State Board of Education Goals Future-ready Students for the 21st Century

Table of Contents

Page(s)Content (s)

Page 1State Board Goals

Page 2District Goals-WS/FCS

Page 3School Vision and Mission Statement

Pages 5-11School Data and Summary Analysis

Pages 12-14Priority Goal 1

Pages 15-17Priority Goal 2

Pages 18-22Safe School Plan for KES

Pages 23-29Title I Schoolwide Compliance Review and Plan

Pages 30-34Title I Targeted Assistance Compliance Review and Plan

Page 34Compliance Review and Plan for Schools in Title I School Improvement

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

Goals

By 2020, 90 percent of third-grade students will read on or above grade level.

By 2018, our graduation rate will be 90 percent.

By 2018, we will close the achievement gap between subgroups by 10 percentage points while increasing the performance of all subgroups.

Priorities

Provide all schools and departments the differentiated support they need to reach the full potential of the Continuous Improvement Process to maximize student outcomes

Train and support individuals to be strong instructional leaders and hold them accountable for achieving district goals.

Equip staff to support struggling students.

Intentionally engage our parent and community partners in understanding, supporting and advocating for our district goals in service of students.

Culture

High expectations and high accountability in a psychologically safe environment.

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School Vision and Mission Statements for KONNOAK ELEMENTARY SCHOOL

Vision:

It is our vision that being educated at Konnoak means our students grow more than a years worth annually, that:

By 2020, 90% of third graders will be proficient.

By 2017, 100% of students will demonstrate academic growth.

By 2017, 100% of teachers will receive professional support to reach/exceed proficient on teacher evaluation standards.

By 2017, we will reduce the number of office discipline referrals by 50%.

in order to ensure that our students leave Konnoak with their career and college readiness skills.

Mission:

Konnoak Elementary School will provide a quality 21st Century education in a nurturing environment that will develop college and career ready scholars with the ability to be thinkers, effective problem solvers and savvy technology consumers using higher order thinking to promote lifelong learning.

LEA or Charter Name/Number:

Winston-Salem/Forsyth County Schools

School Name/Number:

Konnoak Elementary School/428

School Address:

3200 Renon Road, Winston-Salem, NC 27127

Plan Year(s):

2014-2015

Date prepared:

Revised October 2 (based on staff goals) and Voted October 8, 2015

Principal Signature:

Local Board Approval Signature:

Date

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

Committee Position*

Name

Principal

Shelia Burnette

Curriculum Coordinator

Toneika Gravely

Assistant Principal Representative

Cassandra Dobson

Kindergaten Teacher Rep

Brian Prout

Assistant Principal Representative

Verchello Nelson

First Grade Teacher Rep

Aimee Thomas

Teacher RepresentativeChair

Maria Ervin Blake (2nd grade)

Third Grade Teacher Rep

Nayeka Drake

Inst. Support Representative

Tesha Green

Fourth Grade Teacher Rep

Kristin Trivitte

Parent Representative

Mr. Richmond

Fifth Grade Teacher Rep

NKenga Reich

Parent Representative

Mrs. Astrop

ESL Teacher Rep

Veronica Blanco

Teacher Assistant Rep.

Sheri Marshall

Guidance Counselor

Adeola Durotoye

EC Teacher Assistant Rep.

Linda Mincey

Media Coordinator

Myra Worrell

School Data and Summary Analysis

Use data identified on the Data Sources tab (or from other sources) as the basis for understanding the school and identifying priority areas for improvement.

Guiding Questions: Review school data and consider a variety of perspectives including overall school/student performance, sub-group performance, attendance, teacher satisfaction, instructional practice (from walk-throughs/observations), and student learning (also from walk-throughs/observations as well as data).

Principals Name: Shelia Burnette School:Konnoak Elementary Date: May 2015

The following information was copied from Appendix D of the NC School Improvement Planning Implementation Guide 2009-2010 Version 1.01 - July 2009, pages 35-56. It is the NCDPI Comprehensive Needs Assessment School Level compiled by the District and School Transformation Division of the North Carolina Department of Public Instruction, Revised March 2009.

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.

School Data and Summary Analysis

Use data identified on the Data Sources tab (or from other sources) as the basis for understanding the school and identifying its strengths and weaknesses.

Guiding Questions: Review school data and consider a variety of perspectives including overall school/student performance, sub-group performance, attendance, teacher satisfaction, instructional practice (from walk-throughs/observations), and student learning (also from walk-throughs/observations as well as data).

Konnoak Elementary School, built in 1956, is a neighborhood school nestled within the suburban community of Konnoak Hills. Surrounded by a number of community churches and a neighborhood watch community, Konnoak is fortunate to have these organizations support the school with volunteers, donations and special events for our students and staff. Konnoak also has a number of business partners, as well as the support of the Corporate Volunteers for early intervention.

As you can see on the chart below, Konnoak's enrollment has increased annually. Konnoak is now in its fifth year as a magnet program for Technology and International (Global) Studies, with an emphasis on Chinese Immersion classes. In addition to this program, Konnoak offers single gender classes as an option and the program has grown from 1 class to 12 classes in four years. Teachers participate in VIF Global Studies Modules and Single Gender Breakfast Club to provide a strong magnet program experience for the students of Konnoak Elementary School.

Below is a historical view of Konnoak's history from 2001-2014. This chart allowed us to see the change in our school population/demographics overtime. While this data does not represent strengths nor weaknesses, we feel this view is essential for our stakeholders and the school community to understand our changes over time. As you can see, the population has changed over the years with demographic changes and proficiency changes.

Year

Admin

Enrollment

All Tested

All Proficient

White Tested

White Proficient

Black Tested

Black Proficient

Hispanic Tested

Hispanic Proficient

EDS Tested

EDS Proficient

LEP Tested

LEP Proficient

SWD Tested

SWD Proficient

# of Teachers

% HQ

% turnover

Met AYP?

Overall Prof. Reading

Overall Prof. Math

01-02

Horne

560

?

?

70

77%

163

61%

22

73%

127

54%

0

n/a

22

46%

46

n/a

12%

yes

76%

76%

02-03

Horne

534

262

76%

64

77%