exceptional Children Program Entitlement, and/or referral to Lake Forest Academy Placement Team for consideration of school placement, which would give the student more intensive intervention. --------

The following services are provided to students assigned to an alternative school or an alternative learning program.

When a student exhibits inappropriate behavior in the classroom, the teacher will collaborate with the parent and document interventions already attempted. The student will be referred by the teacher to the Problem Solving Team if behaviors are not corrected after working with student's parent(s)/guardian(s). MTSS Team will initiate intervention after receiving the referral, which may include modification of curriculum, parent conferences, school counselor referral, referral to outside agencies, change in teacher, modified work/schedule, and other necessary/appropriate actions and strategies to meet the specific needs of the student. If interventions continue to be ineffective, the teacher, parent and MTSS Team will complete and submit the necessary paper work for placement at Lake Forest Academy to the Lake Forest Academy Placement Team. --------

The following measurable (goals) for improving school safety and order are in place. (Copy as needed depending upon number of goals.) Goal: At least 99% of the population will perceive the school as a safe, orderly and caring place to learn and grow.

Target: To promote a nurturing, caring, inviting, and safe community of learners environment that will cause students to want to be in school each day.

Goal: Bellamy School will have a student code of conduct and designated consequences for violating the code.

Target: To promote a calm and structured school environment with policies and procedures that will cause the school environment to have high time-on-task for teaching and learning using 7 Habits of Happy Kids.

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The following measures are used to determine the effectiveness of the school's efforts to assist at-risk students, including effectiveness of procedures. (Alternative Learning Programs). Target: Create a community of learners with high expectations for academic performance.

Target: All students will be given equal opportunity for learning through data collection monitoring total number of office referral for discipline, out-of-school suspensions, in-school suspensions, and safe school referrals.

Target: Students Performing below grade level on formative and informative assessments, counselor referrals and agencies involvement.

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The following planned or recently completed professional development aligns with the goals of our safe school initiative:

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Professional Development Planned/Completed

Professional Development Planned

Physical Restraint Training Planned

7 Habits of Happy Kids Planned

Des-escalation Retraining Planned

Re-Certification in Mind Set Training Planned

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Funding Uses and Sources – At-risk and Alternative Learning Schools and Programs

Program or Strategy Being Funded Amount of Funding Source of Funding


Lake Forest Academy $10,889 State and Local

Mosely Performance Learning Center $111,162.03 State and Local

Student Support Services $1,694,630.75 State and Local


Title I School-wide Compliance Review and Plan A comprehensive school improvement plan must address all of the components defined in the Elementary and Secondary Education Act (Section 1114(b) of Title I). Each required component is described below, with an explanation of how each contributes to the creation of a successful schoolwide program. The goals and strategies you've already developed may fulfill many of these requirements. Schoolwide reform strategies: Instructional strategies and initiatives in the comprehensive plan must be based on scientifically based research, strengthen the core academic program, increase the quality and quantity of learning time, and address the learning needs of all students in the school.

Priority Goal 1 Priority Goal 2 Priority Goal 3

Strategy 1

Strategy 2 This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right: Strategy 3

Our school is addressing the need for schoolwide reform in the following ways, in addition to our focus on the priority goals listed in this plan: "1. Students will be provided opportunities to develop knowledge to read with comprehension, write, and communicate effectively. They will also be provided opportunities to develop knowledge that will allow them to apply principles of math, think analytically, form reasonable judgment, solve problems. Students will demonstrate their achievement through assessments aligned with state and local standards, such as project-base learning, technology, district quarterly assessments, End-of-Grade Testing, Singapore Math Assessments, SRI/SRC Inventories, district classroom observations, performance tasks, administration walk-throughs, and other appropriate measures. 2. Students academic progress will be closely monitored for weaknesses and strengths in order to provide support for students performing below grade level and grow those students who are performing at and/above grade level. 3. The Multi-Tier System of Support Team (MTSS) will be utilized to assist teachers with strategies and placement of students performing below grade level and/or having learning difficulties. Students will be referred to MTSS Team for possible placement once they reach Level 4 in the process for possible EC placement. Parents will be able to refer students to the MTSS for help upon request. " Instruction by highly qualified teachers: High poverty, low-performing schools are sometimes staffed with disproportionately high numbers of teachers who are not highly qualified. To address this disproportionality, the ESEA requires that all teachers of core academic subjects and instructional paraprofessionals (employees of a LEA who provide instructional support) in a schoolwide program school meet the qualifications required by section 1119. Student achievement increases in schools where teaching and learning have the highest priority, and students achieve at higher levels when taught by teachers who know their subject matter and are skilled in teaching it.



Strategy 1


Our school is addressing the need for schoolwide reform in the following ways, in addition to our focus on the priority goals listed in this plan: The following strategies will be implemented to attract and retain highly qualified teachers to our school. However, it has not been an issue in the past. District and school-based mentors will be assigned to new and probationary teachers. Grade Level and Cross Grade Level collaboration will be promoted to support teachers. There will be a teacher orientation at the beginning of each school year; analyzing Teacher Working Condition Surveys will be analyzed, and a culture will be developed that promotes risk-taking and respect. All certified staff members meet the state's requirements for continuing, probationary, and initial license. Therefore, all teachers meet the NCLB Highly Qualified Teachers requirement. High-quality and ongoing professional development: Teachers and other staff in schoolwide program schools must be equipped to face the challenge of helping all students meet the State’s academic achievement standards. To do this, they must be familiar with the goals and objectives of the schoolwide plan, and receive the sustained, high-quality professional development required to implement them. The statute requires that professional development be extended, as appropriate, to those who partner with teachers to support student achievement, such as principals, paraprofessionals, and parents.


Strategy 1


Our school is addressing the need for schoolwide reform in the following ways, in addition to our focus on the priority goals listed in this plan: Teachers will be required to generate Professional Development Plans aligned to evaluations and Common Core Standards/Essential Skills. Professional development activities will include a variety of opportunities for teachers and staff members to grow in areas of weaknesses and to enhance areas strengths. Certified staff members will also be surveyed at the beginning of the year to ascertain their preference for staff development activities. High quality staff development will include NHCS requirement and state standards, which include revised North Carolina Standard Course of Study Common Core Standards/Essential Skills, 23 Themes of Teaching Talent, instructional technology, state's assessments, 21st Century learning skills, Singapore Math, Classroom Instruction that Works, AIG Credentialing, etc.


Strategies to attract highly qualified teachers to high-need schools: Although recruiting and retaining highly qualified teachers is an on-going challenge in high poverty schools, low-performing students in these schools have a special need for excellent teachers. Therefore, the schoolwide plan must describe the strategies it will use to attract and retain highly qualified teachers.


Strategy 1


Our school is addressing the need for schoolwide reform in the following ways, in addition to our focus on the priority goals listed in this plan: New and probationary teachers will be provided with school-based coaching through assigning off-grade level mentors and planned collaboration by grade level team members. Teachers will have an orientation training each year based on the state's evaluation process and requirements. An analysis of Teacher Working Condition Surveys will done every two years to ascertain teachers' satisfaction and dissatisfaction with the school's programs and leadership, which will guide strategies for retaining highly qualified teachers and improve school culture. Strategies to increase parental involvement: Research continues to demonstrate that successful schools have significant and sustained levels of parental involvement. Therefore, it is important that schoolwide plans contain strategies to involve parents in the school community. Additionally, state law requires parent representation on every school's improvement team, and federal requirements specify that each school must develop: 1) an approach for communication with parents, 2) activities to involve parents, and 3) an approach for training parents to better understand how to help their children excel in school.


Strategy 1


Our school is addressing the need for schoolwide reform in the following ways, in addition to our focus on the priority goals listed in this plan: "Parents will be informed about goals and purpose of the Schoolwide Title I program at the beginning of the school year Annual Meeting. Parents will be involved in planning and reviewing the School Improvement Plan (SIP) by having representatives serve on the School Improvement Team (SIT) and other cross-functional teams. A variety of opportunities will be provided and offered to parents to promote academic growth of their children. A Title I meeting will be held during the first PTA meeting and workshops specific to parent request will be held. Parents will be informed of their rights, roles, and responsibilities through Student/Parent Handbooks and conferences. Parents and students will provided with a Family-School Compact at the Beginning of the school year. In addition, a Title I Brochure will be developed and provided to parents each school year describing the Title I program. Curriculum Night will be held during the first semester of the school year. There will be two schoolwide ceremonies at the end of 2 semesters and quarterly awards ceremonies will be held in the classrooms the other two semesters. Parents will be randomly selected to take a Title I Survey at the end of each school year to gather input and feedback relative to the program. In addition, PTA will plan Family Nights throughout the school year to bring staff, parents, students and community together, including a Fall Festival. Parents will be invited to serve as tutors, grade mothers/fathers, test proctors, and volunteers. Principal and/or designee and a staff representative will attend PTA's Executive Board Meeting when scheduled."


Plans for assisting preschool students in the successful transition from early childhood programs to local elementary schoolwide programs: This component emphasizes the value of creating a coherent and seamless educational program for at-risk students. Early childhood programs, including Early Reading First and others, provide a foundation for later academic success, and effective schoolwide programs capitalize on this strong start.


Strategy 1


Our school is addressing the need for schoolwide reform in the following ways, in addition to our focus on the priority goals listed in this plan: First Grade and Exceptional Children staff members will consult, collaborate, observe and meet with kindergarten personnel (CRECC) at the end of each school year to plan for smooth transitions of students. Students in Grade 5 will visit/tour their assigned middle school at the end of the school year. In addition, middle school counselors will be invited to speak to 5th grade students relative to activities at their school, including curriculum. Parents will be provided information regarding the curriculum and courses offered at their child's future middle school during the spring semester each year. Measures to include teachers in decisions regarding the use of academic assessments: In addition to State assessment results, teachers need current and ongoing assessment data that describe student achievement. These data often come from less formal assessments, such as observation, performance assessments, or end-of-course tests. The schoolwide program should provide teachers with professional development that increases their understanding of the appropriate uses of multiple assessment measures and how to use assessment results to improve instruction.


Strategy 1


Our school is addressing the need for schoolwide reform in the following ways, in addition to our focus on the priority goals listed in this plan: Teachers and staff members will be given the opportunity to vote on the School Improvement (SIT)/Title I Plan before it is submitted to Central Office for New Hanover County Board of Education approval. School Improvement Team members will consist of one representative from each grade level and/or department and parent representatives that reflect the student population. All staff members will serve on two of the School Improvement Team's cross-functional teams. Staff members will sign-up for the team of their preference at the beginning of each school year. Cross-Functional Team members will elect their chairperson and meet to plan and implement strategies, as outlined in the team's description. Cross-Functional Teams will bring strategies to the SIT for discussion and input before deployment of strategies. Approval of the SIP will be by secret ballot with all staff members voting at the designated time each school year.


Activities to ensure that students who experience difficulty attaining proficiency receive effective and timely additional assistance: The schoolwide program school must identify students who need additional learning time to meet standards and provide them with timely, additional assistance that is tailored to their needs. This assistance must be available to all students in the school who need it.


Strategy 1


Our school is addressing the need for schoolwide reform in the following ways, in addition to our focus on the priority goals listed in this plan: "All students will begin the school year on Level I of the Multi-Tier System of Support. Students will be closely monitored for academic weaknesses and strengths for corrective action and continued growth throughout the school year. The school's staff will concentrate on two priority goals that are generated through careful data collection and analysis. The goals are: 1. All students in grades 1-2 will read at or above grade level, as measured by K-2 Literacy Assessments, DIBELS, and other formative measures. Students in grades 3-5 will perform at Level III on the End-of-Grade Test in Reading. 2. All students in grades 1-2 will perform at or above grade level in Math, as measured by mClass Math assessments, Singapore Math, and other appropriate data. Students in grades 3-5 will score a Level III on the End-of-Grade Test in Math. 3.The achievement gap between whites and minority students will continue to decrease by 5% this school year. The Title I Pull-out program will serve students in Reading and Math schoolwide with learning difficulties. We will recruit and involve Foster Grandparents and tutors to assist students ""at-risk"" of failure. Community agencies will also be recruited and involved, when appropriate, to assist school staff with students needing special assistance. Our Multi-Tier System of Support Team and other staff will consult/Collaborate with the school psychologist and Exceptional Children personnel when needed. Parents will be referred to the school psychologist and community agencies for assistance upon request. Possible Exceptional Children placements will take place for those students who qualify at Level 4 for special services. 4. Children with special needs will be placed in homeroom classes and will attend enrichment classes and regular classes with their peers, when appropriate. They will also have opportunities for pull-out services when needed. 5. The Multi-Tier System of Support Team will review and make recommendations for students and provide ideas and strategies for the general education teachers to assist them in developing PEP's, as well as provide intensive interventions for students. Students will also be referred to the Problem Solving Team for additional strategies and assessments. Classroom teachers will develop PEP's for all students performing below grade level and/or not meeting state standards. 6. All General Education teachers will develop and implement interventions within their classroom and grade levels for students with learning deficits and provide differentiated instruction to grow current proficient students."


Coordination and integration of Federal, State, and local services and programs: Schoolwide program schools are expected to use the flexibility available to them to integrate services and programs with the aim of upgrading the entire educational program and helping all students reach proficient and advanced levels of achievement. In addition to coordinating and integrating services, schoolwide program schools may combine most Federal, State and local funds to provide those services. Exercising this option maximizes the impact of the resources available to carry out the schoolwide program.


Strategy 1


Our school is addressing the need for schoolwide reform in the following ways, in addition to our focus on the priority goals listed in this plan: "The student learning targets are described in measurable terms that the federal, state, local, parents, and community want the school to achieve. It gives the school a clear customer focused accountability target for student learning and a graphic picture of preferred results. The state uses multiple funding sources to provide services and programs throughout the state. The New Hanover County School District has established pupil to teacher ratios at specific grade spans, based on state laws and procedures. The school district also provides additional instructional support personnel staff to the school. State and local instructional funds are provided for instructional supplies, materials, and staff development activities that will enhance student achievement. Additional services and programs are provided to Bellamy School when appropriated and needed by the New Hanover County School District through the following Federal Grants: A. Title II Part A Improving Educator Quality: Classroom-Size Reduction, Teacher Mentoring Program, Educational Leadership, and Professional Development Activities. B. Title IV Safe and Drug Free Schools: Violence Prevention, Drug Awareness, Second Step and Nutrition Education. C. Title X McKinney-Vento: Education of Homeless Children. D. IDEA. Special Education Program: Funds and guidance are provided for students identified.


Compliance Review and Plan for Schools in Title I School Improvement Each school identified for Title I School Improvement must, no later than three months after notification that the school is in Title I School Improvement, develop or revise its school plan. This plan must be developed in consultation with parents, school staff, the local education agency serving the school, and outside experts. The plan must cover a two-year period. Professional development requirements: Schools in Title I School Improvement must 1) provide assurance that the school will spend not less than 10 percent of its Title I funds each year for high quality professional development, 2) specify how these professional development funds will be used to remove the school from school improvement status, and 3) incorporate a teacher mentor program.


Strategy 1


Our school is addressing the need for schoolwide reform in the following ways, in addition to our focus on the priority goals listed in this plan: Notification to parents: Schools in Title I School Improvement must describe specifically how the school will provide written notice about the identification of the school as a Title I School Improvement school to the parents of each student enrolled in the school.


Strategy 1


Our school is addressing the need for schoolwide reform in the following ways, in addition to our focus on the priority goals listed in this plan:


School, district and state agency responsibilities: Schools in Title I School Improvement are required to clearly define the responsibilities of the school, LEA, and SEA in implementing improvement strategies. LEAs are minimally required to offer technical assistance in the form of data analysis, budget analysis, and identification and implementation of improvement strategies. State-level assistance may include provision of a state-wide system of support, including allocation of funding and other technical assistance.


Strategy 1


Our school is addressing the need for schoolwide reform in the following ways, in addition to our focus on the priority goals listed in this plan: Strategies to increase parental involvement: Research continues to demonstrate that successful schools have significant and sustained levels of parental involvement. Therefore, it is important that targeted assistance programs develop strategies to involve parents of Title I students in the school community. Additionally, state law requires parent representation on every school's improvement team, and federal requirements specify that each school must develop: 1) an approach for communication with parents, 2) activities to involve parents, and 3) an approach for training parents to better understand how to help their children excel in school.


Strategy 1


Our school is addressing the need for schoolwide reform in the following ways, in addition to our focus on the priority goals listed in this plan: Coordination and integration of Federal, State, and local services and programs: Targeted assistance program schools are expected to coordinate and integrate services, with other Federal, State and local programs and services.


Strategy 1


Our school is addressing the need for schoolwide reform in the following ways, in addition to our focus on the priority goals listed in this plan: Plans must support and coordinate with regular education programs: Effective targeted assistance programs capitalize on strong support and coordination with regular education programs. This component emphasizes the value of creating a coherent and seamless educational program for at-risk students. This may include transitioning students from early childhood programs such as Early Reading First and others to provide a foundation for later academic success.



Strategy 1


Our school is addressing the need for schoolwide reform in the following ways, in addition to our focus on the priority goals listed in this plan:


Authoratative Data Source

North Carolina State Standardized Test Results

Reading (Multiple Choice, NC Extend 1 and NC Extend 2)

2015-16 2016-17

Percent of Students Achieving Performance Level Percent of Students Achieving Performance Level Group/ Grade Level Level I Level II Level III Level IV Level V Level I Level II Level III Level IV Level V

All 14.8 16.0 9.1 48.3 11.7 14.4 17.2 12.9 43.8 11.8

3 15.8 17.0 8.5 46.1 12.7 13.1 19.7 13.1 37.7 16.4

4 14.9 9.9 10.7 52.9 11.6 15.7 16.3 11.0 49.4 7.6 All---

5 13.6 20.5 8.3 47.0 10.6 13.7 16.0 15.3 42.0 13.0

3 - - <5 - -

5 25.0 16.7 8.3 41.7 8.3 26.7 33.3 13.3 20.0 6.7 Black-

3-8 - - - - <5 37.8 18.9 8.1 27.0 8.1

3 27.0 20.6 9.5 34.9 7.9 - - <5 - -

4 - - - - <5 - - - - <5

5 18.3 21.7 8.3 41.7 10.0 20.3 22.0 13.6 37.3 6.8 EDS---

3-8 22.8 18.1 11.7 40.4 7.0 25.4 22.0 11.9 35.6 5.1

3 9.2 16.9 6.2 52.3 15.4 17.9 17.9 14.3 32.1 17.9

4 - <5 - - - 8.0 16.0 13.3 50.7 12.0

5 6.7 16.7 6.7 56.7 13.3 8.7 20.3 15.9 39.1 15.9 Female

3-8 9.0 12.8 9.0 54.8 14.4 11.0 18.0 14.5 41.5 15.0

3 - - - - <5 25.0 25.0 8.3 33.3 8.3

5 - - <5 - <5 10.0 30.0 10.0 40.0 10.0 Hispanic

3-8 - - - - <5 26.3 26.3 10.5 31.6 5.3

3 20.0 17.0 10.0 42.0 11.0 9.1 21.2 12.1 42.4 15.2

4 19.0 15.5 6.9 50.0 8.6 - - - - <5 Male--

5 19.4 23.6 9.7 38.9 8.3 19.4 11.3 14.5 45.2 9.7


Reading (Multiple Choice, NC Extend 1 and NC Extend 2)

2015-16 2016-17


3-8 19.6 18.7 9.1 43.0 9.6 17.3 16.4 11.6 45.8 8.9

3 - - - - <5 - - - - <5

4 - <5 - - - - - <5 - <5

5 - - <5 <5 <5 - - <5 - <5 SwD---

3-8 - - - - <5 - - <5 - <5

3 12.3 16.7 8.0 50.0 13.0 6.9 19.5 16.1 37.9 19.5

4 12.0 8.7 9.8 55.4 14.1 9.4 15.8 11.5 56.1 7.2

5 10.2 21.4 10.2 50.0 8.2 11.6 12.6 14.7 45.3 15.8 White-

3-8 11.6 15.9 9.1 51.5 11.9 9.3 15.9 13.7 48.0 13.1 Summary of Findings Based on Student Performance:


Mathematics

(Multiple Choice, NC Extend 1 and NC Extend 2) 2015-16 2016-17


All 11.2 15.6 6.9 41.9 24.4 14.4 15.5 7.5 38.1 24.5

3 8.5 17.0 10.3 41.2 23.0 15.6 14.8 9.8 37.7 22.1

4 15.7 18.2 8.3 41.3 16.5 15.7 18.6 6.4 36.6 22.7 All---

5 - - <5 - - 11.5 12.2 6.9 40.5 29.0

3 13.3 26.7 13.3 33.3 13.3

5 16.7 25.0 8.3 25.0 25.0 20.0 13.3 13.3 40.0 13.3 Black-

3-8 33.3 27.3 6.1 18.2 15.2 21.6 18.9 10.8 37.8 10.8

3 15.9 25.4 6.3 38.1 14.3 29.5 20.5 11.4 27.3 11.4

4 - - <5 - - 28.4 25.7 8.1 29.7 8.1

5 - - <5 - - 20.3 15.3 10.2 28.8 25.4 EDS---

3-8 - - <5 - - 26.0 20.9 9.6 28.8 14.7

3 <5 - - - - 21.4 14.3 8.9 30.4 25.0

4 9.5 15.9 9.5 46.0 19.0 13.3 17.3 5.3 41.3 22.7

5 - - <5 - - 7.2 7.2 10.1 50.7 24.6 Female

3-8 6.4 16.0 6.9 45.2 25.5 13.5 13.0 8.0 41.5 24.0

3 14.3 35.7 14.3 28.6 7.1 41.7 8.3 8.3 25.0 16.7

4 - - <5 - <5

5 - - - - <5 <5 - <5 - - Hispanic

3-8 - - - - <5 - - <5 - -

3 12.0 16.0 11.0 39.0 22.0 10.6 15.2 10.6 43.9 19.7

4 22.4 20.7 6.9 36.2 13.8 17.5 19.6 7.2 33.0 22.7

5 - - <5 - - - - <5 - - Male--

3-8 15.2 15.2 7.0 39.1 23.5 15.1 17.8 7.1 35.1 24.9

3 - - <5 - - - - <5 - <5

4 - - <5 - - - - <5 - - SwD---

5 - <5 <5 - - - - - <5 -


Mathematics (Multiple Choice, NC Extend 1 and NC Extend 2)

2015-16 2016-17


3-8 - - <5 - - - - <5 - -

3 6.5 15.2 10.1 43.5 24.6 12.6 12.6 10.3 41.4 23.0

4 12.0 14.1 9.8 45.7 18.5 11.5 17.3 7.9 37.4 25.9

5 - - <5 - - 10.5 10.5 7.4 37.9 33.7 White-

3-8 8.8 13.1 7.0 44.8 26.2 11.5 14.0 8.4 38.6 27.4 Summary of Findings Based on Student Performance:


Mathematics & Reading Composite / EOG Composite

(Multiple Choice, NC Extend 1 and NC Extend 2)

2016-17 EOG Composite

2016-17 EOG Composite Percent of Students Achieving Performance Level Percent of Students Achieving Performance Level

Group/ Grade Level Level I Level II Level III Level IV Level V Level I Level II Level II Level IV Level V

All--- All

Hispanic 3 Summary of Findings Based on Student Performance:


Science

(Multiple Choice, NC Extend 1 and NC Extend 2)

2015-16 2016-17


All <5 - <5 - - - - <5 - - All---

5 <5 - <5 - - - - <5 - -

5 - <5 - - - 6.7 26.7 6.7 53.3 6.7 Black-

All - <5 - - - 6.7 26.7 6.7 53.3 6.7

5 10.0 8.3 6.7 40.0 35.0 10.2 13.6 10.2 42.4 23.7 EDS---

All 10.0 8.3 6.7 40.0 35.0 10.2 13.6 10.2 42.4 23.7

5 <5 - - - - <5 - - - - Female

All <5 - - - - <5 - - - -

5 - <5 <5 - - <5 <5 - - - Hispanic

All - <5 <5 - - <5 <5 - - -

5 - - <5 - - - - <5 - - Male--

All - - <5 - - - - <5 - -

5 - - <5 - <5 42.9 21.4 7.1 14.3 14.3 SwD---

All - - <5 - <5 42.9 21.4 7.1 14.3 14.3

5 <5 - - - - - - <5 - - White-

All <5 - - - - - - <5 - - Summary of Findings Based on Student Performance:

2017 school improvement plan€¦ · · 2018-05-181st grade: rachel mack 2nd grade ... all...

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