Comprehensive Needs Assessment School: Douglas ES 2012-2014

School Improvement Plan

Data Components Patterns or Trends (written in data statements) EVAAS: 4th grade math: 2009 &2010 we were not detectably different from the state average 5th grade math: 2009,2010 &2011 we were above the state average 4th grade reading: 2010 we were not detectably different from the state average 5th grade reading 2011: we were not detectably different form the state average 4th and 5th grade reading and math 2012: we were not detectably different from the state average 5th grade science 2012: we were below the state average AYP: 2008-2009: Yes 2009-2010: No 2010-2011: No (17/21 subgroups) Subgroups not met: Read: Hispanic and FRL Math: Hispanic and FRL 2011-2012: Yes (Hispanic and Economically Disadvantaged did not meet in reading, but overall we met) Areas of Strengths 3-5: Showing high growth in all sub-groups FRD as sub-group went up 5 points to 56% Not FRD went up 6 point to 89% SWD improved 20 points from 33% to 53% All EOG 3-5: 77% of all students made performance targets Hipsanic Latino 56% to 59% Black students up 41% to 55% Male up 5 points 72% Female up 9 points 81%

Plan Year

Areas of Concern LEP students, Hispanic (especially in the upper grades) as well as FRD students are the groups we are most concerned about. 63% of Title I long term students made 3 or more quarters of growth or met benchmark, which is less than the yearly goal of 75%. Multi risk students are performing lower than any other subgroup.

AG grew this year SWD increased 20 points Literacy: 1st grade African American increased by 5 points (book level) Douglas K-2 book level .9% higher than WCPSS Douglas K book level 4.5% higher than WCPSS K-2 LEP: increased proficiency by 20.5 points (book level) Math: 1st grade Hispanic Latino up 15% in math 1st grade LEP up 30.8% in math FRD 1st grade 09/10 -10/11 went up 12.8% in math Math K-2 Douglas was 79.1%, WCPSS 78.3%

Student Achievement

Performance composite for all EOGs 3-5: Increase from 69% in 2008-09 To 70% in 2009-10 To 77% in 2010-11 To 78% in 2011-12 Increase in percentage meeting growth targets for all students From 51% in 2008-09 To 59% in 2009-10 To 67% in 2010-11 Percent meeting growth target dropped to 60% in 2011-12 Reading percent proficient for all students has increased from 66% in 2008-09 to 71% in 2010-11, to 72% in 2011-12 Math percent proficient for all students has increased from 77% in 2008-09 to 84% in 2010-11 to 92% in 2011-12 5th grade science percent proficient has increased from 56% in 2008-09 to 74% in 2010-11 and decreased to 59% in 2011-12 Reading percent proficient for the Level I & II subgroup is the only one showing a downward trend: 29% in 2009-2010 27% in 2010-2011 up to 33% in 2011-12 Math percent proficient fluctuated for the following subgroups with the 2010-11 year showing a drop (all others increased or maintained): Level I & II 48% in 2009-10 42% in 2010-11 55% in 2011-12 LEP 73% in 2009-10 70% in 2010-11 85% in 2011-12 Multi-risk 66% in 2009-10 63% in 2010-11 85% in 2011-12 Percent Meeting Growth Target: From 2008-2011 the number of subgroups meeting growth target steadily increased: 2008: no subgroups met growth target of 60% 2009: Only AG and multi racial made growth target 2010: Level III, Level IV and white students made growth target 2011: all subgroups except Hispanic and SWD made growth target Percent meeting growth target for reading went up in all subgroups Percent meeting growth target in math went down in two subgroups: Level III 51% in 2008-09 75% in 2009-10 68% in 2010-11 Not FRD 59% in 2008-09 75% in 2009-10 74% in 2010-11 K-2 K-2 combined Book level has remained stable: 87.5% in 2008-09 87.6% in 2009-10 86.7% in 2010-11 K-2 combined for all math strands has steadily increased: 69.3% in 2008-09 75.8% in 2009-10 82.4% in 2010-11 Math proficiency for students in several subgroups drops significantly as students move from K to 1st to 2ndgrades: Hispanic Latino K 75% 2009-10 1st 90% 2010-11 2nd 43.8% 2011-12 Black K 75% 2009-10 1st 80% 2010-11 2nd no data 2011-12 FRD K 73.7% 2009-10 1st 86.5% 2010-11 2nd 25.8% 2011-12 Flexible math groupswere at 100% implementation in the 2011-12 school year and at 83.3% implementation in the 2010-11 school year, up from 50% in 2009-10 Tier II Data 2%-5% growth for Hispanic Males in reading for all grade levels except 4th, which maintained. Gaps in math are not as large as gaps in literacy. AIMS Web data for long-term Title I students show that 35% are in green; 23% are yellow and 42% are red. 63% of long term Title I students made 3 or more quarters of growth or met benchmark. Met AMO's in reading and math for all students except Black, Hispanic and FRD. LEP shows the largest gap in reading: 65.4%. LEP has a gap of 11.7% in math. Blacks show the largest gap in math: 14.7%. SWD shows a gap of 42% in reading and 9.1% in math. Multi-risk students are performing lower than any other subgroup.

Black females are showing the highest growth. CASE 21 scores increased at all grade levels 5-9% over the course of the 2012-13 school year. Percentage of students making 3 or 4 on report cards increased every quarter schoolwide in the 2012-13 school year. Universal screening scores increased 10-16% in grades 2-5.

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Comprehensive Needs Assessment School: Douglas ES 2012-2014

School Improvement Plan

Plan Year

Data Components Instructional Practices/Strategies

Patterns or Trends (written in data statements) Flexible math groups at 83.3% implementation in the 2010-11 school year, now up to 100% implementation for the 2011-12 and 2012-13 school years Daily Cafe' is implemented across all grade levels, with the fidelity of instruction growing each year. SIOP coach is working with teachers across all grade levels. Student talk is increasing. Math Talk is a priority. SIOP has helped performance. Student talk across all subject areas is expected.

Areas of Strengths All grade levels have schedules that protect 75 minutes for math instruction and 120 minutes for literacy instruction every day.

Areas of Concern Fidelity of literacy instruction in Daily 5/Cafe', particularly in the areas of mini-lessons, strategy groups and independent instruction. Teacher knowledge of instructional reading level of all students needs to be stronger. More and varied writing needed. Increase teacher facilitating/more students leading learning. Increase use of SIOP strategies among teachers. Increase student talk in reading and math. Our school is overcrowded (at 116.1% capacity) Student demographics look very different than staff demographics

Flex grouping in reading at 1st, 3rd and 4th grades shows positive results. Steck-Vaughn vocabulary instruction is being used in several 3rd, 4th and 5th grade classes. Small fluctuation in student population from 684 in 2010-11 to 699 in 2011-12 back to 684 in 2012-13. FRD population decreased slightly from 37.7% in 2010-11 to 36.8% in 2011-12 and increased to 41.5% in 2012-13. Student Attendance: From 2009-2010 through the 2012-2013 school year our attendance rate has been 95% or better. Student Population 2010-11: 51.9% white 19.8% Hispanic/Latino 20.6% black 3.9% 2 or more races 3.2% Asian 0.3% Hawaiian or Pacific Islander 0.14% American Indian or Alaskan Slight decrease in percentage of Asian population 2010-11: 3.2%, 2011-12: 2.9%, 2012-13: 2.8%) Slight decrease in the percentage of black students (2010-11: 20.6%, 2011-12: 19.3%, 2012-13: 19%) Small increase in percentage of Hispanic/Latino students (2010-11: 19.8%, 2011-12: 21.3%, 2012-13: 21.8%) Slight fluctuation in percentage of white population 2010-11: 51.9%, 2011-12: 52.4%, 2012-13: 51%)) Highly qualified staff Low teacher turnover rate

LEP students are passing the ACCESS test and exiting the ESL program, but are still scoring 1s and 2s on the EOG ACCESS test may not be as well aligned with SCOS as originally thought.

Staff and Student Demographics

Percentage of LEP students has steadily increased (2010-11: 9.2%, 2011-12: 11%, 2012-13: 12.4%) Percentage of ESL students has steadily increased (2010-11: 6.3%, 2011-12: 8%, 2012-13: 11.4%) Staff: 2011-12 = 93 total Male-10;10.8% Female-83; 89.2% Black-15; 16.1% White 74; 80% Hispanic/Latino 3; 3% Asian 1; 1% Teaching staff: 2011-12 = 57 total 5 black 1 Hispanic/Latino 51 white Black female 4; 7% Black male 1; 1.7% White female 45; 79% White male 6; 10.5% Hispanic/Latino female 1; 1.7% 100% of staff highly qualified for the past 3 years at least Fluctuation in teacher turnover rate from 4% in 2009-10 to 8% in 2010-11 and back to 4% turnover in 2011-12.

Perception

The 2012 TWC indicated an overall decrease in teacher satisfaction at Douglas elementary compared to the the 2010 TWC. (**unable to access Quickr for other data at the moment--will add later when access is available)

90% of faculty members participated in A+ training on integration of content areas and using Revised Bloom's Taxonomy in August.

Commuincation between administration and staff is a concern. Lack of Positive reinforcement of staff effort and achievement has created a negative climate in some respects.

Program

PBIS: 83% implementation Fresh Step (PBIS Intervention)-from 30 suspensions down to 2 Parent involvement workshops: 3 workshops with an average of 50 parents attending per grade level. Our magnet theme (Creative Arts and Science) is supported by collaboration opportunities where specialists and classroom teachers can work together to create hands-on, inquiry-based learning experiences to enrich and remediate our students education. Teachers also have yearly training with the A+ Schools Program in order to improve our instructional methods and delivery and align with our Creative Arts and Science theme. Title I We have been a Title I Targeted assistance school and will be transitioning to a whole school Title I program in the 2012-13 school year. 2010-11: We served a total of 107 students in grades1-5, with 67.29% making 5 or more quarters of growth. 2011-12: By mid-year we were serving a total of 61 students ingrades 1-5, with 95.08% of those students making 3 or more quarters of growth so far.

Consistency; unified structure

Behavior referrals for Black males are greater than any other subgroup.

Team planning times are built into the master schedule Academic achievement, parent involvement, computers to families, homework night for parents, conference pointers for parents

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Comprehensive Needs Assessment School: Douglas ES 2012-2014

School Improvement Plan

Plan Year

Priority Concerns Literacy While our overall trend in literacy proficiency is upward, we are below bench mark as a school (71%) and several key subgroups are far below benchmark: African American students grew 13% but are still only 48% proficient. Hispanic/Latino students grew 1% but are 44% proficient FRD students grew 4% but are 44% proficient. Achievement Gap: We have high growth overall, yet several subgroups are still far below benchmark (from EOG performance composite): Asian: 78% (-12%) less than 15 students Hispanic/Latino: 59% (+3%) R: 44% M: 73% African American: 55% (+14%) R: 48% M:63% White: 92% (+2%) R: 89% M: 96% (from K-2 book levels and math strands): Asian: R: 83.3% M: 75% Hispanic/Latino: R: 76.4% M: 60.3% African American: R: 76.7% M: 61.7% White: R: 94.1% M: 93.1%

Root Causes (with evidence) Benchmark was raised 43.2% to 71.6% Vocabulary development (students coming from high poverty homes, i.e. Our FRD population, tend to have smaller vocabularies and use casual register, but school uses formal register) Students lack appropriate reading materials at home; grade level content may not be at the appropriate level if students are way below benchmark.

Solutions Progress monitoring with AIMS Web and EVAAS Implement Daily 5 CAFE with more conferring, small group instruction and word work. School wide SIOP Training Continue to strengthen vocabulary development through specials

Staff and student demographics do not match, Progress monitoring with AIMS Web and EVAAS therefore staff may have difficulty making connections and building relationships with students. Create a Culturally responsive school community and promote positive racial identity through Despite recent book studies, meeting the needs of staff training. staff members in terms of training for cultural diversity awareness and strategies for working with Increase parental involvement, especially with students has been challenging, especially with such those parents whose students are struggling limited staff development funds. (about 48% of our academically and/or are economically students are minorities) disadvantaged. Students coming from economically disadvantaged situations are often more focused on survival than learning. (about 38% of our students are economically disadvantaged)

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Comprehensive Needs Assessment School: Douglas ES 2012-2014

School Improvement Plan

Plan Year

Priority Concerns Parent Involvement: Although we offered 3 parent workshops during the 2010-2011 school year, we are concerned that many struggling students parents are not involved.

Root Causes (with evidence) Distance to school Transportation to school for special events Language barriers Cultural beliefs such as the school is responsible for education, not parents and/or parents negative experiences with school as students leads to lack of emphasis on importance of school for their children.

Solutions Create a report card for parents to rate Douglas and to find out their needs in terms of supporting childs education Take workshops to parents instead of waiting for parents to come to us. Enlist a parent liaison from each neighborhood or community to find out how to best meet their needs

Data Summary Describe your conclusions We are pleased with our overall high growth, but we recognize that there are very large achievement gaps that we need to research and address in new ways so that the gaps close more quickly. We are particularly focusing on the gaps with the FRD, Black and Hispanic/Latino subgroups. We are looking at new and better ways to make connections and build relationships with our students and their parents. We will continue to improve our methods of delivery of instruction, using flexible math grouping and Daily 5 CAF for literacy, as well as continue our school-wide efforts with PBIS to increase students time in class. We are currently piloting a program called Black Males at Promise or BMAP as one new strategy to address part of the achievement gap. We are also transitioning from being a Title I targeted assistance school to being Title I school-wide by June 2012.

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Membership of School Improvement Team School: Douglas ES 2012-2014 Dr. Susan Spivey Apr - 2012

School Improvement Plan

Plan Year Principal: Date:

SIP Team Members Name 1 2 3 4 5 6 7 8 9 Ann Ramsay Claudia Bazemore Cynthia Motamen Dawn Coughlin Heather Price Jonathan Richard Kenny Blue Kim Mahl Lauren Taylor School Based Job Title Instructional Support Personnel Assistant Principal Teacher Assistant Teacher Assistant Teacher Teacher Parent Teacher Assistant Teacher Teacher Teacher Instructional Support Personnel Teacher Teacher Instructional Support Personnel Teacher Principal Parent

10 Lisa Trussler 11 Rebecca Gurkin 12 Rochelle HIll 13 Roger Otto 14 Sara Ridings 15 Stacy Eleczko 16 Stephen MacDonald 17 Susan Spivey 18 Veronica Saghir

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Mission, Vision and Value Statements School: Douglas ES 2012-2014 Apr - 2012

School Improvement Plan

Plan Year Date:

Mission Statement: Together, as a community, we inspire our students to explore the world, extend their horizons, and become creative, productive citizens prepared for the challenges of the 21st century. Vision Statement: Douglas Creative Arts and Science Magnet Elementary is a learning community where students succeed in a nurturing, safe environment, and where diversity is accepted and respected. Interdisciplinary collaboration with the arts, sciences, and multiple intelligences challenges students to take risks and to explore their potential. High expectations and continuous growth are celebrated so students will become responsible members of the community who are able to adapt to a changing world. Value Statement: We will: Model and promote positive behaviors and character traits. Use reflection and evaluation to shape school improvement and address professional development needs. Use current data as a performance measurement to focus on student learning. Teach the North Carolina Standard Course of Study, addressing students diverse individual needs. Collaborate frequently with specialists and grade level teachers to plan integrated interdisciplinary lessons. Engage students through the use of multiple intelligences, science and the arts. Seek methods to involve parents and the community in the education of the children.

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Summary of Goals, Key Processes and Action Steps School: Douglas ES 2012-2014 Wake County (920)

School Improvement Plan

Plan Year LEA:

School Goal By June 2014 students at Douglas Elementary will meet or exceed the performance composite (math and reading) proficiency of 85% with an increase from 59.7% to 75% of students meeting growth targets, as measured by grade level standards and NCEOG. All subgroups will meet annual measurable objective targets, with a focus on the following subgroups: FRL, African American, Hispanic and SWD. Goal Manager Susan Spivey Strategic Directive Focus on Learning and Teaching State Board of Education Goal Globally Competitive Students Data Justification for Goal Based on FRD and Hispanic/Latino subgrouops did not meet Comprehensive Needs Assessment proficiency targets in both reading and math. African American subgroup showed 13% growth overall, but did not meet proficiency targets. 1 Key Process Literacy coach and Tier II teachers will push in to classrooms and pull students out for focused instruction at each grade level to effectively meet student needs. Process Manager Rochelle HIll Completion Date Jun - 2014 Restrainers schedule, lack of staff available for one Tier II teacher to be paired with each grade level, lack of time available for collaborative planning Resources Douglas Elementary will use all available financial conversions. EVAAS, Tier II resources, Formative Assessments, EOG scores, PLT's, Universal Screening, MClass Measurable Process PLT's will monitor and analyze student reading data from MClass, common Check(s) formative assessments, running records and profile cards quarterly in order to drive instruction. Tier II teachers will use beginning, middle and end of year assessments required by Tier II to monitor and analyze student progress in order to drive their instruction. 1 Action Step Teachers will identify students with high needs and create a schedule that allows for maximum student support through direct instruction and collaboration. Timeline From 8/2013 To 10/2013 2 Action Step Grade level teachers and Tier II teachers will collaborate to set goals and focus intervention instruction for students. Timeline From 8/2013 To 6/2014 2 Key Process Teachers will increase student achievement in English Language Arts by utilizing the Common Core State Standards for English Language arts to increase comprehension.
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Summary of Goals, Key Processes and Action Steps School: Douglas ES 2012-2014 Wake County (920)

School Improvement Plan

Plan Year LEA:

Process Manager Ann Ramsay Completion Date Jun - 2014 Restrainers Common Core for English Language Arts is new and not as familiar, time, coordinating schedules Resources Common Core and NC Essential standards for all content areas A+ training in integration of content areas, CAPP, K-1 Reading Plan, master schedule with duty free lunch and planning time for all teachers, Scheduled team planning and extended collaboration times between grade level teachers and specialists, grade level meetings with support staff, PLTs, leveled book room and other content area and non-fiction book sets that support Common Core and NC Essential standards.

Measurable Process PLTs will use quarterly assessments recommended by WCPSS including Check(s) running records and MClass to monitor and analyze students' comprehension skills in order to drive instruction. 1 Action Step Teachers will deepen implementation of Daily Cafe through increased conferring, small group instruction and word work. Timeline From 8/2013 To 6/2014 2 Action Step Teachers will share Tier 2/3 domain specific vocabulary with specialists and vertically to enhance student achievement and comprehension. Timeline From 8/2013 To 6/2014 3 Action Step Math Coach will embed professional development through individulaized coaching cycles within the frade levels. Timeline From 8/2013 To 6/2014 4 Action Step Teachers will provide tiered instruction to pormote high growth in all subgroups. Timeline From 8/2013 To 6/2014 3 Key Process PLTs will identify and implement appropriate intervention strategies for students falling below benchmark. Process Manager RTI (Response to Intervention Completion Date Jun - 2014 Restrainers Time for meetings, master schedule, funding for enough personnel to support teachers in administering "digging deeper" assessments, not all staff has been trained to do screenings, core assessments and interventions to meet students' needs, time to do assessements
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Summary of Goals, Key Processes and Action Steps School: Douglas ES 2012-2014 Wake County (920)

School Improvement Plan

Plan Year LEA:

Resources School counselor, school psychologist, IRT, literacy coach, math coach, special ed. team, staff development for identifying and implementing appropriate atrategies, professional library, PLTs, quarterly and formative assessments, MClass, K-1 Reading Plan

Measurable Process PLT's will useMClass, Case 21 and quarterly assessments to monitor and Check(s) analyze student growth patterns in order to determine next steps in intervention. 1 Action Step Establish baseline data for identified students in area(s) of need based on digging deeper assessments. Timeline From 8/2013 To 6/2014 2 Action Step Teachers will collaborate with PLT to determine both academic and behavioral interventions. Timeline From 8/2013 To 6/2014 3 Action Step Teachers will collaborate with parents to implement interventions identified in PEP. Timeline From 8/2013 To 6/2014 4 Action Step Teachers will progress monitor to determine student growth Timeline From 8/2013 To 6/2014 4 Key Process Teachers will increase student achievement in math by utilizing the Standards for Mathematical Practice as defined in the Common Core State Standards for Mathematics. Process Manager Stacy Eleczko Completion Date Jun - 2014 Restrainers not enough planning time to work with math coach as much as needed, adequate time for PLTs Resources Douglas Elementary will use all available financial conversions. New common core and essential standards, team planning and collaborations, CMAPP, Math Expressions, math coach, walkthrough data, PLTs, flexible grouping for math instruction, EVAAS Measurable Process PLTs will monitor and analyze student achievement quarterly through the Check(s) use of benchmark assessments and math walktrough data in order to drive instruction. 1 Action Step Teachers will use PLTs to drive instruction through data. Timeline From 8/2013 To 6/2014
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Summary of Goals, Key Processes and Action Steps School: Douglas ES 2012-2014 Wake County (920)

School Improvement Plan

Plan Year LEA:

Action Step Teachers will use the Daily Routines to strengthen number sense by implementing math talk and student leaders. Timeline From 8/2013 To 6/2014

Action Step Math lead teacher/IRT working with teachers and students to model math talk and student leaders. Timeline From 8/2012 To 6/2013

Action Step Teachers will use best practices and resources provided by CMAPP and the math coach in order to effectively use the Standards for Mathematical Practice. Timeline From 8/2013 To 6/2014

Action Step Teachers will provide tiered instruction to promote high growth in all subgroups. Timeline From 8/2013 To 6/2014

st Key Process Teachers will incorporate common core, 21 Century skills and inquiry based learning to increase student achievement in science.

Process Manager Claudia Bazemore Completion Date Jun - 2014 Restrainers lack of funding for technology teacher, lack of funding for more classroom technology, walk-through training for staff, Resources Douglas will utilize all available financial transfers. A+ training, availability of technology resources in classrooms (projectors, etc), CMAPP, Common Core and Essential Standards, PLTs, team planning and collaboration times, Healthy Active Children Policy Measurable Process Adminstrators will be observing teachers at least twice a year to document Check(s) teachers' use of common core, 21st Century Skills and inquiry based learning. Trained staff will collect walk through data quarterly to ensure technology and integration are included in instructional practice.PLTs will monitor Case 21 and common assessments scores quarterly in order to drive instruction 1 Action Step Teachers will integrate the use of technology resources in science instruction to maximize student learning and engagement. Timeline From 8/2013 To 6/2014

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Summary of Goals, Key Processes and Action Steps School: Douglas ES 2012-2014 Wake County (920)

School Improvement Plan

Plan Year LEA:

Action Step Teahcers will use science kit materials to promote inquiry based learning. Timeline From 8/2013 To 6/2014

Action Step Teachers will consult with science specialist to plan and implement science lessons to maximize use of time and available resources. Timeline From 8/2013 To 6/2014

Action Step Teachers will use SIOP strategies to increase the use of domain specific vocabulary throughout science instruction. Timeline From 8/2013 To 6/2014

Action Step Teachers will provide tiered instruction to promote high growth in all subgroups. Timeline From 8/2013 To 6/2014

Key Process Douglas Staff will enrich and increase the number of opportunities for Family Involvement in order to build home/school relationships and positively impact student achievement. Process Manager Lisa Trussler Completion Date Jun - 2014 Restrainers families lacking transportation to school events, funds for Douglas Elementary to provide transportation for families, logistics of staff going to meet families in their own neighborhoods, Resources EVAAS and Dashboard data, WCPSS LEP Family Outreach services, Title I funds, SWIS data, PBIS program, Character Education program, Safe and Orderly Schools plan Measurable Process Teachers will document number of students whose parents have Check(s) conferenced at least once at the end of the first semester and by the end of the year. Parent involvement committee will collect and monitor attendance and survey data from school wide family events in order to gauge family participation and satisfaction. 1 Action Step Teachers will monitor the participation of parents and guardians in teacher conferences, Timeline From 10/2013 To 6/2014
2 Action Step Teachers will identify students with multiple risk factors in order to establish positive home/school relationships and conference with parents. Timeline From 8/2013 To 10/2013

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Summary of Goals, Key Processes and Action Steps School: Douglas ES 2012-2014 Wake County (920)

School Improvement Plan

Plan Year LEA:

Action Step Douglas staff will promote positive interaction with families through special events and learning opportunities like Arts Night, Science Night, informances, etc. Timeline From 9/2013 To 6/2014

Action Step LEP Family Outreach will invite Families of non-English speaking families and provide translation for families at Douglas special events. Timeline From 9/2013 To 6/2014

Action Step The Parent Involvement committee will create a survey for families to find out families' needs in terms of supporting their child's education. Timeline From 9/2013 To 11/2013

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Waiver Request School: Douglas ES

School Improvement Plan

Plan Year 2012-2014

Date Waiver Requested waiver not requested

May - 2012

How will this waiver impact school improvement? n/a Please indicate the type of waiver: Please indicate the policy to be waived Local n/a

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Summary Sheet of Professional Development Activities School: Douglas ES 2012-2014 2012-2013

School Improvement Plan

Plan Year School Year:

Development Activities for Topic: Training in implementation and facilitation of Math Talk Participants: Goal Supported: Teachers Goal: By June 2014 students at Douglas Elementary will meet or exceed the performance composite (math and reading) proficiency of 84% with an increase from 67% to 75% of students meeting growth targets, as measured by grade level standards and NCEOG. All subgroups will AMO targets, with a focus on the following subgroups: FRL, African American, Hispanic and SWD. (Key Process #4) Technology Training to maximize student engagement including: Web 2.0 tools BenQ Webquests Teachers Goal: By June 2014 students at Douglas Elementary will meet or exceed the performance composite (math and reading) proficiency of 84% with an increase from 67% to 75% of students meeting growth targets, as measured by grade level standards and NCEOG. All subgroups will meet AMO targets, with a focus on the following subgroups: FRL, African American, Hispanic and SWD. (Key Process #5) Common Core Teachers Standards for English Language Arts including focus on: using CAFE, Daily 5 and guided reading groups to implement the standards effectively; strategies for explicitlly teaching tier 2/3 vocabulary and word work By June 2014 students at Douglas Elementary will meet or exceed the performance composite (math and reading) proficiency of 84% with an increase from 67% to 75% of students meeting growth targets, as measured by grade level standards and NCEOG. All subgroups will meet AMO targets, with a focus on the following subgroups: FRL, African American, Hispanic and SWD. (Key Process # 2) Our proficiency data shows an achievement gap for certain subgroups in reading comprehension. Our proficiency data shows an achievement gap for some subgroups, so we want to maximize student engagement. Supporting Data: Math walktrough data shows that we need to increase math talk; student achievement data shows that our students need to strengthen number sense.

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Summary Sheet of Professional Development Activities School: Douglas ES 2012-2014 2012-2013

School Improvement Plan

Plan Year School Year:

Development Activities for Topic: A+ training Participants: Goal Supported: teachers Supporting Data:

By June 2014 students at Douglas Proficiency data shows and Elementary will meet or exceed the achevement gap with some performance composite (math and subgroups. reading) proficiency of 84% with an increase from 67% to 75% of students meeting growth targets, as measured by grade level standards and NCEOG. All subgroups will meet AMO targets, with a focus on the following subgroups: FRL, African American, Hispanic and SWD. (Key Process #2 & #5)

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Summary Sheet of Professional Development Activities School: Douglas ES 2012-2014 2013-2014

School Improvement Plan

Plan Year School Year:

Development Activities for Topic: Participants: Goal Supported: By June 2014 students at Douglas Elementary will meet or exceed the performance composite (math and reading) proficiency of 85% with an increase from 59.7% to 75% of students meeting growth targets, as measured by grade level standards and NCEOG. All subgroups will meet annual measurable objective targets, with a focus on the following subgroups: FRL, African American, Hispanic and SWD. By June 2014 students at Douglas Elementary will meet or exceed the performance composite (math and reading) proficiency of 85% with an increase from 59.7% to 75% of students meeting growth targets, as measured by grade level standards and NCEOG. All subgroups will meet annual measurable objective targets, with a focus on the following subgroups: FRL, African American, Hispanic and SWD. By June 2014 students at Douglas Elementary will meet or exceed the performance composite (math and reading) proficiency of 85% with an increase from 59.7% to 75% of students meeting growth targets, as measured by grade level standards and NCEOG. All subgroups will meet annual measurable objective targets, with a focus on the following subgroups: FRL, African American, Hispanic and SWD. Supporting Data: SIOP coach sub-group data shows increasing proficiency, yet we are still below proficiency targets in subgroups TWC Safe, Healthy schools committee surveys

Continue with SIOP All teachers implementation

Team building

whole staff

Math: continue implementing common core

All grade levels

Math learning rounds and math coach data Case 21 and quarterly data: steady growth from 66.5% to 76% proficient, based on reoport cards

M Class, system mandated

Teachers as required by WCPSS

By June 2014 students at Douglas Elementary WCPSS mandate will meet or exceed the performance composite (math and reading) proficiency of 85% with an increase from 59.7% to 75% of students meeting growth targets, as measured by grade level standards and NCEOG. All subgroups will meet annual measurable objective targets, with a focus on the following subgroups: FRL, African American, Hispanic and SWD. By June 2014 students at Douglas Elementary quarterly will meet or exceed the performance composite science data (math and reading)proficiency of 85% with an increase from 59.7% to 75% of students meeting growth targets, as measured by grade level standards and NCEOG. All subgroups will meet annual measurable objective targets, with a focus on the following subgroups: FRL, African American, Hispanic and SWD.
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Science: state mandated curriculum changes

All teachers

Summary Sheet of Professional Development Activities School: Douglas ES 2012-2014 2013-2014

School Improvement Plan

Plan Year School Year:

Development Activities for Topic: Literacy: Daily Cafe' implementation, vocabulary and word work Participants: Teachers; differentiated for specific needs Goal Supported: By June 2014 students at Douglas Elementary will meet or exceed the performance composite (math and reading) proficiency of 85% with an increase from 59.7% to 75% of students meeting growth targets, as measured by grade level standards and NCEOG. All subgroups will meet annual measurable objective targets, with a focus on the following subgroups: FRL, African American, Hispanic and SWD. Supporting Data: Staff survey of needs Literacy coach data from observations of classrooms and teachers ELA quarterly scores

A+ integrated lesson planning

All teachers

By June 2014 students at Douglas Elementary Overall will meet or exceed the performance composite proficiency and (math and reading) proficiency of 85% with an growth data increase from 59.7% to 75% of students meeting growth targets, as measured by grade level standards and NCEOG. All subgroups will meet annual measurable objective targets, with a focus on the following subgroups: FRL, African American, Hispanic and SWD.

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Intervention Planning Matrix School: Douglas ES 2012-2014 2012-2013

School Improvement Plan

Plan Year School Year:

Reading Identification: Ranking forms Other Services Multiple Criteria Points 1.Classroom Teacher Running Records 2. EOG Scores 1. Teacher Observation 2. Repeated a grade 3. Intervention Teacher Digging Deeper Assessments Determine Long Term/Flexible Group Students: The neediest students as defined by the multiple selection criteria will be long term students and those with fewer needs will be short term students. Sample of student ranking form for reading follows. Student Identification Frequency: Monthly Collaboration Consultation as needed Teachers will notify intervention teachers of new students that are below benchmark Data Collection: Long term student data will be tracked using the Tier II intervention spreadsheet. Formative Assessments Threshold to Enter/Exit: Students enter the intervention process when they fall below benchmarks. Students will exit when benchmark is achieved and maintained in consultation with the classroom teacher, parents, adminstrators and intervention teachers.

Math Identification: We will serve grades 2-5 in Math Title 1 ranking forms Other services Multiple Criteria points 1.Teacher Observation 2. EOG scores 3. Repeated a grade Determine Long Term/Flexible Group Students: The neediest students as defined by the multiple selection criteria will be long term students and those with fewer needs will be short term students. Sample of student ranking form for math follows. Frequency: Monthly Collaboration Consultation as needed Teachers will notify intervention teachers of new students that are below benchmark Data Collection: Long term student data will be tracked using the Tier II intervention spreadsheet. Formative Assessments Threshold to Enter/Exit: Students enter the intervention process when they fall below benchmarks. Students exit when benchmark is achieved and maintained, in consultation with the classroom teacher, parents, administrators and intervention teachers.
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Intervention Planning Matrix School: Douglas ES 2012-2014 2012-2013

School Improvement Plan

Plan Year School Year:

Reading Long Term Students: Primarily Pull Out Long term students will receive 30-45 minutes, 4 times a week of pull out instruction Homogeneous Grouping Maximum Group Size for K is 4 students, maximum size for grades 1-5 is 5 students Intervention Structure Flexible Group Students: Push In intervention instruction for 15-20 minutes, 2-4 times a week until targeted strategic gaps are closed Share students among and between classrooms For targeted skill deficits Regular Collaboration with Classroom Teachers K-5 Literacy Coach Regular planning with grade level teams Monthly Collaboration with teachers of long term students Data driven instruction for all students PLT Meetings with Intervention Team & Grade Level Teams Intervention lessons are tied to Common Core Standards based on student needs The intervention lesson for long term students will follow the recommenced Tier II format The intervention lesson for short term students will focus on the appropriate part of the recommended Tier II lesson

Math Long Term Students: Primarily Pull Out Long term students will receive 30-45 minutes, 4 times a week of pull out instruction Homogeneous Grouping Maximum Group Size for K is 4 students, maximum size for grades 1-5 is 5 students Flexible Group Students: Push In intervention instruction for 15-20 minutes, 2-4 tmes a week until targeted strategic gaps are closed Share Students among and between classrooms For targeted skills deficits Regular Collaboration with Classroom Teachers

Instruction

Regular planning with grade level teams Monthly Collaboration with teachers of long term students Data driven instruction for all students PLT Meetings with Intervention Team and Grade Level Teams Intervention lessons are tied to Common Core Standards based on students needs The intervention lesson for long term students will follow the recommenced Tier II format The intervention lesson for short term students will focus on the appropriate part of the recommended Tier II lesson
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Intervention Planning Matrix School: Douglas ES 2012-2014 2012-2013

School Improvement Plan

Plan Year School Year:

Reading Letter Id Sound Id PAST Early Names Names Test Print Concepts Hearing and Recording Sounds in Words Fountas & Pinnell Running Records/Comprehension Informal Running Records Anecdotal Notes from Monthly Collaboration Formal Assessments will be given at the beginning, middle, and end of the year to guide group formation and to target instruction Fast Track Wildcats Benchmark Daily 5/Caf Fountas & Pinnell Take Home Books Professional Learning Teams PLT Meetings for Intervention Team Support from Literacy Coaches, ESL, & SIOP Curriculum Aligned Leveled Nonfiction Texts CMAPP Comprehension Strategy Libraries

Math Number Knowledge Test Anecdotal Notes Teacher Observation Quarterly Math Assessments Formal Assessments will be given at the beginning, middle, and end of the year to guide group formation and to target instruction

Assessment

CMAPP Number Worlds PLT Meetings for Intervention Team Professional Learning Teams Support from Math Coach

Curriculum/Resources

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Intervention Planning Matrix School: Douglas ES 2012-2014 2013-2014

School Improvement Plan

Plan Year School Year:

Reading Identification: Ranking forms Other Services Multiple Criteria 1.Classroom Teacher Running Records 2. mclass assessments 1. Teacher Observation 2. Repeated a grade 3. Intervention Teacher Digging Deeper Assessments Determine Long Term/Short Term Group Students using above criteria Frequency: Monthly Collaboration with other teachers Consultation as needed with other specialists Teachers will notify intervention teachers of new students that are below benchmark Data Collection: Long term served students will be added to served list in mclass Formative Assessments Threshold to Enter/Exit: WCPSS Benchmarks Formative Assessments Students enter the intervention process when they fall below benchmarks. Students will exit when benchmarks are achieved.

Math Identification: Title 1 ranking forms Other services Multiple Criteria 1.Teacher Observation 2. Summative Assessments 3. Repeated a grade 4. Report Card Grades 5. Test generator for new students Determine Long Term/Short Term Group Students Frequency: Monthly Collaboration with classroom teachers Consultation as needed with other specialists Teachers will notify intervention teachers of new students that are below benchmark Data Collection: Long term served students will be tracked using the Tier II intervention spreadsheet Formative Assessments Threshold to Enter/Exit: Formative Assessments Students enter the intervention process when they fall below benchmarks. Students will exit when benchmarks are achieved.

Student Identification

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Intervention Planning Matrix School: Douglas ES 2012-2014 2013-2014

School Improvement Plan

Plan Year School Year:

Reading Long Term Students: Pull Out and Push In 20-30 minute lessons; 3-5 days a week Homogeneous Grouping Maximum Group Size for K is 4 students, maximum size for grades 1-5 is 5 students Short Term Students: Push In 15-20 minutes 2-4 times a week until targeted strategic gaps are closed Share students among and between classrooms Length of lesson and maximum number of students is flexible For targeted skill deficits Regular Collaboration with Classroom Teachers K-5 Literacy Coach- one is 100% 2 25% Literacy Coaches 2 .3 Intervention Teachers Regular planning with grade level teams Monthly Collaboration with teachers of long term students Data driven instruction for all students PLT Meetings with Intervention Team & Grade Level Teams Intervention lessons are tied to Common Core Standards based on student needs

Math Long Term Students: Primarily Push In 30-45 minute lessons; 2-4 times a week Maximum Group Size- 5 students Short Term Students: Push In Share Students among and between classrooms Length of lesson and maximum number of students is flexible For targeted skills deficits Regular Collaboration with Classroom Teachers K-5 Math Coach- full time 50% Intervention Teacher

Intervention Structure

Instruction

Regular planning with grade level teams Monthly Collaboration with teachers of long term students Data driven instruction for all students PLT Meetings with Intervention Team and Grade Level Teams Intervention lessons are tied to Common Core Standards based on students needs
Page 22 of 23

Intervention Planning Matrix School: Douglas ES 2012-2014 2013-2014

School Improvement Plan

Plan Year School Year:

Reading Letter Id Sound Id PAST Early Names Names Test Print Concepts Fountas & Pinnell Running Records/Comprehension Informal Running Records Anecdotal Notes from Monthly Collaboration Mclass Assessments will be given at the beginning, middle, and end of the year to guide group formation and to target instruction Letter Id Sound Id PAST Early Names Names Test Print Concepts Fountas & Pinnell Running Records/Comprehension Informal Running Records Anecdotal Notes from Monthly Collaboration Mclass Assessments will be given at the beginning, middle, and end of the year to guide group formation and to target instruction

Math Number Knowledge Test Number Worlds Placement Tests Anecdotal Notes Teacher Observation Quarterly Math Assessments iReady for 4-5 Formal Assessments will be given at the beginning, middle, and end of the year to guide group formation and to target instruction

Assessment

Number Knowledge Test Number Worlds Placement Tests Anecdotal Notes Teacher Observation Quarterly Math Assessments iReady for 4-5 Formal Assessments will be given at the beginning, middle, and end of the year to guide group formation and to target instruction

Curriculum/Resources

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