school improvement plan - pagesschools.cms.k12.nc.us/pinevillees/documents/pineville sip...

School Improvement Plan

2017-2018

School Improvement Plans remain in effect for two years, but a School Leadership Team may amend as often as necessary or appropriate.

Draft Due: October 3, 2017 Final Copy Due: October 17, 2017

Pineville Contact Information

School: Pineville Elementary Courier #: 500

Address: 204 Lowry Street Phone Number: 980-343-3920

2017-2018 Pineville School Improvement Plan Report

Pineville, NC 28134 Fax Number: 980-343-3925

Learning Community: South School Website: http://schools.cms.k12.nc.us/pinevilleES

Principal: Brian Doerer

Learning Community Superintendent: Avery Mitchell

Pineville 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 Email Address Date

Elected Principal Brian Doerer [email protected] 6/5/2017

Assistant Principal Representative Kathryn Trotter [email protected] 6/5/2017

Teacher Representative Samantha Stewart [email protected] 6/5/2017

Teacher Representative Ashley Gill [email protected] 6/5/2017

Teacher Representative Emily Steffen [email protected] 6/5/2017

Teacher Representative Lisa Levay [email protected] 6/5/2017

Teacher Representative Laura Jacobsen [email protected] 6/5/2017

Teacher Representative Ann Leck [email protected] 6/5/2017

Teacher Representative Marques Hazell [email protected] 6/5/2017

Academic Facilitator Crystal Anderson [email protected] 6/5/2017

Instructional Support Representative Rachael Caldwell [email protected] 6/5/2017

Instructional Support Representative Andrew Gianelli [email protected] 6/5/2017

Instructional Support Representative Katie Dowd [email protected] 6/5/2017

Instructional Support Representative Kelly Johnston [email protected] 6/5/2017

Elementary Counselor Kanaya Dinkins [email protected] 6/5/2017

Elementary Counselor Samantha Andrews [email protected] 6/5/2017

Parent Representative Jaime Robinson [email protected] 6/5/2017

Parent Representative Cynthia Karim [email protected] 6/5/2017

Parent Representative Heather Higgs [email protected] 6/5/2017

Parent Representative Martha Miles [email protected] 6/5/2017

Parent Representative Michael Reese [email protected] 6/5/2017

Parent Representative Roxanne Campbell [email protected] 6/5/2017

Parent Representative Monica Waligowski [email protected] 6/5/2017

Parent Representative Shelina Guthrie [email protected] 6/5/2017

Parent Representative Yasmin Jeffers [email protected] 6/5/2017

Vision Statement

District: CMS provides all students the best education available anywhere, preparing every child to lead a rich and productive life.

School: Our academic goals are to have: 90% of students on grade level, all students showing at least one year of growth and

continued academic proficiency. We continue to strive to increase student engagement, teacher effectiveness and develop the characteof

all Pineville Smilers through implementation of Positive Discipline.


Mission Statement

District: The mission of CMS is to maximize academic achievement by every student in every school.

School: Our mission is to partner with students, parents, staff, and community members to ensure that each student has the opportunity to

achieve his / her academic and social potential. We will engage students at their individual level; acknowledging learning styles, interests, and cultural

influences. Our success will be measured by national, state, and local assessments. We will eliminate barriers that impede students from being

successful.

Pineville Shared Beliefs● Students learn through active engagement according to their

personalized academic path.

● Staff members and students thrive and grow in cooperative, safe, orderly, and risk-free environment where they are challenged.

● All students must be treated with dignity and respect at all times.

● The diversity of our school community enhances our students’ education.

● Students gain understanding of themselves and the world around them by developing the skills and knowledge essential for thinking, problem-solving, and expanding their sense of confidence in their abilities.

● The school will provide the least restrictive environment allowing for the inclusion of all students.

● High expectations and challenges result in higher student performance and improved student learning.

● Positive classroom behavior, heterogeneous classes, and teamwork enhance academic achievement.

● Teaching is most effective when teachers are given adequate time for planning and collaborating with peers.

● Positive, professional relationships among adults in the school community enhance student learning.

● Retention and hiring of high quality staff members greatly improves the overall effectiveness of our school.

Pineville Elementary’s best qualities are demonstrated through

the work and dedication of its staff, students, parents and positive

climate.


Pineville SMART Goals

1. Provide a duty-free lunch period for every teacher on a daily basis.

2. Provide duty-free instructional planning time for every teacher under G.S. 115C-105.27 and -301.1, with the goal of providing an average of at least five hours of planning time per week, to the maximum extent that the safety and proper supervision of students may allow during regular student contact hours.

3. Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and harassing behaviors.

4. Implement Personalized Learning in 100% of K-5 classrooms. 5. Increase reading proficiency by 4% from 61% to 65% as measured by reading EOG scores. 6. Increase math proficiency by 4% from 66.1 to 70.1 as measured by math EOG scores. 7. Utilize the Memberhub communication software program to reach 40% of Pineville families.


Pineville Assessment Data Snapshot


Pineville Profile

Our children come from a wide range of economic levels. Our largest groups of children are White, Hispanic, and African American. There are over 38

different countries represented and 8 different languages spoken by students at Pineville. Approximately 60% percent of the students are Economically

Disadvantaged. For three out of the four last years, our school has exceeded growth. In the 2016-17 school year, we exceeded growth with a 6.37 and

met all of our subgroups (White, Hispanic, African American, SWD, ELP, AIG, EDS).The school’s principal is Brian Doerer. In addition to Mr. Doerer, the

staff consists of one assistant principal, Kathy Trotter, 38 classroom teachers, 1 Academic Facilitator, 1 TD teacher, 8 Regular Education teacher

assistants, 2 ESL teachers, 3 EC teachers, 1 EC Teacher assistant, 2 school counselors, 1 part-time school psychologist, 1 technology associate, and 4

special area teachers, 52% of our classroom teachers hold Master’s degrees, and seven teachers have National Board Certification. Pineville has the

following extracurricular activities: Girls on the Run, The WGRIN News Show, Smiler Chorus, Student Council, Photography Club, Robotics, Soccer

Shots, Math Olympiad, Mathapalooza, Chess Club and a Basketball Club.


Strategic Plan 2018: For a Better Tomorrow

Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready

Four focus areas: I. College- and career-readiness II. Academic growth/high academic achievement

III. Access to rigor IV. Closing achievement gaps

Goal 2: Recruit, develop, retain and reward a premier workforce

Five focus areas: I. Proactive recruitment II. Individualized professional development

III. Retention/quality appraisals IV. Multiple career pathways V. Leadership development

Goal 3: Cultivate partnerships with families, businesses, faith-based groups and community organizations to provide a sustainable system of support and care for each child

Three focus areas: I. Family engagement II. Communication and outreach

III. Partnership development

Goal 4: Promote a system-wide culture of safety, high engagement, cultural competency and customer service

Five focus areas: I. Physical safety II. Social and emotional health

III. High engagement IV. Cultural competency V. Customer service

Goal 5: Optimize district performance and accountability by strengthening data use, processes and systems

Four focus areas: I. Effective and efficient processes and systems II. Strategic use of district resources

III. Data integrity and use IV. School performance improvement

Goal 6: Inspire and nurture learning, creativity, innovation and entrepreneurship through technology and strategic school redesign

Four focus areas: I. Learning everywhere, all the time II. Innovation and entrepreneurship

III. Strategic school redesign IV. Innovative new schools


SMART Goal (1): Duty Free Lunch for Teachers

Provide a duty-free lunch period for every teacher on a daily basis.

Strategic Plan Goal: Goal 2: Recruit, develop, retain and reward a premier workforce.

Strategic Plan Focus Area: Retention

Data Used: Teacher Working Conditions Survey, Principal Survey, Student and Parent Surveys, Discipline referrals from cafeteria.

Strategies (determined by what data) ● Task ● Task ● Task (PD)

Point Person (title)

Evidence of Success (Student Impact)

Funding (estimated cost / source)

Personnel Involved

Timeline (Start—End)

● Interim Dates

1. Re-Employ a lunch monitor ● Establish the school criteria

Trotter, Assistant Principal

Teachers provided duty free lunch as safety allows.

CMS Trotter, Lunchroom Monitor

8/2017-6/2018; Checkpoints: 11/2017 and 2/2018

2. Monitoring of cafeteria procedures and student behavior in the cafeteria.

● Periodic checks by classroom teachers, administration and assistants.

● Report behavior concerns to administration to address.


Decrease in Discipline Referrals from the cafeteria. Monitor FAC for cafeteria concerns

CMS Trotter, Teachers, Assistants, Lunchroom Monitor,BMT

8/2017-6/2018; Checkpoints: 11/2017 and 2/2018

3.Use music to create a positive dining environment and maintain appropriate noise level.


Decrease in Discipline Referrals /maintain order and safety the cafeteria.

N/A Trotter, Hazell, Tesemma

Sept/2017- Jun/2018; Checkpoints:Nov/2017 and Feb/2018

4. Establish, practice, and reinforce safety rules throughout the year.


Decrease in Discipline Referrals /maintain order and safety the cafeteria.

N/A Trotter, Teachers, Assistants, Lunchroom Monitor

Sept/2017- Jun/2018; Checkpoints: Nov/2017 and Feb/2018


SMART Goal (2): Duty Free Instructional Planning Time

Provide duty-free instructional planning time for every teacher under G.S. 115C-105.27 and -301.1, with the goal of proving an average of at least five hours of planning time per week, to the maximum extent that the safety and proper supervision of students may allow during regular student contact hours.

Strategic Plan Goal: Goal 2: Recruit, develop, retain and reward a premier workforce. Goal 5: Optimize district performance and accountability by strengthening data use, processes and systems

Strategic Plan Focus Area: Professional Development, Retention, Leadership Development, Data, Integrity and Utilization, Disproportionality

Data Used: Teacher Working Conditions Survey, Principal Survey, Student Achievement Data from sources including district and school assessments





Personnel Involved


● Interim Dates

1. Draft a master schedule that allows teachers common planning time of one 85 minute session and 5, 45 minute sessions during the school’s 6 day schedule rotation.

Anderson, Facilitator

A schedule that provides instructional time, including an intervention block, that allows for small group, personalized instruction.

N/A Administration, Teachers, Instructional Support


2. Provide a schedule for half day planning on Early Release days to respond to interim assessment data and create targeted action plans.

Trotter, Assistant Principal; Anderson, Facilitator

There will be an increase in student growth scores as measured by Reading 3D, MAP, and EOG assessments.

N/A All Staff Sept/2017- Jun/2018; Checkpoints: Nov/2017 and Feb/2018

2. Implement the school-wide coaching model to provide teachers with additional instructional feedback & support in: Writing, Data, Math, Technology, Words Their Way, PEAK Strategies, and Personalized Learning

Doerer, Principal

Personalized PD for each teacher based on goal setting and continuous improvement. Provide additional planning/ coaching time in lieu of weekly staff meetings.



SMART Goal (3): Anti-Bullying / Character Education

Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and harassing behaviors.

Strategic Plan Goal: Goal 4: Promote a system-wide culture of safety, high engagement, cultural competency and customer service

Strategic Plan Focus Area: Physical Safety, Social and Emotional Health

Data Used: Teacher Working Conditions Survey, CMS Survey, Informal feedback from parents, students, and staff.





Personnel Involved


● Interim Dates

1. Bully Prevention/Bully Liaison ● Establish Bully Liaison -

Samantha Andrews ● Define bullying in lesson

plans

Andrews and Dinkins, Counselors

Reduction in bullying incidents at school and on the bus as measured by discipline data in Powerschool


2. Character Education ● Positive Discipline Training for

New Staff Members (2) ● Implement Positive Discipline

Lessons ● Implement Terrific Kids ● Further implement the

development of teaching to the “Whole Child” through Personalized Learning

Doerer, Principal; Gill, Principal Intern

All staff have been trained. Teacher, parent, and student surveys indicate a reduction in bullying incidents. There will be a decrease in number of student suspensions from last year to this year. (0 long-term/ 19 short-term)


3. Healthy Active Child 30 min. ● Create a schedule with 30

mins. of PE daily for all students

● Recess / Healthy Activity will

Brian Doerer, Principal; Seligman, PE

Increase the number of students performing at standard or higher on the yearly physical education test.

CMS, PE Dept.

All Staff Sept/2017- Jun/2018; Checkpoints: Nov/2017 and


not be used as a punishment or consequence

● Continue additional opportunities for students to be physically active: Soccer Shots, Girls on the Run, Basketball club etc.

Continue student participation in extracurricular activities as measured by attendance. PE equipment increase and create a check-out inventory for staff.

Feb/2018

4. School Health Team ● Identify school needs and

collect school data (absences, tardies, illnesses, allergies etc.)

● Develop individual student action plans and implement as needed

● Evaluate and re-educate as needed

Abruzino, School Nurse; Dinkins and Andrews, Counselors

Decrease the need of student visits to the health room as measured by student log. Decrease in the number of chronic tardy and attendance concerns as measured by the Navigator portal. Continue home visits by Pineville School Health Team and maintain a log.

N/A Nurse, Office Staff, First Responders, Counselors, Administration and Classroom Teachers


5. Title IX Title IX of the Education Amendments of 1972 (“Title IX”), 20 U.S.C. §1681 et seq., is a Federal civil rights law that prohibits discrimination on the basis of sex—including pregnancy and parental status—in educational programs and activities.

Dinkins and Andrews, Counselors

Counseling and educational resources will be available to students who have alleged harassment and to students accused of sexual or gender-based harassment. Title IX Training for all staff with classroom lessons



SMART Goal (4): Implement Personalized Learning in 100% of K-5 classrooms.

Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready

Strategic Plan Focus Area: Academic growth/high academic achievement, access to rigor, close achievement gaps

Data Used: Insight survey, MAP, Reading 3D, Interim Assessments, Student/Teacher data trackers, EOGs





Personnel Involved


● Interim Dates

1. Establish school wide norms for Personalized Learning as measured by classroom observations and whole school observations.

Caldwell, AIG Pre-assessments in math and literacy, goal setting/reflection based on data, student data trackers, data driven small group instruction, mastery walls, flexible seating, student choice, class meetings, and pathways/playlists/playways


2. Offer Personalized Learning training for staff members

● Professional development ● CMS School tours ● Vertical learning walks ● PL Coaching for select staff

Caldwell, AIG; Stedman, teacher; Forchheimer, teacher

Professional development scheduled for each grade level as measured by attendance roster. Schedule of school tours and shared drive documents for reflection

N/A All Staff, Personalized Learning Dept.


3. Continue to implement Data Driven Instruction protocol to analyze data, teach for mastery and increase student ownership.

● School wide goal setting and student data trackers

Doerer, Principal; Trotter, Assistant Principal; Anderson, Facilitator

Increase student academic achievement in math and reading as measured by MAP, Reading 3D, Interim assessments, student/teacher data trackers and EOG scores.



SMART Goal (5): Increase reading proficiency by 4% from 61% to 65% as measured by reading EOG scores.

Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready

Strategic Plan Focus Area: Academic Growth/HIgh Academic Achievement, Access to Rigor

Data Used: MAP, Reading 3D, Interim assessments, Common assignments, EOG scores

Strategies (determined by what

data) ● Task ● Task ● Task (PD)




Personnel Involved


● Interim Dates

1. Use data driven instruction model throughout the school

● Develop instructional teaching practices aligned to Common Core State Standards.

● Generate student action plans for each learning cycle K-5


Use targeted instruction and/or interventions to increase student proficiency by 4% on grade level interim assessments, reading EOG, MAP, common assignments and Reading 3D/ TRC.


2. Flexible grouping ● Generate student action

plans and provide research based instructional strategies to increase reading proficiency.

Anderson , Facilitator

Students will receive targeted instruction and/or interventions directly aligned to specific learning needs based on interim, MAP, and Reading 3D/TRC data through the Leveled Literacy Program.

N/A Anderson, Assistants, Tutors


3. Implement Letterland, a phonics-based approach to learning reading (K-2). Develop a grade level Scope and Sequence.

Anderson , Facilitator

Increase student proficiency by 4% on grade level interim assessments, MAP, common assignments and Reading 3D/ TRC.

N/A Anderson, K-2 teachers



4. Use Wordly Wise (3-5) and Words Their Way (K-5) vocabulary/spelling resources to augment reading instruction and further develop learning strategies for students.


Increase student proficiency by 4% on grade level interim assessments, reading EOG, MAP, common assignments and Reading 3D/TRC.

N/A Anderson, Classroom teachers


5. Provide professional development in literacy and writing as prescribed by the CMS Instructional Leadership Team guidelines.

Doerer, Principal; Trotter, Assistant Principal; Anderson, Facilitator

All students, independently, will use close reading strategies to comprehend complex, informational text. All students will use complex information text for rigorous discussions and use tools to organize their thinking to prepare for writing in response to the text. By the end of three years, all students will be able to write with evidence in response to complex informational text.


6. Continue to conduct teacher and Parent Learning Walks.

● Personalized Learning/ Literacy Focus Tours

Anderson, Facilitator; Caldwell, AIG

Increase awareness and understanding of our school’s learning environment. Schedule 2-3 parent tours throughout the school year.

NA Selected staff/parents



SMART Goal (6): Increase math proficiency by 4% from 66.1 to 70.1 as measured by math EOG scores.

Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready.

Strategic Plan Focus Area: Academic Growth/High Academic Achievement, Access to Rigor

Data Used: MAP, Interim assessments, common assignments, EOG scores





Personnel Involved


● Interim Dates

1. Use data driven instruction model throughout the school

● Develop instructional teaching practices aligned to Common Core State Standards.

● Generate student action plans for each learning cycle K-5

Anderson, Facilitator, Classroom Teachers

Use targeted instruction and/or interventions to increase student proficiency by 4% on grade level interim assessments, math EOGs, MAP, and common assignments.


2. Flexible grouping ● Generate student action plans

and provide research based instructional strategies to increase math proficiency.

Anderson , Facilitator; Classroom Teachers

Students will receive specific instruction and/or interventions directly aligned to specific learning needs based on interim, MAP, and common assignment data.


3. Math facilitator will attend district trainings and will provide school based professional development and planning support for the new Envisions math curriculum based on district initiatives.


Share resources and minutes from district meetings to increase student proficiency by 4% on grade level interim assessments, math EOGs, MAP, and common assignments.



SMART Goal (7): Utilize the Memberhub communication software program to reach 40% of Pineville families.

Strategic Plan Goal: Goal 3: Cultivate partnerships with families, businesses, faith-based groups and community organizations to provide a sustainable system of support and care for each child.

Strategic Plan Focus Area: Family engagement, Communication and outreach, Partnership development

Data Used: Memberhub membership rosters, parent surveys, PTA membership





Personnel Involved


● Interim Dates

1. Increase PTA membership and support for school initiatives

Waligowski, PTA Parent; Gill, Admin Intern/Teacher

Increase in the PTA membership as measured by Memberhub

NA All Staff Sept/2017- Jun/2018; Checkpoints: Nov/2017 and Feb/2018

2. Give parents leadership roles and provide multiple ways for them to volunteer through Memberhub.


Increase in the amount of volunteers at school events and other various duties in the office and in classrooms as measured by attendance.


3. Streamline communication by using one software program to send calendar updates, newsletters, reminders, photos, payments, files, and announcements.


Increase in parent involvement and family retention as measured by attendance.



Mastery Grading Procedures Plan – Required for All Schools

Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready.

Strategic Plan Focus Area: Academic growth/high academic achievement

Data Used: Rosters, report cards, teacher grade books, conferring with parents/students/staff

Strategies (determined by what data)

● Task ● Task ● Task (PD)




Personnel Involved


● Interim Dates

1. Common assessments ● Aligned to CCSS

Doerer, Principal; Trotter, Assistant Principal

Students receive immediate feedback for goal setting.


2. Data disaggregation ● Provide specific time and

support and resources to analyze student outcomes


Students receive immediate feedback for goal setting.


3. Flexible grouping ● Generate student action

plans for each learning cycle


Students will receive specific instruction and/or interventions directly aligned to specific learning needs.


4. Late and make-up work ● Establish policy and criteria

states that late and make up work should be completed within five school days


Students will have increased opportunities to meet their academic goals.



5. Additional learning opportunities ● If a student earns below a

59% on any of formal test, the student may have the opportunity to analyze errors with teacher guidance within one week of the original assessment administration date (or due date). The student will be provided with additional explicit instruction and then given an opportunity to retest and replace the original grade up to 80%.

Doerer, Principal; Trotter, Assistant Principal; Anderson, Facilitator; Lead Teachers

Teacher focus moves to student mastery of content. Additional testing opportunities will result in greater content mastery.

N/A Principal, Assistant Principal, Facilitators, Classroom Teachers


6. Grade reporting ● Grades for all assignments

must be entered in the PowerSchool within ten (10) school days of the assignment due date. This includes make-up work. (Note: Grades for long term assignments/projects and work turned in late are excluded from the 10 day posting requirement.)


Grades will be posted in PowerSchool within ten school days of the assigned due date.

NA 3-5 teachers, admin



Pineville Elementary School - 600 Waiver Requests

Request for Waiver

1. Insert the waivers you are requesting

Maximum Teaching Load and Maximum Class Size (grades 4-12) [required for all schools with grades 4-12]

2. Please identify the law, regulation or policy from which you are seeking an exemption.

115C-301 (c and d) Maximum Teaching Load and Maximum Class Size [required for all schools with grades 4-12]

3. Please state how the waiver will be used.

Class size will be adjusted to address student individual instructional needs through flexible grouping of students in the

most effective utilization of teaching teams. Maximum teaching load will be used to allow teachers in specific areas of

the curriculum to teach students designated for specific skill needs and to address the large number of students

requesting elective classes.


4. Please state how the waiver will promote achievement of performance goals.

This waiver will allow more flexibility in grouping students to meet their abilities and needs and thus should enhance

their achievement on the performance goals.

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