Orange County Schools School Improvement Plan

(1)

Orange County Schools

School Improvement Plan

Executive Summary for 2012-13

Year 1 of 2

Page 1 of 1

Grady Brown Elementary School

Our School's Three Most Significant Needs

Are: (needs should be student

instructional needs or needs evidenced by survey, as opposed to “wants”)

Present status (score, percentage or other measure of these needs)

Target status (score, percentage or other measure of needs – target may be for the first year or for both years of the plan)

Most promising strategy (ies) to address the needs (please indicate no more than three strategies per need).

1. Grady A. Brown Elementary will increase Math achievement for current 5th_{Graders to 85% proficiency} or higher on the state End of Grade Tests.

4th_{Grade 2012} Scores = 76.3% (82.2% on retest) proficient and met

growth standards

5th_{Grade 2013} Scores = 85% proficient and will meet high growth

standards.

a. 4th_{and 5}th_{Grade Professional Learning Communities will analyze subgroup} data to target and provide intervention services to address students’ strengths and weaknesses in Math.

b. Pre and post test data on common assessments will be utilized to form flexible groups to accelerate students’ performance across the grade levels. c. Assess Math Concepts (AMC) trained tutors will provide tutoring services to

remediate the students that are below grade level in Math. 2. Grady A. Brown Elementary will

increase Reading proficiency by Professional Learning Community Smart Goal Measures by using the Teachers’ College Reading Assessment.

Scores are still being calculated at this

time.

By June 2014, all students will have increased three reading levels as measured by the Teachers’ College Reading Assessment

a. Instructional programs such as Daily Five, Reading Café, and Whole To Part will be implemented with a high degree of fidelity.

b. Use clustering and flexible grouping to provide instructional pacing and delivery methods based on the reading levels.

c. A retired reading specialist will provide early intervention support in second grade.

3. Grady A. Brown Elementary will reflect a positive response on the Time Satisfaction Section of the Teacher Working Conditions Survey.

71.4% of the staff agree that they have

time to collaborate with their colleagues.

By 2014, 80% of the staff will agree that they have time to collaborate with their colleagues.

a. Extend monthly Professional Learning Community times to two hours. b. Provide coteaching pairs an hour of TA coverage a week for planning to

support the district’s coteaching model of instruction.

c. Provide duty free lunch for all teachers as agreed upon by the school improvement plan.

(2)

2012-2013 SCHOOL IMPRO'vEMENT TEAM MEMBERSHIP

LEA Name/Number: Orange County Schools/680 School Name: Grady A. Brown Elementary

Plan Year(s): 2012~

2014

Date Prepared: October 2, 2012

School improvement Team Membership

From GS 115C-105.27: //he 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 shalf 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 Principal

Assistant Principal Representative 3"' Grade Teacher and SIP Chair Kindergarten Teacher Representative 1" Grade Teacher Representative

f 2nd Grade Teacher Representative

5th Grade Teacher Representative

_I

EC Teacher Representative [ ESL Teacher Representative

I

Specialist Teacher Representative

lnst. Support Representative (literacy Coach) Teacher Assistant Representative

Parent Representative Parent Representative Parent Representative TYPE/PRINT NAME Fay Jones Tiffany Faison-Bullock Ashley Hamlett Anthony Folden Hope Albertson Mary Therese Deegan

Beth Quick Linda Hill-Wise Margaret Noble Trena Jones Cynthia lewis Darlene Moore Edward Mann Erin Haygood Jennifer Carson SIGNATURE

_3-c.. . .

A~-

• ~

"'

I

?I ' u

'x..-1:

' ·

n

l!J,_n

, fA Jj-<'

~

' I

~--t::::><.1..f

(.4:;r'(4<!:_

-

(?,

dfZ

1[/[/0

- Jk1ie - {/

1

-trt-ilrn-.:1.../uJA

tJ

M

.Dof%Y'I!Y'->

ff/.i;(J;3j;._

'iL_ .. _

u

I

-_&_,.

d

/!../--1-f:?tJ/

-1 U./..(J.;_.)

-m,.,,__,,. _,

;r

~'Jd;-/u ~

17M.,/

JJnv-.,,(_

I

/T;;:::?l{J;;,..

~,_)

'it' '

I N

'f.iA

L/k

\L.

--/11

!iJ-, L /

h{:

l_i .h

·>L.?/

I

" ..

J~d<:/ ~.'/t--dff7

n

,

/;--;.>._(IV!,\~---

I

1,-.,

'-·-,

'\UJ\,l:lr?r '

r-n

r,v-vs

.

,, ___ , p~,..._ ' ( A~

!

I

(3)

2012-2013 SCHOOL IMPROVEMENT TEAM MEMBERSHIP

*Add to list as needed. Each group may have mare than one representative. A. School Approval

This school improvement plan has been developed in accordance with all statutory and local board requirements. This plan includes AdvancED School Improvement Plan, Title I, Safe Schools and Title II. The school staff approved the plan by a vote of

i

0 0

..;-Principal

~

School Improvement Team C h a i r = =

"'i~

Dote

iQ- "(;}-

j

;;&

Date

I0-{5-j2-8. Superintendent's Recommendation

b e plan meets all State requirements ond is recommended for Boord approval

_ _ The plan as submitted is recommended for Board rejection based upon the following reasons:

Superintendent's Signature

7iiJ,

7 ~t?~

·-Dote

;;;;=

22 -~

z-:

/

'

C. Board Action

/ The pion is accepted

_ _ The plan is accepted with the following modifications

_ _ The plan is rejected based upon the following reasons

(4)

Category At Risk Student Funding

Instructional Supplies/ Materials

Media Title I Disadvantaged Student Supplemental

Funding

Other Total

Projected Allotment

$

27,369.60

$

13,827.00

$

2,933.00

$

10,765.00

$

54,894.60

Travel/ Subsistence/ Registration

Stipends

$

2,000.00

$

2,000.00

Substitutes

Salaries Including Benefits Non-capitalized equipment Capitalized equipment

Materials and Supplies

$

4,000.00

$

13,827.00

$

17,827.00

Tutoring

$

21,369.60

$

21,369.60

Professional Development Other: Sub. Benefits

Other: Library Books

$

2,933.00

$

2,933.00

Other: Contracted Services

_$

_10,765.00

_$

_10,765.00

Totals

$

27,369.60

$

13,827.00

$

2,933.00

$

-

$

10,765.00

$

-

$

54,894.60

GRADY A. BROWN ELEMENTARY SCHOOL

Orange County Schools

School Improvement Plan

School Improvement Budget for 2012-2013

Year 1 of 2

(5)

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

st

Century

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

Goal 2 – North Carolina public schools will be led by 21

st

_{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 21

st

_{Century systems.}

District Goals for Orange County Schools

SBE Goal 1:

OCS Goal 1:

SBE Goal 2:

OCS Goal 2:

SBE Goal 3:

OCS Goal 3:

SBE Goal 4:

OCS Goal 4:

SBE Goal 5:

OCS Goal 5:

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

OCS will provide excellent instruction to prepare students for global competitiveness.

Goal 2 – North Carolina public schools will be led by 21

st

_{Century professionals.}

OCS will recruit and support highly qualified educators who work collaboratively to enhance student achievement.

Goal 3 – North Carolina public school students will be healthy and responsible.

OCS will provide opportunities for involvement of the community in improving the health, safety and well-being of our current

students and their families.

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

OCS district leaders will promote a culture that embraces constructive change and focuses on continuous improvement.

Goal 5 – North Carolina public schools will be governed and supported by 21

st

_{Century systems.}

(6)

School Vision and Mission Statement for

Grady A. Brown Elementary

Orange County Schools

Core Beliefs

utstanding student achievement and individual success

ommitment to excellence, communication and collaboration

erving students, staff, families and the community through strong, active relationships

Mission

Orange County Schools, in partnership with students, families and the community, is committed to providing challenging and engaging educational experiences that will develop responsible, knowledgeable and resourceful citizens prepared to contribute in our global society.

Vision

Orange County Schools prepares students to be responsible citizens in a diverse world by promoting academic and individual success.

Belief Statement:

The Grady A. Brown Elementary staff believe that students can learn and that it is the responsibility of the community to provide

instructional opportunities for all students to become 21

st

_{century learners.}

Mission Statement:

The mission of Grady A. Brown Elementary School is to educate all students to their highest level of academic performance, while

fostering positive development of their physical, mental, and social well being so that all students can be contributing citizens to our democratic society.

Vision Statement:

Grady A. Brown Elementary students will become:

C

aring

H

elpful

A

chieving

M

otivated

(7)

School Data and Summary Analysis

School Name: Grady A. Brown Elementary Date: September 16, 2012

Use data on your data report as the basis for understanding your 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 as well as data).

1. What does the analysis tell you about your school’s strengths?

*End of Grade Test data shows that overall Reading rose to 79.4% which increased by 8.2% and overall Math rose to 86.1% which increased 1.1%. The school’s composite EOG scores rose 3.1% to 82.6% and high growth was met overall. Grady Brown Elementary met 13 out of 13 Annual Measurable Objectives.

*Whole To Part Data shows that 98% of the students served in Whole To Part, in the 2011-2012 school year, grew by one or more levels and as an average made 1.92 years of growth in their silent reading comprehension. (95 students participated in Whole To Part and 58 of them were served for two semesters)

*The School-Wide Information System records that office behavior referrals decreased from 182 in the 2010-2011 school year to 143 in the 2011-2012 school year. *The Climate Survey reveals that 96% of the staff at Grady Brown agree on the central mission of the school and that 100% of the staff has high expectations for their students.

*The Teacher Working Conditions Survey (TWC) states that 100% of the staff agree that overall, Grady Brown is a good place to work and learn and that 100% of the school leadership facilitates using data to improve student learning.

2. What does the analysis tell you about your school’s gaps or opportunities for improvement?

*4th Grade students did not make HIGH growth on Math End of Grade scores. The same cohort of students that scored with 87.5% proficiency or higher in 3rd_{Grade in}

2010-2011 dropped to 82.2% in fourth grade in the 2011-2012 school year.

*According to OCS’ end of the year reading testlet (pre-End of Grade for 3rd grade), 18% of 2nd grade students are not proficient in reading. *According to the Direct Reading Assessments, only 68% of the students in 2nd_{grade are on grade level or higher in reading.}

*29.9% of all Grady Brown students are missing 10 days or more of school a year.

*On the Teacher’s Working Conditions Survey, 71.4% of our teachers have available time to collaborate with colleagues.

*On the Teacher’s Working Conditions Survey, only 37% of the staff stated that teachers are allowed to focus on educating students with minimal interruptions. *On the Teacher’s Working Conditions Survey, 46.4% of the staff stated that professional development is differentiated to meet the individual needs of teachers.

3. What data is missing, and how will you go about collecting this information for future use?

*Grady Brown would like to know which of our current 5th_{graders did not make growth or simply met growth levels in Math. The Director of Testing and Accountability}

for OCS will meet with GAB’s principal to disaggregate this data in a teacher friendly format. (The Director of Testing and Accountability and Grady Brown’s Principal met on September 19, 2012 and Grady Brown’s Principal shared the data with the 5th Grade Team on September 26, 2012)

*Data on which students are being checked out early each month and coming to school late also needs to be reported monthly. Our secretary will generate the reports from the Ident A Kid check in system each month to our principal.

(8)

*Implementation of the Teacher’s College Assessment will generate more data on reading levels and will be done three times a year, by the classroom teacher, with all kids but more often in special circumstances.

4. Based upon the analysis conducted, what 3-5 top priorities emerge for the school? Cite relevant evidence from your analysis to support these priorities.

*With the implementation of the Common Core and The Teachers’ College Reading Assessment, reading will continue to be a high focus for all grades at Grady Brown Elementary.

*Fourth Grade Math

(9)

2012-2013

YEAR 1 PRIORITY GOAL 1 AND ASSOCIATED STRATEGIES

SCHOOL NAME: Grady A. Brown Elementary

SBE Goal 1: _{NC public schools will produce globally competitive students.}

OCS Goal 1: _{OCS will provide excellent instruction to prepare students for global competitiveness.}

GAB Goal 1:

_{Grady Brown Elementary will align technology and instruction with the common core curriculum to promote college and career readiness}

so that 80% of students are proficient on end of year grade level assessments.

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

Strategy 1:

Strategy: Teachers will monitor curriculum and instruction through student assessments by:

 using curriculum maps for collaboration between teachers and student support services through co-teaching, tutoring and flexible grouping.  using quarterly assessment data to guide rigorous instruction and monitor student progress with student support services.

Strategy 2:

Strategy: Teachers will prepare students to utilize technology to become globally competitive by:

 increasing student achievement by instructing students to become more competent in technology by continual exposure and usage of twenty-first century skills through the use of the computer lab, mobile labs, and the Smartboard.

 integrating technology across the curriculum through the use of Discovery Science, Time For Kids, document cameras, flip cameras and Scholastic News.

Strategy 3:

Strategy: Teachers will establish and maintain high expectations for all students by:

 communicating the importance of being high school graduates to all students through the use of high school mentors, role models and college and career readiness assemblies.

 recognizing student academic achievements with a CHAMP Recognition Rally and CHAMP’s scrolling Wall of Fame in January and May.

Review Frequency: Monthly at Professional Learning Community discussions

Assigned Implementation Team: Professional Learning Communities, Leadership Team, School Improvement Team, and Administration

What data will be used to determine whether the strategies were deployed with fidelity? (common assessments, etc…..)

Data will be collected and utilized from meeting agendas, meeting minutes, observations, lesson plans, and pre and post word processing assessments to ensure strategies are being implemented consistently.

How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and summative data as appropriate.)

Pl

an/

D

o

Che

ck

(10)

The quarterly benchmarks and pre and post word processing assessments will be analyzed to determine if the strategies are making the intended academic progress at the targeted pace of the year.

What does the data show regarding the results of the implemented strategies?

The data will be thoroughly examined throughout the teaching and progress monitoring process. This information cannot be surmised until after the implementation stage.

Based upon identified results, should/how should strategies be changed?

To be determined at a later date.

Ac

(11)

2012-2013

YEAR 1 PRIORITY GOAL 2 AND ASSOCIATED STRATEGIES

SBE Goal 2: _{NC public schools will be led by 21}st_{Century professionals.}

OCS Goal 2: _{OCS will recruit and support highly qualified educators who work collaboratively to enhance student achievement.}

GAB Goal 2: _{Grady Brown will use 21}st_{Century resources when collaborating to analyze and enhance effective teaching and student achievement.}

Strategy 1:

Strategy: Teachers will use 21st century assessment systems to measure knowledge and skills by:

 combining audio/video components with common formative assessments each semester.

 preparing students to take the online 5th Grade Science End of Grade Test by utilizing the computer lab and mobile carts.

Strategy 2:

Strategy: Teachers will be provided ongoing, high quality professional development to match individual goals by June 2013 by:  sharing information from online moodle courses and other trainings at Professional Learning Community meetings.

 utilizing coaching and support services from the Literacy Coach, Reading Teacher, Academically Gifted teacher, Technology Facilitator, English As A Second Language Teacher, and Exceptional Children’s Teacher etc. at Professional Learning Community meetings, faculty meetings, and individual meetings to meet individual professional goals.

Strategy 3:

Strategy: To retain highly effective teachers, PLCs will meet monthly to:

 utilize the online data wall to efficiently analyze data from county and classroom assessments to plan for instruction.

 disaggregate student assessment data to formulate skill oriented flexible grouping for language study.

Review Frequency: Monthly as needed

Assigned Implementation Team: Professional Learning Communities, Literacy Coach and Administration What data will be used to determine whether the strategies were deployed with fidelity? (common assessments, etc…..)

To ensure fidelity of the strategies, data will be recorded on online spreadsheets, (Assessing Math Concepts, Teacher’s College Reading Assessment, common formative assessments etc.) attendance and minutes will be kept from meetings, computer lab sign-up sheets will be collected, teachers’ continuing education credits will be updated, and Professional Learning Community SMART goals will be reviewed.

Pl

an/

D

o

Che

ck

(12)

During Professional Learning Communities, teacher judgment will be uniformly applied to the results of the assessments to see if academic progress is being made. These results will be compared to the Professional Learning Community SMART Goals and district continuums to decide if ample progress is being made at each interval of the school year.

Ac

(13)

2012-2013

YEAR 1 PRIORITY GOAL 3 AND ASSOCIATED STRATEGIES

SBE Goal 3: _{NC public school students will be healthy and responsible}

OCS Goal 3: _{OCS will provide opportunities for involvement of the community in improving the health, safety and well-being of our current students and their}

families.

GAB Goal 3:

_{Grady Brown will ensure a secure, healthy, and caring environment evidenced by a 5% reduction in office referrals (using the PBIS SWIS}

Data) and develop a program to ensure 100% student physical activity participation.

Strategy 1:

Strategy: Staff will support and monitor student behavior on a regular and consistent basis by:

 publishing and sharing quarterly SWIS (school wide information system) data on the number and type of major discipline infractions by grade, student, teacher, time of day and location within the school.

 coaching students through role playing bullying, responding to bullying and modeling character development through the use of weekly

inclusive character education classes with the counselor and specialists.

 reviewing the crisis plan, crisis procedures, (including House Bill 1032) and safety plans through quarterly meetings and monthly district safety meetings.

Strategy 2:

Strategy: Staff will positively influence student’s good behavior choices by rewarding them in character recognition programs by:

 recognizing the most consistent class with CHAMP’s Class of the Week award, taking their picture for the website, and presenting them with the CHAMPIONSHIP belt.

 presenting monthly Terrific Kids’ certificates in an assembly to the students that exude excellence on a daily basis.

Strategy 3:

Strategy: Staff will support and improve student participation of physical activity by promoting a healthier, active lifestyle by:  encouraging a staff guided activity prior to free time on the playground at recess.

 fostering teamwork through a school community year end kickball tournament.

Review Frequency: Quarterly and more often as needed

Pl

an/

D

(14)

Assigned Implementation Team: Administration, Classroom Teachers, Specialists, and PE Teacher What data will be used to determine whether the strategies were deployed with fidelity? (common assessments, etc…..)

The School-Wide Information System (SWIS) Data will be closely tracked each quarter to ensure that the implemented strategies are working to the degree in which they were intended. Lesson plans, Terrific Kids’ rosters, Class of the Week grid, teacher observations and field day activity planners will also be utilized to determine that the strategies are being deployed to the extent that is needed.

By monitoring the office referrals monthly, we can compare them to last year’s statistics to analyze progress. Through this tracking, we will be able to see if there is a decrease in office referrals. We can strengthen character education classes’ focus based on this data analysis. Students’ physical fitness will be measured in the areas of endurance, strength, and flexibility with the Fitness Gram.

The data will be thoroughly examined throughout the teaching and progress monitoring process. This information cannot be surmised until after the implementation stage. However using the above strategies, students will demonstrate improved character and citizenship, thereby preparing them to be responsible for the physical use of the laptops and appropriate online behavior. (ie – no cyber bullying, no copyright infringement etc.)

Che

ck

Ac

(15)

2012-2013

YEAR 1 PRIORITY GOAL 4 AND ASSOCIATED STRATEGIES

SBE Goal 4: _{Leadership will guide innovation in North Carolina Public Schools.}

OCS Goal 4: _{OCS district leaders will promote a culture that embraces constructive change and focuses on continuous improvement.} GAB Goal 4:

_{Grady Brown leadership will increase current collaboration with community stakeholders.}

Strategy 1:

Strategy: The school leadership team will increase opportunities for contact among GAB students, families, staff, and local colleges and professional schools by:

 inviting trade schools and community colleges to participate in a Career Education Day for all students.

 Inviting university guests to participate in a school science night (hands on science learning and/or science project presentations).  inviting public servants to participate in a Hero Day.

Strategy 2:

Strategy: The school leadership team will foster community support for teachers and students through interaction with area businesses by:

 having third graders tour local businesses to educate students.  hosting a school-wide food drive for local area food pantries.

 sponsoring a Read Across America celebration with community leader guest readers.

Strategy 3:

Strategy: The school leadership team will collaborate with the PTA to increase community and parent participation by:  hosting a Volunteer Tea at the end of the year.

 co-sponsoring with the Autism Society of Orange County to provide support groups for parents of children with Autism.  encouraging parent awareness of SEPTA (Special Education PTA) for Orange County.

Review Frequency: After each semester

Assigned Implementation Team: Leadership Team, Self Contained Autism Teachers, PTA Board and Administration Team

Pl

an/

D

o

ec

k

(16)

Teacher Observations, attendance logs, field trip forms, and parent support rosters will be used to ensure strategies are being implemented correctly.

Student feedback, teacher input, observations, field trip surveys, PTA meeting minutes, and informal parent communication will inform the GAB team as to the effectiveness of these programs.

The data will be thoroughly examined throughout the teaching and progress monitoring process. This information cannot be surmised until after the implementation stage.

Ac

(17)

2012-2013

YEAR 1 PRIORITY GOAL 5 AND ASSOCIATED STRATEGIES

SBE Goal 5: _{NC public schools will be governed and supported by 21}st_{Century systems.}

OCS Goal 5: _{OCS will be supported by effective and efficient operations.}

GAB Goal 5: _{To reduce 80% of nonessential transition times, GAB leadership will align schedules to maximize human resources to best meet the instructional needs of}

our students by June 2014.

Strategy 1:

Strategy: The leadership team will develop a balanced and consistent master schedule by:  blocking and staggering concentrated subjects K-5 throughout the day.

 minimizing excess transitions by strategically stacking core academic subjects.

Strategy 2:

Strategy: Teachers will design an instructional plan that incorporates 21st century learning tools in monthly professional learning communities by:

 providing two hour monthly Professional Learning Community meetings for each grade level and department with teacher assistant coverage.

 reviewing and analyzing student performance related data to flexibly group students.

Strategy 3:

Strategy: Intervention teachers will pair with regular education teachers to deliver instruction in an inclusive environment by:

 attending co-teaching staff development sessions provided by Orange County’s curriculum and instruction team.

 scheduling weekly joint planning times for co-teachers which includes the technology facilitator working with third and fourth grade teachers.

Review Frequency: Monthly monitoring with annual revising

Assigned Implementation Team: Leadership Team

Pl

an/

D

o

(18)

GAB will combine teacher observations and administrator review of subject area blocks with a collection of schedules, Professional Learning Community topics, and lesson plans to determine the degree to which the strategies are being utilized with fidelity.

Progress will be determined through the use of co-teaching and scheduling survey data that will be collected at the end of the 2013 school year.