shane o'neal€¦ · plan year(s): 2016-2017 date prepared: 6/20/2016 committee position...

WINSTON-SALEM/FORSYTH COUNTY SCHOOLS - SCHOOL IMPROVEMENT PLAN

LEA or Charter Name/Number:

School Name/Number:

School Address:

Plan Year(s): 2016-2017

Date Prepared: 6/20/2016

Committee Position Committee Position

Principal

Assistant Principal Representative

Curriculum Coordinator

SIT Chair/5th Grade Representative

Teacher Representative/ 4th Grade

Teacher Representative/ 3rd Grade

Teacher Representative/ 2nd Grade

Teacher Representative/ 1st Grade

Teacher Representative/ Kindergarten

Teacher Representative/ ESL

Teacher Representative/ Specialists

Classified Representative

Teacher Representative/ EC

Parent Representative

Finance Secretary

Donna Aderhold

Dana Routh

Kernersville Elementary - 340416

512 W Mountain Street, Kernersville, NC 27284

Winston-Salem/Forsyth County Schools - 340

Teresa Murphy

Karen Glover

Malinda Kerns

April Youngblood

Suellen Thompson

Kathy Gates

Sarah Prouty

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.”

Name Name

Shane O'Neal

Luisa McKray

Stacie Beeson

Carolyn Faircloth

Sandy Funk

Erin James

Principal Signature: Shane O'Neal

Teresa Rose

Local Board Approval Signature:

School Improvement Team Membership

9/29/2016

- Cover Sheet Section - Page 1

School Vision and Mission Statements for

Kernersville Elementary

Vision:

Mission:

Kernersville Elementary School works collaboratively to provide educational opportunities that

foster the unique potential of all our students while supporting their intellectual, emotional

and social development.

Kernersville Elementary School partners with students, parents and the community in

educating children to ensure they become responsible and caring global citizens.

- Vision & Mission Section - Page 2

School Executive Summary

The purpose of the Executive Summary option is to provide a school with an opportunity to describe in narrative form strengths,

challenges, and characteristics otherwise not covered in the SDSA component of the SIP. By doing so, the public and members of the

school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous

improvement.

- Exec Sum. (Opt) Section - Page 3

Principal's Name Shane O'Neal School Kernersville Elementary - 340416 Date 6/20/2016

School Data and Summary AnalysisUse data identified on the Data Sources tab (or from other sources) as the basis for understanding the school and identifying priority

areas for improvement. Review school data and consider a variety of perspectives including: student and community demographics;

attendance/discipline; student achievement & growth; EVAAS; benchmark data; student retention; professional capacity; perceptions of

school; school processes/instructional practices; and parent & community involvement. Include the following: (1) changes (increases or

decreases) in data, (2) trends for at least the past three years, and (3) comparisons by state, district, Title 1, and non-Title 1 schools

when applicable and available.

1. What does the analysis tell you about your school's strengths? Identify the data sources (e.g. EOG, attendance, graduation rates,

EVAAS growth, benchmark data etc.) your team analyzed. Please include data that identifies subgroups. The data categories have been

started for you. Review and report the data details under each category that reflects your school data. Only keep those that support your

school data in response to the question posed.

Each vertical team of staff members led by a SIT teacher leader examined the data from their assigned priority area and found

the following strengths at Kernersville Elementary:

Student Achievement and Growth:

EOG Proficiency (Grade Level) Over Time, 3 year Trend – Kernersville Elementary School

The students at Kernersville Elementary increased in End-of-Grade proficiency in the areas of 3rd and 4th Grade Reading from 2013-

2014 to 2014-2015 school years and 3rd and 4th Grade Math from 2013-2014 to 2015-2016 school years.

• The Reading EOG grade level proficiency for 3rd grade went from 54.2% proficient in 2013-2014 to 55.2% proficient in 2014-2015. This

equates to a 1.0 point increase in percentage of the 3rd grade students who are proficient in reading.

• The Reading EOG grade level proficiency for 4th grade went from 39.4% proficient in 2013-2014 to 57.1% proficient in 2014-2015 This

equates to a 17.7 point increase in percentage of the 4th grade students who are proficient in reading.

OVERVIEW

A comprehensive needs assessment is critical to the development of a high-quality school program. A systematic review of practices,

processes, and systems within a school assists school leadership in determining needs, examining their nature and causes, and setting

priorities for future action. The needs assessment consequently guides the development of a meaningful school plan and suggests

benchmarks for evaluation. Research supports that schools that undergo a careful analysis of data and information make better

decisions about what to change and how to institutionalize systemic change.

- SDSA Section - Page 4

Each vertical team of staff members led by a SIT teacher leader examined the data from their assigned priority area and found the following

areas in need of improvement at Kernersville Elementary: Student Achievement and Growth

EOG Proficiency (Grade Level) Over Time – Kernersville Elementary School

The End-of-Grade proficiency decreased in the areas of 3rd, 4th and 5th grade Reading and Math from the school year 2013-2014 to 2015-2016.

• The Reading EOG grade level proficiency for 3rd grade went from 55.2% proficient at the end of the 2014-2015 school year to 51.7% proficient at the

end of the 2015-2016 school year. This equates to a 3.5 percentage point loss in proficiency.

• The Reading EOG grade level proficiency for 4th grade went from 57.1% proficient at the end of the 2014-2015 school year to 45.7% proficient at the

end of the 2015-2016 school year. This equates to a 11.4 percentage point loss in proficiency.

• The Reading EOG grade level proficiency for 5th grade went from 53.8% proficient at the end of the 2013-2014 school year to 40.2% proficient at the

end of the 2014-2015 school year. This equates to a 13.6% loss in proficiency. The Reading EOG grade level proficiency for 5th grade went from 40.2%

proficient at the end of the 2014-2015 school year to 41.6% proficient at the end of the 2015-2016 school year. This equates to a 1.4 point increase in

proficiency.

2. What does the analysis tell you about your school's gaps or opportunities for improvement? Identify the data sources (e.g.

AYP/AMO overtime, student mobility, Teacher Working Conditions, student retention, discipline data, achievement gaps etc.) your team

analyzed. Include data that identifies subgroups. The data categories have been started for you. Review and report the data details under

each category that reflects your school data. Only keep those that support your school data in response to the question posed.

School Data and Summary Analysis, continued

3. What data/data sources are missing that would be more useful in the future to illustrate your school’s relevant strengths and

weaknesses?

Teacher Professional Capacity

2015-2016 EVAAS

Parent Survey and Community Involvement

2013-2014 Title 1 Parent Survey

2014-2015 Title 1 Parent Survey

Student Attendance, Discipline, and Retention

2014-2015 Discipline records

2015-2016 SWIS and PowerSchool data

4. Based upon your school's data, identify 3-5 top priorities that emerged from this data analysis of your school. Align and cite

relevant evidence (data) from your analysis in question two on your school’s gaps or opportunities for improvement to support the

priorities you have chosen.

Priority 1: To increase the overall reading proficiency based on WSFCS SIP Target Calculator calculations.

The goal for Kernersville Elementary School for the 2016-2017 school year is to increase proficiency of our K-2 students in the

area of reading as measured by TRC .

-Kindergarten from 61% proficient at the end of the 2015-2016 school year to 70.8% proficient at the end of the 2016-2017 school year.

-First Grade from 35% proficient at the end of the 2015-2016 school year to 50% proficient at the end of the 2016-2017 school year.

-Second Grade from 55% proficient at the end of the 2015-2016 school year to 66.3% proficient at the end of the 2016-2017 school year.

The goal for Kernersville Elementary School for the 2016-2017 school year is to increase proficiency of our 3-5 students in the

area of reading as measured by EOG.

-Third grade from 51.7% proficient at the end of the 2015-2016 school year to 63.8% at the end of the 2016-2017 school year.

-Fourth grade from 45.7% proficient at the end of the 2015-2016 school year to 59.3% at the end of the 2016-2017 school year.

-Fifth grade from 41.6% proficient at the end of the 2015-2016 school year to 56.2% at the end of the 2016-2017 school year.

Priority 2: To increase the math proficiency for grades 3-5 based on WSFCS SIP Target Calculator calculations.

The goal for Kernersville Elementary School for the 2016-2017 school year is to increase proficiency in the area of Mathematics for the

3rd Grade students (from 66.9% proficient at the end of the 2015-2016 school year to 75.2% proficient at the end of the 2016-2017 school

year), the 4th Grade students (from 55.7% proficient at the end of the 2015-2016 school year to 66.8% proficient at the end of the 2016-

2017 school year), and the 5th Grade students (from 61.6% proficient at the end of the 2014-2015 school year to 71.2% proficient at the

end of the 2016-2017 school year).

School Data and Summary Analysis, continued

Principal's Name Shane O'Neal School Kernersville Elementary - 340416 Date 6/20/2016

OVERVIEW

A comprehensive needs assessment is critical to the development of a high-quality school program. A systematic review of practices,

processes, and systems within a school assists school leadership in determining needs, examining their nature and causes, and setting

priorities for future action. The needs assessment consequently guides the development of a meaningful school plan and suggests

benchmarks for evaluation. Research supports that schools that undergo a careful analysis of data and information make better

decisions about what to change and how to institutionalize systemic change.

CNA STAFF PARTICIPATION

1. Describe how staff members participated in the Comprehensive Needs Assessment (CNA) process.

In March 2016, the Kernersville Elementary School SIT members led vertical team break out group sessions that included classified and certififed

staff members as well as parent representation. Groups were given administratively prepared school data notebooks containing relevant KES data in

each of the following areas: 1.) Student Attendance, Discipline and Retention, 2.) Student Academic Achievement, 3.) Professional Capacity, 4.)

Perceptions of School, 5.) Parent and Community Involvement, 6.) Student and Community Demographics and 7.) School Processes/ Instructional

Practices.

The SIT teacher leader then used the "Examining Data Protocol-Comprehensive Needs Assements" to guide each vertical group in analyzing the

data. The responsibilities of each group were to explore and explain the data, interpret the data, and write key conclusions drawn from the data

presented by the School Improvement Team Leaders during the session. Each team looked for data that increased or decreased, made comparisons

within the data, and identified trends and patterns over a period of three consecutive years. The teams noted all data that showed positive growth and

data that showed negative group. The findings and conclusions were recorded on the Data Analysis Worksheet and housed in the KES data notebooks.

Each SIT leader shared their vertical group's findings at the April SIT meeting. Following the April SIT meeting, vertical teams reconvened, reviewed the

data and collectively answered the questions, "What are the key conclusions? What does the team identify as priorities that need to addressed at KES?

What recommendations does the team have for addressing the gap or opportunity for growth?" SIT vertical team leaders then wrote their groups finds in

narrative form. The principal then wrote a CNA based on the individual groups' findings.

Aftrer the initial CNA was submitted for district review, Dr. Toni Strotter, the Director of Evaluation and Title 1 for Winston-Salem/Forsyth County

Schools, was invited to KES to meet with the principal and SIT Chair to discuss the CNA draft. Following the meeting and with the direction of Dr. Toni

Strotter, the SIT team leaders were given back their narratives and asked to look at the data again to identify the data that supported their narratives and

insert the data where appropriate. At the conclusion of the meeting, each area from the 201-2015 data was reviewed and the team decided upon the 5

prioirities for the 2016-2017 school year.

- CNA Participation Section - Page 7

CNA STAFF PARTICIPATION

2. Describe how staff members participated in the completion of the School Data and Summary Analysis (SDSA).

The School Improvement Team used the data from the Comprehensive Needs Assessment vertical team sessions to analyze the findings and

discuss trends and opportuinties for growth at Kernersville Elementary School. The School Improvement Team lutilized the following four questions as

the framework for their discussion: 1) What does the analysis tell us about Kernersville Elementary's strengths?, 2) What does the analysis tell us about

gaps and opportunities for growth?, 3) What data is missing? and 4) Based upon the analysis conducted, what are the three (3) to five (5) priorties for

Kernersville Elementary?

The areas that were included in the School Data and Summary Analysis were: 1) Student and Community Demographics, 2) Attendance and

Discipline, 3) Student Achievement and Growth, 4) Professional Capacity, 5) Perceptions of School, 6) School Processes/Instructional Practices, and 7)

Parent and Community Involvement. The driving force behind the discussions focused on what the vertical teams discovered in their analyses. Each SIT

team leader presented specific data which was collected from the Comprehensive Needs Assessment. Along with the presented data, the team leaders

indicated trends over at least a three year time period and discussed whether or not the data showed improvement, was consistent, or showed a

negative growth.

School Improvement Team's concluding activity was in the identification of the top five priorities for the 2016-2017 school year derived from the staff-

wide collective work on the Common Needs Assessment.The summer SIT retreat will include the updating of data from the seven priority categories from

the 2015-2016 school year in order to update the Comprehensive Needs Assessment (CNA) and School Data and Summary Analysis as necessary. The

School Improvement Plan is a living document that must be updating and continuously reflected upon to celebrate successes and imake adjustments in

to meet areas of need.

- CNA Participation Section - Page 8

District Name: School Name: School Code: Plan Years:

Winston-Salem/Forsyth County Kernersville Elementary 340416 2016-2017

Target Subgroup(s):All Students

Progress Monitoring Dates: Fall 2016: Quarterly District Math Assessments; Spring 2017: Quarterly District Math

Assessments and EOG

GOAL #1: (SMART - Specific,

Measurable, Attainable,

Realistic, Time-Bound)

To increase proficiency of our K-2 students in the area of reading as measured by TRC based upon Amplify

Progress Planning Tool calculations from BOY to EOY. Kindergarten-45% to 66%, 1st Grade- 50% to 45% and

2nd Grade- 27% to 40% and to increase proficiency of our 3-5 students in the area of reading from 2015/2016

SY to 2016/2017 SY as measured by EOG based upon WSFCS SIP Target Calculator calculations. 3rd Grade District Goal Alignment: By 2020 90% of 3rd grade students will read on or above grade level.

Target Subgroup(s):All Students

Progress Monitoring Dates: Fall 2016: BOY and Quarterly District Reading Assessments; Spring 2017: MOY,

EOY, Quarterly District Reading Assessments and EOG

Indistar Indicator: (Focus/Priority/SIG Schools only)

Fall 2016: BOG, Quarterly District Reading Assessments and Math Assessments;

Spring 2017: Quarterly District Reading Assessments, Math Assessments and

To lessen the achievement gap for black male students in reading and math as compared to all other

subgroups in grades 3-5 by 10 percentage points. In Math from 23.2% at the end of the 2015-2016 school year

to 13.2% at the end of the 2016-2017 school year and in Reading from 31.8% at the end of the 2015-2016 school

year to 21.8% at the end of the 2016-2017 school year.District Goal Alignment: By 2018 raise the performance bar and close the achievement gap by 10%.

Target Subgroup(s):Black Male Students

Progress Monitoring Dates:

To increase the math proficiency for grades 3-5 from 2015/2016 SY to 2016/2017 SY based upon WSFCS SIP

Target Calculator calculations. 3rd Grade- 66.9% to 75.2%, 4th Grade- 55.7% to 66.8% and 5th Grade 61.6% to

71.2%.

District Goal Alignment: By 2018 raise the performance bar and close the achievement gap by 10%.

- Goals Section - Page 9

Budget Amount: (if applicable) $13,868.75 Budget Source: (if applicable) Other funding

Completion Date

June 2017 June 2017

Use of Istation assessment data to progress monitor

student levels and determine student progress and

needed interventions/accelerations.

Person(s) Responsible Teachers and administration, in conjunction with

PRTs/EC/ESL/Specialists and Teacher

Assistants, use data and planning for Skill Block

time and additional small group instruction. Use

of MTSS and CAT (Collaborative Assist Team)

for systematic interventions.

Person(s) Responsible

Instructional Support

Representative (CC), Teacher

Representatives

Principal, Assistant Principal

Representatives, Instructional

Support Representative (CC),

Teacher Representatives

Completion Date Completion Date

June 2017 June 2017

Strategy #1: Describe the research-

based strategy that

will support this goal

Effectively utilize student assessment data to determine most effective instructional delivery and monitoring techniques.

Progress: Progress Monitoring Status:

Describe the action steps that will be taken to support this strategy.

Creation and use of normed common and district

assessments to help group, monitor and regroup students

for remediation, acceleration and differentiation.

Person(s) Responsible PLT focus on differentiated lesson plans for both

whole and small groups based on student

progress and assessment data.

Representatives

June 2017 June 2017

Use of DIBELS/TRC (Read 3D data) and to drive

instruction (remediation and acceleration).

Person(s) Responsible Regularly scheduled time for remediation and

acceleration via the Istation computer program,

Compass Learning, Amplify devices and other

software.

Use of Imagine It! components during reading

instruction in K-5.

Representatives

Completion Date

District Name: School Name: School Code: Year:

GOAL #1:

To increase proficiency of our K-2 students in the area of reading as measured by TRC based upon Amplify Progress

Planning Tool calculations from BOY to EOY. Kindergarten-45% to 66%, 1st Grade- 50% to 45% and 2nd Grade- 27% to

40% and to increase proficiency of our 3-5 students in the area of reading from 2015/2016 SY to 2016/2017 SY as

measured by EOG based upon WSFCS SIP Target Calculator calculations. 3rd Grade 51.7% to 63.8%, 4th Grade- 45.7%

- Goal 1 Section - Page 10

based strategy that

GOAL #1:

Budget Amount: (if applicable) $268,351.00 Budget Source: (if applicable) Title I - Regular

Support Representative (CC)

June 2017 June 2017

Weekly PLT meetings to focus discussions on review,

analysis and collaboration to provide differentiated

instruction to meet the needs of individual learners.

Person(s) Responsible Collaborate with the community to create and

utilize community-based support programs to

help increase student achievement and to better

address the needs of the whole child (Coaches

Who Care, Backpack program, Kid's Café,

Student Service Group).

Representatives, Teacher

Representatives, Social

Worker, Community Liaisons,

Parent Involvement Coordinator

June 2017 June 2017

based strategy that

Utilize current personnel, Title 1 support, as well as other volunteer and community support programs to effectively develop and

implement instruction to engage and meet the needs of all learners.

Create a KES master schedule that is able to maximize

impact on student instruction time/teacher effectiveness

(including specials, intervention times and weekly PLT

times).

Person(s) Responsible Use Title 1 funds to hire a full time 1st or 2nd

grade, 4th or 5th grade teacher, 1.2 other full

time teachers and 2.5 full time instructional

assistant to reduce class size and to provide

more directed small group instruction.

July 2016 July 2016

Use of theme money to provide continued professional

development training for staff as well as materials for

training and implementation of the Reading Foundations

program. ($5,405.50)

Person(s) Responsible All staff receive extensive training and support in

areas of reading to become "specialists" in a

variety of reading support including Corrective

Reading and Reading Foundations and are

utilized in their areas of expertise across grade

levels to maximize impact on student learning

and achievement.

based strategy that

GOAL #1:

Budget Amount: (if applicable) Budget Source: (if applicable)

Person(s) Responsible Person(s) Responsible

based strategy that

[Enter Goal #1 Strategy #3]

based strategy that

GOAL #1:

Check and Act

The questions in this section are both formative and summative. They are to be reviewed and monitored by you and your School Improvement Team (SIT)

throughout the school year. The process, results, and reporting of these questions are to be documented on this template continuously and towards the

end of the school year.

Monitoring Checklist and Timeline

Frequency

Classroom Walkthroughs, Formal Classroom Observations, Informal Classroom Observations,

Looking at Student Work, Lesson Plan Reviews, Discussions in professional learning teams meetings

How will you monitor strategy implementation?

Discussions in Professional Learning Team Meetings, School Leadership Team Meetings, Evaluations

Administrative Team Meetings

1) Please cite how your school is monitoring the strategies for implementation with fidelity? Some examples of ways to monitor implementation

fidelity include classroom walkthroughs, formal and informal classroom observations, surveys, focus groups, evaluations, lesson plan reviews, checklists,

rubrics, discussions in professional learning teams meetings and school leadership team meetings, etc.

Daily, Weekly, Monthly

Strategy 1

Strategy 2

Strategy 3

Weekly, Monthly, Quarterly

based strategy that

GOAL #1:

Progress Toward GoalCh

SMART Goal Attainment Checklist and Timeline

2) Based on the data, what progress did you make toward achieving the goal? Please select your progress toward the goal status and explain what

the data indicates.

Quarter 1 Quarter 3 Quarter 4Quarter 2

based strategy that

GOAL #1:

Quarter 2 Quarter 3

Recommendations/

Changes SMART Goal

Attainment Checklist

Quarter 4Quarter 1

3) Based on data, the strategies implemented with fidelity, the action steps, the SMART goals, and/or the performance measures (data) etc. what

changes would you or did you make?

Budget Amount: (if applicable) $13,868.75 Budget Source: (if applicable) Other funding

Completion Date

June 2017 June 2017

Use of the SWIVEL technology device to record model

math instruction to be shared during staff meetings and

PLT meetings.

Person(s) Responsible Utilize "Learn Zillion" to access effective

mathematical instructional strategies and

lessons that align with Common Core.

Instructional Support Representative

(CC), Teacher Representatives,

Technology Specialist

Representatives

June 2017 June 2017

based strategy that

Effectively utilize student Math assessment data to determine most effective instructional delivery methods and performance

monitoring techniques.

Creation and use of normed common and district

assessments to help group, monitor and regroup

students for remediation, acceleration and differentiation.

Person(s) Responsible PLT focus on development of differentiated

lesson plans for both whole and small groups

based on student progress and assessment

(CC), Teacher Representatives

June 2017 June 2017

Teachers and administration, in conjunction with

PRTs/EC/ESL/Specialists and Teacher Assistants, use

data and planning for Skill Block time and additional small

group instruction. Use of MTSS and CAT (Collaborative

Assist Team) for systematic interventions.

Person(s) Responsible Use of IReady assessments, Compass

Learning and Prodigy computer program data

to monitor student levels. Data used determine

student progress and determine needed

interventions/accelerations.

Representatives

Completion Date

GOAL #2: To increase the math proficiency for grades 3-5 from 2015/2016 SY to 2016/2017 SY based upon WSFCS SIP Target Calculator

calculations. 3rd Grade- 66.9% to 75.2%, 4th Grade- 55.7% to 66.8% and 5th Grade 61.6% to 71.2%.

based strategy that

Utilize Financial Literacy specials and Brain Lab specials

to provide opportunities for students to apply math

strategies in various real world situations.

Person(s) Responsible Provide training in Activeinspire, Kahoots and

other technology programs available to

increase modeling, representation, gradual

release and critical thinking when teaching

mathematical concepts.

Financial Literacy teacher,

Classroom Teachers

June 2017

based strategy that

Utilize current personnel, Title 1 support, as well as other volunteers to effectively develop and implement Math instruction to

engage and meet the needs of all learners.

To provide for and support opportunities for staff

members to attend monthly district-wide Math trainings.

Person(s) Responsible Weekly PLT Meetings in which Math teachers

share and discuss effective strategies for

engaging students in Math instruction with their

grade level colleagues.

Principal, Instructional Support

Representatives, District Support

Personnel

Representatives, Principal,

Assistant Principal

Representatives

June 2017 June 2017

Develop Teacher Haiku pages that provide lesson

exemplars for acquisition by parents, students and

colleagues.

Person(s) Responsible Create a KES master schedule that is able to

maximize impact on student instruction

time/teacher effectiveness (including specials,

interventions and weekly PLT times).

(CC), Teacher Representatives

June 2017 June 2017

based strategy that

Completion Date

Budget Amount: (if applicable) Budget Source: (if applicable)

based strategy that

Completion Date

based strategy that

Looking at Student Work, Lesson Plan Reviews, Discussions in professional learning teams meetings

Check and Act

throughout the school year. The process, results, and reporting of these questions are to be documented on this template continuously and towards the end

of the school year.

FrequencyHow will you monitor strategy implementation?

Strategy 3

Strategy 1

Daily, Weekly, Monthly

Strategy 2

based strategy that

the data indicates.

Progress Toward Goal

Quarter 1 Quarter 2 Quarter 3 Quarter 4

based strategy that

Quarter 1 Quarter 4

Recommendations/

Changes SMART Goal

Quarter 2 Quarter 3

Completion Date

June 2017 June 2017

Vertical Team meetings quarterly to provide opportunities

for all staff members to share effective strategies to

address the needs of our students.

June 2017

based strategy that

To provide school-based professional development opportunities for staff to better understand, discuss and collaborate on the

needs of minority students at Kernersville Elementary.

Culturally Responsive Classroom Communities workshop

that focuses on students' learning instead of interventions

for behavioral issues. This workshop will address

strategies used to create a classroom community starting

with rapport, relationship, and respect.

Person(s) Responsible Responsive Teaching and Learning Book Study

on culturally and linguistically responsive

teaching and learning. The group will discuss

classroom practices for student success and

focus on practical activities and easy-to-

implement strategies that address culture and

language in five key areas: classroom

management, academic literacy, academic

June 2017 June 2017

African American/ Hispanic-Latino Infusion Curriculum

Overview workshop with the primary focus on intergrating

the curriculum provided by the WS/FCS Multicultural

Department in daily lessons.

Person(s) Responsible Use Title 1 funds to hire 1.5 bilingual assistants

and a .5 certified Brain Lab teacher to address

student needs based upon book study of Erik

Jensen's Teaching with Poverty in Mind.

Completion Date

GOAL #3:

To lessen the achievement gap for black male students in reading and math as compared to all other subgroups in grades 3-5 by

10 percentage points. In Math from 23.2% at the end of the 2015-2016 school year to 13.2% at the end of the 2016-2017 school

year and in Reading from 31.8% at the end of the 2015-2016 school year to 21.8% at the end of the 2016-2017 school year.

based strategy that

GOAL #3:

Representatives, Parent

Involvement Coordinator, Social

Worker

Budget Amount: (if applicable) $20,249.00 Budget Source: (if applicable) At-Risk

Guidance counselor- lead groups for targeting social and

emotional needs of minority male students as identitified

by teachers and adminstator.

Representatives,Guidance

Counselor, Parent Involvement

Coordinator, Social Worker

based strategy that

Put programs and support systems into place to assist minority males in achieving behavior and academic success.

Invitations to specifically identified students to participate

in school/community support programs (Coaches Who

Care, 5th Grade Service Club, Teacher mentor etc.) to

support the whole child in achieving success.

Person(s) Responsible Hire male to work the "time-out" room in order

to proactively coach male students through a

"check-in/check out" system.

Representatives, Parent

Involvement Coordinator, Social

Worker, Community Liaisons

June 2017

Make a priority of minority male at-risk students when

enrolling for positions in after school tutoring.

Person(s) Responsible Recruit minority male role models to give

motivational presentations, talks and

demonstrations that encourage and promote

the keys to success.

based strategy that

GOAL #3:

Completion DateCompletion Date

Budget Source: (if applicable)

based strategy that

Budget Amount: (if applicable)

based strategy that

GOAL #3:

Check and Act

throughout the school year. The process, results, and reporting of these questions are to be documented on this template continuously and towards the end

of the school year.

Frequency

Strategy 1

How will you monitor strategy implementation?

Lesson Plan Reviews, My Learning Plan Enrollments, My Learning Plan Participant Reviews

Daily, Weekly, Monthly and

Quarterly

Strategy 2

Strategy 3

based strategy that

GOAL #3:

the data indicates.

Progress Toward Goal

Quarter 1 Quarter 2 Quarter 3 Quarter 4

based strategy that

GOAL #3:

Quarter 1 Quarter 4

Recommendations/

Changes SMART Goal

Quarter 2 Quarter 3

Statement of Responsibility for the School Principal

In accordance with General Statute §115C-105.47 (b)(3), 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 under G.S. 115C-288(g), and providing appropriate disciplinary consequences for disruptive students.

In the event the school principal fails to fulfill these responsibilities as required by state law, the following disciplinary consequences

may occur: (INSERT APPROPRIATE INFORMATION HERE)

In the event the district superintendent fails to fulfill these responsibilities as required by state law, the following disciplinary

consequences may occur: (INSERT APPROPRIATE INFORMATION HERE)

Name and role of person(s) responsible for

implementing this plan:

Safe School Plan for

Pursuant to General Statute §115C-105.47, this Safe School Plan provides required information regarding roles and responsibilities of

district and school-level personnel with respect to establishing and maintaining a safe, secure, and orderly school.

Statement of Responsibility for the School District Superintendent

In accordance with General Statute §115C-105.47 (b)(2), 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.

Kernersville Elementary

- Safe Schools Section - Page 28

Assistant Principal(s):

Teachers:

Teacher Assistants:

Other School Staff:

Pursuant to General Statute §115C-105.47 (b)(5), 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.

Pursuant to General Statute §115C-105.47 (b)(6), 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.

Services for At-risk Students

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

In accordance with General Statute §115C-105.47 (b)(4), other school personnel are tasked as follows with restoring, if necessary, and

maintaining a safe, secure, and orderly school environment:

Target:

Indicator:

Milestone Date:

Target:

Indicator:

Milestone Date:

In accordance with General Statute §115C-105.47 (b)(7), the following measurable (goals) for improving school safety and order are in

place. (Copy as needed depending upon number of goals.)

Pursuant to General Statute §115C-105.47 (b)(13a), the following services are provided to students assigned to an alternative school

or an alternative learning program.

Target:

Indicator:

Milestone Date:

Target:

Indicator:

Milestone Date:

Target:

Indicator:

Milestone Date:

Professional Development Planned/Completed

In accordance with General Statute §115C-105.47 (b)(9), the following planned or recently completed professional development aligns

with the goals of our safe school initiative:

In accordance with General Statute §115C-105.47 (b)(8), the following measures are used to determine the effectiveness of the

school's efforts to assist at-risk students, including effectiveness of procedures adopted under G.S. 115C-105.48 (Alternative Learning

Programs).

Pursuant to General Statute §115C-105.47 (b)(11), identify the district's plan to provide access to information to the school community,

parents, and representatives of the local community.

Pursuant to General Statute §115C-105.47 (b)(10), identify the district's plan to work effectively with local law enforcement and court

officials.

Program or Strategy Being Funded Amount of Funding Source of Funding

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

Priority Goal 1 Priority Goal 2 Priority Goal 3

Strategy 1 X X X

Strategy 2 X X X

Strategy 3

Title I School wide Compliance Review and Plan

We are using our Title 1 funds in a variety of ways which include hiring additional staff members, , providing professional development

opportunities for staff members and focusing on our targeted subgroups with intentional instructional programs. We are also using our

Title 1 finds to purchase licenses for computer programs to assist with differentiation during workshop times in the classrooms.

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 school wide program. The goals and

strategies you've already developed may fulfill many of these requirements.

School wide 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.

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

This school improvement plan addresses this requirement.

Please see the priority goals and strategies noted to the right:

- Title I Section - Page 34

Strategy 1X

Strategy 2X

Strategy 3

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 school wide 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.

Our school is addressing the need for highly qualified teachers in the following ways, in addition to our focus on the priority goals listed in

this plan: KES is blessed to have a great partnership with UNC-G and we have 9 Master's Degree students conducting a year long

internship and student teaching at our school. We are also fostering a partnership with WSSU and Wake Forest to hoist interns and

student teachers from their teaching programs. We also work closely with the community and have a great reputation which helps us

ensure we have a waiting list of qualified teachers who want to work at KES. We have a high percentage of National Board Certified

Teachers and all of our teachers were green and blue in the 2014-2015 EVAAS results.

Our school is addressing the need for highly qualified teachers in the following ways, in addition to our focus on the priority goals listed in

this plan:

Strategy 1X X X

Strategy 2X X X

Strategy 3

High-quality and ongoing professional development: Teachers and other staff in school wide 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 school wide 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.

We will be finishing our Reading Foundations training this school year on Early Release days. We will also be offering book studies and

conducting workshops in-house for staff on strategies to reach our minority students and to better understand ways to engage them and

their families through a partnership with the Multicultural Education Department (Dr. Nash) to provide materials and resources for

strategies for higher student success.

Our school provides high quality, on-going professional development in the following ways, in addition to our focus on the priority goals

listed in this plan:

Strategy 1X X

Strategy 2X X

Strategy 3

Our school uses the following strategies to attract highly qualified teachers to our high-need schools, in addition to our focus on the

priority goals listed in this plan:

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 school wide plan must describe the strategies it will use to attract and retain highly qualified teachers.

Our school uses the following strategies to attract highly qualified teachers to our high-need schools, in addition to our focus on the

priority goals listed in this plan: We have a long standing and mutually beneficial partnership with UNC-G for Master's Degree students to

do a year long internship and student teaching at KES. We are also continuing to foster a strong relationship with other area university

Education Departments for opportunities to attract future teachers. We work with teacher cadets from local area high schools.

Strategy 1X

Strategy 2X X X

Strategy 3

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 school wide 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.

We are actively seeking opportunities to partner with area business, companies, non-profit organizations to increase parent involvement

and understanding of academic expectations. We are actively seeking a parent bi-lingual liaison and home school coordinator position to

work closely with families and to better involve them in taking an active role within the school community. We host a variety of events

each month and encourage parents to participate with their children (including Back to School Night, Title 1 Parent Night, Fall Carnival,

PTA programs, etc.) We send all communications home in both English and Spanish and we use Title 1 funds to pay for a bi-lingual

assistant.

Our school uses the following strategies to increase parental involvement, in addition to our focus on the priority goals listed in this plan:

Strategy 1X

Strategy 2X X X

Strategy 3

Each year we invite all area pre-school students and parents to come for a visit to "big school" and host a K Registration day. We have a

week of Open House during Zone Choice week for Pre-K students to visit and work with the Pre-school teachers to also host a K

screening in the spring of each year. The speech teachers at KES serve students who are in pre-school at KES and also help screen

students at the K Screening Day to help identify students who may need some extra assistance with the transition for elementary school.

I plan to develop positive relationships with the area preschools and hope to have the opportunity to speak to parents at several of them

about their child coming to Kindergarten.

Our school uses the following pre-school-to-elementary transition strategies, in addition to our focus on the priority goals listed in this

Plans for assisting preschool students in the successful transition from early childhood programs to local elementary school

wide 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

school wide programs capitalize on this strong start.

Strategy 1X X X

Strategy 2X X

Strategy 3

Our school uses the following strategies for developing teacher skills in formative assessment, in addition to our focus on the priority

goals listed in this plan:

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 school wide 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.

Administration works with teachers on monitoring their own PDP Goals and use of data to reflect on progress/continued areas of need.

Data is broken down during weekly PLT meetings and therefore used to guide instruction and to reflect on best practices. Analysis od

student achievement data is conducted during weekly CAT/MTSS meeting. Observation instruments are used to help teachers reflect on

performance standards in relation to student achievement.

Strategy 1X X X

Strategy 2X X

Strategy 3

Activities to ensure that students who experience difficulty attaining proficiency receive effective and timely additional

assistance: The school wide 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.

Our school uses the following differentiation strategies, in addition to our focus on the priority goals listed in this plan:

KES will use at-risk funds to provide tutoring assistance after school three days a week. We will also utilize the UNCG Master Program

students to provide interventions/activities. We also use reading specialists to instruct students using the Corrective Reading program in

small groups. We are continuing to implement the Tier 2 phase of PBIS to address behavior concerns to decrease the amount of time

students are out of the classroom.

Strategy 1X X X

Strategy 2X X X

Strategy 3

Theme money id used to provide staff development training for our staff in research-based reading best practices as well as to purchase

research proven reading and math intervention programs.

Coordination and integration of Federal, State, and local services and programs: School wide 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, school

wide 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 school wide program.

Our school uses the following strategies to coordinate and integrate federal, state, and local services and programs, in addition to our

focus on the priority goals listed in this plan:

District Goal 2: By 2018 achieve 90% graduation rate.

State Board of Education Goals: Future-Ready Students for the 21st

Century

Goal 1 – North Carolina public schools will produce globally competitive students.

Goal 2 – North Carolina public schools will be led by 21st Century professionals.

Goal 3 – North Carolina Public School students will be healthy and responsible.

Goal 4 – Leadership will guide innovation in North Carolina public schools.

Goal 5 – North Carolina public schools will be governed and supported by 21st Century systems.

District Goals for Winston-Salem Forsyth County Schools

District Goal 1: By 2020 90% of 3rd grade students will read on or above grade level.

Supports SBE Goal: Goal 1 – North Carolina public schools will produce globally competitive students.

District Goal 3: By 2018 raise the performance bar and close the achievement gap by 10%.

Supports SBE Goal: Goal 1 – North Carolina public schools will produce globally competitive students.

Document sets (pdf) for the 7 categories have been posted to Sharepoint in the SECURE DOCUMENTS LIBRARY.

Directions for Sharepoint: • Click SECURE DATA LIBRARY

• Go to district homepage at: http://wsfcs.k12.nc.us • Click ELEMENTARY, MIDDLE, or HIGH

• Click User Options at the far top right corner • Click your School folder

• Click Office 365 and login with your school email and password • Click Research and Evaluation

• Scroll to the bottom of the page and click Sites • Click Needs Assessment Reports

• Click Administrative Services • Current data for SCHOOL DATA NOTEBOOKS has been posted and labeled according to the 7 categories also listed in the bullets below.

The school data for your school has been posted to your SECURE DOCUMENTS LIBRARY in Sharepoint. For a direct link, please go to: control click:

https://wsfcsk12nc.sharepoint.com/sites/AdmPortal/SECURE%20DOCUMENTS%20LIBRARY/Forms/AllItems.aspx?View=%7BB0542678%2D1EBB%2D4BE8%2D9787%2D69BE2C14E961%7D

Student & Community Demographics

School Profile

20-Day Membership Over Time (past 10 years)

Enrollment By Race/Ethnicity Over Time (past 10 years)

Enrollment by subgroups for All, LEP, SWD, and EDS (To be developed)

Percent Free/Reduced Lunch Over Time (past 10 years)

Student Mobility Over Time (past 10 years)

Community Profile

Community Demographics (Availability pending)

School Grants Efforts (Available at school level)

Agencies and Businesses involved in school partnerships (Available at school level)

Student Attendance, Discipline, & Retention

NC 4-Year Cohort Graduation Rate Over Time (past 5 years -- HS Only)

NC 4-Year Cohort Graduation Rate Over Time (past 5 years -- HS Only) (by subgroups) (To be developed)

Dropout Rate Over Time (past 5 years -- HS Only)

Dropout Rate Over Time (past 5 years -- HS Only) (by subgroups) (To be developed)

Discipline Data (incident types, action types) (past 3 years)

Discipline Data (incident types, action types) (past 3 years) (by subgroups) (To be developed)

Attendance (Average Daily Attendance, Yearly Attendance Rate) (past 3 years)

Attendance (Average Daily Attendance, Yearly Attendance Rate) (past 3 years) (by subgroups) (To be developed)

Student Retention (by subgroups) (To be developed)

Expulsion/Suspension Rate by subgroup (past 3 years) (To be developed)

Student Achievement/Growth

AYP/AMO Over Time (past 5 years)

EOG/EOC Performance Composite Over Time (past 10 years)

EOG or EOC Proficiency Over Time (past 5 years) (Showing 2013-2015, data before 2013 not comparable due to re-norming of NC Tests in 2013)

Reading/Math Cohorts (2 years – Elementary & Middle Only)

Achievement Gaps 2013-2014 through 2014-2015 (Ethnicity and LEP Status)

EOG/EOC Proficiency 2014-2015 (compared to district and state)

EOG/EOC Proficiency 2014-2015 broken out by select student groups (disag data)

EOG/EOC Proficiency 2013-2014 (compared to district and state)

EOG/EOC Proficiency 2013-2014 broken out by select student groups (disag data)

Benchmark Assessment Data (To be developed)

WS/FCS CONTENTS OF SCHOOL DATA NOTEBOOKS

WS/FCS Data Sources for Analysis by School Improvement Teams

Elementary Only :

o DIBELS Cohorts (2 years)

2014-2015 DIBELS NEXT Proficiency Levels (compared to district) – K, 1, 2, 3

2014-2015 TRC Proficiency Levels (compared to district) – K, 1, 2, 3

2013-2014 DIBELS NEXT Proficiency Levels (compared to district) – K, 1, 2, 3

2013-2014 TRC Proficiency Levels (compared to district) – K,1,2,3

EVAAS School Trends 2012 - 2015 by School Composite & Grade/Subject

EVAAS 2015 Value Added Reports (by Subject)

EVAAS 2015 Performance Diagnostic Reports

EVAAS 2015 School Accountability Growth

Professional Capacity

Teacher Characteristics Over Time (chart with # teachers, # fully licensed, # advanced degrees, # NBCTs, experience bands, mean experience, turnover rate – for past 5 years)

Teacher Turnover Rate Over Time (graph of past 5 years)

2014-2015 NC Teacher Evaluation Ratings Standards (compared with district and state) (Availability pending)

2013-2014 NC Teacher Evaluation Ratings Standards (compared with district and state)

2013-2014 EVAAS Teaching Effectiveness Pie Charts (compared with district and state)

Teacher Professional Development (to be developed)

Perceptions of School

2014 Teacher Working Conditions Key Indicators (graph comparing to district & state)

2014 Teacher Working Conditions Summary Results

2014 Teacher Working Conditions Summary Comparison Results

2015 Forsyth County Association of Educators (FCAE) Teacher Survey Results

2014-2015 Student Climate Survey Results

2013-2014 Student Climate Survey Results

School Processes/Instructional Practices

Classroom Walkthrough Data (Available on school level)

Goal Summaries – 2014-2015 Goal Summary Graphs by Grade/Subject

Goal Summaries – 2013-2014 Goal Summary Graphs by Grade/Subject

Feedback from Staff (To be developed on school level)

What are we doing, how is it working, what changes need to be made?

How are learning teams/PLTs functioning?

What systems support growth for all students?

How is lesson planning working?

What supports are in place for teachers?

Parental Involvement

Parental Involvement Functions (type and attendance) (Available at school level)

Parental Volunteer Efforts (type and attendance) (Available at school level)

2015-2016 Parental Climate Survey Results (Availability pending)

WS/FCS Data Sources for Analysis by School Improvement Teams

May 5th, 2016 – Complete CNA

June 6th, 2016 – SDSA due

June 30th, 2016 – Prioritized Plan due (Title I schools only)

July 15th, 2016 – Draft of the SIP template due (upload on the shared drive)

September 15th, 2016 – Final SIP template due with updated SDSA

2016-2017 School Improvement Plan Template Due Dates

shane o'neal€¦ · plan year(s): 2016-2017 date prepared: 6/20/2016 committee position...

Documents

o'neal - oaktrust.library.tamu.edu

grandmaster eric o'neal, sr. front cover

o'neal creative thinking presentation final

o'neal catalogue | 2016 bike

o'neal-26 2010

o'neal mx catalog 2010 europe

the o'neal magazine summer 2012

2016 sdsa awards luncheon coverage - sdsa set decorators ·...

american farmer wants air leadership-o'neal...vol. ii, no. 2...

the o'neal magazine winter / spring 2013

are you taking advantage of these benefits of your sdsa...

an evaluation of the safe drive stay alive (sdsa) road...

the o'neal magazine fall 2011 and annual report

21st annual sdsa awards - sdsa set decorators · 21st...

information services quarterly update ian o'neal

february 2021 - o'neal steel

skip to my lou - the michael o'neal singers

welcome to the o'neal community

shaquille o'neal

sdsa at modernism week! - sdsa set decorators · u-frame-it...