School Improvement Plan November 2018 to June 2020

School Improvement Plan

November 2018 to June 2020

School: Carrboro Elementary School

Principal: Jillian La Serna

Chapel Hill-Carrboro City Schools

Approved by School Improvement Team on: 10-26-2018

Approved by Staff on: 10-26-2018

Carrboro Elementary

Comprehensive Progress Report

11/13/2018

! = Past Due Objectives

KEY = Key Indicator

Mission:

We actively partner with families and community to reach all our students with purposeful, effective, and relevant instruction that encourages lifelong

learning, celebrates equity and inclusion, and promotes civic engagement at school and at home.

Vision:

Our vision is that all Carrboro Elementary School students obtain the academic skills and knowledge to excel while learning and growing in a culturally

responsive and inclusive school community of committed and accountable educators and engaged parents.

Goals:

The school will provide a duty-free instructional planning time for every full-time assigned classroom teacher, with a goal of providing an average of at least

five full hours of planning time per week.

By June 2019, ODR referrals for African American students will decrease from 31.2% to 23% to better align with the overall enrollment of African American

students in the school.

The school will provide a duty-free lunch for all teachers.

By June 2018, LEP students with a CPL increase of .5 or more on the ACCESS test will increase from 17.24% to 25.51%. By June 2020, we will meet ESSA

targets for EL students.

Proficiency will increase for all students in grades K-2 based on mClass Text Reading Comprehension English assessments. See attached chart

CES will create a plan for eliminating unnecessary and redundant reporting requirements.

Provide for results-oriented professional development that is aligned with identified 21st century curricular, instructional, and assessment needs, is

connected to school improvement goals and is differentiated based on staff needs

ESSA targets are met in all subgroups. See attachment for graph.

CES will ensure that the budget aligns with the school SIP goals and the district strategic plan.

Increase student engagement in classrooms to ensure that all students are actively involved in learning and feel safe, welcome, and happy at school.

By 2020 all student subgroups will exceed growth expectations and the school will exceed growth in math and reading based on EOGs.

Core Function:

Dimension A - Instructional Excellence and Alignment

Effective Practice:

High expectations for all staff and students

KEY

A1.07

ALL teachers employ effective classroom management and reinforce

classroom rules and procedures by positively teaching them.(5088)

Implementation

Status

Assigned To

Target Date

Initial Assessment:

We are an exemplar PBIS school. This year, we have shifted to

implementing restorative practices. We show a need for a focus on Tier

II and Tier III training for teachers and additional supports for students

with repeat office discipline referrals.

Limited Development

09/06/2017

How it will look

when fully met:

Restorative practices will be fully implemented with restorative circles

and restorative discipline in all classrooms. The number of students

with repeat ODR's will decrease. The disproportionality of referrals will

be addressed. Additional Tier II and Tier III supports will be offered for

students.

Amy Singer

12/14/2018

Actions

4 of 6 (67%)

9/6/17

Restorative Practices Training - 2-day training for all staff

Complete 12/15/2017

Jillian La Serna

10/31/2017

Notes:

9/6/17

Tier II Interventions compiled for teacher access based on student

behavioral need

Complete 04/24/2018

Amy Singer

03/15/2018

Notes:

9/6/17

2 restorative circles/week done in all classrooms

Complete 04/24/2018

Jillian La Serna

03/16/2018

Notes:

9/6/17

Restorative Discipline conferences used in the classroom and in the

office

Complete 09/25/2018

Jillian La Serna

06/07/2018

Notes:

9/6/17

FBA and BIP training for teachers

Jillian La Serna

04/01/2019

Notes:

9/28/18

PBIS will monitor and provide updates and action steps for faculty to

decrease the percentage of African American student referrals

Amy Singer

06/02/2019

Notes:

Core Function:

Dimension A - Instructional Excellence and Alignment

Effective Practice:

Curriculum and instructional alignment

KEY

A2.04

Instructional Teams develop standards-aligned units of instruction for

each subject and grade level.(5094)

Implementation

Status

Assigned To

Target Date

Initial Assessment:

CES is currently rewriting all units using the biliteracy unit framework in

conjunction with the UbD model. These units integrate science and

social studies with literacy. Coaches are writing model units and lessons

over the summer of 2016. PLC teams will work with coaches and

leadership next year to refine Phase I and II and write Learning Focused

Lessons for Stage III of each unit, creating standard based assessments

and integration of 5 high-yield instructional strategies. Task-based math

units are created at a district level and refined in the school.

Limited Development

05/20/2016

How it will look

when fully met:

-All units will be in Learning Focused Lesson format -Teachers will

regularly use high-yield instructional strategies in each lesson plan arc. -

Teachers will be knowledgeable and able to write lesson plans in the LFL

format -Teachers will know the UbD/biliteracy unit framework -Lesson

plans and completed units aligned with all standards with materials will

be provided as evidence

Emily Moorman

06/08/2019

Actions

3 of 7 (43%)

9/23/16

Professional development - complete LFL 102 and 103 trainings

Complete 03/17/2017

Emily Moorman

06/09/2017

Notes:

LFL 102 Training - August 23, 2016

LFL 103 Training Delayed until Fall 2017

11/9/18

Strategies for AIG students will be integrated into classroom instruction

on a regular basis and highly gifted students as well as other students

identified for services will receive specialized instruction from the

Gifted Education Specialist.

Gifted Education

Specialist

06/01/2018

Notes:

-star questions for math assignments and assessments (available to all

students)

-extension projects for science units (minimum 1--2 for each grade

level) (available to all students)

-socratic seminars offered for each unit (grades 3-5, all students)

-PETS program grades K-3 (all students)

-William and Mary unit instruction, 60min/week for highly gifted

students

9/23/16

PLC planning meetings

Complete 09/18/2018

Emily Moorman

06/08/2018

Notes:

Teams will plan LFL lessons in the UbD unit framework

Coaches and Administration will review lesson plans weekly

Quarter 1 Update - Grade level planning teams meet weekly

(science/literacy, social studies/literacy, math and science) to plan units

and arcs of lessons.

9/7/17

Complete bridging lessons for all units

Complete 09/08/2018

Janet Davis-Castro

06/08/2018

Notes:

9/25/18

Observe and provide feedback on bridging lessons

Jonathan Woody

12/01/2018

Notes:

9/25/18

Adjust math lesson plans to align with the changes in standards using

resources from Ready Math and DPI

Mindy Morton

06/01/2019

Notes:

9/25/18

Scope and sequence for social studies literacy - shift to integrate social

justice standards and increased small-group instructional time

Janet Davis-Castro

06/01/2019

Notes:

A2.05

ALL teachers develop weekly lesson plans based on aligned units of

instruction.(5095)

Implementation

Status

Assigned To

Target Date

Initial Assessment:

All teachers will plan daily lessons.

Limited Development

09/28/2018

How it will look

when fully met:

Actions

Notes:

A2.25

The teacher builds students’ ability to use a variety of learning tools.

(5339)

Implementation

Status

Assigned To

Target Date

Initial Assessment:

Students use a variety of learning tools currently and we would like to

add additional resources focusing on math and literacy.

Limited Development

09/28/2018

How it will look

when fully met:

Students will utilize learning tools to assist with learning.

Jonathan Woody

06/01/2020

Actions

0 of 7 (0%)

9/28/18

iReady online activities

Mindy Morton

02/01/2019

Notes:

45-60min/week

9/28/18

Students will utilize Discovery Ed Techbook as a science resource

Jonathan Woody

03/01/2019

Notes:

9/28/18

Science materials will be purchased and utilized to teach science units

across all grade levels.

Mindy Morton

06/01/2019

Notes:

9/28/18

Students will engage in Imagine Espanol to build early Spanish literacy

skills.

Emily Moorman

06/01/2019

Notes:

3x/week

11/13/18

Continue implementation of AIG instructional strategies in the

classroom for all students and begin using William and Mary units for

highly gifted (reading) students in grades 4-5.

Janet Davis-Castro

06/01/2019

Notes:

9/28/18

Monitor student perception and engagement after implementing new

tools

Amanda Soldner

06/05/2019

Notes:

9/28/18

Students will access Google Classroom as an interactive learning tool in

grades 3-5.

Jonathan Woody

12/01/2019

Notes:

Core Function:

Dimension A - Instructional Excellence and Alignment

Effective Practice:

Student support services

KEY

A4.01

The school implements a tiered instructional system that allows

teachers to deliver evidence-based instruction aligned with the

individual needs of students across all tiers.(5117)

Implementation

Status

Assigned To

Target Date

Initial Assessment:

The school has an MTSS process in place and continues to work on

consistency at each grade level and stage of intervention. We need to

work to collect data on a regular basis and ensure consistency of

interventions as well as progress monitoring.

Limited Development

05/20/2016

Priority Score: 2

Opportunity Score: 2

Index Score: 4

How it will look

when fully met:

- High quality classroom (Tier 1) instruction as evidenced through

classroom observations and evaluations - Effective movement and place

of students with needs in and through the tiered MTSS intervention

system - Growth in the students receiving Tier 2 and Tier 3 interventions

Jonathan Woody

06/10/2019

Actions

8 of 10 (80%)

9/23/16

- Monthly Tier 3 meetings with intervention team and appropriate

classroom teachers and parents

Complete 10/03/2016

Jonathan Woody

10/31/2016

Notes:

Create and use classroom/teacher observation

Use student-driven, data agendas

3/17/17

Set up a systematic structure for Tier 2 interventions, data monitoring,

and evaluation

Complete 11/30/2017

Jillian La Serna

02/02/2017

Notes:

1/24/17

MTSS Self-assessment

Complete 02/22/2017

Jillian La Serna

03/01/2017

Notes:

The faculty completed this self-assessment on Feb 22, 2017.

9/23/16

Plan quarterly Tier 2 PLC data meetings to discuss student data and

intervention needs

Complete 10/25/2016

Jonathan Woody

03/17/2017

Notes:

Use and collect teacher observation regarding students with

intervention needs.

Use PLC data meeting agenda.

9/23/16

- Assist teachers in the implementation and monitoring of classroom-

based Tier 2 interventions

Complete 10/17/2016

Jonathan Woody

03/17/2017

Notes:

To be done during bi-weekly PLC data meetings.

3/17/17

Need to make clear determinations on when a student has or has not

met progress monitoring goals and the expected ROI for each

intervention

Complete 11/30/2017

Jillian La Serna

11/03/2017

Notes:

9/7/17

Create an after-school group for students to provide acceleration in

math and/or reading.

Complete 02/05/2018

Jonathan Woody

02/16/2018

Notes:

4/24/18

Develop acceleration groups for 2018-19 school year

Jillian La Serna

12/01/2018

Notes:

4/24/18

Provide professional development on intervention selection and goal

setting

Jillian La Serna

03/01/2019

Notes:

9/28/18

After moving math interventions to primarily after school, students will

participate in small-group reading instruction more times each week as

available.

Complete 02/05/2018

Janet Davis-Castro

06/01/2019

Notes:

Implementation:

Evidence

11/18/2016

Within our Google notes, we have completed PEPs for students

receiving Tier 2 interventions.

Experience

11/18/2016

Constructive experience ensuring quality Tier 2 across the school

Sustainability

11/18/2016

Tier 2 data meetings twice a month with each PLC

A4.03

Instructional teams utilize student learning data to determine

whether a student requires a referral for special education services.

(5121)

Implementation

Status

Assigned To

Target Date

Initial Assessment:

Students are identified for testing through the MTSS process.

Limited Development

03/17/2017

Priority Score: 2

Opportunity Score: 3

Index Score: 6

How it will look

when fully met:

The teams will learn how to better create goals and use data to make

accurate referrals for initial EC referral meetings.

Objective Met

09/25/18

Jillian La Serna

06/11/2018

Actions

9/7/17

LEA representative will be an administrator at all IEP meetings,

including initial referrals.

Complete 10/06/2017

Jillian La Serna

10/06/2017

Notes:

3/17/17

Analyze and determine reasonable rates of improvement for

interventions.

Complete 11/30/2017

Jillian La Serna

11/17/2017

Notes:

3/17/17

Evaluate and determine a system for determining if students have met

goals for Tier III.

Complete 02/22/2018

Jillian La Serna

12/08/2017

Notes:

-move to graphing student goals

2/22/18

The Tier III team will investigate attainable and challenging goals for

students in various interventions and set goals appropriately for

individual students

Complete 06/14/2019

Jillian La Serna

06/01/2018

Notes:

Implementation:

09/25/2018

Evidence

9/25/2018

- Effectively planned and met twice a quarter with teachers, coaches

and admin to analyze and use student achievement data to drive

relevant and timely interventions.

Experience

9/25/2018

- Weekly meetings to analyze collected student achievement data

- Weekly met with coaches, teachers and admin to determine most

effective interventions.

Sustainability

9/25/2018

- Data meetings twice a quarter to continue discussing student data and

intervention results

A4.05

ALL teachers teach and reinforce positive social skills, self-respect,

relationships, and responsibility for the consequences of decisions

and actions.(5123)

Implementation

Status

Assigned To

Target Date

Initial Assessment:

We currently teach second step as a Tier I character education. In

addition, teachers have worked over the past several years to focus on

equity and building relationships with students.

Limited Development

03/17/2017

Priority Score: 3

Opportunity Score: 1

Index Score: 3

How it will look

when fully met:

Restorative practices will be implemented in all classrooms. In addition,

restorative discipline will be used for working through behaviors.

Objective Met

09/25/18

Jillian La Serna

06/11/2018

Actions

3/17/17

Trainers will work with administration to determine a professional

development for the school for school-wide implementation by the end

of the school year.

Complete 10/14/2017

Jonathan Woody

08/11/2017

Notes:

9/7/17

Teachers will use affective statements

Complete 11/30/2017

Jonathan Woody

11/15/2017

Notes:

9/7/17

Teachers will lead two restorative circles each week.

Complete 04/24/2018

Jonathan Woody

03/01/2018

Notes:

3/17/17

Two staff members will attend a train the trainer training in June 2017.

Complete 06/16/2017

Jillian La Serna

06/19/2018

Notes:

4/24/18

Restorative discipline professional development

Complete 10/13/2017

Katie Harrison

10/01/2018

Notes:

Implementation:

09/25/2018

Evidence

9/25/2018

-PBIS meeting notes

-professional development records

Experience

9/25/2018

-professional development

-shifts in PBIS structures to be more restorative in nature

-implementation of restorative practices

Sustainability

9/25/2018

-ongoing professional development for new teachers

-ongoing feedback for staff from administration

-regular PBIS updates

KEY

A4.06

ALL teachers are attentive to students' emotional states, guide

students in managing their emotions, and arrange for supports and

interventions when necessary.(5124)

Implementation

Status

Assigned To

Target Date

Initial Assessment:

Structures for MTSS for SEL are being established by the district and

school teams are receiving training. Requests have been made by the

school for more mental health services to be provided. Each school has

PBIS and character education established but it may not be effectively

used in every classroom. An evaluation of the use of resources should

be considered and tiered social and emotional interventions need to be

reviewed. Whole-group instruction and teacher training should also be

considered next year.

Limited Development

05/20/2016

Priority Score: 3

Opportunity Score: 2

Index Score: 6

How it will look

when fully met:

Tier I instruction (second step or guidance) occurs weekly in all

classrooms Weekly or daily class meetings occur in grades 3-5

Implement restorative circles in classrooms Teachers will regularly

attend PBIS consult as needed Teachers will know how to handle and

respond to students in various emotional states District offices will

increase support for mental health and emotional/behavioral support in

schools

Objective Met

09/25/18

Amy Singer

06/07/2019

Actions

9/23/16

Beginning of year PBIS lessons for the full school

Complete 09/23/2016

Emily Kochy

09/30/2016

Notes:

PBIS lessons were written and shared with teachers in grades K-5.

Teachers taught around 2 weeks of PBIS lessons in late August and early

September that covered expectations, consequences, and reward

systems.

1/24/17

assessment or protocol for identifying students needing social or

emotional support

Complete 11/17/2017

Emily Kochy

10/01/2017

Notes:

9/23/16

Professional Development for teachers around emotional states and

how to respond

Complete 03/17/2017

Amy Singer Katie

Harrison

11/15/2017

Notes:

The school counselor and social worker will be presenting a

professional development session around emotional state on March 22,

2017.

9/7/17

Teacher training for Tier II and Tier III supports for students

Complete 03/01/2018

Amy Singer

02/14/2018

Notes:

9/23/16

Professional Development around Tier I Second Step instruction for TAs

Complete 06/08/2018

Janet Davis-Castro

06/09/2018

Notes:

9/23/16

Restorative Circles Training

Complete 06/07/2018

Janet Davis-Castro

06/09/2018

Notes:

Leaders will attend district training and then train staff as apporpriate

9/23/16

Daily class meetings in grades 3-5

Complete 07/06/2018

Janet Davis-Castro

06/09/2018

Notes:

Teachers are using the format of RECAP (review, evaluate, compliment,

apologize, preview). Class meetings generally last 5-10 minutes and are

held near the end of the day.

9/23/16

Mental health support addressed at a district level

Complete 06/08/2018

Diane Villwock

06/09/2018

Notes:

Work with FSA to see what supports they might be able to offer

Expand Carolina Outreach?

Increase number Behavior Support Specialists and TAs as needed

Implementation:

09/25/2018

Evidence

9/25/2018

-restorative practices (circles and conferences)

-mental colocated health services

-counseling referral program

-CICO program

-PBIS check in and problem analysis work

Experience

9/25/2018

Multiple professional development sessions as well as new strategies

were implemented to address student's emotional needs.

Sustainability

9/25/2018

-ongoing PD and support from SSW and counselor

KEY

A4.16

The school develops and implements consistent, intentional, and on-

going plans to support student transitions for grade-to-grade and

level-to-level.(5134)

Implementation

Status

Assigned To

Target Date

Initial Assessment:

We host transition meetings from PreK-K and 5th grade to 6th grade for

at-risk students. In addition, 5th grade teachers have visited sixth grade

and adjusted scheduling and organization of student materials to assist

in transitioning.

Limited Development

09/07/2017

How it will look

when fully met:

Plan vertical transition meetings for students at the end of the year and

allow time for teaching PLCs to meet.

Jonathan Woody

06/15/2019

Actions

1 of 3 (33%)

9/7/17

End-of -year meetings for grade level PLCs to meet and transition

students.

Complete 06/08/2018

Jonathan Woody

06/08/2018

Notes:

9/25/18

Vertical grade-level team walkthroughs to observe curriculum that will

impact student readiness for the next grade level

Emily Moorman

06/01/2019

Notes:

9/7/17

Plan vertical planning meetings for curriculum (K/1, 2/3, 4/5)

Jonathan Woody

06/08/2019

Notes:

Core Function:

Dimension B - Leadership Capacity

Effective Practice:

Strategic planning, mission, and vision

KEY

B1.01

The LEA has an LEA Support & Improvement Team.(5135)

Implementation

Status

Assigned To

Target Date

Initial Assessment:

The district has established an LEA support team and is still working

through how to best support TSI.

Limited Development

05/20/2016

Priority Score: 1

Opportunity Score: 1

Index Score: 1

How it will look

when fully met:

The district will meet regularly with school administration and NCSTAR

team and provide accessible supports and resources needed

Objective Met

01/24/17

Jillian La Serna

06/09/2017

Actions

9/23/16

Meet regularly with team

Complete 01/24/2017

Diane Villwock

06/09/2017

Notes:

advocate for resources to be made available to schools that need them

the most

Implementation:

01/24/2017

Evidence

1/24/2017

Uploaded in file.

Experience

1/24/2017

Teams have met regularly at the district level, once each quarter.

Sustainability

1/24/2017

LEA staff leadership will need to continue to schedule FOCUS school

team meetings.

KEY

B1.03

A Leadership Team consisting of the principal, teachers who lead the

Instructional Teams, and other professional staff meets regularly (at

least twice a month) to review implementation of effective practices.

(5137)

Implementation

Status

Assigned To

Target Date

Initial Assessment:

The TSI Leadership team has been created at the end of the current

school year. This team will meet regularly at least twice each month

going forward. This team will work with other school leadership

committees to review goals, data, and implement change.

Limited Development

05/20/2016

Priority Score: 2

Opportunity Score: 2

Index Score: 4

How it will look

when fully met:

-Review progress twice/month toward action steps and goals -Ensure

that steps are being taken toward all goals

Objective Met

09/25/18

Janet Davis-Castro

04/11/2018

Actions

9/23/16

Literacy Coach/Admin Meetings

Complete 12/16/2016

Janet Davis-Castro

12/09/2016

Notes:

We meet weekly to discuss curriculum planning, assessments, student

achievement data and other current needs of the staff as well as district

initiatives.

9/23/16

Meeting twice/month with NCSTAR team

Complete 12/16/2016

Janet Davis-Castro

06/09/2017

Notes:

Administration, literacy coaches, and math/science specialist meet

once a month to review the plan and update goals. The second monthly

meeting is between administration and the school improvement team.

9/7/17

Monthly AIG/Admin meetings

Complete 11/30/2017

Jillian La Serna

11/16/2017

Notes:

9/23/16

Math/Science Admin Meetings

Complete 04/24/2018

Jillian La Serna

04/06/2018

Notes:

We have met for mid-year data meetings with grades 1st-5th math

teachers in February and March.

Implementation:

09/25/2018

Evidence

9/25/2018

-SIT agendas

-coach agendas

-CLT agendas

-AIG/admin meeting notes

-math coach/admin meeting notes

Experience

9/25/2018

-scheduled meetings with instructional leadership team

Sustainability

9/25/2018

-continued scheduling of meetings

Core Function:

Dimension B - Leadership Capacity

Effective Practice:

Distributed leadership and collaboration

KEY

B2.03

The school has established a team structure among teachers with

specific duties and time for instructional planning.(5143)

Implementation

Status

Assigned To

Target Date

Initial Assessment:

The structure for instructional teams to meet regularly and have

specific time for instructional planning is in place. Next year, we want to

focus on this indicator to ensure sufficient time is provided for the roll-

out of biliteracy curriculum writing.

Limited Development

05/20/2016

Priority Score: 1

Opportunity Score: 2

Index Score: 2

How it will look

when fully met:

All teams will meet and plan lessons weekly with and without coach

support

Objective Met

09/25/18

Janet Davis-Castro

10/17/2018

Actions

9/23/16

Coaches and teachers meet weekly to write and plan lessons

Complete 12/02/2016

Janet Davis-Castro

12/02/2016

Notes:

Literacy coaches and the math/science coach meet weekly with every

grade level PLC to plan instruction using the LFL model.

9/23/16

Coaches and Administration will offer PD to the staff on how to lead

PLC meetings and guide lesson planning

Complete 09/07/2018

Janet Davis-Castro

09/01/2018

Notes:

4/24/18

Biliteracy planning meetings will occur throughout the year and over

the summer. PLC teams will review implementation during the school

year and reflect, making adjustments to meet students' needs.

Complete 09/07/2018

Janet Davis-Castro

09/01/2018

Notes:

Implementation:

09/25/2018

Evidence

9/25/2018

-PLC meeting minutes in Google folder

Experience

9/25/2018

Sustainability

9/25/2018

Continued staff development for PLC leads and regular PLC meeting

visits.

Core Function:

Dimension B - Leadership Capacity

Effective Practice:

Monitoring instruction in school

KEY

B3.03

The principal monitors curriculum and classroom instruction regularly

and provides timely, clear, constructive feedback to teachers.(5149)

Implementation

Status

Assigned To

Target Date

Initial Assessment:

School administration conducts informal and formal observations of

instruction and provides ongoing feedback to the teachers. The informal

observations need to be more frequent and systematic.

Limited Development

05/20/2016

How it will look

when fully met:

Effective classroom instruction as evidenced by walk through and

formal/informal observations Clear understanding of areas of growth

for each teacher

Jillian La Serna

06/06/2019

Actions

5 of 6 (83%)

9/23/16

Schedule informal, topic-specific classroom walk throughs

Complete 06/14/2017

Jillian La Serna,

Jonathan Woody,

Moorman, Kochy,

06/12/2017

Notes:

10/4/16 - Math walk-throughs focusing on questioning and tasks -

Jillian LaSerna, Emily Kochy, LuAnn Malik

9/23/16

Perform district-mandated teacher observations according to district

schedule

Complete 06/12/2017

Jillian La Serna,

Jonathan Woody

06/12/2017

Notes:

-Teachers are in the last cycle of evaluations.

9/23/16

Schedule pre and post-observation conferences to discuss observation

preparation and feedback with teachers

Complete 06/09/2017

Jillian La Serna,

Jonathan Woody

06/12/2017

Notes:

9/23/16

Schedule topic-specific classroom walk throughs

Complete 11/01/2017

Jillian La Serna,

Jonathan Woody

11/01/2017

Notes:

-Teachers have been primarily focusing on LFL lesson planning and

structure. Classroom observations have focused on elements of LFL

lesson plans during observations and walkthroughs.

9/7/17

Create a process for monitoring and providing feedback for teachers on

lesson plans.

Complete 09/07/2018

Jillian La Serna

05/04/2018

Notes:

9/25/18

Implement the new district walkthrough tool as a means for collecting

data in classroom walkthroughs and providing relevant feedback to

teachers

Jillian La Serna

06/01/2019

Notes:

Core Function:

Dimension C - Professional Capacity

Effective Practice:

Teacher quality and experience

C1.01

The LEA/School directly aligns professional development with

classroom observations (including peer observations) to build specific

skills and knowledge of teachers.(5152)

Implementation

Status

Assigned To

Target Date

Initial Assessment:

After analyzing data and observing teachers small group guided reading

instruction in K-2, it was determined that more professional

development and resources be made available to teachers. To this end,

we will be utilizing American Reading Company assessment and small

group instruction materials in our K-2 classrooms.

No Development

09/28/2018

How it will look

when fully met:

To fully meet this objective teachers will:

be well-versed in administration and analysis of IRLA and ENIL

assessments

select appropriate target goals for small group instruction

utilize the ARC reading materials to help students meet target goals

Data will show student growth as a result of this implementation.

Emily Moorman

06/01/2019

Actions

0 of 3 (0%)

9/28/18

American Reading Company Staff Training

Emily Moorman

06/01/2019

Notes:

9/28/18

Instructional coach will work with teachers to help administer,

interpret, and analyze results from the IRLA and ENIL

Emily Moorman

06/01/2019

Notes:

9/28/18

Teachers will implement small group reading instruction using ARC

materials with instructional coach assistance.

Emily Moorman

06/01/2019

Notes:

C1.02

The principal plans opportunities for teachers to share their strengths

with other teachers.(5153)

Implementation

Status

Assigned To

Target Date

Initial Assessment:

Currently we do peer observations for formal observation cycles.

No Development

09/28/2018

How it will look

when fully met:

Classroom teachers and specials teachers will participate in walk-

throughs of peer classrooms (same grade, one grade above or one

grade below) once per quarter. PLC teams will conduct the

observations, take notes using the district walk-through protocol, and

debrief immediately after observations to share feedback and

noticings.

Teachers will turn in protocol notes to administration after each

walkthrough.

Janet Davis-Castro

06/08/2019

Actions

1 of 3 (33%)

9/28/18

Administration and instructional coaches will create a calendar for the

walkthroughs.

Complete 10/24/2018

Janet Davis-Castro

10/03/2018

Notes:

9/28/18

Administration and coaches will introduce the new plan for the

walkthroughs and the protocol at the November faculty meeting.

Janet Davis-Castro

11/07/2018

Notes:

10/24/18

Teacher walkthroughs will be conducted and debriefed focused on

instructional priorities.

Janet Davis-Castro

06/08/2019

Notes:

Core Function:

Dimension C - Professional Capacity

Effective Practice:

Quality of professional development

KEY

C2.01

The LEA/School regularly looks at school performance data and

aggregated classroom observation data and uses that data to make

decisions about school improvement and professional development

needs.(5159)

Implementation

Status

Assigned To

Target Date

Initial Assessment:

PLCs, MTSS, instructional coaches and school administration reviews

performance data after screenings and unit tests. This informs

instruction, interventions, and professional development.

Limited Development

05/20/2016

How it will look

when fully met:

PLC teams can independently analyze data after each assessment and

adjust core instruction and interventions based of the students.

Jillian La Serna

06/10/2020

Actions

6 of 10 (60%)

9/23/16

Data Literacy 101

Complete 01/23/2017

Emily Kochy

02/10/2017

Notes:

12/8 - Data Literacy 101 Part 1 training during delayed opening

1/23 - Data Literacy 1010 Part 2 training during PLC meetings

9/23/16

Analyze screening data after each administration

Complete 06/09/2017

Emily Kochy

06/09/2017

Notes:

Literacy coaches and math/science specialist met with teachers to

discuss mClass, F&P, and AIMs Web for quarter 1. Teachers used data

to drive instruction and determine intervention groups. (updated:

11/18/16)

9/23/16

Data Literacy 102

Complete 03/01/2018

Emily Kochy

10/13/2017

Notes:

This training has been moved to 2017-18.

9/23/16

Teachers will analyze data at the end of each unit (literacy/content) and

math.

Complete 02/22/2018

Emily Kochy

12/08/2017

Notes:

Unit tests in math are reviewed after every unit throughout the first

quarter. Teachers used data from PBAs and unit tests to determine

reteaching, retesting, and intervention groups.

11/30/17

Lesson Plan Week-by-Week document will be used weekly to link

lesson plans and units for review and feedback

Complete 02/22/2018

Jillian La Serna

01/31/2018

Notes:

9/23/16

Data Literacy 103

Complete 03/07/2018

Emily Kochy

02/16/2018

Notes:

4/24/18

Implement and plan instruction based on two new assessments (KEA at

1st grade and Early Numeracy Assessments at grades K-3)

Jillian La Serna

11/01/2018

Notes:

11/30/17

Classroom visits to provide evaluation of lesson plan implementation

and verify lesson plan fidelity. Feedback will be giving to classroom

teacher and PLC teams.

Jillian La Serna

12/01/2018

Notes:

4/24/18

Create systematic way to review benchmark data with grades 3-5

Janet Davis-Castro

01/30/2019

Notes:

9/25/18

Provide professional development on the new district data protocol

and implement protocol in PLC data discussions

Jillian La Serna

06/01/2019

Notes:

C2.03

The LEA/School provides all staff high quality, ongoing, job-

embedded, and differentiated professional development.(5163)

Implementation

Status

Assigned To

Target Date

Initial Assessment:

Professional development is offered through project advance and the

school.

Limited Development

09/27/2018

How it will look

when fully met:

Teachers will be engaged in differentiated professional development.

Janet Davis-Castro

10/01/2019

Actions

2 of 4 (50%)

9/28/18

Survey teachers based to determine staff capacity to offer PD and

interests.

Complete 09/12/2018

Janet Davis-Castro

10/10/2018

Notes:

9/28/18

Build a schedule of differentiated professional development

Complete 10/24/2018

Emily Moorman

11/01/2018

Notes:

9/28/18

Staff will engage in at least 4 differentiated professional development

sessions throughout the year

Jillian La Serna

06/01/2019

Notes:

9/28/18

Offer some professional development sessions in Spanish

Jillian La Serna

06/01/2019

Notes:

Core Function:

Dimension C - Professional Capacity

Effective Practice:

Talent recruitment and retention

KEY

C3.04

The LEA/School has established a system of procedures and protocols

for recruiting, evaluating, rewarding, and replacing staff.(5168)

Implementation

Status

Assigned To

Target Date

Initial Assessment:

The Human Resources Office recruits quality candidates to support

schools in replacing teachers. Principals and assistant principals

evaluate teachers using the NCEES process. Processes for rewarding

staff are not developed.

Limited Development

05/20/2016

Priority Score: 1

Opportunity Score: 1

Index Score: 1

How it will look

when fully met:

High quality staff hired with each vacancy Low turnover (less than 10%)

High-quality culture based on TWCS (above 90%)

Jonathan Woody

06/01/2018

Actions

3 of 4 (75%)

9/23/16

Monitor and analyze staff turnover

Complete 06/09/2017

Erika Newkirk, Diane

Villwock, Jillian La

Serna, J

06/19/2017

Notes:

9/23/16

The district will lead the effort to hire high-quality teacher leaders

Complete 08/10/2017

Erika Newkirk, Diane

Villwock

07/24/2017

Notes:

9/23/16

Analyze school culture, based on most recent TWCS. Identify any areas

needing direct attention and growth.

Complete 08/01/2018

Jillian La Serna

06/29/2018

Notes:

11/9/18

Recruit diverse staff and provide support for retention

Jillian La Serna

09/01/2018

Notes:

Implementation:

09/25/2018

Evidence

9/25/2018

-interview notes

-applitrack notes

-differentiated PD structure

-quarter teacher classroom walkthrough system

Experience

9/25/2018

Using Applitrack, applications are reviewed and excellent candidates

are hired through a 2-round interview process. TWC data is reviewed

every two-years and action steps are development to address teachers'

concerns and included in administration's PDP.

Sustainability

9/25/2018

Continued rigorous interview process and regular evaluation of TWC

data and informal teacher surveys

Core Function:

Dimension D - Planning and Operational Effectiveness

Effective Practice:

Resource Allocation

D1.02

The LEA has aligned resource allocation (money, time, human

resources) within each school's instructional priorities.(5171)

Implementation

Status

Assigned To

Target Date

Initial Assessment:

Most funds are allocated based on strategic plan and SIP goals.

However, at times, situations require that funds be allocated for other

needs.

Limited Development

09/27/2018

How it will look

when fully met:

When this objective is fully met, budget funds will go directly to

meeting district strategic goals or school improvement plan goals.

Purchase orders can be coded to each goal to ensure funds are

allocated for the greatest impact. Some funds will be used for

maintaining the school, keeping a clean and orderly environment, and

ensuring supplies are in place for student programs.

Jillian La Serna

06/01/2019

Actions

0 of 4 (0%)

9/27/18

Code all leave forms for professional development to SIP or Strategic

Plan Goals

Jillian La Serna

06/01/2019

Notes:

9/27/18

Determine how much of the budget is spent on goals vs. operational

maintenance of the school and school programs from January-June

2019.

Jillian La Serna

06/01/2019

Notes:

9/27/18

Code all Purchase Orders to a SIP or Strategic Plan Goal

Jillian La Serna

06/03/2019

Notes:

9/27/18

Align all grant applications to SIP or Strategic Plan goals

Jillian La Serna

12/01/2019

Notes:

Core Function:

Dimension E - Families and Community

Effective Practice:

Family Engagement

KEY

E1.06

The school regularly communicates with parents/guardians about its

expectations of them and the importance of the curriculum of the

home (what parents can do at home to support their children's

learning).(5182)

Implementation

Status

Assigned To

Target Date

Initial Assessment:

Parent education, home visits and standardized conference forms are in

place. Opportunities such as curriculum nights, coffee with the

principal, anti racism workshops, parent groups, PTA meetings, Connect

Ed phone calls, PTA and class newsletters are in place for home

communication.

Limited Development

05/20/2016

How it will look

when fully met:

The school will communicate with parents in a variety of ways

regarding expectations and curriculum. The school will provide parents

a variety of opportunities to learn more about the curriculum and ways

in which they can support their child's learning at home. This will be

evidenced by curriculum night presentations, bilingual monthly

newsletter communications from grade levels, examples of parent

teacher conference forms, and agendas from PTA meetings.

Emily Moorman

05/30/2019

Actions

5 of 6 (83%)

9/23/16

Bilingual Monthly Newsletter

Complete 11/18/2016

Emily Moorman

06/11/2016

Notes:

Bilingual Monthly Newsletters are sent home at each grade level each

month.

9/23/16

Parent Teacher Conferences

Complete 11/11/2016

Jillian La Serna

12/31/2016

Notes:

Parent Teacher Conferences were held the week of November 7-11.

9/23/16

Home Visits occur three times a year.

Complete 04/20/2017

Katie Harrison

04/14/2017

Notes:

All classroom teachers attempted at least 2 home visits at the end of

first quarter and there are plans to repeat this for the next two

quarters.

9/23/16

Bilingual Connect Ed Phone Calls, PTA and classroom newsletter

updates, and flyers for Important School Events

Complete 06/02/2017

Jillian La Serna

06/05/2017

Notes:

11/7 - Katie Harrison, School Social Worker, sent Bilingual Connect Ed

phone call to remind parents about the Anti-Racism Socratic Seminar

on 11/10

11/22 - Katie Harrison, School Social Worker, sent Bilingual Connect Ed

phone call to inform parents about meeting for Latino family rights

(post-election).

1/9 - Katie Harrison, School Social Worker, sent Bilingual Connect Ed

phone call to remind parents about an upcoming Socratic Seminar

related to Black History Month.

9/25/18

60th anniversary celebration

Jillian La Serna

03/30/2019

Notes:

9/23/16

Curriculum Nights

Complete 04/05/2018

Jillian La Serna

05/04/2019

Notes:

Parent and Student Socratic Seminar - November 10, 2016

Online Resources for Parents Meeting - November 15, 2016

School Improvement Plan

November 2018 to June 2020

School: Ephesus Elementary

Principal: Eric Taylor

Chapel Hill-Carrboro City Schools

Approved by School Improvement Team on: 10/22/18

Approved by Staff on: 10/15/18

North Carolina State Board of Education Goals

School Name Ephesus Elementary

Year 2018-2020

Goal 1 –Every student in the NC Public School System graduates from high school prepared for work, further education and

citizenship.

Goal 2 – Every student has a personalized education.

Goal 3 – Every student, every day has excellent educators.

Goal 4 – Every school district has up‐to‐ date fi nanci al , business, and technol ogy system s to serve i ts students, parents and

educators.

Goal 5 – Every student is healthy, safe, and responsible.

Chapel Hill-Carrboro Strategic Plan Goals

Student Success

Student Success addresses the academic, social and emotional capacities of students. The Student Success goals will assist students in

exploring, defining and solving complex problems; pursuing their unique interests, passions and curiosities; and contributing to the

community through dialogue, service and/or leadership all while supporting the child’s well-being.

Goal 1: Establish a district instructional framework for all grade levels PreK-12, based on high-yield best practice, culturally

relevant strategies within a personalized learning environment so all children receive equitable educational experiences.

Goal 2: Empower and support all student groups to meet growth and achievement goals.

Goal 3: Build a data-driven culture to inform instruction at the teacher, Professional Learning Community (PLC), school and

District levels to positively impact students.

Goal 4: Develop a continuum of services to promote the social, emotional and academic development of all students.

Goal 5: Create a culture and system of support which empowers, inspires, engages and encourages the school community to

embrace diversity, inclusion and different learners.

Employee Experience

School Name Ephesus Elementary

Year 2018-2020

The greatest resource of any organization is its people. Employee Experience refers to all people, processes, and systems related to an

organization’s employees. It includes the skills, knowledge, and experience that represent an investment in people. Chapel Hill-

Carrboro City Schools is committed to the growth, development, and care of its employees.

Goal 1: Actively recruit and retain a workforce that is diverse and represents the population of our students and families.

Goal 2: Create a culture and system of support to empower, inspire and engage talent, including an inclusive work

environment that embraces and values equity and diversity.

Goal 3: Create, promote, and empower an organizational environment that values development and personalized growth

opportunities for all employees.

Family and Community Engagement

Schools are successful when parents, educators and communities lock arms and work together for the benefit of students. Chapel Hill-

Carrboro community stakeholders are crucial partners in student success, and, as such, will be actively engaged in productive and

equitable two-way communications.

Goal 1: Engage families in the entire educational process.

Goal 2: Create meaningful partnerships by building trust, collaboration, and engagement.

Organizational Effectiveness

Education of children is the core mission of the school district. Ensuring all children’s success will only be possible if the organization

is completely aligned and focused on student academic needs, behavioral support, and social and emotional growth. Chapel Hill-

Carrboro City Schools is committed to improving our organizational effectiveness and culture to ensure all children succeed.

Goal 1: Provide safe school environments for students and staff.

Goal 2: Directly align district resources with student needs.

Goal 3: Develop and maintain an organizational knowledge base.

Goal 4: Initiate effective, relevant and timely communication.

CHCCS Board Reference

School Name Ephesus Elementary

Year 2018-2020

3430 School Improvement Plan

3430-R Regulations School Improvement Team Operational Framework

School Improvement Plan Development

School Name: Ephesus Elementary

School Number: 311

Plan Year(s): 2018-2020

Date Submitted to Board:

Principal Signature: __________________________ Date: ___________

Board Chair Signature: __________________________ 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

School Name Ephesus Elementary

Year 2018-2020

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

Names and Date of Election to Team

Signature

Principal

Eric Taylor - Ongoing

Assistant Principal Representative

Danielle Sutton - Ongoing

Teacher Representatives

Caroline Nisbet - May 2016

Jennifer Allred - May 2017

Teresa Kanu - May 2018

Instructional Support Representatives

Teacher Assistant Representatives

Bruce Manning - May 2017

Student Representatives (MS - 3, HS - 3)

Parent Representatives

John Westbrook - May 2017

Kate Berlin - May 2017

Fatima Mousa - May 2018

Karen Miller - May 2018

Gabriella de Ocampo -May 2018

School Profile

Student Description (How can we best describe our school? Student demographic data: grade levels, ages, gender, race, total

enrollment, English proficiency, special education, free and reduced lunch, attendance rates, discipline referrals)

School Name Ephesus Elementary

Year 2018-2020

Ephesus Elementary is a pre-k through fifth grade school. Enrollment numbers are listed. About 32% of our students qualify for

free/reduced price meals. Data is reflective of K-5 enrollment.

grade level information (as of 10/10/18)

grade

enrollment

Kindergarten

1st grade

2nd grade

3rd grade

4th grade

5th grade

Total

443

race information (as of 10/10/18 )

race

enrollment

percentage

School Name Ephesus Elementary

Year 2018-2020

Asian

14.2%

Black

15.1%

Hispanic

12.1%

American Indian/Alaska Native

<10

.2%

Native Hawaiian/Pacific Islander

<10

White

222

50.1%

Two or more

Students receiving special services (as of 10/10/18)

category

number

percentage

Academically gifted (grades 4-

5 only)

34%

English as a Second Language

14.10%

Exceptional Children

11.58%

School Description (What are unique features of our school? What characteristics set the school apart? School profile: school

physical plant, profile of teachers, administrators, special programs, co-curricular, etc.) Ephesus Elementary is a diverse community

school with a strong focus on collaboration, creativity, critical thinking and communication skill within our digital learning

environment. We are effectively utilizing digital assessments for student data and personalized learning opportunities.

School Name Ephesus Elementary

Year 2018-2020

Strengths and Needs Assessment

Describe the process or tool(s) used to conduct a needs Assessment: EVASS growth numbers, SWISS data, NC Teacher Working

Condition Survey, NC Student Survey

A. Areas of Strength (What does the analysis of data tell you about your school’s strengths?)

● Students met expected growth in reading and math in 2017-2018 EOGs (except Students with Disabilities)

● On the Teacher Working Conditions Survey satisfaction remained the same or improved in 72% of all categories.

● In the NC Student Survey for the 2017-2018 school year, students identified strengths of the school as the pedagogy and rigor

of the classrooms, as well as teacher/student relationships.

● The MTSS process is firmly established and includes clear steps for staff to address students’ academic and behavioral needs.

● Staff members have access to and regularly analyze student data including, but not limited to: office discipline referrals,

mClass literacy assessments, AIMSWeb math assessments, PLC-created common assessments, EVAAS data, WIDA and

ACCESS scores for students learning English, 2nd grade CogAT scores for all current third grade students, and EOG scores

over time.

● The disciplinary risk ratios for students based upon race has steadily declined during the past five years. Risk ratios for

Latino:White and Multi-Racial:White students are both close to 1:1. The risk ratio for African American: White students have

improved over the past five years.

B. Areas of Need (What does the analysis of data tell you about your school’s gaps and opportunities for improvement?)

● Teacher Working Conditions indicate a decrease in satisfaction in several areas, including instructional time to effectively

assist students and appropriate follow through on PD.

● Achievement gap between white (89.3) and African American (50.0) students

● Disproportionate ratio of students of color to teachers of color

● According to the NC Student Survey many students did not feel what they learned was applicable to outside the classroom.

● Ephesus Elementary was identified as a Targeted Support and Improvement (TSI) school due to a lack of academic growth for

School Name Ephesus Elementary

Year 2018-2020

students identified with disabilities (SWD).

● Referral risk ratio for African American:White students continues to indicate a disproportionality.

School Goals and Strategies

Goal Area 1 Student Success

ESSA Targets are met in Reading and Math.

Present Status

Student Performance Data

Desired Status

Target

Strategies

(One strategy must be Family

and Community Engagement)

Milestone Dates

Resources/Professional

Development to Support

Progress

Reading

All

76.4% to 80.4%

Literacy Night for entire

school

Use of Leveled Literacy

Intervention

(interventionist and EC)

Book Study (The Best

Lesson Series: Literature

15 Master Teachers

Share What Works)

Corrective Reading (EC

department)

HillRAP (EC

department)

Monitoring of AIG

Student Achievement

12/13/18

Weekly

Lower performing

students

Ongoing

Use of Reading

Interventionist,

Collaborative

teacher/grade level

sessions with School

Administration, AIG

Teacher, and

Instructional Coaches.

(65 copies) The Best

Lesson Series: Literature

15 Master Teachers

Share What Works Text

Asian

77.1% to 80.7%

Black

52.0% to 57%

Latino (Hispanic in ESSA

Goals)

52.0% to 56.8%

Multiracial

80.0% to 83.2%

White

86.3% to 89.5%

English Learner

42.9 to 49.1%

Students with Disabilities

16.0% to 22.0%

School Name Ephesus Elementary

Year 2018-2020

Math

All

79.6% to 85%

Full implementation of

Ready Math Program K-

Daily Intervention Block

3-5

Diagnostic Assessments

Ongoing

iReady Math Resources

and Assessments

Online Progress

Monitoring Programs

Collaborative

teacher/grade level

sessions with School

Administration, AIG

Teacher, and

Instructional Coaches.

Asian

94.3% to 95.5%

Black

44% to 50%

Latino (Hispanic in ESSA

Goals)

51.9% to 57.9%

Multiracial

75.0% to 80.6%

White

89.5% to 94.1%

English Learner

50.0% to 57.0%

Students with Disabilities

19.4% to 27.0%0

Discipline Disproportionality

School Name Ephesus Elementary

Year 2018-2020

Present Status

Discipline Data

Desired Status

Target

Strategies

(One strategy must be Family

and Community Engagement)

Milestone Dates

Quarterly

Resources/Professional

Development to Support

Progress

ODR Risk Referral Ratio

(2018-2019 data as of

10/18/18)

AA:White - 2:1 (Our

African American students

are 2x as likely as our

White students to receive

one or more ODRs). At the

end of 20017-2018, our

ratio for this measure was

1.5:1)

Latino: White - 1:1

Multi-Racial: White 1:1

Racial disproportionality

within ODR data will be

eliminated with each

subgroup being as likely as

white students to receive

one or more ODRs (a 1:1

risk ratio).

Explicit Implementation of

PBIS program

School Counseling

Groups (including affinity

groups)

Tier 2 and Tier 3

behavioral intervention

supports

Use of Restorative

practices

Use of instructional

replacement behavioral

tools (videos, social

stories)

Implementation of Second

Step Program school-wide

Use of Closing the Gap

plans in conjunction with

School Counseling

program.

Family engagement work

in conjunction with Equity

Team

Junior Multicultural

Student Achievement

Network Group

1st - Quarter - 11/18

2nd Quarter - 2/19

3rd Quarter - 4/19

4th Quarter - 6/19

1st - Quarter - 11/19

2nd Quarter - 2/20

3rd Quarter - 4/20

4th Quarter - 6/20

Beginning of Year PBIS

Faculty and Staff Training

PBIS School Kick-Off

Assembly

Monthly PBIS Updates to

Faculty, Staff and SIT

Daily Issuing of

Student/Class Roadrunners

for Positive Behavior

Check In/Check Out

program for Tier II

Students

Second Step Curriculum

Equity PD (implicit bias,

culturally sensitive

practice, Equity 101, etc)

School Name Ephesus Elementary

Year 2018-2020

Sharing of SWIS data

with school stakeholders at

PTA and School

Improvement Team

Meetings.

EL Progress in Language Acquisition

Present Status

Student Performance Data:

Desired Status

Target:

Strategies

(One strategy must be Family

and Community Engagement)

Milestone Dates

Yearly

Resources/Professional

Development to Support

Progress

52.8% of English Learner

students in grades 3-5 for

the 2017-18 school year

met English Improvement

Targets according to the

ACCESS assessment

(State goal was 25.3% for

the 2017-18 school year).

English Leader students at

Ephesus Elementary will

meet Expected Annual

Improvement of 3.5% per

year.

The Sheltered Instruction

Observation Protocol

(SIOP) strategies

Ellevation strategies

Use of previewing lessons

Literacy Double Dose

Share student progress

with parents on a quarterly

basis.

At End of Year 2019,

56.3 % of English Learner

students will meet the

ACCESS proficiency

target goal.

At End of Year 2020,

59.8 % of English Learner

students will meet the

ACCESS proficiency

target goal.

English as a Second

Language Department

Professional Development

English as a Second

Language teacher

provides an overview of

ACCESS testing for staff

Sharing of student

progress, and/or relevant

data results through

electronic communication

and/or quarterly reports.

School Name Ephesus Elementary

Year 2018-2020

Culture/Climate

(Based on Student Survey Data)

Present Status

Desired Status

Target

Strategies

(One strategy must be Family

and Community Engagement)

Milestone Dates

Yearly

Resources/Professional

Development to Support

Progress

1. Class Engagement Scale

(32.22% gave top 2

ratings): “When you are

not in class how often do

you talk about ideas from

class?”

2. Valuing (38.89% gave

top 2 ratings): “How often

do you use ideas from this

class in your daily life?”

At least 65% of students

will discuss ideas from

class outside the classroom

setting based on 2020

Student Survey Data.

At least 65% of students

will use ideas learned in

class in their daily lives

based on 2020 Student

Survey Data.

Translation of newsletters

into additional languages.

Weekly use of grade level

agendas/homework and/or

Monday folders.

Weekly use of nightly

reading/homework logs.

Use of relevant text,

writing topics and/or social

stories to help students

better understand the

connections between

learning and real world

experiences.

Field Trips related to

content

standards/objectives

4th Quarter - 6/7/19

4th Quarter - 6/7/20

Purpose and/or use of

relevant texts

Use of Restorative Circles

Checking of parent

signatures on grade level

agendas, reading logs

and/or work assignments.

Transportation for Field

Trips

Use of electronic

communication methods

between teachers and

parents on a weekly basis.

School Name Ephesus Elementary

Year 2018-2020

At November

Parent/Teacher

conferences, teachers will

discuss the importance of

discussing daily content

with their child(ren)

consistently each week and

communicate with teacher

about any questions.

Goal Area 2 Employee Experience

Retention or Culture

(Based on NCTWCS Results)

Present Status

Desired Status

Target

Strategies

Milestone Dates

Resources/Professional

Development to Support

Progress

“An appropriate amount of

time is provided for

professional

development”. Has

decreased in satisfaction

by 16.7% from 2016 to

2018.

On the next NCTWCS the

satisfaction percentage of

this goal will increase.

Targeting professional

development to school

population and even grade

level needs (versus district

mandated PD).

Allowing the school

Leadership Team

create/approve

Professional Development

topics/focuses.

Pay for subs and/or

Bi-annual Faculty and

Staff Professional

Development Interest

Survey

Yearly school created

faculty and staff

Professional Development

satisfaction Survey.

Next NCTWCS survey

Convenient Professional

Development Dates and

Times for teachers and

staff

Financial resources to

provide substitute teachers

for faculty and staff to

attend desired trainings.

Financial assistance for

faculty and staff to pay for

registration fees and other

School Name Ephesus Elementary

Year 2018-2020

registrations when

appropriate to support

teachers in attending need

PD opportunities outside

the school and/or district

setting.

Share Professional

Development budget

focuses with school

stakeholders at PTA and

School Improvement

Team Meetings.

expenses for needed

Professional Development

sessions.

Goal Area 3 Organizational Effectiveness

Organizational Effectiveness

Budget

Present Status

Desired Status

Target

Strategies

Milestone Dates

Resources/Professional

Development to Support

Progress

Strategic and/or Specific

use of State and Local

funds to meet the various

needs of the school

To spend all allotted

school based funds on

meeting the needs of

students, teachers, and

support staff throughout

the school year.

Purchase needed:

BOY classroom/grade

level supplies

Fund extra duty contracts

Assist with paying for

students in grades K-5

who can’t afford field trip

August 2018

February 2019

August 2019

February 2020

State and Local Funds

Allotments.

School Name Ephesus Elementary

Year 2018-2020

Stock supply closets

throughout the year.

Purchase books for needed

classrooms and/or small

group sessions

Pay of lease of postage

machine quarterly and

purchase postage for the

school year.

Pay for staff to attend

admin approved

workshops not covered by

LC (registration fees,

mileage, substitutes, etc.)

Purchase of light bulbs,

equipment, etc.

Purchase of classroom

furniture, white boards,

chairs, etc.

Share budget decisions

with school stakeholders at

PTA and School

Improvement Team

Meetings.

Other Required Goals

The school will provide a duty free lunch period for every teacher on a daily basis or as otherwise approved by School Improvement Team.

School Improvement Decision/Date

Plan for providing Duty-free Lunch

School Name Ephesus Elementary

Year 2018-2020

Approved/10/22/18

Lunch Coverage Schedule provided to all Faculty and Staff at

beginning of 2018-19 school year.

The school will provide a duty-free instructional planning time for every full-time assigned classroom teacher, with a goal of providing an

average of at least five full hours of planning time per week.

School Improvement Decision/Date

Plan for providing Duty-free Instructional Planning

Approved/10/22/18

Recess Coverage Schedule provided to all Faculty and Staff at

beginning of school year.

The school shall include a plan to identify and eliminate unnecessary and redundant reporting requirements for teachers and, to the extent

practicable, streamline the school's reporting system and procedures, including requiring forms and reports to be in electronic form when

possible and incorporating relevant documents into the student accessible components of the Instructional Improvement System.

School Improvement Decision/Date

Plan for eliminating unnecessary and redundant reporting

requirements.

Approved/10/22/18

Provided in Ephesus Master Schedule

Reference GC115C-105.27

School Improvement Plan

November 2018 to June 2020

School: Final Estes Hills Elementary School

Principal: Pamela McCann

Chapel Hill-Carrboro City Schools

Approved by School Improvement Team on: October 15, 2018

Approved by Staff on: October 25, 2018

North Carolina State Board of Education Goals

School Name Estes Hills Elementary School

Year 2018-2020

Goal 1 –Every student in the NC Public School System graduates from high school prepared for work, further education and

citizenship.

Goal 2 – Every student has a personalized education.

Goal 3 – Every student, every day has excellent educators.

Goal 4 – Every school district has up‐to‐ date fi nanci al , busi ness, and technol og y system s to serve i ts students, parents and

educators.

Goal 5 – Every student is healthy, safe, and responsible.

Chapel Hill-Carrboro Strategic Plan Goals

Student Success

Student Success addresses the academic, social and emotional capacities of students. The Student Success goals will assist students in

exploring, defining and solving complex problems; pursuing their unique interests, passions and curiosities; and contributing to the

community through dialogue, service and/or leadership all while supporting the child’s well-being.

Goal 1: Establish a district instructional framework for all grade levels PreK-12, based on high-yield best practice, culturally

relevant strategies within a personalized learning environment so all children receive equitable educational experiences.

Goal 2: Empower and support all student groups to meet growth and achievement goals.

Goal 3: Build a data-driven culture to inform instruction at the teacher, Professional Learning Community (PLC), school and

District levels to positively impact students.

Goal 4: Develop a continuum of services to promote the social, emotional and academic development of all students.

Goal 5: Create a culture and system of support which empowers, inspires, engages and encourages the school community to

embrace diversity, inclusion and different learners.

Employee Experience

School Name Estes Hills Elementary School

Year 2018-2020

The greatest resource of any organization is its people. Employee Experience refers to all people, processes, and systems related to an

organization’s employees. It includes the skills, knowledge, and experience that represent an investment in people. Chapel Hill-

Carrboro City Schools is committed to the growth, development, and care of its employees.

Goal 1: Actively recruit and retain a workforce that is diverse and represents the population of our students and families.

Goal 2: Create a culture and system of support to empower, inspire and engage talent, including an inclusive work

environment that embraces and values equity and diversity.

Goal 3: Create, promote, and empower an organizational environment that values development and personalized growth

opportunities for all employees.

Family and Community Engagement

Schools are successful when parents, educators and communities lock arms and work together for the benefit of students. Chapel Hill-

Carrboro community stakeholders are crucial partners in student success, and, as such, will be actively engaged in productive and

equitable two-way communications.

Goal 1: Engage families in the entire educational process.

Goal 2: Create meaningful partnerships by building trust, collaboration, and engagement.

Organizational Effectiveness

Education of children is the core mission of the school district. Ensuring all children’s success will only be possible if the organization

is completely aligned and focused on student academic needs, behavioral support, and social and emotional growth. Chapel Hill-

Carrboro City Schools is committed to improving our organizational effectiveness and culture to ensure all children succeed.

Goal 1: Provide safe school environments for students and staff.

Goal 2: Directly align district resources with student needs.

Goal 3: Develop and maintain an organizational knowledge base.

Goal 4: Initiate effective, relevant and timely communication.

CHCCS Board Reference

School Name Estes Hills Elementary School

Year 2018-2020

3430 School Improvement Plan

3430-R Regulations School Improvement Team Operational Framework

School Improvement Plan Development

School Name: Estes Hills Elementary School

School Number: 312

Plan Year(s): 2018-2020

Date Submitted to Board:

Principal Signature: __________________________ Date: ___________

Board Chair Signature: __________________________ 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

School Name Estes Hills Elementary School

Year 2018-2020

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

Names and Date of Election to Team

Signature

Principal

Pamela McCann

Assistant Principal Representative

Jennifer Halsey

Teacher Representatives

Kris Swanson - May 2017

Alana Shekelle - September 2018

Instructional Support Representatives

Leigh Anne Bianchi- May 2017

Teacher Assistant Representatives

Courtney Limerick- September 2018

Student Representatives (MS - 3, HS - 3)

Parent Representatives

Joanna Cleveland 2017

Brandon Rector 2017

Lara Skwarek 2017

Rebecca Atkins 2018

Nico Gourdet 2018

Katharine Kollins 2018

School Profile

Student Description (How can we best describe our school? Student demographic data: grade levels, ages, gender, race, total

School Name Estes Hills Elementary School

Year 2018-2020

enrollment, English proficiency, special education, free and reduced lunch, attendance rates, discipline referrals.

Student Demographic Data

Subgroups Number Percentage Grade Number

Male 245 51% Pre-K 3 <10

Female 241 49% Pre-K 4 <10

Asian 52 11% Kindergarten 62

Black 49 10% First 63

White 275 57% Second 82

Hispanic 72 15% Third 67

Multi 38 8% Fourth 94

EC - (IEP) 60 12% Fifth 106

EC - (AIG) 84 17%

EDS 114 23%

Total

486

LEP 111 23%

Key:

**EC Exceptional Children

**IEP Individual Educational Plan

**AIG Academically Intellectually Gifted

**EDS Economically Disadvantaged Students

**LEP Limited English Proficiency

2017-2018 Behavior Referrals

School Name Estes Hills Elementary School

Year 2018-2020

Ethnicity

Number of

Referrals

Number of

Students with

Referrals

Percentage of Enrolled Students

Percentage of Total Referrals

American Indian/Alaskan

Native

.20%

0.00%

Asian

<10

10.15%

1.54%

Hispanic/Latino

<10

14.75%

16.92%

Black

<10

10.10%

27.69%

White

56.36%

36.92%

Multiracial

<10

8.08%

16.92%

Total

99.64%

100%

2017-2018 Student Attendance Data

Grade

Total Number of

Number of Students

Average Number of

School Name Estes Hills Elementary School

Year 2018-2020

Absences Per Grade

Level

with 10 or More

Absences

Absences Per Class

Absences Per Student

Kindergarten

547

182

8.6

First

503

125

6.9

Second

406

135

6.7

Third

531

132

5.8

Fourth

592

148

6.0

Fifth

526

132

5.2

NC’s Definition of Chronic Absenteeism

Student chronic absence is a risk factor for adverse outcomes. Student chronic absence differs from both truancy and average daily attendance. Student

daily attendance is the percentage of students present in a school each day. Student truancy measures unexcused absences only. Student chronic

absence refers to missing so much school, for any type of absence – excused, unexcused, disciplinary – that a student is at risk of falling behind.

To track rates of student chronic absenteeism accurately and consistently for North Carolina students, the following definition is established:

(1)"Student Chronic Absentee” is a student who is enrolled in a North Carolina public school for at least 10 school days at any time during the school year,

and whose total number of absences is equal to or greater than 10 percent of the total number of days that such student has been enrolled at such school

during such school year;

This definition applies to all students enrolled in a school, including those who have not reached the compulsory attendance age, as well as those who

have reached or exceeded the compulsory attendance age.

School Description (What are unique features of our school? What characteristics set the school apart? School profile: school

physical plant, profile of teachers, administrators, special programs, co-curricular, etc.)

Estes Hills Elementary School was built in 1958 and is one of the 11 elementary schools in the Chapel Hill-Carrboro City Schools

School Name Estes Hills Elementary School

Year 2018-2020

District. Our school campus adjoins the campus of Guy Phillips Middle School. The official capacity at Estes Hills is 528 students.

Many structural improvements have been made to the physical plant throughout the years, including three additions, the most recent in

1998. The school campus is quite unique with every classroom opening directly to the outdoors. This provides a challenge for

monitoring and ensuring student safety at all times.

Estes Hills has 21 classes, kindergarten through fifth grade, two system level self-contained classes for exceptional education and 1

PreK class for 3 and 4 year olds. Pre-K through 3rd grades have full time teacher assistants for each classroom, and 4th and 5th

grades have one teacher assistant for each grade level. There are two teacher assistants in Behavior Emotional Support Teaching

(BEST) program and two exceptional children teacher assistants. Students benefit from the services of a media specialist, a school

counselor, school social worker, cultural arts teachers (visual arts and general music), special education teachers (resource, speech

language pathologists, occupational therapist, program facilitator, and psychologist), English Learners teachers, academically gifted

specialist, world language teachers (French), a math/science specialist, a technology specialist, physical education teachers, two

instructional coaches, an intervention specialist and a full-time school nurse. The BEST Program, a district system level exceptional

education program housed at Estes Hills is a self-contained program for students who have a social/emotional disability. We also

house an after-school program operated by the Chapel Hill-Carrboro Community Schools. Estes Hills Elementary receives Title 1

funds to support the K-5 reading/math intervention program.

Estes Hills Elementary also incorporates strategies from Conscious Discipline. Conscious Discipline is a comprehensive classroom

management program and a social-emotional curriculum. It is based on current brain research, child development information, and

developmentally appropriate practices. Conscious Discipline is a way of organizing schools and classrooms around the concept of a

School Family. Each member of the family—both adult and child—learns the skills needed to successfully manage life tasks such as

learning, forming relationships, communicating effectively, being sensitive to others’ needs and getting along with others. Conscious

Discipline empowers teachers and other adults with the Seven Powers for Self Control--perception, unity, love, attention, acceptance,

free will and intention. From the beliefs instilled with the Seven Powers for Self Control emerge the Seven Basic Skills of Discipline-

-composure, encouragement, assertiveness, choice, positive intent, empathy and consequences. These skills change how adults

respond to conflict in such a way as to facilitate the development of the frontal lobes in children. Through the Powers and Skills,

adults stay in control of themselves and in charge of children. As adults begin to change their attitudes and behaviors, so will the

children in their care. We cannot teach behaviors and skills that we do not possess ourselves.

To complement Conscious Discipline, Estes Hills is beginning to implement a Restorative Practices program as well. Restorative

School Name Estes Hills Elementary School

Year 2018-2020

practices focus on the quality of relationships between all members of the school community. As a result, a more supportive learning

environment enables healthy relationships and promotes positive social emotional health and responsible behavior. Restorative

practices are rooted in restorative justice. They emphasize repairing the harm done to peers and relationships, rather than punishing

students. By building more supportive learning environments and focusing on social emotional learning, restorative practices can

increase engaged learning, create an understanding for and value diversity, increase a sense of belonging and promote positive social

emotional health among students and staff. Restorative practices and Conscious Discipline flawlessly blend together.

Strengths and Needs Assessment

Describe the process or tool(s) used to conduct the needs Assessment:

1. Academic data (EOG tests, mCLASS, benchmark assessments)

2. Behavioral data (SWIS)

3. Attendance data

4. Teaching Working Conditions Survey

5. Student Survey

A. Areas of Strength (What does the analysis of data tell you about your school’s strengths?)

At Estes Hills Elementary School, we have an effective Social Emotional Learning (SEL) Program. Our SEL Program is based on

Conscious Discipline and Restorative Practices. Because of the implementation of these frameworks, our discipline data has

decreased and students are able to stay in class in order to get their academic needs met. In 2016-2017, we had 166 minor and major

referrals. In 2017-2018, we had 65 minor and major referrals.

Along with the implementation of Conscious Discipline and Restorative Practices, teachers expose students to lessons based on

growth mindset and grit. Students with a growth mindset believe that intelligence can be developed. We teach students to focus on

learning rather than just looking smart, to see effort as the key to success, and to thrive in the face of a challenge. Students with a

growth mindset do better in school. Grit is a distinct combination of passion, resilience, determination, and focus that allows a person

to maintain the discipline and optimism to persevere in their goals even in the face of discomfort, rejection, and a lack of visible

progress for years, or even decades. Because of the lessons on mindset and grit, our students take risks, push themselves to to achieve

School Name Estes Hills Elementary School

Year 2018-2020

more and understand that even in failure, there is success.

Our System of Care Team works diligently to decrease tardiness and absences in order to assure that all students are able to participate

in learning. Three goals were set last year based on the previous year’s data. Due to the implementation of the strategies outlined,

we achieved the two tardy goals and almost met the chronic attendance goal.

The results of our Teacher Working Conditions Survey shows that 92.2% of the surveyed staff believes that EHES is a great place to

work and learn.

We met EVAAS growth for our Asian, black, and multiracial students in the areas of math. Our EDS students met their Long Term

Goal in math and we also met our Long Term Goal for English Learners progression.

B. Areas of Need (What does the analysis of data tell you about your school’s gaps and opportunities for improvement?)

Recruitment and retention of diverse teaching staff.

Based on our 2017-2018 School Performance Grade, we have been identified as a Target Support and Improvement School. This

identification is due to the F grade that our Students with Disabilities, Black Students, Hispanic Students, and our Economically

Disadvantaged Students received.

We did not meet any of our 5 Long Term Goals for reading and only met 1 out of our 5 goals for math.

Based on our EVAAS data, we did not meet growth in the following categories: all, hispanic, white, economically disadvantaged

students, academically gifted and in reading.

School Goals and Strategies

Goal Area 1 Student Success

ESSA Targets are met in Reading and Math.

Present Status

Student Performance Data

Desired Status

Target

Strategies

(One strategy must be Family

Milestone Dates

Quarterly

Resources/Professional

Development (PD) to

School Name Estes Hills Elementary School

Year 2018-2020

and Community Engagement)

Support Progress

Reading

Based on the 2017-2018 end

of grade results for reading,

the following percentage of

students were proficient.

Current

All

64.2%

Asian

85.2%

Black

21.7%

Latinx

22.7%

Multi

56.5%

White

78.6%

24.4%

SWD

21.4%

EDS

20.0%

Based on the 2017-2018 end

of year mClass results, the

following percentage of

students were proficient.

The following percentage of

students will be deemed as

proficient based on the 2018-

2019 end of grade reading

assessment.

Target

2019

Target

2020

All

73.5%

75.5%

Asian

n/a

(86.2%)

n/a

(87.2%)

Black

26.2%

28.8%

Latinx

38.1%

40.6%

Multi

n/a

(63.75%)

n/a

(71%)

White

86.8%

88.4%

27.5%

30.5%

SWD

33.3%

36.3%

EDS

25.0%

27.4%

The following percentage of

students will be deemed as

proficient based on the 2018-

2019 end of the mClass results.

● All teachers will

participate in

differentiated

literacy

professional

development

(guided reading,

small instruction,

conferences,

effective mini-

lessons,

conferences, high

yielding strategies,

accountable talks,

paideia, etc.) at the

school level.

● On going data

analysis for all

subgroups utilizing

the district data

protocol to

determine level and

type of support

students need.

● Staff will participate

in a book study for

Culturally

Responsive

Teaching & the

Brain and

implement

strategies from the

book to increase

student engagement

October 2018

January 2019

April 2019

June 2019

● Survey to determine

PD needs.

● PD

trainers/facilitators

● Materials for Parent

Nights

School Name Estes Hills Elementary School

Year 2018-2020

All

77.8

62.7

78.3

Asian

83.3

66.7

n/a

Black

64.3

28.6

83.3

Latinx

33.3

36.4

White

85.7

72.5

91.7

28.6

SWD

16.7

All

81.5

68.9

81.9

Asian

70.3

72.3

n/a

Black

70.3

40.5

86.1

Latinx

41.6

58.3

White

88.1

77.1

93.1

ELS

66.7

40.5

37.5

SWD

66.7

30.6

58.3

and academic

success.

● Ongoing feedback

will be provided to

teachers based on

professional

development,

coaching and

walkthroughs.

● A Parent and

Student “Summer

Soar Night” which

will center around

summer reading and

preventing summer

slide will be held in

May.

Math

End of Grade Testing

Based on the 2017-2018 end

of grade results for math, the

following percentage of

students were proficient.

Current

All

66.7%

Asian

92.6%

The following percentage of

students will be deemed as

proficient based on the 2018-

2019 end of grade math

assessment.

2019

2020

All

72.5%

75.2%

● All K-2 teachers

will participate in

professional

development for

Ready and iReady

Math provided at

the district and

school level in order

to ensure the

program is

implemented with

fidelity.

● All K-5 teachers

October 2018

January 2019

April 2019

June 2019

● Ready Math

Professional

Development for K-

2 teachers

● PD trainers and

facilitators

● Materials for Parent

Nights

School Name Estes Hills Elementary School

Year 2018-2020

Black

17.4%

Latinx

25.0%

Multi

60.9%

White

81.0%

29.3%

SWD

23.2%

EDS

24.3%

Asian

n/a

Black

24.9%

28.3%

Latinx

42.4%

45.4%

Multi

n/a

White

85.4%

87.8%

32.8%

36.4%

SWD

31.8%

35.6%

EDS

26.4%

29.6%

will participate in

differentiated math

professional

development

(mathematical

discourse, guided

math, and analyzing

and effective use of

data) at the school

level.

● On going data

analysis for all

subgroups utilizing

the district data

protocol to

determine level and

type of support

students need.

● Ongoing feedback

will be provided to

teachers based on

professional

development,

coaching and

walkthroughs.

● A parent night for

Math will be held in

December which

will center around

building math

fluency and higher

order thinking

skills.

School Name Estes Hills Elementary School

Year 2018-2020

Discipline Disproportionality

Present Status

Discipline Data

Desired Status

Target

Strategies

(One strategy must be Family

and Community Engagement)

Milestone Dates

Quarterly

Resources/Professional

Development to Support

Progress

For the 2017-2018 school

year, we had 64 behavior

referrals reported in

School Wide Information

System (SWIS). This was

a decline of 102 referrals

for the 2016-2017 school

year.

Decrease the number of

major and minor referrals

reported in SWIS for the

2018-2019 school year by

10%.

● Staff will continue

to learn and

implement the

Conscious

Discipline

framework

through

professional

development and

coaching.

● Discipline Data

will be analyzed

monthly during

the Conscious

Discipline

Committee

Meeting to

identify trends and

areas of concern.

● Staff members

will participate in

Restorative

Practice 101 and

102 professional

development and 4

follow-up

sessions.

● 3 Parents Night

will be held to

teach and help

October 2018

January 2019

April 2019

June 2019

● A Public Schools

Foundation Grant

will be utilized for

coaching and

professional

development

● Purchase of a

Family Night

Conscious

Discipline Kit

($179)

● Funds for child

care on Parent

Nights

School Name Estes Hills Elementary School

Year 2018-2020

parent implement

strategies from

Conscious

Discipline.

English Language (EL) Progress in Language Acquisition

Present Status

Student Performance Data

Desired Status

Target

Strategies

(One strategy must be Family

and Community Engagement)

Milestone Dates

Quarterly

Resources/Professional

Development to Support

Progress

The EL Progress goal was

27.4% as determined by

ESSA. However, our end

result was 50%. We were

22.6% over the goal.

EL Progress Target for the

2018-2019 school year is

55%.

● EL Students will

receive double

dosed reading

instruction from

EL and classroom

teachers

● Parent Nights for

Math and Summer

Soar (Reading)

October 2018

January 2019

April 2019

June 2019

● Professional

development on

small

group/guided

reading instruction

● Materials for

Parent Nights

Culture/Climate

(Based on Student Survey Data)

Present Status

Desired Status

Target

Strategies

(One strategy must be Family

and Community Engagement)

Milestone Dates

Quarterly

Resources/Professional

Development to Support

Progress

School Name Estes Hills Elementary School

Year 2018-2020

Based on the 2018 Student

Survey results, the two

areas which ranked the

lowest overall average

scores were class

engagement (61%) and

climate (61.4%).

Each overall composite

area will increase by 10

percentage points by June

2019.

● Teachers will

continue to learn

and implement

strategies from

Conscious

Discipline and

Restorative

Practices.

● Teachers will

incorporate 21st

century standards

and content based

instruction into

lessons.

● Staff will

participate in a

book study for

Culturally

Responsive

Teaching & the

Brain and

implement

strategies from the

book to increase

student

engagement and

academic success.

June 2019

● Student Survey

● Book Study on

Culturally

Responsive

Teaching and the

Brain

Goal Area 2 Employee Experience

Retention or Culture

(Based on NCTWCS Results)

Present Status

Desired Status

Target

Strategies

Milestone Dates

Quarterly

Resources/Professional

School Name Estes Hills Elementary School

Year 2018-2020

Development to Support

Progress

Based on the 2018 TWC

survey, teachers state:

● Professional

development

offerings are data-

driven.

60.9%

● Professional

development is

differentiated to

meet the individual

needs of teachers.

54.7%

● Professional

development

deepens teachers'

content knowledge

67.3%

● Professional

development

provides ongoing

opportunities for

teachers to work

with colleagues to

refine teaching

practices.

67.9%

● Professional

development is

evaluated and

results are

communicated to

teachers.

47.8%

● Professional

Each identified area will

increase by 10 percentage

points.

● Teachers will

participate in a PD

survey to

determine areas of

needs and

interests.

● PD opportunities

for teachers will

be provided based

on the survey

results.

● Teachers will have

the opportunity to

give feedback on

each PD session to

ensure needs are

being met.

● Survey will be

given at the end of

the year and the

results will be

shared.

October 2018

January 2019

April 2019

June 2019

PD will be determined

based on survey results.

Trainers and facilitators

Training materials

School Name Estes Hills Elementary School

Year 2018-2020

development

enhances teachers'

ability to

implement

instructional

strategies that meet

diverse student

learning needs.

62.0%

Goal Area 3 Organizational Effectiveness

Organizational Effectiveness

Budget

Present Status

Desired Status

Target

Strategies

Milestone Dates

Quarterly

Resources/Professional

Development to Support

Progress

Most of the budget

requests are aligned to

strategic plan and/or SIP.

100% of all budget

requests/expenditures will

be aligned to the School

Improvement Plan.

● Grade levels will

make request for

instructional

supplies and

professional

development

based on the

implementation of

the School

Improvement

Plan.

October 2018

January 2019

April 2019

June 2019

Budget System developed

to collect PD and

instructional needs

School Name Estes Hills Elementary School

Year 2018-2020

● Request will be

discussed and

“ordered” by the

Instructional

Leadership Team.

● Requests will be

submitted to the

School

Improvement

Team for consent

Other Required Goals

The school will provide a duty free lunch period for every teacher on a daily basis or as otherwise approved by School Improvement Team.

School Improvement Decision/Date

Plan for providing Duty-free Lunch

October 15, 2018

Plan for providing Duty-free lunch is provided in the master schedule.

The school will provide a duty-free instructional planning time for every full-time assigned classroom teacher, with a goal of providing an

average of at least five full hours of planning time per week.

School Improvement Decision/Date

Plan for providing Duty-free Instructional Planning

October 15, 2018

Instructional Planning is provided in the master schedule.

The school shall include a plan to identify and eliminate unnecessary and redundant reporting requirements for teachers and, to the extent

practicable, streamline the school's reporting system and procedures, including requiring forms and reports to be in electronic form when

possible and incorporating relevant documents into the student accessible components of the Instructional Improvement System.

School Name Estes Hills Elementary School

Year 2018-2020

School Improvement Decision/Date

Plan for eliminating unnecessary and redundant reporting

requirements.

October 15, 2018

Usage of google forms and documents whenever possible. Limit the

number of email with vital information by sending out a weekly staff

email. Administration will attempt to reduce documents that are not

required by the district and/or state. Usage of team drives in an

attempt to organize documents and share information.

Reference GC115C-105.27

School Improvement Plan

November 2018 to June 2020

School: FPG Bilingüe

Principal: Emily Bivins

Chapel Hill-Carrboro City Schools

Approved by School Improvement Team on: October 4, 2018

Approved by Staff on: October 3, 2018

North Carolina State Board of Education Goals

School Name: Frank Porter Graham Bilingüe

Year 2018-2020

Goal 1 –Every student in the NC Public School System graduates from high school prepared for work, further education and

citizenship.

Goal 2 – Every student has a personalized education.

Goal 3 – Every student, every day has excellent educators.

Goal 4 – Every school district has up‐to‐ date fi nanci al , busi ness, and technol og y system s to serve i ts students, parents and

educators.

Goal 5 – Every student is healthy, safe, and responsible.

Chapel Hill-Carrboro Strategic Plan Goals

Student Success

Student Success addresses the academic, social and emotional capacities of students. The Student Success goals will assist students in

exploring, defining and solving complex problems; pursuing their unique interests, passions and curiosities; and contributing to the

community through dialogue, service and/or leadership all while supporting the child’s well-being.

Goal 1: Establish a district instructional framework for all grade levels PreK-12, based on high-yield best practice, culturally

relevant strategies within a personalized learning environment so all children receive equitable educational experiences.

Goal 2: Empower and support all student groups to meet growth and achievement goals.

Goal 3: Build a data-driven culture to inform instruction at the teacher, Professional Learning Community (PLC), school and

District levels to positively impact students.

Goal 4: Develop a continuum of services to promote the social, emotional and academic development of all students.

Goal 5: Create a culture and system of support which empowers, inspires, engages and encourages the school community to

embrace diversity, inclusion and different learners.

Employee Experience

School Name: Frank Porter Graham Bilingüe

Year 2018-2020

The greatest resource of any organization is its people. Employee Experience refers to all people, processes, and systems related to an

organization’s employees. It includes the skills, knowledge, and experience that represent an investment in people. Chapel Hill-

Carrboro City Schools is committed to the growth, development, and care of its employees.

Goal 1: Actively recruit and retain a workforce that is diverse and represents the population of our students and families.

Goal 2: Create a culture and system of support to empower, inspire and engage talent, including an inclusive work

environment that embraces and values equity and diversity.

Goal 3: Create, promote, and empower an organizational environment that values development and personalized growth

opportunities for all employees.

Family and Community Engagement

Schools are successful when parents, educators and communities lock arms and work together for the benefit of students. Chapel Hill-

Carrboro community stakeholders are crucial partners in student success, and, as such, will be actively engaged in productive and

equitable two-way communications.

Goal 1: Engage families in the entire educational process.

Goal 2: Create meaningful partnerships by building trust, collaboration, and engagement.

Organizational Effectiveness

Education of children is the core mission of the school district. Ensuring all children’s success will only be possible if the organization

is completely aligned and focused on student academic needs, behavioral support, and social and emotional growth. Chapel Hill-

Carrboro City Schools is committed to improving our organizational effectiveness and culture to ensure all children succeed.

Goal 1: Provide safe school environments for students and staff.

Goal 2: Directly align district resources with student needs.

Goal 3: Develop and maintain an organizational knowledge base.

Goal 4: Initiate effective, relevant and timely communication.

CHCCS Board Reference

School Name: Frank Porter Graham Bilingüe

Year 2018-2020

3430 School Improvement Plan

3430-R Regulations School Improvement Team Operational Framework

School Improvement Plan Development

School Name: Frank Porter Graham Bilingüe

School Number: 681312

Plan Year(s): 2018-2020

Date Submitted to Board:

Principal Signature: __________________________ Date: ___________

Board Chair Signature: __________________________ 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

School Name: Frank Porter Graham Bilingüe

Year 2018-2020

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

Names and Date of Election to Team

Signature

Principal

Emily Bivins

Assistant Principal Representative

Karen Galassi Ferrer

Teacher Representatives

Lilia Acero, 8/18

Kristin Jackson, 8/18

Instructional Support Representatives

Marcela Granda 8/17

Eimy Rivas, 8/18

Teacher Assistant Representatives

Shaunna Jeffries 8/18

Student Representatives (MS - 3, HS - 3)

Parent Representatives

Jen Costello 6/17, Julie Spero 6/17, Alana

Argersinger 6/16, Lorie Klein 6/18, Courtney

McLaughlin, 6/18 and Deborah Finken 6/18

School Profile

Mission, Equity Vision, and Beliefs

Mission:

School Name: Frank Porter Graham Bilingüe

Year 2018-2020

Mission: Ensure that all students are bilingual and biliterate and develop cultural awareness.

Vision for Equity and Excellence:

Vision for Equity and Excellence: A community of excellence and equity providing a rigorous bilingual educational program that

supports and challenges each student, eliminating any achievement gap.

Beliefs:

● Eliminate the achievement gap for LEP students, Latino, African-American, and/or economically disadvantaged students

●

Provide the most effective and evidence-based practices to support Limited English Proficient (LEP) students

●

Advance student achievement for all Dual Language students

●

Create globally-minded and prepared students who work to solve real-world problems

●

Recognize, advocate and take action on issues for social justice.

●

Create a community comprised of students, staff, parents and community (and international) agencies and institutions that

nurtures collaboration and each member feels ownership, valued and welcome.

School Profile

In 2018-2019, Frank Porter Graham Dual Language Magnet School serves 648 students K-5 (and 32 in preK).

Subgroup

Number

% of school population

Total

648

100%

School Name: Frank Porter Graham Bilingüe

Year 2018-2020

White

257

39%

Black

Hispanic

344

52%

Asian

Multi Racial

LEP (Limited English Proficient)

152

23%

EC (Exceptional Children)

AIG (Academically Gifted)

11%

EDS (Economically Disadvantaged)

265

40%

Male

324

49%

Female

338

51%

# of Classrooms

Frank Porter Graham Dual Language Magnet School is the district’s first magnet school, opening in 2013. With every student being a

second language learner in either English or Spanish, classroom instruction must include strategies to ensure students are building

upon what they already know, experiencing and using language in meaningful ways. A critical goal of our school is to teach all

children and adults to learn to value, appreciate and work with others who may not share the same culture or language.

School Description

The campus of Frank Porter Graham Elementary is adjacent to the Frank Porter Graham Child Development Center and

parallels highway 54. The school opened 50 years ago, prior to desegregation, and was one of the first elementary schools to integrate

in 1965. The campus offers many outdoor learning areas for physical activity and exploration, including a community garden,

Morgan Creek and outdoor classroom. The school has no walk zone. Parents “opt” and apply to enter dual language. The school

School Name: Frank Porter Graham Bilingüe

Year 2018-2020

campus is frequently used on the weekends and after school hours for community use.

With the implementation of Common Core and Essential Standards in a dual language school, Frank Porter Graham Bilingüe

has selected an approach to instruction that will integrate content through units of study and experiential learning. This approach

supports second language acquisition while supporting all students in a school experience that is integrated and more student centered.

Thus, each grade level has developed four to six units of study that culminate with a student developed project. These projects are

showcased and shared with families and the school community throughout the year.

The Dual Language program is an English-Spanish immersion program with the goal of being bilingual, biliterate and multi-

cultural by the time students exit elementary school. There are two language allocation models- immersion and 50-50. For students

who begin in immersion in Kindergarten, they proceed on a track that gradually adds English instruction each year until grade 3 when

all classes are 50-50. For students who begin in a 50-50 track, they have half of their instruction in English and Spanish each year.

All Pre-K students have a full immersion experience in Spanish. Student placement in Kindergarten is done through a lottery after

priority is given to current dual language Pre-K students and siblings of currently enrolled students.

Frank Porter Graham Dual Language Magnet School also has a strong community outreach program. There are formal

collaborations with the local universities for research, volunteers and connections to campus life for our students. Partnership with

families is also critical. There are home visits, parent education and frequent community building activities.

Lastly, Frank Porter Graham Dual Language Magnet School offers extended services to students beyond the traditional school

day. Some staff members have a schedule that facilitates the organization, implementation and oversight of an after school homework

support/tutoring program for 15-20/students at each grade level 2:30PM-3:45PM, Monday-Thursday. There are also opportunities for

clubs and other extracurricular activities. FPG also has an extended summer program for 8 weeks of additional learning.

Strengths and Needs Assessment

The School Improvement Team and school leadership team reviewed various sources of data to examine trends and note areas of

strength and needed improvement. The data sources reviewed were: Student achievement data, attendance data, discipline data from

SRSS, MTSS and SWIS, parental feedback, Teacher Working Conditions (TWC) and student survey data. In addition, the school also

reviewed the requirements for the Title I plan and the INSTAR system for Targeted Assistance Schools. The school administration

worked with central office staff to review various data sources to determine goals and targets. In addition, the school received

School Name: Frank Porter Graham Bilingüe

Year 2018-2020

feedback from parents through a variety of focus groups and a PTA survey.

Strengths and Needs Assessment

A. Areas of Strength (What does the analysis of data tell you about your school’s strengths?)

One strength of the school is the clear focus on dual language education. Being a full school for dual language, the school is

able to center its curricula, instruction and other activities to support bilingualism, biliteracy and multi-culturalism. The staff are also

hired and support this vision and pedagogy. All human and financial resources support this effort.

The curriculum, while following the Common Core and State Standards, supports project based learning and authenticity of

the learning experience. For example, as grade one learns the characteristics and needs of living organisms, the students study an

animal and become a “zoological expert” on this animal. They create models, write descriptors and prepare zoo talks for visitors to

the grade 1 zoo. In preparation for the zoo opening, they study the organization of a zoo, its layout, needs and fiscal responsibilities so

they can organize their zoo based on real world models. The eight to ten week unit of study integrates all subjects across both

languages- reading, writing, word study, mathematics, science and social studies. In addition to this authentic approach to learning,

cross cultural learning and social justice are embedded into each unit of study/school activity. In the zoo unit, students learn about

conservation and the importance of the environment and natural habitats. In other units, students learn about topics from various

perspectives.

Lastly, the community connections with parents, university and community partners are also a strength. Parents are viewed as

equal partners in the education of their children. They receive a home visit upon entering PreK and/or Kindergarten and frequent

communication throughout the school year. Community partners tighten the connection of the school with our public and private

resources. The community is also given the role of providing advisement to the school about its development. The school has

collaborated with the Family Success Alliance and Town of Chapel Hill to provide an eight week summer learning experience for

non-proficient students to build background knowledge, experience and vocabulary, as well as various professional development

initiatives like mindfulness and equity. The universities provide volunteers, role models and access to campus life, particularly for

students who may not be familiar with university. In addition, the universities also collaborate on research projects and place student

teachers and interns in our school. The university provides nurse practitioner interns to lead for social emotional groups for anxiety.

Both community and university are collaborators in extended learning opportunities for students.

B. Areas of Need

School Name: Frank Porter Graham Bilingüe

Year 2018-2020

Increasing the academic performance in literacy and mathematics is a goal for the school in each grade level, particularly for

underachieving subgroups of Latino, Economically Disadvantaged (EDS) and Limited English Proficiency (LEP). The school strives

to ensure that students on grade level grow at least one year on performance measures and that students who are below grade grow

more than one year’s worth of growth on performance measures. Given our current students’ level of performance, our school will

focus on the strategies mentioned earlier to support academic growth for all students, particularly those who are below grade level

performance (Latino, LEP, EDS). It is our goal that students below grade level achieve at least 1.5 years worth of growth in reading

and math. We also will focus on our Spanish Second Language learners and the level of Spanish proficiency in reading, writing,

speaking and listening.

To support the academic achievement of our students, our school implements quality dual language instruction and provides

interventions and supports for students. The district has clear expectations for Multi-Tiered System of Support (MTSS). Within this

model, academic performance is measured along with language acquisition, so additional work and analysis is needed in selecting

appropriate interventions that distinguish content knowledge and language development. The school also is working on systematic

program for social-emotional support for our students who need support beyond classroom PBIS (Positive Behavior Support). These

supports range from friendship groups and behavior contracts to school based mental health support.

School Goals and Strategies

Goal Area 1 Student Success

ESSA Targets are met in Reading and Math.

Present

Status

Student

Performance

Data

Desired

Status

Target

Strategies

(One strategy must be Family and Community

Engagement)

Milestone Dates

Quarterly

Resources/Professio

nal Development to

Support Progress

School Name: Frank Porter Graham Bilingüe

Year 2018-2020

Reading

All

57.9

63.0

1. Continue to refine dual language

units of study, with focus on the

bridge

2. Implement Imagine Español in K-

2 and American Reading for small

group instruction- K-2 Spanish,

grade 3 English

3. Use MTSS processes to support

students who are non-proficient

4. Offer extended learning

opportunities like B3 and summer

learning

5. Offer parent education on

assessment and support for

reading at home, targeting both

ELL and SLL families (e.g.

reading at home)

Quarterly data

reviews for all

students

Imagine Español

American Reading

Latinx (Hispanic in

ESSA Goals)

31.6 34.4

White

86.8

93.4

English Learner

13.9 16.9

Math

All

64.5

67.2

1. Implement Ready/I-Ready in K-2

2. Provide flexible grouping K-5 to

provide differentiation and

collaborative teaching in grades 3-

5, including highly gifted services

3. Provide fast fact support using

volunteers

4. Offer extended learning

opportunities like B3 and summer

learning

5. Offer parent education on

assessment and support for math

at home, targeting ELL and SLL

families (e.g. math word problems,

letters from programs we use, like

Reflex)

Quarterly data

reviews for all

students on critical

grade level skills

(number ID, fast

facts)

I-Ready

Math Workshop and

advancing questions

Latinx (Hispanic in

ESSA Goals)

40.6

43.6

White

90.6

92.9

English Learner

25.0

28.1

School Name: Frank Porter Graham Bilingüe

Year 2018-2020

Discipline Disproportionality

Present Status

Discipline Data

Desired Status

Target

Strategies

(One strategy must be Family and Community

Engagement)

Milestone

Dates

Quarterly

Resources/

Professional

Development to

Support

Progress

61 referrals- 9%

54 referral- 8%

1. Continue to refine schoolwide

implementation of PBIS,

Mindfulness

2. Refine and evaluate resources for

MTSS for social emotional learning

and intervention

3. Continue to support school-based

mental health

4. Train all staff and implement

restorative practices

quarterly

MTSS

School-based

mental health

Mindfulness

Restorative

Practices

EL Progress in Language Acquisition

Present Status

Student Performance Data

Desired Status

Target

Strategies

(One strategy must be Family and Community

Engagement)

Milestone

Dates

Quarterly

Resources/Profes

sional

Development to

Support Progress

44.0% met expected

growth

45.0% will meet expected

growth

1. Continue to implement biliteracy

units of study

2. Provide professional development

on SIOP through a cohort training

option

Quarterly

monitoring of

Elevations data

SIOP training

Culture/Climate

School Name: Frank Porter Graham Bilingüe

Year 2018-2020

(Based on Student Survey Data)

Present Status

Desired Status

Target

Strategies

(One strategy must be Family and Community

Engagement)

Milestone

Dates

Quarterly

Resources/Profes

sional

Development to

Support Progress

48.85%- use of learning

outside of classroom

54.74%- excited to

participate

54%- use of learning

outside of classroom

59%- excited to

participate

1. Engage learners in various

programs that support integrated

and global learning (e.g. Puerto

Rico Project/penpals, unit

showcases, technology integration)

2. Implement Restorative Practices

and Circles

3. Offer student interest clubs

4. Explore feasibility of Student

Council

5. Provide school community building

opportunities (Hispanic Heritage,

African American Culture

celebrations, Carnaval)

6. Create a forum for parent

collaboration/sharing across

language/cultural groups to engage

across families or volunteer in the

school or afterschool programs.

7. Seek field trips/family

opportunities in the community

that support Spanish language and

culture

quarterly

Restorative

practices

Technology study

group

PTA support for

visiting artists,

clubs

Goal Area 2 Employee Experience

Retention or Culture

(Based on NCTWCS Results)

School Name: Frank Porter Graham Bilingüe

Year 2018-2020

Present Status

Desired Status

Target

Strategies

Milestone

Dates

Quarterly

Resources/Professio

nal Development to

Support Progress

59.2%- Differentiated

Professional

Development

59.2%- Teacher

influence in decision

making

60.8%- Cleanliness of

school

65%- Differentiated

Professional

Development

65%- Teacher

influence in decision

making

66%- Cleanliness of

school

1. Offer differentiated study groups,

opportunities for teachers to participate

in Project Advance Courses, mentoring,

choice based equity sessions

2. Establish decision making guidelines

with FPGBLT and adhere to guidelines.

3. Collaborate with maintenance, CHCCS

custodial services, contracted custodial

services to develop a plan for building

maintenance and ongoing facility needs.

June 2019

January 2019

November

2018, monitor

quarterly

Study groups,

delayed openings,

Project Advance

CHCCS resources

for facilities and

maintenance

Goal Area 3 Organizational Effectiveness

Organizational Effectiveness

Budget

Present Status

Desired Status

Target

Strategies

Milestone Dates

Quarterly

Resources/Professional

Development to Support

Progress

No data available at this

time

Collect baseline data 18-

Finance Office reports

Other Required Goals

The school will provide a duty free lunch period for every teacher on a daily basis or as otherwise approved by School Improvement Team.

School Improvement Decision/Date

Plan for providing Duty-free Lunch

October 2018

School Schedule on file at school

School Name: Frank Porter Graham Bilingüe

Year 2018-2020

The school will provide a duty-free instructional planning time for every full-time assigned classroom teacher, with a goal of providing an

average of at least five full hours of planning time per week.

School Improvement Decision/Date

Plan for providing Duty-free Instructional Planning

October 2018

School Schedule on file at school

The school shall include a plan to identify and eliminate unnecessary and redundant reporting requirements for teachers and, to the extent

practicable, streamline the school's reporting system and procedures, including requiring forms and reports to be in electronic form when

possible and incorporating relevant documents into the student accessible components of the Instructional Improvement System.

School Improvement Decision/Date

Plan for eliminating unnecessary and redundant reporting

requirements.

October 2018

●

utilizing email for professional communication when

appropriate,

● eliminating redundant requests for reports, and

● fully utilizing existing data and processes as much as

possible to complete required reports.

Reference GC115C-105.27

ESSA Data

School Name: Frank Porter Graham Bilingüe

Year 2018-2020

School Improvement Plan

November 2018 to June 2019

School: Glenwood Elementary School

Principal: Katie Caggia

Chapel Hill-Carrboro City Schools

Approved by School Improvement Team on: October 24, 2018

Approved by Staff on: October 24, 2018

North Carolina State Board of Education Goals

Glenwood Elementary

2018-2019

Goal 1 –Every student in the NC Public School System graduates from high school prepared for work, further education and

citizenship.

Goal 2 – Every student has a personalized education.

Goal 3 – Every student, every day has excellent educators.

Goal 4 – Every school district has up‐to‐ date fi nanci al , busi ness, and technol og y system s to serve i ts students, parents and

educators.

Goal 5 – Every student is healthy, safe, and responsible.

Chapel Hill-Carrboro Strategic Plan Goals

Student Success

Student Success addresses the academic, social and emotional capacities of students. The Student Success goals will assist students in

exploring, defining and solving complex problems; pursuing their unique interests, passions and curiosities; and contributing to the

community through dialogue, service and/or leadership all while supporting the child’s well-being.

Goal 1: Establish a district instructional framework for all grade levels PreK-12, based on high-yield best practice, culturally

relevant strategies within a personalized learning environment so all children receive equitable educational experiences.

Goal 2: Empower and support all student groups to meet growth and achievement goals.

Goal 3: Build a data-driven culture to inform instruction at the teacher, Professional Learning Community (PLC), school and

District levels to positively impact students.

Goal 4: Develop a continuum of services to promote the social, emotional and academic development of all students.

Goal 5: Create a culture and system of support which empowers, inspires, engages and encourages the school community to

embrace diversity, inclusion and different learners.

Employee Experience

Glenwood Elementary

2018-2019

The greatest resource of any organization is its people. Employee Experience refers to all people, processes, and systems related to an

organization’s employees. It includes the skills, knowledge, and experience that represent an investment in people. Chapel Hill-

Carrboro City Schools is committed to the growth, development, and care of its employees.

Goal 1: Actively recruit and retain a workforce that is diverse and represents the population of our students and families.

Goal 2: Create a culture and system of support to empower, inspire and engage talent, including an inclusive work

environment that embraces and values equity and diversity.

Goal 3: Create, promote, and empower an organizational environment that values development and personalized growth

opportunities for all employees.

Family and Community Engagement

Schools are successful when parents, educators and communities lock arms and work together for the benefit of students. Chapel Hill-

Carrboro community stakeholders are crucial partners in student success, and, as such, will be actively engaged in productive and

equitable two-way communications.

Goal 1: Engage families in the entire educational process.

Goal 2: Create meaningful partnerships by building trust, collaboration, and engagement.

Organizational Effectiveness

Education of children is the core mission of the school district. Ensuring all children’s success will only be possible if the organization

is completely aligned and focused on student academic needs, behavioral support, and social and emotional growth. Chapel Hill-

Carrboro City Schools is committed to improving our organizational effectiveness and culture to ensure all children succeed.

Goal 1: Provide safe school environments for students and staff.

Goal 2: Directly align district resources with student needs.

Goal 3: Develop and maintain an organizational knowledge base.

Goal 4: Initiate effective, relevant and timely communication.

CHCCS Board Reference

Glenwood Elementary

2018-2019

3430 School Improvement Plan

3430-R Regulations School Improvement Team Operational Framework

School Improvement Plan Development

School Name: Glenwood ES

School Number: 320

Plan Year(s): 2018-19

Date Submitted to Board: November 9, 2018

Principal Signature: __________________________ Date: ___________

Board Chair Signature: __________________________ 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

Glenwood Elementary

2018-2019

and shall not be members of the building-level staff.”

School Profile

Student Description (How can we best describe our school? Student demographic data: grade levels, ages, gender, race, total

enrollment, English proficiency, special education, free and reduced lunch, attendance rates, discipline referrals)

Glenwood Elementary

2018-2019

Glenwood Elementary School is a diversely populated school with approximately 500 students in grades K to fifth grade. The school

has one of the most diverse populations in Chapel Hill-Carrboro City Schools (37% White, 34% Asian, 13% Multi, 9% African

American, and 6% Latinx), with current numbers of ESL students representing 14% of Glenwood’s population. Glenwood is the site

for the district’s Mandarin Chinese Dual Language Program which serves students from all over our district. The program has just

finished expansion to 2 classrooms K through grade 5. We have approximately 24% of our students eligible for free and reduced

lunch. This year is a “grandfathering” year for Title I support. Less than 50% of our student population remains with us through the

entirety of the elementary school years. Chronic absenteeism data at Glenwood is currently at 7.3%. We experience most of our

absences because of educational leave requests due to the high number of international and cross-national families wanting to visit

their homeland or visit sites while in the States. The most frequent location for discipline referrals occurred within the classrooms and

we have implemented Restorative Practices to foster a positive learning environment within the classroom and school-wide.

School Description (What are unique features of our school? What characteristics set the school apart? School profile: school

physical plant, profile of teachers, administrators, special programs, co-curricular, etc.)

History resides in Glenwood Elementary as it is the oldest school building in the district, opening its doors in 1953. Additions were

made in the 1980s to update the media center and add a multi-purpose building. Most recently, in the 2016-17 school year, Glenwood

underwent an office renovation. There are several long-standing communities that attend the school, as well as a number of satellite

neighborhoods maximizing student numbers and diversity for the school district. Several of the neighborhoods are transient with the

most transient being family student housing for the university.

Glenwood is the home of the district Mandarin Dual Language Program. The program is an immersion model with the instructional

presentation being 50% Chinese and 50% English during the day. On September 20, 2018, the Board of Education voted to phase

Glenwood into a full school Mandarin Dual Language magnet school over the next five years.

100% of the teaching staff at Glenwood are Highly Qualified, 54% have advanced degrees and 5.2% have earned National Board

Certifications. There is a range of experience from 0-3 years, 4-10 years, and then, ten years plus. The teacher turnover rate last

school year was 6.38%, down from 19% the previous school year. The school is fortunate to be able to employ full time instructional

teaching assistants for grades K-3 and 25% instructional teaching assistant support at grades 4-5, and an exceptional children’s

instructional assistant. The assistant principal holds a master’s degree in administration and has 8 years as an educator. He formerly

Glenwood Elementary

2018-2019

served as a middle school science teacher in CHCCS. The principal has earned a master’s degree in administration. She was a

classroom teacher for 15 years and an assistant principal for 4 years before assuming the principalship in November 2016. Chapel

Hill-Carrboro City Schools and Glenwood also partner with the local university to obtain volunteers and interns (teacher and

administrative) to work with students individually and in the classrooms.

Special opportunities for students at Glenwood include Science Olympiad, Girls on the Run, Battle of the Books, Chess Club, Peer

Helpers, and Safety Patrol. The district runs an exemplary after school program on site. Glenwood also has an environmental

partnership with the NC Botanical Garden that supports the aspects of the science curriculum through visiting plants, materials, and

resources for the school gardens, and field trip experiences.

Families and staff share the special characteristics of the school to be a very caring, respectful, and challenging academic environment.

Glenwood is very fortunate to have an active parent volunteer base and incredibly supportive PTA in spite of many parents only being

with us for a very short time. Parental commitment to the school creates a support system for teachers instructionally,

administratively, and financially that shape the culture of care in the school.

Strengths and Needs Assessment

Describe the process or tool(s) used to conduct the needs Assessment:

Needs of the School Improvement Plan were based on the following data sets:

● Disaggregated EOG performance data

● Access Test Exit Data

● SWIS and PBIS Set Data and Self Assessment

● 2018 Teacher Working Conditions Survey (TWC)

● 2018 Student Survey Data

A. Areas of Strength (What does the analysis of data tell you about your school’s strengths?)

Glenwood MET expected growth based on EVAAS and received a school grade of B during the 2017-18 School Year.

Based on a review of 2018 EOG Achievement Data:

Glenwood Elementary

2018-2019

● 75% of our students in grades 3-5 are proficient and 69.5% are college and career ready in reading.

● 80.5% of our students in grades 3-5 are proficient and 71.8% are college and career ready in math.

● 74.5% of our students in grade 5 science are proficient and 69.1% are college and career ready.

● All EOG proficiency and CCR are above the district averages in reading and math.

● Increase in proficiency and CCR in grade four math.

● 100% of students identified AIG in math and/or reading are college and career ready. As with all student groups, we will

continue to monitor the growth and performance data of this group.

K-2 made gains in literacy proficiency from BOY to EOY (mClass) in the following ways:

● A 14% increase for AA students in Kindergarten.

● A 26% increase for Latinx students in Kindergarten.

● A 23% increase for LEP students in Kindergarten.

● A 25% increase for SWD in Kindergarten, and a 50% increase for SWD in 1st Grade. (No change in 2nd Grade for SWD).

A review of the 2018 NC Teacher Working Conditions survey suggests that the top three improvements were:

● +27.8 Points (93.3%)- Teacher Leadership: Teachers are relied upon to make decisions about educational issues.

● +25.6 Points (75.6%)- School Leadership: Teachers feel comfortable raising issues and concerns that are important to them.

● +24.5 Points (93.5%)- Teacher Leadership: Teachers are trusted to make sound professional decisions about instruction.

A review of the 2018 student survey suggests that the top three areas were:

● 88.26% How much does this teacher encourage you to do your best? (Rigorous Expectations)

● 86.92% When you feel like giving up, how likely is it that your teacher will make you keep trying? (Rigorous Expectations)

● 83.90% How clearly does this teacher present the information you need to learn? (Pedagogical Effectiveness)

B. Areas of Need (What does the analysis of data tell you about your school’s gaps and opportunities for improvement?)

● Decrease in literacy proficiency from BOY to EOY (mClass) for AA, Hispanic, and LEP students in 1st and 2nd grade.

● Decrease in proficiency and CCR for students in grades three and five in math.

● Decrease in proficiency and CCR in grade three, four and five in reading.

● Glenwood had 3 teacher vacancies at the end of the 2017-18 School Year.

Glenwood Elementary

2018-2019

● A review of 2017-18 SWIS Discipline Data reveals an increase in discipline disproportionality for African American students

from 14.7% (MOY) to 25% (EOY).

A review of the 2018 NC Teacher Working Conditions survey suggests that the top three areas of improvement are:

● -25.5 Points (70.5%)-Instructional Practices & Support: Local assessment data are available in time to impact instructional

practices.

● -22.8 Points (57.8%)- Facilities & Resources: Teachers have adequate space to work productively.

● -21.4 Points (46.5%)-Professional Development at School: Professional development is differentiated to meet the individual

needs of teachers.

A review of the 2018 student survey suggests that the top three areas of improvement are:

● 27.52% When you are not in class, how often do you talk about ideas from class? (Class Engagement) **Relevance**

● 38.59% How often do you use ideas from this class in your daily life? (Valuing) **Relevance**

● 54.02% In this class, how excited are you to participate? (Class Engagement) **Relevance**

Recruiting and Retaining Staff of Color (non-white) is an ongoing focus and need at Glenwood. We will continue to hire as early as

possible, partner with CHCCS and NCCU (TA to Teach), attend recruiting fairs at HBCUs and other local universities, continue to

partner with EPI and other recruitment agencies, include staff of color in the hiring process in meaningful ways including but not

limited to a diverse hiring committee, offering comprehensive induction support, and continuous improvement of teacher working

conditions.

School Goals and Strategies

Goal Area 1 Student Success

ESSA Targets are met in Reading and Math.

Present Status

Desired Status

Strategies

Milestone Dates

Resources/Professional

Glenwood Elementary

2018-2019

Student Performance Data

Target

(One strategy must be Family

and Community Engagement)

Quarterly

Development to Support

Progress

Reading

All 77.4

81.4

Instructional

Implementation Plan

AIG & Title One Parent

Nights

Student Support Staff

Quarterly Newsletter and

Website to staff and

parents

Quarterly Staff Data

Review utilizing district

data protocol.

February and June 2019

Minimum Two per year

Quarterly

Instructional Coaching

sessions with a focus on

accountable talk

Project Advance

participation as

applicable

Asian 88.5

92.0

Black

Latinx (Hispanic in ESSA

Goals)

Multiracial

White 79.4

82.6

English Learner

Students with Disabilities

Math

All

84.3

89.7

Same as ELA.

See

Instructional

Implementation Plan and

strategies above

Math Professional

Learning with Dr.

Faulkner, NCSU

Ready Professional

Learning & Coaching

sessions

Instructional Coaching

sessions with a focus on

math discourse

Asian 100

100

Black

Latinx (Hispanic in ESSA

Goals)

Multiracial

White 79.4

84.1

English Learner

Students with Disabilities

Glenwood Elementary

2018-2019

Discipline Disproportionality

Present Status

Discipline Data

Desired Status

Target

Strategies

(One strategy must be Family

and Community Engagement)

Milestone Dates

Quarterly

Resources/Professional

Development to Support

Progress

AA student enrollment is

9% and the % of ODRs

for AA students is 25%,

which is disproportionate

by 16%.

To reduce

disproportionality to

11%

Continued

Implementation of

Restorative Practices and

Circles

Quarterly Staff Data

Review utilizing district

data protocol.

Utilize Racial Equity

Impact Assessment

Staff will make positive

phone calls home to each

student

Monthly

Quarterly

Monthly

Staff Professional

Learning in both Equity

and Restorative Practices

EL Progress in Language Acquisition

Present Status

Student Performance Data

Desired Status

Target

Strategies

(One strategy must be Family

and Community Engagement)

Milestone Dates

Quarterly

Resources/Professional

Development to Support

Progress

48.3% that exited ESL

based on ACCESS scores

50.7%

Implementation of SIOP

strategies and Ellevations

February ACCESS data

points.

Support PLC (ESL, Title

1, Math Interventionist)

Glenwood Elementary

2018-2019

strategies.

ESL Parent Meeting

Home Visits

Provide direct support to

classroom teachers with

clusters of ESL students

Systematically look at

student data in grades k-

5 (Aimsweb, student

work samples and

common formative

assessments) through a

lens of equity, including

action steps that include

culturally relevant

teaching.

Yearly and as needed

Monthly

Data meetings will be

held at least once

quarterly

Book Study EL

Excellence

DL 101 & 102

Professional Learning

for staff

Teachers can participate

in Lunch and Learn

sessions focusing on these

topics:

1. using the Can Do

descriptors, with

Ellevations

2. SIOP strategies for

Speaking and Listening

3. EL's in Guided

Reading

Common School-wide

Data Protocol

Racial Equity Impact

Assessment Tool

Culture/Climate

(Based on Student Survey Data)

Present Status

Desired Status

Target

Strategies

(One strategy must be Family

and Community Engagement)

Milestone Dates

Quarterly

Resources/Professional

Development to Support

Progress

27.52% When you are

not in class, how often do

you talk about ideas

42% of students will

respond that when they

are not in class, they

often talk about ideas

Curriculum Bridging

work between English

and Mandarin classes.

April 2019

UNC DL Bridging Grant

Participation in DL 101

and 102 professional

Glenwood Elementary

2018-2019

from class? (Class

Engagement)

**Relevance**

from class on the NC

2019 Student Survey.

Intentional connection to

students lives in lesson

planning and classroom

experience

Bi-weekly active parent

communications by all

classroom teachers.

Weekly in PLC planning

meetings

Every two weeks

learning

Goal Area 2 Employee Experience

Retention or Culture

(Based on NCTWCS Results)

Present Status

Desired Status

Target

Strategies

Milestone Dates

Quarterly

Resources/Professional

Development to Support

Progress

The BOE recently

approved a full magnet

at GES. The staff has

expressed concerns about

the future.

Maintain Positive Morale

Continued Open Door

Policy with

Administration

Sunshine Committee

recognitions and

celebrations

Admin celebrations and

recognitions in meetings

and newsletters

Collaboration with

PTA/MAC to plan

Monthly

EOY mini TWC

deployment

Time

Parental Support

HR Meetings

Glenwood Elementary

2018-2019

morale boosters and

appreciation

Continuation of Formal

and Informal cycles of

feedback

Clear advocacy around

teacher retention and

transfers based on

magnet implementation

Goal Area 3 Organizational Effectiveness

Organizational Effectiveness

Budget

Present Status

Desired Status

Target

Strategies

Milestone Dates

Quarterly

Resources/Professional

Development to Support

Progress

Most or many budget

requests and approvals

are directly linked to

SIP and Strategic plan

goals

100% of budget requests

and/or approvals are

aligned with school

improvement plan and

strategic plan goals.

Bi-weekly budget

meetings with budget

manager.

Bi-weekly

n/a

Other Required Goals

The school will provide a duty free lunch period for every teacher on a daily basis or as otherwise approved by School Improvement Team.

School Improvement Decision/Date

Plan for providing Duty-free Lunch

Glenwood Elementary

2018-2019

10/24/18: Provide Duty-Free Lunch

This is provided in the Master Schedule

The school will provide a duty-free instructional planning time for every full-time assigned classroom teacher, with a goal of providing an

average of at least five full hours of planning time per week.

School Improvement Decision/Date

Plan for providing Duty-free Instructional Planning

10/24/18: Provide at least 5 hours of planning per week

This is provided in the Master Schedule (average 6.5 hours a week)

The school shall include a plan to identify and eliminate unnecessary and redundant reporting requirements for teachers and, to the extent

practicable, streamline the school's reporting system and procedures, including requiring forms and reports to be in electronic form when

possible and incorporating relevant documents into the student accessible components of the Instructional Improvement System.

School Improvement Decision/Date

Plan for eliminating unnecessary and redundant reporting

requirements.

10/24/18: Reduction of Paperwork

●

utilizing email for professional communication when

appropriate,

● eliminating redundant requests for reports, and

● fully utilizing existing data and processes as much as

possible to complete required reports.

Reference GC115C-105.27

School Improvement Plan

November 2018 to June 2020

School: McDougle Elementary School

Principal: Aisha Howard

Chapel Hill-Carrboro City Schools

Approved by School Improvement Team on: 10-22-2018

Approved by Staff on: 11-1-2018

11/26/2018

McDougle Elementary

Comprehensive Progress Report

Mi ssi on:

McDougle Elementary's mission is to support the academic and personal growth of all students through a positive, inclusive and collaborative culture.

Vision:

Together to learn. Together we grow. Together we celebrate success as we go.

Goals:

Improve student achievement so that all students in underperforming subgroups decrease non proficiency by at least 5% on the reading and math EOG test

each year from 2018-2020. See Chart in Goal 1 - Student Success Folder

Improve student achievement so that overall student achievement in reading improves from 71.4% to at least 81.4 % by 2020.

All student subgroups will meet the annual yearly increase for ESSA, increasing the number of Career and College Ready students in reading and math See

Chart - ESSA Goal

All students will have access to and be actively engaged in a safe, nurturing learning environment with high expectations.

Improve the employee experience for all staff by improving working conditions.

Improve organizational effectiveness of communication so that the entire school community is well informed.

All classroom teachers will have duty free lunch daily and a duty free instructional planning period daily

Paperwork will be reduced for all staff and as much as possible communication and other necessary documentation will be completed electronically.

! = Past Due Objectives

KEY = Key Indicator

Core Function:

Dimension A - Instructional Excellence and Alignment

Effective Practice:

High expectations for all staff and students

KEY

A1.07

ALL teachers employ effective classroom management and reinforce

classroom rules and procedures by positively teaching them.(5088)

Implementation

Status

Assigned To

Target Date

Initial Assessment:

MES currently has the following school-wide practices:

• PBIS. This year the school has done teacher trainings on PBIS

expectations

•

Dolphin Dollars

•

Whole-class rewards (marble jar, class dojo, etc)

•

Restorative Practices

•

Dolphin Duo (mentoring program)

•

Surveys are provided to teachers to identify students who may

benefit from additional supports in the form of lunch groups,

•

Parents are sent home the student code of conduct a

•

Accountability logs for students.

Limited Development

10/13/2017

How it will look

when fully met:

The students and staff will understand the expectations for appropriate

behavior. Staff will implement expectations in an equitable and

consistent manner. Students are supervised 100% of the time. The

number of discipline referrals will decrease because there is emphasis

on prevention of behavior incidents. The environment will feel safer for

students and staff, and there will be an increase in positive

relationships among students and staff.

Tiffany Newsome

06/30/2020

Actions

0 of 4 (0%)

10/17/18

All staff will hold students accountable for transitioning in the hallways

at a volume level of zero.

All MES staff

12/01/2018

Notes:

10/17/18

All staff will participate in PBIS training.

Tiffany Newsome

12/31/2018

Notes:

This is a multi-part training for teachers and TAs.

10/17/18

Utilize the classroom environmental inventory to develop and

implement specific classroom procedures.

Tiffany Newsome

06/09/2019

Notes:

10/17/18

All staff will participate in Restorative Practices training and will

implement these best practices in the classroom environment.

Tiffany Newsome

09/30/2019

Notes:

As new staff join the school they will receive training within the first

year of employment.

Core Function:

Dimension A - Instructional Excellence and Alignment

Effective Practice:

Curriculum and instructional alignment

KEY

A2.04

Instructional Teams develop standards-aligned units of instruction for

each subject and grade level.(5094)

Implementation

Status

Assigned To

Target Date

Initial Assessment:

Grade level PLCs are using the Instructional Planning Templates to write

units of instruction for reading and math. K-2 grades have adopted

Ready Math. All students in these grade levels have taken the beginning

of grade diagnostic assessments in math. 3-5 grades are using the

newly developed DPI math units. 3-5 grades are utilizing assessments

created by the district. Fundations has been adopted in grades K-3. K-5

teachers and specialists have attended guided reading training and

participated in model lessons.

Limited Development

04/28/2016

How it will look

when fully met:

Units remain reasonably on pace and align with pacing guides/scope

and sequence provided by the district and the state. Teachers use

benchmark data, common assessments, and observational data to

make decisions about instruction. Units include: essential questions,

activating strategies, vocabulary instruction, graphic organizers,

learning activities, assignments, and unit assessments. Lessons are

differentiated to meet the needs of all learners. This would yield

improved outcomes for all students.

Natalie Sayag

06/09/2020

Actions

0 of 4 (0%)

11/26/18

Monitor implementation of AIG plan by ensuring that specialist

provides instructional support to identified students as scheduled as

well as work with teachers to provide support for students needing

accelerated differentiation

Aisha Howard

12/30/2019

Notes:

12/21/16

Consistently utilize Instructional Planning Templates and other planning

Susan Appelquist;

06/30/2020

tools (i.e. Elaine Watson-Grant's lesson plan packet) to create units of

study.

Caroline Petrow

Notes:

10/22/18

PLCs will use a data protocol to analyze benchmark data and common

formative assessments in order to develop goals with measurable

outcomes and specific actions to ensure appropriate academic growth

for all students.

Aisha Howard

06/30/2020

Notes:

10/22/18

Incorporate pre-teaching, scaffolding, and advancement strategies into

the unit plans by inviting specialists (EC, EL, AIG, technology, media) to

participate in quarterly planning sessions.

PLC Leaders

06/30/2020

Notes:

Develop a schedule to determine which specialists will attend which

PLC meetings.

Core Function:

Dimension A - Instructional Excellence and Alignment

Effective Practice:

Student support services

KEY

A4.01

The school implements a tiered instructional system that allows

teachers to deliver evidence-based instruction aligned with the

individual needs of students across all tiers.(5117)

Implementation

Status

Assigned To

Target Date

Initial Assessment:

We have a tiered system in place for addressing student academic and

behavior concerns. We have a Tier 2 structure in place where a

specialist within in the building helps to facilitate data conversations on

the Tier 2 level of support. Additionally, there is a Tier 3 problem-

solving team in place for students who are not responding to a Tier 2

Level of supports. We would like to continue to work on strengthening

our core.

Limited Development

04/28/2016

How it will look

when fully met:

When fully implemented, teachers will consistently be able to meet the

needs of all types of learners in their classrooms. Teachers will identify

academic and behavior gaps at an early onset and intervene quickly

with appropriate interventions. Teachers will deliver strong core

instruction with opportunities for effective differentiation.

Aisha Howard

07/01/2020

Actions

2 of 4 (50%)

11/16/16

Gather baseline data using the Self-Assessment of MTSS with MTSS

leadership team in collaboration with district MTSS Coordinator.

Complete 05/02/2018

Tiffany Newsome

05/02/2018

Notes:

11/16/16

Develop 3 year action plan for MTSS implementation.

Complete 05/31/2018

Alisha Schiltz

05/31/2018

Notes:

Year 1: Emphasis on Tier 1

Year 2: Emphasis on Supplemental Support (Tier 2 & Tier 3)

Year 3: Emphasis on using the framework for eligibility.

Once action plan is created, additional tasks may be added.

This will be completed in collaboration with MTSS coordinator.

We are currently part of cohort 3 in District Implementation.

10/23/18

Train staff to utilize the Standard Teaching Protocol to address student

gaps in learning.

Tiffany Newsome

11/01/2019

Notes:

Training will occur annually for all and refreshers will be provided as

needed. Training will be developed by the MTSS Leadership Team -

Tiffany Newsome, Aveni Patel, Nicole Land, Laura Olley, Susie

Appelquist, Caroline Petrow, Carolyn Sirera, Katherine Ciccarelli and

Abigail Carter

10/23/18

Implement 3 year MTSS Action Plan

Tiffany Newsome

06/30/2022

Notes:

KEY

A4.06

ALL teachers are attentive to students' emotional states, guide

students in managing their emotions, and arrange for supports and

interventions when necessary.(5124)

Implementation

Status

Assigned To

Target Date

Initial Assessment:

We are a Green Ribbon School for PBIS. The majority of teachers at

McDougle have been trained in Restorative Practices (Day 1 and

2). Currently, the socio-emotional needs of all students are being met

through the implementation f the 2nd Step Curriculum as well as

thorough classroom guidance lessons led by the School Counselor. At

the Tier 2 level, the School Counselor, Social Worker and School

Psychologist run groups as identified by teachers and parents. At the

Tier 3 level, the School Counselor and School Social Worker lead

individual counseling sessions for the most fragile students. Co-located

mental health services are used for a targeted group of students.

Limited Development

04/28/2016

How it will look

when fully met:

All classroom teachers and staff will be trained in and use restorative

practices to create a school culture where relationships are stronger

among students, staff and the extended community. Data will be used

Aisha Howard

06/30/2020

to identify students in need of more intensive support. The 2nd Step

Curriculum would be implemented with fidelity and quality training will

be provided to all instructional assistants by the district. All staff will

know how to support students in crisis, and use the MTSS framework to

support students' social-emotional needs. All staff will have been

trained in Youth Mental Health First Aid.

Actions

0 of 4 (0%)

10/23/18

Students in grades 3-5 will take annual school climate survey and

results will be used to improve socio-emotional programming at

McDougle.

Andrew Tauber

06/30/2019

Notes:

11/16/16

All support specialists, classroom teachers and teacher assistants will

be trained in utilizing restorative practices.

Tiffany Newsome

06/30/2019

Notes:

We discussed that in order for restorative practices to be effective, all

staff will need to be trained.

11/16/16

Train staff to be able to identify antecedents to behavior that will

enable staff to implement an appropriate intervention.

Tiffany Newsome

06/30/2020

Notes:

We would need a behavior specialist from the district to come and train

staff

10/23/18

All staff needs to be trained in Youth Mental Health First Aid

Aveni Patel

06/30/2021

Notes:

The goal will be to start with a small cohort of staff and grow from

there.

KEY

A4.16

The school develops and implements consistent, intentional, and on-

going plans to support student transitions for grade-to-grade and

level-to-level.(5134)

Implementation

Status

Assigned To

Target Date

Initial Assessment:

Currently, grade levels complete pink & blue forms in preparation for

creating balanced classrooms for the upcoming school year. These

forms are designed to travel with the student from year to year and

pertinent school data is added each year. These are passed along to

each teacher at the beginning of the year. Also, our EC Program

Facilitator disseminates EC folders to each of our teachers at the

beginning of each year. The EC team provides opportunities for private

tours of the building and meeting the teacher. Fifth grade students go

to the middle school to visit and middle school students come to visit

these classes. Teachers attend transitional meetings for students in the

MTSS process. Elementary and middle schools come together for

transition days in the spring.

Limited Development

10/18/2017

How it will look

when fully met:

Plan vertical transition meetings for students at the end of the year,

and allow time for instructional PLCs to meet.

Aisha Howard

09/01/2019

Actions

0 of 3 (0%)

10/18/17

Plan designated times for grade level PLCs to meet and transition

students.

PLC Leaders

06/13/2019

Notes:

This will take place during the last week of school. PLC leaders will

notify Natalie Sayag when they have set a date for this event.

10/18/17

Plan vertical planning meetings for K/1, 1/2, 2/3, 3/4, 4/5 regarding

literacy and math content.

Aisha Howard

06/13/2019

Notes:

This will take place during various staff meetings throughout the year.

10/22/18

Dedicate days during the summer where a team of teacher

representatives vets class lists to ensure classrooms are balanced and

create a conducive learning environment for all students.

Aisha Howard

09/01/2019

Notes:

EC, EL, AIG, Intervention teams will need more guidance on how to

cluster their students.

Core Function:

Dimension B - Leadership Capacity

Effective Practice:

Strategic planning, mission, and vision

KEY

B1.01

The LEA has an LEA Support & Improvement Team.(5135)

Implementation

Status

Assigned To

Target Date

Initial Assessment:

There is currently a team in place to support the school, and members

will vary based on school needs. One member of the team will have an

integral role in collaborating with the team.

Limited Development

04/28/2016

Priority Score: 1 Opportunity Score: 3 Index Score: 3

How it will look

when fully met:

The School LEA monitoring team will be established to include the

District Accountability and Testing Executive Director, our District Title

1 and Community and Family Engagement and MTSS Coordinator.

Objective Met

10/17/18

Aisha Howard

05/24/2016

Actions

11/16/16

Team was selected from district staff to support Focus Schools. Diane

Villwock, Alisha Schiltz, Elaine Watson-Grant, Roslyn Moffitt, and Misti

Williams.

Complete 06/08/2017

Alisha Schiltz

06/08/2017

Notes:

Implementation:

10/17/2018

Evidence

11/16/2016

Meeting notes will be attached.

Experience

11/16/2016

The team was established on May 2016, and the first team meeting was

September 28th to begin the process of focusing on three areas of

growth.

Sustainability

11/16/2016

Continue meeting and monitoring.

B1.02

The Leadership Team serves as a conduit of communication to the

faculty and staff.(5857)

Implementation

Status

Assigned To

Target Date

Initial Assessment:

The representatives from the School Improvement Team share School

Improvement Team decisions with their stakeholder groups and get

feedback when necessary. The School Improvement Team recently

expanded and now includes 4 staff representatives, 2 administrators

and 5 parents. School Improve

ment Team meeting dates are posted on

the district and school websites. Meeting notes are published on the

School Improvement Team website for public view.

Limited Development

10/29/2018

How it will look

when fully met:

In full implementation, all staff will be well versed in school

improvement goals, assessed indicators and related actions. All action

items will be implemented with fidelity by every staff member and

overall school goals will be met. The work of the School Improvement

Team will focus solely on attaining school improvement goals.

Natalie Sayag

06/30/2020

Actions

0 of 2 (0%)

10/29/18

Meeting minutes will be posted on the school's website in both English

and Spanish within 72 hours after approval.

Natalie Sayag

06/30/2019

Notes:

10/29/18

Send out minutes from School Improvement Team Meeting to staff

within 24 hours of approval.

Natalie Sayag

06/30/2019

Notes:

Core Function:

Dimension B - Leadership Capacity

Effective Practice:

Distributed leadership and collaboration

KEY

B2.03

The school has established a team structure among teachers with

specific duties and time for instructional planning.(5143)

Implementation

Status

Assigned To

Target Date

Initial Assessment:

Classroom teachers have 300 minutes of collaboration time each week,

with a specified day for planning and data analysis. EC staff has 90

minutes of collaboration time each week. Specials teachers have 150

minutes each week of collaboration time each week.

Limited Development

04/28/2016

How it will look

when fully met:

All PLC members will come to meetings having completed assigned

tasks (as assigned by PLC leaders) and ready to collaborate. Quality

lesson plans will be created. PLC members will bring updated

spreadsheets with complete data to meetings. PLCs will be required to

use the school-wide spreadsheet for data collection.

Aisha Howard

11/01/2019

Actions

0 of 4 (0%)

10/22/18

Each PLC will establish team norms which will include: being on time to

team meetings and bringing committed items to contribute to the

planning process.

PLC Team Leader

01/15/2019

Notes:

11/16/16

PLC meetings will occur at least twice per week - one day for planning

(Monday) /(Thursday -4th grade) and one day for data meetings

(Tuesday). These meetings will be uninterrupted and will be driven by a

school-wide agenda.

Aisha Howard

06/08/2019

Notes:

10/22/18

Grade level PLCs will receive 3 hours of planning time once per quarter.

Aisha Howard

06/30/2019

Notes:

11/16/16

PLCs will utilize common formative assessment data as the basis for

data meetings on Tuesdays, using a specific data protocol. A strategic

plan of action will be developed to address student needs based on

data analysis with a specific start and end date.

Aisha Howard

11/01/2019

Notes:

Core Function:

Dimension B - Leadership Capacity

Effective Practice:

Monitoring instruction in school

KEY

B3.03

The principal monitors curriculum and classroom instruction regularly

and provides timely, clear, constructive feedback to teachers.(5149)

Implementation

Status

Assigned To

Target Date

Initial Assessment:

Administrators currently conduct formal and informal walkthroughs

and required evaluations. Non-evaluative feedback is given to

Limited Development

04/28/2016

teachers.

How it will look

when fully met:

Teachers will receive weekly written non-evaluative feedback from

either an administrator or an instructional coach. Teachers will utilize

feedback given to grow in their craft and 100% of teachers will be rated

at least proficient in all standards on the teacher evaluation summative

tool.

Aisha Howard

01/15/2020

Actions

0 of 7 (0%)

10/22/18

The principal and assistant principal will maintain high levels of visibility

in the classroom and throughout the school.

Aisha Howard

04/01/2019

Notes:

Administrators may talk to students about what they are learning

during this time. These times are not necessarily "walkthrough" times

although feedback can be given.

10/22/18

Lesson plans and curriculum alignment will be monitored weekly by

instructional coaches. Coaches will address any concerns or questions

with grade level teams.

Susie Appelquist and

Carolin Petrow

11/01/2019

Notes:

10/22/18

Administrators and coaches will conduct non-evaluative weekly

walkthroughs on assigned teachers and give verbal and written

feedback to teachers within the same week. Walkthrough will focus on

specific areas such as guided reading, student engagement, vocabulary

instruction and overall classroom environment.

Aisha Howard

12/01/2019

Notes:

10/22/18

Utilize "Spotlight on Learning" during staff meetings to highlight best

practices or high quality/ effective instruction or instructional tools in

the classroom.

Aisha Howard

12/01/2019

Notes:

Teachers will be selected to share during "Spotlight on Learning" based

on practices evidenced during walkthroughs. Teachers may also

present ideas to administrators (Howard and Newsome) for approval

for "Spotlight on Learning."

10/22/18

All staff meetings will have an instructional focus

Aisha Howard

12/01/2019

Notes:

10/22/18

The Executive Leadership Team will meet weekly to discuss

instructional expectations, instructional trends, instructional needs and

develop next step actions for advancement.

Aisha Howard

06/01/2020

Notes:

The Executive Leadership Team is comprised of the principal, assistant

principal, and the two academic coaches.

10/22/18

The principal will set school-wide goals based on available data to drive

instructional efforts for the school year. Our first focus areas will be

guided reading, vocabulary development and student engagement.

Aisha Howard

06/01/2020

Notes:

Our 2018-2020 focus area are guided reading, vocabulary instruction

and student engagement.

B3.04

The LEA/School sets goals for professional development (based on

data) and monitors the extent to which it has changed practice.(5150)

Implementation

Status

Assigned To

Target Date

Initial Assessment:

We are currently engaged in the following professional development

opportunities: Project Advance, guided reading training (2018-19

school year), school-based Equity Team events (2 are required per staff

member), and Restorative Practices training. According to our 2017-

2018 EOG and mClass data, K-5, intervention, and ESL teachers are

participating in guided reading training.

Limited Development

10/22/2018

How it will look

when fully met:

By 2020, all teachers will have completed the Learn level of Project

Advance. Professional Development opportunities will be provided

according to teacher needs. All teachers will write a PSF grant to attend

a professional development opportunity of their choosing that meets

their needs.

Tiffany Newsome

06/30/2020

Actions

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10/29/18

According to our 2017-2018 EOG and mClass data, K-5, intervention,

and ESL teachers will complete the full cycle of ERG guided reading

training.

Aisha Howard

06/30/2019

Notes:

10/29/18

All teachers will implement guided reading and periodically analyze

reading data throughout the year.

Aisha Howard

06/30/2019

Notes:

Data will be collected via mClass, progress monitoring, benchmarks,

and classroom assessments.

10/29/18

Within a given school year, all new staff members will attend

Restorative Practices training.

Tiffany Newsome

09/01/2019

Notes:

Core Function:

Dimension C - Professional Capacity

Effective Practice:

Quality of professional development

KEY

C2.01

The LEA/School regularly looks at school performance data and

aggregated classroom observation data and uses that data to make

decisions about school improvement and professional development

needs.(5159)

Implementation

Status

Assigned To

Target Date

Initial Assessment:

So far this year, we have shared a lot of performance data with parents

on the PTA and the SIT. Grade level PLCs have Tuesdays designated for

data meetings with coaches and administrators. We utilize the CFIP

(Classroom Focus Improvement Process) as a data protocol for

analyzing data. The MTSS team holds weekly meetings to discuss

student progress for students in the MTSS process and develops action

plans to best meet student needs.

Limited Development

04/28/2016

How it will look

when fully met:

Staff will be analyzing data to determine academic and behavioral

needs and make decisions for students. Staff will use data to identify

specific needs of students in the areas of remediation, enrichment,

socio-emotional support, behavior, etc. Data literacy would be a norm

for teachers. Students will be making continuous growth and progress

in their areas of need.

Aisha Howard

09/01/2019

Actions

0 of 4 (0%)

10/29/18

Begin each data discussion with celebrations.

PLC Leaders

06/30/2019

Notes:

By quarter 4 (at the latest), all classroom teachers will assume

leadership roles in leading discussions during weekly data meetings.

10/29/18

Utilize the CFIP data protocol to develop actionable items for

remediation and acceleration based on data.

Aisha Howard

09/01/2019

Notes:

This protocol will be used in two-week cycles, alternating between

math and reading.

10/29/18

As part of the CFIP process, teachers will consistently use the subgroup

data template to organize and analyze data by subgroups.

PLC Leaders

09/01/2019

Notes:

10/29/18

Establish a set time at weekly EC PLC meetings for data sharing.

Karen Scher

06/30/2020

Notes:

Teachers will share methods for data collection, as well as the actual

data.

C2.04

The LEA/School structures professional development to provide

adequate time for collaboration and active learning.(5164)

Implementation

Status

Assigned To

Target Date

Initial Assessment:

Our current staff meetings are structured to include as much

professional development as possible. We have many staff members

participating in Digital Learning Communities after school and attending

Wednesday Project Advance sessions. Additionally, classroom, ESL, and

AIG teachers are engaged in Guided Reading Training through

Education Resource Group (ERG). PLCs meet at least twice per week to

lesson plan, analyze data, and collaborate around student progress.

Our

MTSS team holds transition meetings with students' prior and current

teachers so as to facilitate smooth transitions for learners in the MTSS

process. Teachers complete information cards that follow the students

through the grade levels and transfer important information about

students.

Limited Development

10/30/2018

How it will look

when fully met:

There will be continual conversations and collaboration between

teachers of various grade levels, departments, etc. Discussions will be

centered around content, curriculum, and individual students.

Professional development will be differentiated based on teacher need

in order to facilitate growth. PLCs will continue to meet at least twice

per week for collaboration purposes. Coaches will support planning

efforts.

Rachel Pugliese

06/30/2020

Actions

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10/30/18

Teachers will continue to have the flexibility to create Professional

Development Plan goals as a collaborative unit within PLCs.

Aisha Howard

06/30/2019

Notes:

10/30/18

Teachers will collaborate and share best practices during the "Spotlight

on Learning" segment of staff meetings.

Aisha Howard

06/30/2019

Notes:

10/30/18

PLCs will participate in vertical planning meetings twice per school year.

Rachel Pugliese

06/20/2020

Notes:

Teachers will meet with both the grade level above and below their PLC

for the purpose of transmitting ideas, student progress, and curriculum

goals.

10/30/18

Coaches will provide targeted and differentiated professional

development to teams, as needed.

Susie Appelquist;

Caroline Petrow

06/30/2020

Notes:

Core Function:

Dimension C - Professional Capacity

Effective Practice:

Talent recruitment and retention

KEY

C3.04

The LEA/School has established a system of procedures and protocols

for recruiting, evaluating, rewarding, and replacing staff.(5168)

Implementation

Status

Assigned To

Target Date

Initial Assessment:

Over the summer, staff members were involved in hiring decisions (i.e.

interviews, tours, etc.). Teacher input is considered when making

decisions regarding hiring. Administrative and coaching walk-throughs

happen regularly; there is a weekly walk-through schedule established

all certified staff. Coaches or administrators will visit each class at least

once a week. Evaluation pre- and post-

conferences are conducted fairly

and within the allocated period of time. Administrators calibrated their

scoring and expectations for evaluations at the start of the school year.

Limited Development

04/28/2016

How it will look

when fully met:

Evaluations are conducted in a fair and constructive manner. Teachers

feel supported and stay at McDougle. Take the needs of staff members

into consideration when constructing teams from year to year. Ensure

that beginning teachers have mentors and feel supported.

Aisha Howard

06/30/2020

Actions

0 of 5 (0%)

10/30/18

As much as possible, utilize electronic forms of paperwork for recording

and reporting information.

Aisha Howard

06/30/2019

Notes:

Communication from Mrs. Howard will go out electronically to the

staff. Discipline referrals, data collection, lesson plans, etc. are housed

in Google documents.

10/29/18

Distribute a staff climate survey at two points within the school year.

Aisha Howard

06/30/2019

Notes:

The intent of the survey is to gather data about staff perceptions about

the school climate and data surrounding retention. The survey

questions will target the area of School Leadership from the Teacher

Working Conditions Survey. The principal will take precautions to

ensure anonymity.

10/30/18

Classroom teachers will have a duty-free lunch and daily planning

times.

Tiffany Newsome

09/01/2019

Notes:

Instructional Assistants will cover classes during lunch time.

11/26/18

Intentionally recruit teachers of color to interview for certified

vacancies at the same rate as white candidates.

Aisha Howard

12/30/2019

Notes:

An effort will be made to reach out to leaders in education department

at NCCU for qualified candidates of color.

10/29/18

All teachers are held to the same high expectations in regards to:

planning, behavior management, professionalism, positive attitudes,

and participation in PLC and school-wide efforts. All classified staff

members are held to the same high expectations in regards to:

behavior management, coverage, time management, positive attitudes,

and participation in PLC and school-wide efforts. Teachers or staff

members identified as needing improvement in these areas will be

offered additional support.

Tiffany Newsome;

Aisha Howard

06/30/2020

Notes:

Walk-throughs will help accomplish this goal. The steps in this action

also contributes heavily to school climate.

Core Function:

Dimension E - Families and Community

Effective Practice:

Family Engagement

KEY

E1.06

The school regularly communicates with parents/guardians about its

expectations of them and the importance of the curriculum of the

home (what parents can do at home to support their children's

learning).(5182)

Implementation

Status

Assigned To

Target Date

Initial Assessment:

Weekly newsletter communications are sent via email and phone to

update the MES community (staff and families) about school events,

expectations, news, and updates.

Weekly grade-level communications are sent home to describe current

classroom content, needs, and updates.

Progress Reports are sent home mid-quarter and report cards are sent

home every nine weeks.

Parent conferences are held after the first quarter report cards are

distributed and are held as needed throughout the year.

Limited Development

04/28/2016

How it will look

when fully met:

All families will be fully informed about what is happening at MES and

parents/guardians will understand what they can do at home to

support their child's learning.

Aisha Howard

06/30/2019

Actions

0 of 6 (0%)

10/17/18

We will utilize translation services via contact cards, print media to

support all MES families.

VICKIE FORNVILLE

12/01/2018

Notes:

10/17/18

Each grade level will send home a weekly newsletter that includes

classroom updates, news, curriculum information, and ways parents

can support students at home.

Natalie Sayag

12/31/2018

Notes:

10/22/18

Principal will conduct a winter and a spring communication parent

survey via the principal newsletter and/or through take-home folders

for families who do not have computer or Internet access.

Aisha Howard

06/01/2019

Notes:

10/17/18

Weekly newsletter communications will be distributed in Spanish.

Aisha Howard

06/08/2019

Notes:

1/25/17

Two Parent Ambassadors positions have been assigned to MES to build

a bridge between the school and our marginalized communities. A

team of parent ambassadors will take data provided by the school to

help provide accurate contact information (phone numbers and email

addresses) for all families. The parent ambassadors will develop

strategies to be more inclusive for all families.

VICKIE FORNVILLE

06/30/2019

Notes:

10/18/17

Utilize Parent University to engage families via workshops that support

student development.

Aisha Howard

06/30/2020

Notes:

School Improvement Plan

November 2018 to June 2020

School: Morris Grove Elementary School

Principal: Amy Rickard

Chapel Hill-Carrboro City Schools

Approved by School Improvement Team on: October 19, 2018

Approved by Staff on: October 24, 2018

North Carolina State Board of Education Goals

School Name Morris Grove Elementary School

Year 2018-2020

Goal 1 –Every student in the NC Public School System graduates from high school prepared for work, further education and

citizenship.

Goal 2 – Every student has a personalized education.

Goal 3 – Every student, every day has excellent educators.

Goal 4 – Every school district has up‐to‐ date fi nanci al , busi ness, and technol og y system s to serve i ts students, parents and

educators.

Goal 5 – Every student is healthy, safe, and responsible.

Chapel Hill-Carrboro Strategic Plan Goals

Student Success

Student Success addresses the academic, social and emotional capacities of students. The Student Success goals will assist students in

exploring, defining and solving complex problems; pursuing their unique interests, passions and curiosities; and contributing to the

community through dialogue, service and/or leadership all while supporting the child’s well-being.

Goal 1: Establish a district instructional framework for all grade levels PreK-12, based on high-yield best practice, culturally

relevant strategies within a personalized learning environment so all children receive equitable educational experiences.

Goal 2: Empower and support all student groups to meet growth and achievement goals.

Goal 3: Build a data-driven culture to inform instruction at the teacher, Professional Learning Community (PLC), school and

District levels to positively impact students.

Goal 4: Develop a continuum of services to promote the social, emotional and academic development of all students.

Goal 5: Create a culture and system of support which empowers, inspires, engages and encourages the school community to

embrace diversity, inclusion and different learners.

Employee Experience

School Name Morris Grove Elementary School

Year 2018-2020

The greatest resource of any organization is its people. Employee Experience refers to all people, processes, and systems related to an

organization’s employees. It includes the skills, knowledge, and experience that represent an investment in people. Chapel Hill-

Carrboro City Schools is committed to the growth, development, and care of its employees.

Goal 1: Actively recruit and retain a workforce that is diverse and represents the population of our students and families.

Goal 2: Create a culture and system of support to empower, inspire and engage talent, including an inclusive work

environment that embraces and values equity and diversity.

Goal 3: Create, promote, and empower an organizational environment that values development and personalized growth

opportunities for all employees.

Family and Community Engagement

Schools are successful when parents, educators and communities lock arms and work together for the benefit of students. Chapel Hill-

Carrboro community stakeholders are crucial partners in student success, and, as such, will be actively engaged in productive and

equitable two-way communications.

Goal 1: Engage families in the entire educational process.

Goal 2: Create meaningful partnerships by building trust, collaboration, and engagement.

Organizational Effectiveness

Education of children is the core mission of the school district. Ensuring all children’s success will only be possible if the organization

is completely aligned and focused on student academic needs, behavioral support, and social and emotional growth. Chapel Hill-

Carrboro City Schools is committed to improving our organizational effectiveness and culture to ensure all children succeed.

Goal 1: Provide safe school environments for students and staff.

Goal 2: Directly align district resources with student needs.

Goal 3: Develop and maintain an organizational knowledge base.

Goal 4: Initiate effective, relevant and timely communication.

School Name Morris Grove Elementary School

Year 2018-2020

CHCCS Board Reference

3430 School Improvement Plan

3430-R Regulations School Improvement Team Operational Framework

School Improvement Plan Development

School Name: Morris Grove Elementary School

School Number: 332

Plan Year(s): 2018-2020

Date Submitted to Board: October 26, 2018

Principal Signature: Amy Rickard Date: October 24, 2018

Board Chair Signature: __________________________ 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

School Name Morris Grove Elementary School

Year 2018-2020

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

Names and Date of Election to Team

Signature

Principal

Amy Rickard - Standing Member, August

2008

On file

Assistant Principal Representative

Michael Brown - appointed August 1, 2017

On file

Teacher Representatives

Ellen DePinto - June 6, 2018

Cassie Palisky - May 26, 2017

On file

Instructional Support Representatives

Lara Statile - May 26, 2017

On file

Teacher Assistant Representatives

Tanisha Hinton - June 6, 2018

On file

Student Representatives (MS - 3, HS - 3)

N/A

Parent Representatives

James Bedford - May 26, 2017

Michael Butrico - May 25, 2018

Puja Puri - May 25, 2018

Lee Anne Reilly - May 25, 2018

Courtney Thomas - May 25, 2018

On file

School Profile

Student Description (How can we best describe our school? Student demographic data: grade levels, ages, gender, race, total

enrollment, English proficiency, special education, free and reduced lunch, attendance rates, discipline referrals)

Morris Grove Elementary School, the tenth elementary school in the Chapel Hill-Carrboro City Schools, opened its doors to students on August

School Name Morris Grove Elementary School

Year 2018-2020

25, 2008. Morris Grove serves 551 students (275 male, 276 female.) The school population is fairly diverse, with 57% Caucasian, 11% Hispanic,

8% African-American, 14% Asian, and 9% Multi-Racial students. A more detailed breakdown of student demographics and school statistics is

provided below.

Morris Grove Elementary School Demographics

Ethnicity

Kind.

First

Second

Third

Fourth

Fifth

TOTAL

School %

Amer. Indian

<10

<1%

Asian

<10

14%

Hispanic

<10

12%

Black

<10

White

317

57%

Multi

<10

TOTAL

105

551

100%

Students at Morris Grove have a variety of instructional and social/emotional needs and are served through several programs. The school primarily

utilizes an inclusive model so that students receive support and services through collaborative and consultative teaching in the classroom between

specialists and teachers. English Language services are provided through direct services, collaborative instruction, and consultation by the EL

teachers. Gifted education is supported through differentiated instruction in the classrooms, teacher collaboration with the Gifted Education

Specialist, direct services, and specific units of study and projects. Students receiving Special Education services are supported by a variety of

specialists within the school who design individualized programs based on areas of student need.

12.5% of the students at Morris Grove receive English as a Second Language services. 33.8% of our students in fourth and fifth grades are

identified through the gifted program as “academically/intellectually gifted” or “highly gifted.” 11.4% of our students receive special education

services and 2.1% have a 504 plan. The school has a free and reduced lunch population of 17.1%.

School Name Morris Grove Elementary School

Year 2018-2020

School Description (What are unique features of our school? What characteristics set the school apart? School profile: school

physical plant, profile of teachers, administrators, special programs, co-curricular, etc.)

Morris Grove Elementary School has a rich historical connection to our school community. The origin of our school name came from an earlier

school built on a plot of land adjacent to the current building. The former school was located on land donated by Morris Hogan, a former slave

who was later freed. Mr. Hogan and his wife worked to eradicate illiteracy in their community by opening Morris Grove School. The school

operated until the 1940s, when many of the local smaller schools were closed and students were reassigned to the Orange County Training School.

The school building is a “green” facility with many sustainable design features. Extensive use of natural daylighting can be seen throughout the

school. To ensure the reduction of energy usage, in combination with the natural daylighting, the school uses an electronic lighting control system

that regulates the artificial lighting structures based on the amount of natural daylight. The sloped metal roof also helps keep the building cool

during warm months. Morris Grove also has an underground rainwater collection system that allows water to be pumped back into the building,

where it is reused to flush toilets and to irrigate landscaping. A solar-assisted domestic water heating system preheats the water used by the kitchen

for food preparation and dishwashing. A photovoltaic array which produces electricity from the sun’s rays also provides a portion of the facility’s

electrical needs. Some of the building materials were made with recycled content, and many of the environmental features are prominently

displayed to be used as a teaching tool within our school community.

The instructional framework for Morris Grove Elementary was designed by the administration and a school Planning Team consisting of

classroom teachers, resource teachers, a specials teacher, support staff, parents, and administrators. The school framework is based on the concept

of a Professional Learning Community (PLC), where teachers work collaboratively to focus on and commit to high levels of learning for every

student. The Planning Team focused on creating a school foundation with a collaborative culture based on collective inquiry and a commitment to

continuous improvement. Other key components of the instructional framework at Morris Grove include an emphasis on technology and digital

learning, the implementation of a balanced literacy program, the use of inclusive teaching practices and differentiated instruction, and a

commitment towards equity and the elimination of the minority student achievement gap.

Morris Grove Elementary has 90 full and part-time staff members (54 professional staff, 36 support staff) for 24 Kindergarten through fifth grade

classes, 2 Adapted Curriculum classes, and 1 Pre-Kindergarten class. Of the professional staff, 3 are administrators, 5 are Specials Teachers, and

18 are resource staff. Of the support staff, 29 are teacher assistants. As part of the CHCCS Community Schools, Morris Grove also hosts an after-

school program with one director and six group leaders that serves 85 students. 32 of our professional staff members have advanced degrees. 13

teachers have earned the additional recognition of National Board Certification, with a few others in the process of obtaining certification.

School Name Morris Grove Elementary School

Year 2018-2020

Strengths and Needs Assessment

Describe the process or tool(s) used to conduct the Needs Assessment:

The following data sources were reviewed and analyzed to support our work:

● District data documents related to student achievement (proficiency and growth) for EOG, mClass, etc.

● Evaluation of ESSA achievements by subgroup proficiency in Reading and Math

● PBIS (TFI) assessment and student discipline data

● MTSS (SAM) assessment

● NC Teacher Working Conditions Survey

● Student Survey Data

Additionally, informal feedback was obtained from the School Improvement Team, school Leadership Team, teachers, parents, and instructional

coaches.

A. Areas of Strength (What does the analysis of data tell you about your school’s strengths?)

One of Morris Grove’s greatest strengths lies in the quality of our staff. Morris Grove created a clear vision and core beliefs for the school that

focused on the establishment of a true Professional Learning Community and a school committed to equity and excellence. Our staff displays a

willingness to continuously improve and enhance our instructional practices to ensure high levels of learning and achievement for all students.

Parent feedback regarding the dedication, effectiveness and skill of the staff and administration has been positive as well.

The Morris Grove Staff has worked to develop high functioning PLC Teams that promote a shared responsibility and ownership for students and

their learning. This has been accomplished through the establishment of regular, frequent meeting times and the formation of team norms. Each

PLC Team has created common curriculum maps, units of study, and lesson plans for each subject. Each team has also developed and utilized

common assessments to monitor student learning and growth. The school has an established communication system for PLC Teams to regularly

share their work and progress with one another as well as other staff members.

Morris Grove has also fostered a positive and supportive professional climate. Based on the 2018 North Carolina Teacher Working Conditions

survey, Morris Grove yielded positive results in the areas of time, facilities and resources, community support and involvement, managing student

conduct, teacher and school leadership, professional development, and instructional practices. Morris Grove exceeded the state and district

averages in almost every question on the survey. Our high percentages of agreement in all categories reflect the level of positive working

School Name Morris Grove Elementary School

Year 2018-2020

conditions within our school with 94% of our staff noting that Morris Grove is a good place to work and learn. Parent feedback has also noted the

warm, positive and caring school atmosphere as a major strength of our school.

In addition to a positive climate for educators, our implementation of Positive Behavioral Interventions and Supports (PBIS) has continued to

provide a safe, supportive environment for student learning and growth. During the 2017-18 school year, Morris Grove continued to attain

“Exemplar” status for PBIS program implementation. The 2017-18 overall Tiered Fidelity Inventory (TFI) scores were 100 (Tier 1), 96 (Tier 2),

and 94 (Tier 3,) indicating a high level of implementation of systems and practices. The PBIS Team meets on a monthly basis to review student

discipline data and other feedback measures to inform decision-making. Our school continues to focus on both reducing discipline referrals overall

and reducing the risk index for specific racial groups and has made gains in these areas. During the 2017-18 school year, Morris Grove established

an Multi-Tiered System of Supports (MTSS) Leadership Team comprised of the school administration, counselor, and instructional

coaches/specialists. Through this process and professional learning opportunities, we have begun to strengthen and build a more comprehensive

and connected school framework with regards to academics and social/emotional learning.

With regard to student achievement, Morris Grove Elementary continues to see some positive trends. Morris Grove met the high growth standard

on the North Carolina School Report Cards for the 2015-16 and 2016-17 school years and achieved the growth standard in 2017-18. During the

2017-18 school year, the school performance score was 81 (B) with an achievement score of 80.6 and a growth score of 83.1. The school had a

composite score of 79.3% for the Reading and Math EOGs and a score of 89.3% for the Science EOG, all of which were similar to the previous

years’ data. With the new ESSA requirements, math was a relative strength for Morris Grove, with four out of six groups (Asian, Hispanic, ELS,

and EDS) meeting the targets. Additionally, our school met the ESSA target for English Learner progress this year.

In addition to academic supports, Morris Grove has created and established a variety of school traditions and programs. The morning news

program, Reading Buddies, the Library League, 5th Grade Orff Ensemble, flag helpers, and the morning drumming program all provide leadership

opportunities for students. Our quarterly Recognition Assemblies serve to recognize students and classes for effort and responsibility. The school

continues to enhance the instructional program through special events and presentations such as the African-American Read-In, Latinx Read-In,

Jump Rope for Heart, the 4th Grade Wax Museum, Mix It Up Day, and the 5th Grade Sound to Sea trip. We have also continued to strengthen our

parent outreach through the new school website, weekly Connect Ed messages from the Principal and PTA, our school Twitter account, weekly

Gecko Echos, and community events such as Noche Latina and Curriculum Nights.

Finally, Morris Grove has fostered strong parental and community involvement and volunteerism. Our active PTA has been successful in

recruiting members and has established a variety of committees and programs. The PTA has helped to support family events such as our Meet-the-

Teacher Night, spirit events at local restaurants, book fairs, cultural arts programs, the school Read-a-Thon, and the Spring Fling. Our 10th

Birthday Celebration in the fall of 2018 was a historic event that brought former and current Gecko students and families together for a memorable

School Name Morris Grove Elementary School

Year 2018-2020

time! The Morris Grove PTA also sponsors student enrichment programs such as Odyssey of the Mind, Chess Club, and Math Olympiad. Morris

Grove has also initiated the foundation for several parent education and advocacy groups through Special Needs Advisory Council (SNAC)

meetings and quarterly Noche Latina events. We have established a strong volunteer program through the use of UNC tutors, Blue Ribbon Mentor

Advocate (BRMA) mentors, parent volunteers, ESL volunteers, and School Reading Partners. Finally, our staff has supported the development of

future educators with the UNC School of Education by hosting student teachers, administrative interns, and Speech and OT interns, as well as

student practicum experiences on our campus.

B. Areas of Need (What does the analysis of data tell you about your school’s gaps and opportunities for improvement?)

Our primary focus for school improvement involves promoting high levels of learning and raising the achievement level for every student. As

determined through an analysis of EOG scores and other data, we have several areas of need. The goals established by the Every Student Succeeds

Act (ESSA) sets target goals for overall student achievement as well as goals for individual subgroups. As identified in the Goal Area 1 below, we

had several groups in reading and math that did not meet targets last year. Our strategies identified in this plan will assist us in helping all student

groups meet and/or exceed targets.

Our data analysis also considered the North Carolina School Performance Grades, where achievement and growth are measured. During the 2017-

18 school year, Morris Grove Elementary received a “B,” with an overall achievement score of 80.6 (80% of the grade) and a growth score of 83.1

(20% of the grade.) Morris Grove met expected growth this year, but we strive to maintain the status of “exceeds” growth each year. This will be a

continued area of focus.

This year, each student subgroup received a grade and indicators for subgroup achievement and growth. While it is positive that all subgroups met

growth, we noted that some groups had lower growth scores (African-American - 75.3% and Economically Disadvantaged Students - 77.2%.)

coupled with lower achievement scores (African-American - 32.1% and Economically Disadvantaged Students - 38.1%.) Overall subgroup grades

ranged from A to D. Subgroups receiving a C or D indicator (African American, Latinx, Economically Disadvantaged Students, English Learners,

and Students with Disabilities) will remain a priority in the coming year. We need to focus more intentionally on raising both achievement levels

and growth for these groups in order to close our achievement gaps and ensure high levels of success for all students. Our focus on strengthening

our Tier 2 intervention process this year will support this effort. Our MTSS Leadership Team will work more intensely with grade level teams on

building more effective Tier 2 structures regarding the selection of interventions, progress monitoring, and the evaluation of interventions. These

refined processes and systems will be used for students needing both academic and/or social/emotional/behavioral supports.

While the North Carolina Teacher Working Conditions Survey results for Morris Grove Elementary continue to be relatively high, we want to

School Name Morris Grove Elementary School

Year 2018-2020

ensure we continue to recruit, support, and retain an excellent teaching staff. We will continue our efforts to recruit a diverse teaching staff that is

representative of our students and families. Other identified areas of need are helping teachers feel supported in matters of student discipline,

honoring instructional planning time, and providing quality, differentiated professional learning opportunities.

During the 2017-18 school year, we also administered the North Carolina Student Survey to students in Grades 3-5. Students were assessed in the

following categories: class engagement, climate, pedagogical effectiveness, rigorous expectations, teacher-student relationships, and valuing. This

year we obtained baseline data for our students, and have identified some needs and strategies based on our overall school goals and values. We

strive to meet the various needs of all of our students. This is accomplished through providing engaging learning environments where students feel

challenged and teachers utilize best instructional practices. We want ALL of our students to feel that Morris Grove is a place where they feel

loved, respected, and safe.

School Goals and Strategies

Goal Area 1 Student Success

ESSA Targets are met in Reading and Math.

Present Status

Student Performance Data

Desired Status

Target

Strategies

(One strategy must be Family

and Community Engagement)

Milestone Dates

Quarterly

Resources/Professional

Development to Support

Progress

Reading

All - 70.9%

76.1%

Teachers will continue to

implement a balanced

literacy block on daily

basis including a mini-

lesson, independent

practice/small group

instruction, and a share.

Grade 2 will implement

the Fundations program as

2018-2020 - Ongoing

Summer/Fall of 2018 -

Fundations training for

K-2 and 3-5 Monthly

Literacy Professional

Development will continue

to support teacher learning

and growth related to best

instructional practices in

literacy

Fundations Professional

Development and

Asian - 67.7%

74.7%

Black - 25% (<30)

N/A

Latinx (Hispanic in

ESSA Goals) - 38.5%

40.9%

Multiracial - 81.3% (<30)

N/A

White - 86%

92.6%

English Learner - 38.6%

41.7%

Students with Disabilities

- 21.2%

24.2%

School Name Morris Grove Elementary School

Year 2018-2020

part of Core Instruction.

Grades K-1 will continue

implementation of

Fundations.

Fundations Home Support

Pack will be provided to

families to communicate

information about the

program and allow

families to support their

child with literacy skills at

home

Interventionists and EC

Teachers will provide

alignment between

Fundations core instruction

in Grades K-2 and Tier 2

and 3 interventions

Grades 3-5 Teachers will

implement challenge

points and supports in

ELA lessons

The MTSS Leadership

Team will develop and

implement a new process

for identifying students in

need of Tier 2

interventions.

Development of

intervention plans and

research-based strategies

will be made in

Grade 2 Teachers

2018-2020 - Ongoing

implementation of

Fundations

Fall/Winter of 2018 -

ongoing

Training to occur in 2018-

19 will full

implementation for 2019-

2020

2018-2020 (ongoing)

Tier 2 Team Planning

Meetings will occur on a

quarterly basis. PLC

Teams will review

intervention plans and

progress monitoring data

on a monthly basis. During

the fall of 2018, we will

initiate this process with

consultation with

coaches/trainers;

Fundations materials

Copies for materials

Fundations Professional

Development and

consultation with

coaches/trainers;

Fundations materials

Consultation and

collaboration with Gifted

Education Specialist and

Literacy Coach

Funds are needed for

substitutes for initial

planning days. Funds have

also been requested

through a Public School

Foundation Professional

Learning Grant.

School Name Morris Grove Elementary School

Year 2018-2020

collaboration with the

administration,

instructional coaches, and

grade level teams.

Intervention plans and

progress monitoring data

will be reviewed and

updated monthly.

Interventionists and

resource staff will continue

to prioritize Grades 4-5

intervention time during

the morning arrival time

(7:25-8:00) as a way to

protect core instruction.

Tier 2 Intervention Plans

and progress monitoring

data will be shared with

parents on a quarterly

basis.

Teachers will provide

data-driven small group

instruction in literacy

based on mClass, F&P,

and benchmark data

PLC Teams will continue

to utilize

monthly/quarterly

Grades 1-3, and add other

grade level teams as the

year progresses.

2018-2020 (ongoing)

Implementation during the

Fall/Winter of 2018 -

ongoing

Fall, 2018 - Training on

District Data Protocol will

be provided to lead

teachers; ongoing

implementation will occur

after major assessment

window; data review will

include all subgroups,

including AIG

2018-2020

None needed

Professional development

on data protocols

None needed

School Name Morris Grove Elementary School

Year 2018-2020

newsletters to inform

parents about curriculum

units/topics. Weekly or

biweekly emails will

contain tips, questions, and

strategies for parents to

engage in learning at

home. Leadership Team

will work to standardize

practices across grade

levels.

Math

All - 74.5%

82.5%

Grades K-2 will

implement the new Ready

Math program

Ready Math Family

Newsletters will be

provided to K-2 Families

to communicate

information about the

program and allow

families to support their

child with math skills at

home

The MTSS Leadership

Team will develop and

implement a new process

Quarter 1, 2018 -

Professional Development

to learn about program

structure and resources

Quarters 2-4, 2018-19 -

Ongoing professional

development and coaching

with math specialist and

other trainers

Fall//Winter of 2018 -

ongoing

Tier 2 Team Planning

Meetings will occur on a

quarterly basis. PLC

Funds will be used to

provide planning days

during the fall and/or

spring of 2018-19 for K-2

teachers to create

curriculum maps and

instructional plans

Copies of materials

Funds are needed for

substitutes for initial

planning days. Funds have

Asian - 80.6%

82.4%

Black - 21.4% (<30)

N/A

Latinx (Hispanic in

ESSA Goals) - 51.3%

54.3%

Multiracial - 81.3% (<30)

N/A

White - 87.2%

98.4%

English Learner - 56.8%

60.3%

Students with Disabilities

- 27.3%

31.1%

School Name Morris Grove Elementary School

Year 2018-2020

for identifying students in

need of Tier 2

interventions.

Development of

intervention plans and

research-based strategies

will be made in

collaboration with the

administration,

instructional coaches, and

grade level teams.

Intervention plans and

progress monitoring data

will be reviewed and

updated monthly.

Interventionists and

resource staff will continue

to prioritize Grades 4-5

intervention time during

the morning arrival time

(7:25-8:00) as a way to

protect core instruction.

Tier 2 Intervention Plans

and progress monitoring

data will be shared with

parents on a quarterly

basis.

Teachers will provide

data-driven small group

instruction in math based

on iReady and/or

benchmark data

Teams will review

intervention plans and

progress monitoring data

on a monthly basis. During

the fall of 2018, we will

initiate this process with

Grades 1-3, and add other

grade level teams as the

year progresses.

2018-2020 (ongoing)

Implementation during the

Fall/Winter of 2018 -

ongoing

Fall, 2018 - Training on

District Data Protocol will

be provided to lead

teachers; ongoing

implementation will occur

after major assessment

also been requested

through a Public School

Foundation Professional

Learning Grant.

None needed

Professional development

on data protocols

School Name Morris Grove Elementary School

Year 2018-2020

PLC Teams will continue

to utilize

monthly/quarterly

newsletters to inform

parents about curriculum

units/topics. Weekly or

biweekly emails will

contain tips, questions, and

strategies for parents to

engage in learning at

home. We will begin to

create math videos for core

standards (problem solving

methods and procedures.)

Leadership Team will

work to standardize

practices across grade

levels.

window; data review will

include all subgroups,

including AIG

2018-2020

None needed

Discipline Disproportionality

Present Status

Discipline Data

Desired Status

Target

Strategies

(One strategy must be Family

and Community Engagement)

Milestone Dates

Quarterly

Resources/Professional

Development to Support

Progress

During the 2017-18 school

year, African-American

During the 2018-19 school

year, we will reduce our

All staff members will

participate in Restorative

August 2018-June 2019

Restorative Practices

Professional Development

School Name Morris Grove Elementary School

Year 2018-2020

students were 4.5 times

more likely to be referred

than White students,

representing a 4.5:1 risk

ratio.

discipline

disproportionality for

African-American students

by 50%, thus reducing the

risk ratio from 4.5:1 to

2.25:1.

Practices Professional

Development (RPC 101

and RPC 102) during the

2018-19 school year. New

staff members will be

trained as needed.

Provide a series of three

one-hour parent sessions

on Restorative Practices

(what it is, how it is used

at school, how families

may use at home.)

The Equity Team will

continue to design and

provide professional

learning opportunities

through presentations,

readings, and coaching

conversations focused on

social justice standards and

strategies for building

relationships with all

students.

The MTSS Leadership

Team will develop and

implement a new process

for identifying students in

need of Tier 2

interventions.

Development of

intervention plans will be

made in collaboration with

the administration and

Winter/Spring, 2018 -

ongoing

The Equity Team meets on

a monthly basis for

planning. Professional

development (face to face

or article) will be provided

on a quarterly basis.

Tier 2 interventions plans

will be developed as

needed, as determined by

discipline data review.

Administration/counselor

will meet on a weekly basis

to review data.

Tier 1 and Tier 2 data will

be reviewed with faculty

on a quarterly basis as

and funds for substitutes

provided by district

Creation of videos/slides

for use at future sessions

Equity Professional

Development funds for

substitutes as needed

State At-Risk funds will

be used to purchase

additional social-

emotional learning

resources.

Counselor/administration

will provide coaching to

teachers on intervention

plan development as

needed.

School Name Morris Grove Elementary School

Year 2018-2020

counselor (PBIS Coach.)

Intervention plans and

progress monitoring data

will be reviewed and

updated monthly.

Tier 2 Intervention Plans

and progress monitoring

data will be shared with

parents on a quarterly

basis.

District Data Protocol and

Racial Equity Impact

Assessment will be used as

a strategy for analyzing

discipline data.

required by PBIS.

Implementation during the

Fall/Winter of 2018 -

ongoing

PBIS Team will review

and analyze data on a

quarterly basis.

None needed

EL Progress in Language Acquisition

Present Status

Student Performance Data

Desired Status

Target

Strategies

(One strategy must be Family

and Community Engagement)

Milestone Dates

Quarterly

Resources/Professional

Development to Support

Progress

During the 2017-18 school

year, 58.5% of EL students

met the Progress Indicator,

exceeding the goal by

18.6%. The 2017-18 goal

was 39.9%.

During the 2018-19 school

year, our goal for EL

students meeting the

Progress Indicator will be

62.0% or higher based on

ESSA targets.

Teachers will continue to

implement a balanced

literacy block on daily

basis including a mini-

lesson, independent

practice/small group

instruction, and a share.

ESL Teachers will

continue to collaborate

2018-2020 - Ongoing

K-2 and 3-5 Monthly

Literacy Professional

Development will continue

to support teacher learning

and growth related to best

instructional practices in

literacy.

School Name Morris Grove Elementary School

Year 2018-2020

with PLC Teams to

differentiate instructional

plans and provide

scaffolded supports.

Grade 2 will implement

the Fundations program as

part of Core Instruction.

Grades K-1 will continue

implementation of

Fundations.

Intervention Block

(“Climb Time”) will be

used as primary time for

EL pull out services so as

to maximize core

instructional time for EL

students.

The MTSS Leadership

Team will develop and

implement a new process

for identifying students in

need of Tier 2

interventions.

Development of

intervention plans and

research-based strategies

will be made in

collaboration with the

administration,

instructional coaches, and

grade level teams.

Intervention plans and

progress monitoring data

Summer/Fall of 2018 -

Fundations training for

Grade 2 Teachers

2018-2020 - Ongoing

implementation of

Fundations

Fall 2018 - ongoing;

scheduling adjustments

will be considered for

2019-20 for further

improvements

Tier 2 Team Planning

Meetings will occur on a

quarterly basis. PLC

Teams will review

intervention plans and

progress monitoring data

on a monthly basis. During

the fall of 2018, we will

initiate this process with

Grades 1-3, and add other

grade level teams as the

year progresses.

Fundations Professional

Development and

consultation with

coaches/trainers;

Fundations materials

None needed

Funds are needed for

substitutes for initial

planning days. Funds have

also been requested

through a Public School

Foundation Professional

Learning Grant.

School Name Morris Grove Elementary School

Year 2018-2020

will be reviewed and

updated monthly.

Tier 2 Intervention Plans

and progress monitoring

data will be shared with

parents on a quarterly

basis.

Teachers will provide

data-driven small group

instruction in literacy

based on mClass, F&P,

and benchmark data.

Continue to utilize Spanish

School Reading Partners

as a way to promote and

support biliteracy among

Spanish EL students

Continue to facilitate and

co-plan quarterly Noche

Latina sessions with

families as a means to

build relationships and

community and share

information about

school/district programs

and resources.

Implementation during the

Fall/Winter of 2018 -

ongoing

Fall, 2018 - Training on

District Data Protocol will

be provided to lead

teachers; ongoing

implementation will occur

after major assessment

window

2018-2020 (ongoing)

None needed

Professional development

on data protocols

Volunteer recruitment

PTA funds for food

School Name Morris Grove Elementary School

Year 2018-2020

Culture/Climate

(Based on Student Survey Data)

Present Status

Desired Status

Target

Strategies

(One strategy must be Family

and Community Engagement)

Milestone Dates

Quarterly

Resources/Professional

Development to Support

Progress

Student Survey Data from

2017-18 indicated some

opportunities for growth

with regards to Teacher

Student Relationships.

Specific data points

included:

- If you walked into

class upset how

concerned would

your teacher be?

(73.4%)

- When your teacher

asks "how are

you?" how often

do you feel that

your teacher really

wants to know

your answer?

(75.9%)

- How respectful is

this teacher

towards you?

(86.6%?)

We would like to focus on

continuing to improve

Teacher Student

Relationships. We would

like to improve the

agreement data by at least

5 percentage points for

each of the three questions

listed here.

Additional questions from

counselor survey may be

used to evaluate student

perceptions of school

climate.

All staff members will

participate in Restorative

Practices Professional

Development (RPC 101

and RPC 102) during the

2018-19 school year. New

staff members will be

trained as needed.

All classroom teachers will

use Restorative Circles on

a minimum weekly basis

as a means to build

community and foster

positive student

relationships.

Principal will conduct

focus groups with students

throughout the year to

gather student input about

school climate,

relationships, and other

needs. Results will be

shared with Leadership

Team for potential strategy

development.

Provide a series of three

August 2018-June 2019

August 2018-ongoing

Fall 2018 - ongoing

Winter/Spring, 2018 -

Restorative Practices

Professional Development

and funds for substitutes

provided by district

None needed

Creation of videos/slides

School Name Morris Grove Elementary School

Year 2018-2020

one-hour parent sessions

on Restorative Practices

(what it is, how it is used

at school, how families

may use at home.)

Continue to hold Morris

Grove Multicultural Night

as a way for students,

families, and staff to learn

more about the diverse

cultures in our school

community

ongoing

January 2019 (annual

event)

for use at future sessions

PTA Funds for materials,

food, presenters

Goal Area 2 Employee Experience

Retention or Culture

(Based on NCTWCS Results)

Present Status

Desired Status

Target

Strategies

Milestone Dates

Quarterly

Resources/Professional

Development to Support

Progress

Based on the 2018 NC

Teacher Working

Conditions Survey, two

student conduct goals have

been identified as in need

of improvement:

- Policies and

procedures about

student conduct

are clearly

By the 2020 NC Teacher

Working Conditions

Survey, our goal is to

improve teacher agreement

percentages to the levels

established in 2016:

- Policies and

procedures about

student conduct

are clearly

Professional development

will be provided to

improve clarity regarding

policies and procedures.

This will help ensure staff

members understand major

vs. minor referrals as well

as appropriate

consequences.

Fall-Spring, 2018; ongoing

for new staff

Professional development

on policies and procedures

School Name Morris Grove Elementary School

Year 2018-2020

understood by the

faculty (89.6%

agreement.)

- School

administrators

consistently

enforce rules for

student conduct

(89.1%

agreement.)

understood by the

faculty (98%

agreement.)

- School

administrators

consistently

enforce rules for

student conduct

(94% agreement.)

Professional development

will be provided to support

teachers and staff in

behavior management,

including additional

professional learning with

Restorative Practices

circles and conversations,

and Crisis Prevention

Institute (CPI) training.

The MTSS Leadership

Team will develop and

implement a new process

for identifying students in

need of Tier 2

interventions.

Development of

intervention plans will be

made in collaboration with

the administration and

counselor (PBIS Coach.)

Intervention plans and

progress monitoring data

will be reviewed and

updated monthly.

Fall, 2018 - ongoing (RP

Professional Development

and Coaching)

Fall, 2019 - CPI Training

Tier 2 interventions plans

will be developed as

needed, as determined by

discipline data review.

Administration/counselor

will meet on a weekly

basis to review data.

Tier 1 and Tier 2 data will

be reviewed with faculty

on a quarterly basis as

required by PBIS.

Restorative Practice

Professional Development

and Coaching;

CPI Professional

Development

Counselor/administration

will provide coaching to

teachers on intervention

plan development as

needed.

Additionally, our NC

TWC survey indicated a

decline in the professional

development strand related

to technology:

- Teachers have

sufficient training

to fully utilize

instructional

By the 2020 NC Teacher

Working Conditions

Survey, our goal is to

improve teacher agreement

percentages to the levels

established in 2016:

- Teachers have

sufficient training

to fully utilize

The Instructional

Technology Facilitator

will facilitate Digital

Learning Competencies

(DLC) courses for the four

pathways on Project

Advance Wednesdays.

Approximately 78% of our

certified staff members

DLC Courses will be

provided on an ongoing

basis by the school/district.

DLC Course Resources

and Facilitator

School Name Morris Grove Elementary School

Year 2018-2020

technology (89.4%

agreement.)

instructional

technology (98%

agreement.)

have elected to complete a

DLC course during the

2018-2019 school year.

Goal Area 3 Organizational Effectiveness

Organizational Effectiveness

Budget

Present Status

Desired Status

Target

Strategies

Milestone Dates

Quarterly

Resources/Professional

Development to Support

Progress

School expenditures are

currently aligned to

Strategic Plan and School

Improvement Goals in

order to support student

learning and growth and

the enhancement of school

programs. Formal

documentation is

maintained in budget

spreadsheets and through

the purchasing process.

100% of all expenditures

are aligned to Strategic

Plan and School

Improvement Goals

Administration will

continue to maintain

budget spreadsheet for all

accounts to document that

expenditures align to

Strategic Plan and School

Improvement Goals

Major budget expenditures

regarding instructional

resources and professional

development will be

shared with the School

Improvement Team and

Faculty on a regular basis.

2018-2020 (ongoing)

November, 2018 - Provide

budget updates on a

monthly basis at SIT

Meetings and Faculty

Meetings (ongoing)

None needed

Other Required Goals

School Name Morris Grove Elementary School

Year 2018-2020

The school will provide a duty free lunch period for every teacher on a daily basis or as otherwise approved by School Improvement Team.

School Improvement Decision/Date

Plan for providing Duty-free Lunch

The school will provide a duty free lunch period to all teachers on a

regular basis, with the exception of the first two weeks of the year

when behavioral expectations and student relationships are being

established.

Resource and Specials teachers have duty free lunch created within

their schedules. Classroom teachers will have duty free lunch covered

by Teacher Assistants.

The school will provide a duty-free instructional planning time for every full-time assigned classroom teacher, with a goal of providing an

average of at least five full hours of planning time per week.

School Improvement Decision/Date

Plan for providing Duty-free Instructional Planning

The school will provide duty free instructional planning time for

classroom teachers with a goal of providing five hours of planning

time per week.

The master schedule will allow for 2-3 PLC Team planning sessions

per week; all teachers will have a minimum of 30 minutes per day due

to the Specials schedule. We will protect teacher planning time (15

minutes) at the start of the school day. We will provide duty free lunch

and recess (when feasible) as additional planning time; the school has

established a schedule for Teacher Assistants to monitor students at

recess on a regular basis to support additional teacher planning time.

The school shall include a plan to identify and eliminate unnecessary and redundant reporting requirements for teachers and, to the extent

practicable, streamline the school's reporting system and procedures, including requiring forms and reports to be in electronic form when

possible and incorporating relevant documents into the student accessible components of the Instructional Improvement System.

School Improvement Decision/Date

Plan for eliminating unnecessary and redundant reporting

requirements.

The school will continue to work to identify and eliminate unnecessary

and redundant reporting requirements for classroom teachers. The

The school will:

● Utilize email for professional communication when

School Name Morris Grove Elementary School

Year 2018-2020

school will continue to utilize and improve the use of electronic forms

when possible.

appropriate

● Eliminate redundant requests for reports

● Fully utilize existing data and processes as much as possible to

complete require reports

● Utilize the Leadership Team as a venue to examine and

analyze current reporting requirements. Continue to move

forms and other reporting requirements to the Google Staff

Handbook and/or through the use of Google spreadsheets and

forms.

Reference GC115C-105.27

School Improvement Plan

November 2018 to June 2020

School: Mary Scroggs Elementary

Principal: Crystal Epps

Chapel Hill-Carrboro City Schools

Approved by School Improvement Team on: October 18, 2018

Approved by Staff on: October 26, 2018

School Name Mary Scroggs Elementary

Year 2018-2020

North Carolina State Board of Education Goals

Goal 1 –Every student in the NC Public School System graduates from high school prepared for work, further education and

citizenship.

Goal 2 – Every student has a personalized education.

Goal 3 – Every student, every day has excellent educators.

Goal 4 – Every school district has up‐to‐ date fi nanci al , busi ness, and technol og y system s to serve i ts students, parents and

educators.

Goal 5 – Every student is healthy, safe, and responsible.

Chapel Hill-Carrboro Strategic Plan Goals

Student Success

Student Success addresses the academic, social and emotional capacities of students. The Student Success goals will assist students in

exploring, defining and solving complex problems; pursuing their unique interests, passions and curiosities; and contributing to the

community through dialogue, service and/or leadership all while supporting the child’s well-being.

Goal 1: Establish a district instructional framework for all grade levels PreK-12, based on high-yield best practice, culturally

relevant strategies within a personalized learning environment so all children receive equitable educational experiences.

Goal 2: Empower and support all student groups to meet growth and achievement goals.

Goal 3: Build a data-driven culture to inform instruction at the teacher, Professional Learning Community (PLC), school and

District levels to positively impact students.

Goal 4: Develop a continuum of services to promote the social, emotional and academic development of all students.

Goal 5: Create a culture and system of support which empowers, inspires, engages and encourages the school community to

embrace diversity, inclusion and different learners.

Employee Experience

School Name Mary Scroggs Elementary

Year 2018-2020

The greatest resource of any organization is its people. Employee Experience refers to all people, processes, and systems related to an

organization’s employees. It includes the skills, knowledge, and experience that represent an investment in people. Chapel Hill-

Carrboro City Schools is committed to the growth, development, and care of its employees.

Goal 1: Actively recruit and retain a workforce that is diverse and represents the population of our students and families.

Goal 2: Create a culture and system of support to empower, inspire and engage talent, including an inclusive work

environment that embraces and values equity and diversity.

Goal 3: Create, promote, and empower an organizational environment that values development and personalized growth

opportunities for all employees.

Family and Community Engagement

Schools are successful when parents, educators and communities lock arms and work together for the benefit of students. Chapel Hill-

Carrboro community stakeholders are crucial partners in student success, and, as such, will be actively engaged in productive and

equitable two-way communications.

Goal 1: Engage families in the entire educational process.

Goal 2: Create meaningful partnerships by building trust, collaboration, and engagement.

Organizational Effectiveness

Education of children is the core mission of the school district. Ensuring all children’s success will only be possible if the organization

is completely aligned and focused on student academic needs, behavioral support, and social and emotional growth. Chapel Hill-

Carrboro City Schools is committed to improving our organizational effectiveness and culture to ensure all children succeed.

Goal 1: Provide safe school environments for students and staff.

Goal 2: Directly align district resources with student needs.

Goal 3: Develop and maintain an organizational knowledge base.

Goal 4: Initiate effective, relevant and timely communication.

School Name Mary Scroggs Elementary

Year 2018-2020

CHCCS Board Reference

3430 School Improvement Plan

3430-R Regulations School Improvement Team Operational Framework

School Improvement Plan Development

School Name: Mary Scroggs Elementary

School Number: 681330

Plan Year(s): 2018-2020

Date Submitted to Board:

Principal Signature: __________________________ Date: ___________

Board Chair Signature: __________________________ Date: ___________

School Name Mary Scroggs Elementary

Year 2018-2020

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

Names and Date of Election to Team

Signature

Principal

Crystal Epps

Assistant Principal Representative

Lauren Lawrence

Teacher Representatives

Shelby Goerne

Leigh Iler

Shelby Goerne

Leigh Iler

Instructional Support Representatives

Sonja Nelson

Teacher Assistant Representatives

Jen Elton

Student Representatives (MS - 3, HS - 3)

Parent Representatives

Tonya Jenkins

Manish Kumar

Tonya Jenkins

Manish Kumar

School Name Mary Scroggs Elementary

Year 2018-2020

School Profile

Student Description (How can we best describe our school? Student demographic data: grade levels, ages, gender, race, total

enrollment, English proficiency, special education, free and reduced lunch, attendance rates, discipline referrals)

Mary Scroggs Elementary School (MSES) serves grades Pre-K-5. Students come from the following neighborhoods in Carrboro and

Chapel Hill: Abby/Collins Crossing, Carolina Apartments, Chase Park, Culbreth Park, Dogwood Acres, Hundred Oaks, Laurel Ridge,

Mt. Carmel Church Road, Royal Park, Southern Village and Wildwood Springs.

There are currently 492 students in grades Kindergarten through Fifth Grade comprising of 26 classrooms. The campus also houses 2

Pre-K classes. The average daily attendance is 97.5%. Students at MSES come from 10 different countries and speak 13 different

languages. Chapel Hill Carrboro City Schools Transportation Department provides three buses to transport approximately 181

students. Forty percent of our students live within the walk zone.

Our Student Demographics and classroom breakdown are indicated in the chart below:

Student

Population

Asian

African-

American

Latino

American

Indian/

Alaskan

Native

Multi

Native

Hawaiian/

Pacific

Islander

White

Ethnicities

Chosen

Unclassified

Total

492

>10

264

>10

10%

16%

12%

54%

# of 26

School Name Mary Scroggs Elementary

Year 2018-2020

classes

Additionally, Mary Scroggs provides for the varying needs of our students through specialized and targeted instructional services.

Specialists and resource staff work as a team with the classroom teachers to provide necessary scaffolding, support and challenge for

all students. Approximately twenty-two percent of our students qualify for Free and Reduced Lunch. Students are formally identified

in CHCCS gifted education program in the fourth and fifth grade. At Scroggs, 26% of our 4th and 5th grade students are identified as

gifted in math and 27% in reading. All students K-5 receive direct gifted services through our primary talent development program or

indirectly in the classroom through differentiation.Thirteen (13%) percent of our students qualify for English as a Second Language

(ESL) services, provided by one full-time and one half-time ESL teachers. ESL instruction is provided at different levels depending

upon the needs of the students, using both inclusion and pull-out instructional models. Our Exceptional Children staff provide special

education services to seven (7%) percent of our students. We have (3) three resource teachers who serve students using inclusion, co-

teaching, and pull-out instruction, based on the needs of each student.

Support Services

KIND.

FIRST

SECOND

THIRD

FOURTH

FIFTH

TOTAL

SCHOOL%

ACADEMICALLY

GIFTED

( Identified AIG )

19%

ESL (English as a

Second Language)

12%

Exceptional Children

(Special Education)

School Name Mary Scroggs Elementary

Year 2018-2020

School Description (What are unique features of our school? What characteristics set the school apart? School profile: school

physical plant, profile of teachers, administrators, special programs, co-curricular, etc.)

Scroggs is a warm and welcoming physical space, with flags of countries, student art, pictures of staff members and recognition of

students’ efforts spread throughout the building. We have highly engaged staff and families.

Currently Mary Scroggs Elementary School serves students in Pre-Kindergarten through Fifth Grades. We also host an After School

program, which is accredited by the National Afterschool Association. Our program holds a Five STAR license rating from the North

Carolina Division of Child Development. We were built to serve 509 students. With the addition of two mobile units on campus, we

are equipped to house 649 students and 29 classrooms. Our building is nineteen years old and is well-equipped with furniture,

resources and technology to address the needs of our students and staff.

One unique feature of our school, which sets us apart in the district, is our successful PBIS implementation. This is specifically due to

our use of the Nurtured Heart Approach. The Nurtured Heart Approach is a way of being with students and coworkers that builds

positive relationships through the use of specific feedback, increased positive interactions and clear and consistent rules and

expectations. It fosters an equitable environment in which students and staff feel seen, heard and appreciated. This approach fits into

the Growth Mindset initiative and increases student motivation to learn and try new and even challenging tasks. When used regularly,

it dramatically increases academic achievement. Our commitment to Nurtured Heart/PBIS earned us model and Exemplar status.

Additionally, we are a Restorative Practice school. We have also received a Mindfulness grant and our teachers were trained in

mindfulness strategies.

We offer a variety of extracurricular activities for our students. Our student council allows students in our upper grades the

opportunity to assemble to share ideas and to address the concerns of their peers. Students are selected for student council by advisors

for this group. We partner with UNC and America Reads to offer tutoring support for students. Another partnership is with UNC

Science Days an after school group that promotes science through engaging activities. Additionally, we have after school Chess, Art,

Basketball clubs for our students. We have also been awarded a grant to fund an after school Adventures Club for our 2nd grade

students to support them with reading and math

School Name Mary Scroggs Elementary

Year 2018-2020

Strengths and Needs Assessment

Describe the process or tool(s) used to conduct the needs Assessment:

● Assessment data

● MTSS data

● TWCS

● PBIS (SET data)

● Racial Analysis Impact Protocol

A. Areas of Strength (What does the analysis of data tell you about your school’s strengths?)

● Administrative Leadership is focused on improving instructional outcomes.

● Student conduct is important in the building

● Good growth data for some targeted students

● Restorative Practices Implementation has supported overall discipline data.

School Name Mary Scroggs Elementary

Year 2018-2020

B. Areas of Need (What does the analysis of data tell you about your school’s gaps and opportunities for improvement?)

● We will need to be intentional when progress monitoring for academic improvement.

● We need to help stakeholders develop a deeper understanding of the MTSS

process and awareness of research based interventions

would like to gain a deeper understanding of different research -based interventions. In addition, it would be helpful to have a suggested

timeline for implantation of interventions and how/when data should be collected and presented.

● Additional work is needed to support and grow: ELL, EC, Black and SWD students.

● Behavioral expectations should be personalized to specific locations, i.e. what does LEAP look like in the gym, hallway, etc.

● We will work to recruit a diverse teaching staff representative of our school’s population.

School Goals and Strategies

Goal Area 1 Student Success

ESSA Targets are met in Reading and Math.

Present Status

Student Performance Data

Desired Status

Target

Strategies

(One strategy must be Family

and Community Engagement)

Milestone Dates

Quarterly

Resources/Professional

Development to Support

Progress

Reading

All 71.9

73.9

Implementation of

Fundations phonics

November

March

Professional

Development with

School Name Mary Scroggs Elementary

Year 2018-2020

curriculum K-3

Whole / Small Group /

and individual

instruction

Provide enrichment

instruction using Junior

Great books, William

and Mary materials...to

improve instructional

outcomes for our female

gifted and highly gifted

AIG students.

Targeted Intervention

groups with students- i.e

LLI, Wilson...

Literacy Information

Night for parents

June

Literacy coaches/and

other district experts

District gifted plan

Asian 50.3

52.0

Black

Latinx (Hispanic in ESSA

Goals) 50.8

53.3

Multiracial

White 85.5

87.1

English Learner

Students with

Disabilities

Math

All 78.5

81.2

Implementation K-2:

Ready Math Units as a

resource to support core

teaching.

Family

Connection Letters

3-5: Weekly Curriculum

Updates

Small group instruction

November

March

June

Asian 71.5

73.2

Black

Latinx (Hispanic in ESSA

Goals) 54.6

57.6

Multiracial

White 89.4

91.8

English Learner

Students with

Disabilities

School Name Mary Scroggs Elementary

Year 2018-2020

and interventionist

i.e. number worlds, reflex

math...

Create strategy anchor

charts with content

vocabulary.

Ensure that Math

manipulatives are

available for student use

as needed.

Ensure that Math

Matters school website is

shared and available for

all families.

Discipline Disproportionality

Present Status

Discipline Data

Desired Status

Target

Strategies

(One strategy must be Family

and Community Engagement)

Milestone Dates

Quarterly

Resources/Professional

Development to Support

Progress

School Name Mary Scroggs Elementary

Year 2018-2020

Office Discipline

Referral (ODR’s)

African American

Students

31%

Reduce our discipline

referral (ODR’s) to

match and/or be less

than our current

enrollment ( 14% )

PBIS self assessment will

be utilized to determine

strengths and areas of

need.

PBIS team will review

ODRs monthly

Restorative Practices will

be implemented

(circle discussions and

restorative

conversations)

Second Step

Pre-teaching builds

academic confidence and

reduces frustrational

behaviors

Big/little buddies

promotes positive

behaviors through the

role of mentor/mentee

CARE Team newsletter

Apply and embed

Mindfulness strategies in

daily lessons

November

March

June

PBIS Team “reset”

training to share SET.

Restorative Circles -

Morning meetings

School Name Mary Scroggs Elementary

Year 2018-2020

EL Progress in Language Acquisition

Present Status

Student Performance Data

Desired Status

Target

Strategies

(One strategy must be Family

and Community Engagement)

Milestone Dates

Quarterly

Resources/Professional

Development to Support

Progress

Students will make

expected growth

according to the ESSA

English Language

Proficiency Progress

Value Chart

SIOP training and

strategies

Ellevation strategies

ESL Department

Professional

Development

ESL teachers provide an

overview of ACCESS

testing for staff

January

March

June

Culture/Climate

(Based on Student Survey Data)

Present Status

Student Performance Data

Desired Status

Target

Strategies

(One strategy must be Family

and Community Engagement)

Milestone Dates

Quarterly

Resources/Professional

Development to Support

Progress

Student Engagement

36.61%

Increase student

engagement to 50%

Morning Choice - Create

Opportunities for

students to choose

activities that appeal to

his/her learning

modalities.

January

March

June

Third grade team

attended Get Your Teach

On Conference

Disseminating

information about Get

School Name Mary Scroggs Elementary

Year 2018-2020

Morning Circles to

create community

Teaching student to

track the speaker with

eyes and ears.

Create and execute

engaging lessons that will

allow for student voice

and participation.

Literacy Family Night

Math Family Night

STEAM Night

Your Teach On

conference during

faculty meeting.

Goal Area 2 Employee Experience

Retention or Culture

(Based on NCTWCS Results)

Present Status

Desired Status

Target

Strategies

Milestone Dates

Quarterly

Resources/Professional

Development to Support

Progress

The faculty are

recognized for

accomplishments.

67.4%

75%

Kudos (individual &

team) meaningful

discourse about work

that contributes to

teacher and student

Holidays

October celebration

February celebration

PTA support

Utilize website, Twitter,

Instagram

School Name Mary Scroggs Elementary

Year 2018-2020

Teachers feel

comfortable raising

issues and concerns that

are important to them.

42.9%

50%

success

Recognizing staff

accomplishments via

school website/Twitter/

Instagram

Attend HBCU teacher

recruitment fairs to

recruit diverse

candidates.

Monthly PTA

recognitions

Scheduled quarterly

check-in with PLC

Create surveys/ exit

tickets.

End of Year Luncheon

Local Business Support

Goal Area 3 Organizational Effectiveness

Organizational Effectiveness

Budget

Present Status

Desired Status

Target

Strategies

Milestone Dates

Quarterly

Resources/Professional

Development to Support

Progress

No data Available

Collect baseline data

Finance office Reports

School Name Mary Scroggs Elementary

Year 2018-2020

Other Required Goals

The school will provide a duty free lunch period for every teacher on a daily basis or as otherwise approved by School Improvement Team.

School Improvement Decision/Date

Plan for providing Duty-free Lunch

October 2018

School Schedule ( provided)

The school will provide a duty-free instructional planning time for every full-time assigned classroom teacher, with a goal of providing an

average of at least five full hours of planning time per week.

School Improvement Decision/Date

Plan for providing Duty-free Instructional Planning

October 2108

Schedule

The school shall include a plan to identify and eliminate unnecessary and redundant reporting requirements for teachers and, to the extent

practicable, streamline the school's reporting system and procedures, including requiring forms and reports to be in electronic form when

possible and incorporating relevant documents into the student accessible components of the Instructional Improvement System.

School Improvement Decision/Date

Plan for eliminating unnecessary and redundant reporting

requirements.

October 2018

We will email professional communication when appropriate

Eliminate redundant requests for reports, and

Use existing data and processes as much as possible to complete

required reports.

Reference GC115C-105.27

Timeline

School Improvement Plan

November 2018 to June 2020

School: Northside Elementary

Principal: Coretta Sharpless

Chapel Hill-Carrboro City Schools

Approved by School Improvement Team on: September 25, 2018

Approved by Staff on: October 3, 2018

North Carolina State Board of Education Goals

School Name

Year

Goal 1 –Every student in the NC Public School System graduates from high school prepared for work, further education and

citizenship.

Goal 2 – Every student has a personalized education.

Goal 3 – Every student, every day has excellent educators.

Goal 4 – Every school district has up‐to‐ date fi nanci al , busi ness, and technol og y system s to serve i ts students, parents and

educators.

Goal 5 – Every student is healthy, safe, and responsible.

Chapel Hill-Carrboro Strategic Plan Goals

Student Success

Student Success addresses the academic, social and emotional capacities of students. The Student Success goals will assist students in

exploring, defining and solving complex problems; pursuing their unique interests, passions and curiosities; and contributing to the

community through dialogue, service and/or leadership all while supporting the child’s well-being.

Goal 1: Establish a district instructional framework for all grade levels PreK-12, based on high-yield best practice, culturally

relevant strategies within a personalized learning environment so all children receive equitable educational experiences.

Goal 2: Empower and support all student groups to meet growth and achievement goals.

Goal 3: Build a data-driven culture to inform instruction at the teacher, Professional Learning Community (PLC), school and

District levels to positively impact students.

Goal 4: Develop a continuum of services to promote the social, emotional and academic development of all students.

Goal 5: Create a culture and system of support which empowers, inspires, engages and encourages the school community to

embrace diversity, inclusion and different learners.

Employee Experience

The greatest resource of any organization is its people. Employee Experience refers to all people, processes, and systems related to an

organization’s employees. It includes the skills, knowledge, and experience that represent an investment in people. Chapel Hill-

Carrboro City Schools is committed to the growth, development, and care of its employees.

Goal 1: Actively recruit and retain a workforce that is diverse and represents the population of our students and families.

School Name

Year

Goal 2: Create a culture and system of support to empower, inspire and engage talent, including an inclusive work

environment that embraces and values diversity.

Goal 3: Create, promote, and empower an organizational environment that values development and personalized growth

opportunities for all employees.

Family and Community Engagement

Schools are successful when parents, educators and communities lock arms and work together for the benefit of students. Chapel Hill-

Carrboro community stakeholders are crucial partners in student success, and, as such, will be actively engaged in productive and

equitable two-way communications.

Goal 1: Engage families in the entire educational process.

Goal 2: Create meaningful partnerships by building trust, collaboration, and engagement.

Organizational Effectiveness

Education of children is the core mission of the school district. Ensuring all children’s success will only be possible if the organization

is completely aligned and focused on student academic needs, behavioral support, and social and emotional growth. Chapel Hill-

Carrboro City Schools is committed to improving our organizational effectiveness and culture to ensure all children succeed.

Goal 1: Provide safe school environments for students and staff.

Goal 2: Directly align district resources with student needs.

Goal 3: Develop and maintain an organizational knowledge base.

Goal 4: Initiate effective, relevant and timely communication.

CHCCS Board Reference

3430 School Improvement Plan

School Name

Year

3430-R Regulations School Improvement Team Operational Framework

School Improvement Plan Development

School Name:

School Number:

Plan Year(s):

Date Submitted to Board:

Principal Signature: __________________________ Date: ___________

Board Chair Signature: __________________________ 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

School Name

Year

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

Names and Date of Election to Team

Signature on file

Principal

Coretta Sharpless

Assistant Principal Representative

Kirtisha Jones

Teacher Representatives

Tequila Powell (April 2015)

Instructional Support Representatives

Jennifer Pedersen April 2017), Cathy Musci

April 2017)

Teacher Assistant Representatives

TBD

Student Representatives (MS - 3, HS - 3)

N/A

Parent Representatives

Rebecca Bosworth (April 2017), John French

April 2017), Allison Crawford (May 2016),

Elese Stutts April 2017), Brooke Conklin

(May 2018)

School Profile

Student Description (How can we best describe our school? Student demographic data: grade levels, ages, gender, race, total

enrollment, English proficiency, special education, free and reduced lunch, attendance rates, discipline referrals)

School Name

Year

Grad

Level

Total

Grade

(AM)

American

Indian or

Alaska Native

(AS)

Asian

(BL)

Black or

African

America

(PI) Native

Hawaiian/Other Pac

Islander

(WH)

White

Hispani

c/Latino

Two or

Race

Categorie

-2 10

5 / 5

0 / 0

0 / 1

3 / 1

0 / 0

1 / 3

1 / 0

0 / 0

-1 9

6 / 3

0 / 0

2 / 0

0 / 0

2 / 3

2 / 0

0 / 0

0 49

<10 <10 <10 <10

<10

1 59

<10 <10

<10

<10 <10

2 76

<10

3 74

<10

4 103

<10

School Name

Year

5 83

<10

Total 463

<10

101

<10

197

School Description (What are unique features of our school? What characteristics set the school apart? School profile: school physical plant,

profile of teachers, administrators, special programs, co-curricular, etc.)

Northside is set apart by our ability to use our school building as a teaching tool. Our school was built using sustainable technologies and

design strategies that include: a comprehensive stormwater management plan to reduce runoff through features such as 60,000 gallon rainwater

cistern and porous concrete; vegetated roof area to further manage stormwater through plant absorption, while providing a unique learning

environment for science classes; plumbing fixtures and cooling tower that utilize captured rainwater from the cistern to reduce the strain on

potable drinking water supplies; rooftop solar thermal panels to generate hot water for the building’s kitchen and space heating needs; east-west

building orientation with carefully designed windows and clerestories to maximize daylight in the classrooms and reduce the energy spent for

lighting; and educational displays and curriculum integration, including a “building dashboard” in the media center to create a learning

environment that features the school as a teaching tool.

Lastly, Northside is set apart by its distinction as the first Leadership in Energy and Environmental Design (LEED) Platinum school in North

Carolina.

Strengths and Needs Assessment

Describe the process or tool(s) used to conduct the needs Assessment: Used the Comprehensive Report from Indistar. The Targeted

Support and Improvement along with the District Coordinator for MTSS identified areas of need based on the task completed with

fidelity.

A. Areas of Strength (What does the analysis of data tell you about your school’s strengths?)

We have developed a leadership team that consists of school administration, instructional coaches, a classroom teacher, a parent and

School Name

Year

an intervention specialist. This team reviews action items monthly and determines next steps to support student learning. We have

been able to support problem solving as it relates to implementing systematic learning walks and peer observations.

B. Areas of Need (What does the analysis of data tell you about your school’s gaps and opportunities for improvement?)

Building capacity within all our PLCs to ensure data analysis is used for planning instruction and supporting positive student learning outcomes.

We will need to implement a Plan Do Check Act (PDCA) cycle to monitor ongoing growth and development opportunities. In addition to the

PDCA cycle, we will need to monitor Data Literacy implementation.

In addition to the Plan Do Check Act cycles, we will continue to actively seek a diverse teaching staff that represents our student population.

School Goals and Strategies

Goal Area 1 Student Success

ESSA Targets are met in Reading and Math.

Present Status

Student Performance Data

Desired Status

Target

Strategies

(One strategy must be Family

and Community Engagement)

Milestone Dates

Quarterly

Resources/Professional

Development to Support

Progress

Reading

All 58.6

60.6

Implement American

Reading Company in

grades k-2.

Quarterly data reviews

using District Data

Protocol

American Reading

Company (ARC)

Ongoing Coaching/PD led

Asian 72.2

75.7

Black 21.5

26.6

Latinx 25.8

(Hispanic in ESSA Goals)

30.7

School Name

Year

Multiracial

N/A (11)

Implement Reading

Research to Practice in 3rd

grade

Implement Science

Literacy in grades 3rd-5th

Parent reading challenge

by ARC Coach

Partnership with Wake-

UTD and UNC

Duke Energy Grant

AVID

White 79.6

82.8

English Learner

N/A (23)

Students with Disabilities 6.5

12.5

Math

All 61.9

67.3

Ready/I-Ready in K-2

Flexible grouping K-5 to

provide differentiation and

collaborative teaching,

including highly gifted

services

Co-teaching in 3rd

EL Teacher collaboration

in grades k-5

Content specific teaching

in 5th grade

Use of Reflex Math

Math Nights for parents

Quarterly data reviews

using District Data

Protocol

I-Ready

Math Workshop

Learning Labs

Asian 77.8

81.3

Black 23.1

29.8

Latinx 43.8

(Hispanic in ESSA Goals)

49.8

Multiracial

N/A (11

White 84.1

88.8

English Learner

N/A (24)

Students with Disabilities

19.6

27.2

Discipline Disproportionality

School Name

Year

Present Status

Discipline Data

Desired Status

Target

Strategies

(One strategy must be Family

and Community Engagement)

Milestone Dates

Quarterly

Resources/Professional

Development to Support

Progress

54.4% (25 referrals) for

African Americans

52.2% (22 referrals) for

African Americans

PBIS

Restorative Practice

Parent Night

Quarterly Review

Equity Development

TIPS for Classroom

management

Lessons

Restorative Practice

Showcases/Tips

EL Progress in Language Acquisition

Present Status

Student Performance Data

Desired Status

Target

Strategies

(One strategy must be Family

and Community Engagement)

Milestone Dates

Quarterly

Resources/Professional

Development to Support

Progress

46.4% met expected

growth

49.8% will meet expected

growth

EL teachers will support

grade level planning to

increase the use of

previewing, accelerating,

and vocabulary strategies

as well as language

support strategies.

EL teachers will meet with

classroom teachers to

identify appropriate

classroom modifications

Quarterly Review

School Name

Year

for ELL students.

EL teachers will support a

push-in model 70% of the

day to support student

learning.

Culture/Climate

(Based on Student Survey Data)

Present Status

Desired Status

Target

Strategies

(One strategy must be Family

and Community Engagement)

Milestone Dates

Quarterly

Resources/Professional

Development to Support

Progress

58.33%- excited to

participate

70% of students will be

excited to participate

Provide Quarterly student

check in.

Provide student interest

learning opportunities

Provide Quarterly parent

check in

Goal Area 2 Employee Experience

Retention or Culture

(Based on NCTWCS Results)

School Name

Year

Present Status

Desired Status

Target

Strategies

Milestone Dates

Quarterly

Resources/Professional

Development to Support

Progress

34.3%- Differentiated

Professional Development

56.1%- Teacher influence

in decision making

68.9% of staff noted that

NES is a good place to

work and learn.

73.5% of staff feel

concerns are addressed

44%- Differentiated

Professional Development

61%- Teacher influence in

decision making

80% of staff will note that

NES is a good place to

work and learn.

80% of staff feel concerns

are addressed

Provide Survey to

determine staff need

Offer PD based on survey

Development decision-

making guidelines and

implement

Identify staff needs and

develop system to support.

Provide quarterly staff

check in.

August 2018

Quarterly

January 2019

June 2019

Quarterly

Wednesday PD Time

Tuesday PD Time

Project Advance

Goal Area 3 Organizational Effectiveness

Organizational Effectiveness

Budget

Present Status

Desired Status

Target

Strategies

Milestone Dates

Quarterly

Resources/Professional

Development to Support

Progress

No data available at this

time

Collect baseline data 18-19

Finance Office reports

School Name

Year

Other Required Goals

The school will provide a duty free lunch period for every teacher on a daily basis or as otherwise approved by School Improvement Team.

School Improvement Decision/Date

Plan for providing Duty-free Lunch

October 2018

Noted on Schedule

The school will provide a duty-free instructional planning time for every full-time assigned classroom teacher, with a goal of providing an

average of at least five full hours of planning time per week.

School Improvement Decision/Date

Plan for providing Duty-free Instructional Planning

October 2018

Noted on Schedule

The school shall include a plan to identify and eliminate unnecessary and redundant reporting requirements for teachers and, to the extent

practicable, streamline the school's reporting system and procedures, including requiring forms and reports to be in electronic form when

possible and incorporating relevant documents into the student accessible components of the Instructional Improvement System.

School Improvement Decision/Date

Plan for eliminating unnecessary and redundant reporting

requirements.

October 2018

●

utilizing email for professional communication when

appropriate,

● eliminating redundant requests for reports, and

● fully utilizing existing data and processes as much as possible

to complete required reports.

Reference GC115C-105.27

School Improvement Plan

November 2018 to June 2020

School: Rashkis Elementary School

Principal: Janice Croasmun

Chapel Hill-Carrboro City Schools

Approved by School Improvement Team on: October 25, 2018

Approved by Staff on: October 26, 2018

North Carolina State Board of Education Goals

School Name: Rashkis Elementary School

Year 2018-2020

Goal 1 –Every student in the NC Public School System graduates from high school prepared for work, further education and

citizenship.

Goal 2 – Every student has a personalized education.

Goal 3 – Every student, every day has excellent educators.

Goal 4 – Every school district has up‐to‐ date fi nanci al , busi ness, and technol og y system s to serve i ts students, parents and

educators.

Goal 5 – Every student is healthy, safe, and responsible.

Chapel Hill-Carrboro Strategic Plan Goals

Student Success

Student Success addresses the academic, social and emotional capacities of students. The Student Success goals will assist students in

exploring, defining and solving complex problems; pursuing their unique interests, passions and curiosities; and contributing to the

community through dialogue, service and/or leadership all while supporting the child’s well-being.

Goal 1: Establish a district instructional framework for all grade levels PreK-12, based on high-yield best practice, culturally

relevant strategies within a personalized learning environment so all children receive equitable educational experiences.

Goal 2: Empower and support all student groups to meet growth and achievement goals.

Goal 3: Build a data-driven culture to inform instruction at the teacher, Professional Learning Community (PLC), school and

District levels to positively impact students.

Goal 4: Develop a continuum of services to promote the social, emotional and academic development of all students.

Goal 5: Create a culture and system of support which empowers, inspires, engages and encourages the school community to

embrace diversity, inclusion and different learners.

Employee Experience

School Name: Rashkis Elementary School

Year 2018-2020

The greatest resource of any organization is its people. Employee Experience refers to all people, processes, and systems related to an

organization’s employees. It includes the skills, knowledge, and experience that represent an investment in people. Chapel Hill-

Carrboro City Schools is committed to the growth, development, and care of its employees.

Goal 1: Actively recruit and retain a workforce that is diverse and represents the population of our students and families.

Goal 2: Create a culture and system of support to empower, inspire and engage talent, including an inclusive work

environment that embraces and values equity and diversity.

Goal 3: Create, promote, and empower an organizational environment that values development and personalized growth

opportunities for all employees.

Family and Community Engagement

Schools are successful when parents, educators and communities lock arms and work together for the benefit of students. Chapel Hill-

Carrboro community stakeholders are crucial partners in student success, and, as such, will be actively engaged in productive and

equitable two-way communications.

Goal 1: Engage families in the entire educational process.

Goal 2: Create meaningful partnerships by building trust, collaboration, and engagement.

Organizational Effectiveness

Education of children is the core mission of the school district. Ensuring all children’s success will only be possible if the organization

is completely aligned and focused on student academic needs, behavioral support, and social and emotional growth. Chapel Hill-

Carrboro City Schools is committed to improving our organizational effectiveness and culture to ensure all children succeed.

Goal 1: Provide safe school environments for students and staff.

Goal 2: Directly align district resources with student needs.

Goal 3: Develop and maintain an organizational knowledge base.

Goal 4: Initiate effective, relevant and timely communication.

School Name: Rashkis Elementary School

Year 2018-2020

CHCCS Board Reference

3430 School Improvement Plan

3430-R Regulations School Improvement Team Operational Framework

School Improvement Plan Development

School Name: Mel & Zora Rashkis Elementary School

School Number:

Plan Year(s): 2018-2019

Date Submitted to Board:

Principal Signature: __________________________ Date: ___________

Board Chair Signature: __________________________ 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.”

School Name: Rashkis Elementary School

Year 2018-2020

Committee Position

Names and Date of Election to Team

Signature

Principal

Janice Croasmun

Assistant Principal Representative

Christina Richardson

Teacher Representatives

Laura Harris - 2018

Cristin Najera - 2017

Instructional Support Representatives

Amy Clifton - 2017

Teacher Assistant Representatives

Madeleine Salazar, 2018

Student Representatives (MS - 3, HS - 3)

N/A

Parent Representatives

Marci Emmet - 2018

Tacoya Harris - 2018

Adam Lovelady - 2018

Stephanie Minter - 2017

Deanna Patrick - 2018

School Profile

Student Description (How can we best describe our school? Student demographic data: grade levels, ages, gender, race, total

enrollment, English proficiency, special education, free and reduced lunch, attendance rates, discipline referrals)

Rashkis Elementary School is home to 454 students in grades K-5, plus two Pre-K classes with a combined total of 20 students.

Our school is located in the Meadowmont area and our school community is made up of students from Meadowmont as well as other

neighborhoods across the district. The student population is ethnically diverse with 47.4% White, 23.8% Asian, 13.2% African

American, 9.2% Latino, and 6.4% Multiracial students. The chart below provides a more detailed breakdown of student demographics.

School Name: Rashkis Elementary School

Year 2018-2020

2018-19 Rashkis Elementary Demographics

KIND FIRST SECOND THIRD

FOURTH

FIFTH

TOTAL

SCHOOL %

African American

<10

13.2%

Asian

18 21 17 20 15 17 108 23.8%

Latino

<10

9.2%

Multiracial

<10

6.4%

White

215

47.4%

TOTAL students in

each grade level

75 66 81 85 69 78 454

Rashkis provides for the varying needs of our students through specialized and targeted instructional services. Specialists and

resource staff work as a team with the classroom teachers to provide necessary scaffolding, support and challenge for all students.

Rashkis has been designated as a Title 1 Targeted Assistance School for the 2018-19 school year. Approximately 34 % of our students

qualify for Free and Reduced Lunch. Federal Title 1 funds are used to provide additional intervention support and resources for

students who are considered academically at-risk.

Academically gifted students are identified beginning in 4th grade. Identified students receive services in either the

Academically Gifted or Nurturing/Emerging Talent categories. Gifted education is implemented through differentiated classroom

instruction, collaboration with the gifted education specialist, and student-centered projects, programs and units of study.

School Name: Rashkis Elementary School

Year 2018-2020

Approximately 20% of our students qualify for English as a Second Language (ESL) services, and are served by two full-time and one

half-time ESL teachers. ESL instruction is provided at different levels depending upon the needs of the students, using both inclusion

and pull-out instructional models. Our Exceptional Children staff provides special education services to 11.6% of our students. We

have two full time and two half time resource teachers who serve students using inclusion, co-teaching, and pull-out instructional

models, based on the needs of each student. Three of the district’s elementary adapted curriculum classrooms are located at Rashkis

Elementary. Rashkis is also home to 2 Pre-K classrooms, which provide three- and four-year-old students a comprehensive education

in both self-contained and blended education settings.

The chart below provides additional information regarding student qualification for support services at Rashkis:

2018-19 Supplementary Support Services

KIND

FIRST

SECOND

THIRD

FOURTH

FIFTH

TOTAL

SCHOOL

Academically Gifted

(AIG) and

Nurturing/Emerging

Talent (NE/EMT)

21 AIG+

<10

EMT

24 AIG+

<10

EMT

AIG+

EMT= 52

11.4%

ESL (English as a

Second Language)

19.8%

School Name: Rashkis Elementary School

Year 2018-2020

Exceptional

Children (Special

Education)

<10

11.6%

School Description (What are unique features of our school? What characteristics set the school apart? School profile: school

physical plant, profile of teachers, administrators, special programs, co-curricular, etc.)

Rashkis Elementary School was built in 2003 and is currently home to 474 students - 20 in Pre-K and 454 in Kindergarten

through fifth grade. The school is located in the Meadowmont community of Chapel Hill. We have 21 regular education classrooms in

kindergarten through fifth grade, three adapted curriculum classroom, and two Pre-K classrooms. Support staff and specialists assist

teachers in meeting the needs of all students. Members of our certified support staff include a school social worker, school counselor,

school nurse, two full time and two part time EC resource teachers, two full time and one part time ESL teachers, two instructional

coaches, one gifted education specialist, a full time reading intervention teacher, a half-time math specialist and half-time math

interventionist. The half time math intervention position and half of the reading intervention position are funded by Title 1. Support

teachers and interventionists provide a combination of co-teaching, inclusion, and pull-out services to students, depending upon the

intervention and level of service.

Weekly PLC planning sessions within grade levels and monthly sessions facilitated by the instructional coaches are utilized to

plan instruction, develop and differentiate curriculum, and assess student progress. Coaches and specialists provide staff development

to assist teachers in implementing NC common core and essential standards. Our school has a focus on culturally responsive teaching

practices. Emphasis is placed on building relationships with students and parents as well as establishing learning communities within

the classroom and school.

We strive to establish relationships with all of our Rashkis families through evening and weekend events designed around

family fun and involvement. Events include: Multicultural Celebrations with performances, activities, and displays created by our

families to share their cultural highlights and traditions, and Curriculum Events, where parents and children are actively involved in

hands-on, make-it-and-take-it activities throughout the school. In order to foster an appreciation for the arts, develop the whole child,

and provide instruction through multiple learning styles, Rashkis has been taking part in the North Carolina Arts in Action program

for the past 13 years. This innovative and exciting dance program is provided for all 4th graders. Students participate in weekly

School Name: Rashkis Elementary School

Year 2018-2020

intensive dance sessions for 12-16 weeks, culminating with fabulous performances for students, families and the community. We hope

to be able to continue this program for many years to come. Our PTA also sponsors events to strengthen family involvement in the

school community, such as popsicle socials, kindergarten playdate, and family dance nights and movie nights.

Strengths and Needs Assessment

Describe the process or tool(s) used to conduct the needs Assessment:

A. Areas of Strength (What does the analysis of data tell you about your school’s strengths?)

The Rashkis community strives to ensure that our school is a warm and welcoming place for all students and families. Our

staff, parents, and community are focused on maintaining the best possible learning environment for all students.

Our school incorporates a strong spirit of collaboration. Teachers meet regularly in Professional Learning Communities (PLC)

to analyze assessment data, as well as plan instruction and interventions. Another priority for PLC meetings is to give teachers the

opportunity to discuss students’ strengths and needs. Our math specialist and instructional coaches meet weekly with each grade level

PLC to make plans aligned with the North Carolina Standard Course of Study and create assessments to monitor student progress. In

addition, to meeting at least twice per week, PLCs are given half-day planning opportunities each semester to work on Learning

Focused lesson plans and instructional best practices.

Rashkis has been designated as an Exemplar School for its implementation of Positive Behavior Intervention Support (PBIS).

School Name: Rashkis Elementary School

Year 2018-2020

We established school-wide expectations centered around Responsibility, Organization, Active learning, Respect, and Safety

(ROARS). Classroom expectations and procedures are also aligned with ROARS, resulting in consistent reinforcement of appropriate

behavior in all areas of the school. The total number of school discipline referrals are among the lowest 25% of all elementary schools

that use SWIS software to record their office referrals. We met our 2017-18 discipline disproportionality goal by decreasing the

number of referrals for African American male students by over 5%. Based on the Self-Assessment of MTSS (SAM), our school is at

or above the expected ratings for the level of communication and collaboration within the Multi-Tiered Systems of Support. Our

school provides social-emotional and academic support to all students through the tiered model. Second Steps is our social-emotional

curriculum that all students learn throughout the school year. We are also fortunate to have community based mental health providers

come to our campus and provide counseling services to specific students.

During the 2017-18 school year, Rashkis exceeded expected growth targets in math and met the reading targets on the End of

Grade (EOG) tests. We also exceeded growth for students identified as academically and intellectually gifted. 82.5% of

kindergartners passed their reading proficiency test, as measured by the mCLASS assessment.

Fourth grade reading scores for college and career readiness increased from 62.7% to 68.6%. We have also seen continued

growth in the science proficiency score of our African American students. Only fifth grades have a science EOG. The college and

career ready scores for African American students increased from 54.5 % in the 2016-17 school year to 66.7% in 2017-18 school year.

Math scores for all third through fifth grade students increased from 73.6% to 78.9% in 2017-18.

We are fortunate to have strong parental involvement and support at Rashkis. The Parent Teacher Association and the School

Improvement Team work diligently on behalf of all students at Rashkis. The PTA leads fundraising efforts to support the extra needs

of our school, designating money for cultural arts enrichment opportunities for students, as well as discretionary funds for teachers to

use in their classrooms. Each week, the PTA communicates to parents through the Rashkis News email newsletter and maintains an

up-to-date website. Additional areas of strength identified by staff and parents include: Arts in Action dance residency for fourth grade

students, student leadership opportunities (such as Student Ambassadors, Safety Patrol, and Fire Marshals), after school opportunities

for students (including chess club and Girls on the Run), availability of technology, cultural arts assemblies, supportive administration,

safe and secure facility, and the availability of resources and services.

B. Areas of Need (What does the analysis of data tell you about your school’s gaps and opportunities for improvement?)

School Name: Rashkis Elementary School

Year 2018-2020

While we enjoy a high level of parent involvement at our school, many of our families live relatively far from our school. This

poses a challenge for some families to become involved and participate in school activities. We continue to explore ways to make our

school more accessible to all families. Our goal is to ensure that they feel welcomed as members of our school community and are

able to participate fully in school events.

District and state assessments indicate the need to focus on increased proficiency rates for our students with disabilities, as this

was the subgroup which did not meet the expected proficiency rate. Increasing all subgroup scores to 80% proficiency is still an area

of needed growth.

We must continue to challenge all students with expectations for high academic growth, and focus on closing the achievement

gap that exists between white students and students of color. Regular education teachers, Exceptional Children’s teachers,

interventionists, specialists, and gifted education teachers must continue to work together to ensure effective instruction meets the

needs of every student. We need to continue to strengthen our Multi-Tiered Systems of Support (MTSS) process to provide effective

interventions and progress monitoring for students who are not making expected growth with the core instructional program,

specifically at the tier 2 level. There have been recent improvements in the identification process for students that need additional

support by using explicit criteria to determine student needs.We have a full time reading interventionist, but only a half-time

interventionist for math. We have a need for additional math intervention support.

Teachers have planning time to work with their PLC teams, but would like more opportunities for vertical planning and

collaboration between grade levels. We would also like to provide more training for our teacher assistants in ways to support

instruction in the classroom.

Additional areas of need, identified by staff and parents, include increasing our staff diversity, additional opportunities for

student celebrations and recognitions, new staff support, and consistent communication with all families in languages they can access.

School Name: Rashkis Elementary School

Year 2018-2020

School Goals and Strategies

Goal Area 1 Student Success

ESSA Targets are met in Reading and Math

Present Status

Student Performance Data

Desired Status

Target

Strategies

(One strategy must be Family

and Community Engagement)

Milestone Dates

Quarterly

Resources/Professional

Development to Support

Progress

Reading

All 65.0

69.9

Full implementation of

balanced literacy block on

a daily basis:

■ Mini-lesson

■ Independent

Practice/Small

Group

Instruction

■ Share

Alignment between

Fundations core instruction

K-2 and Tier 2 and 3

intervention (Title I and

EC teachers are being

trained this year; this

September 2018-June 2020

Monthly Core meetings,

weekly literacy PLC

meetings, instructional

coaches

Title I and EC teachers

Asian 73.2

77.4

Black 25.0

Latinx (Hispanic in ESSA

Goals) 32.3

39.9

Multiracial

White 80.2

81.0

English Learner 41.9

43.7

Students with Disabilities

11.1

*not enough students in

subgroup

School Name: Rashkis Elementary School

Year 2018-2020

speaks to gaps for EC and

ED students)

Implementation of

challenge points/supports

in ELA lessons grades 3-5

Data driven small group

instruction in Literacy

Each grade level will have

a dedicated intervention

time in their daily schedule

based on student

performance data

Monthly Kid Talk

meetings to discuss student

progress and intervention

groups

Incorporate culturally

responsive teaching

strategies into lesson plans

and learning activities

Hold parent involvement

events in neighborhoods

where families are

provided with: books they

can keep at home on their

children’s reading level,

activities and questions

August 2018-June 2020

October 2018-June 2020

2nd Wednesday of each

month

January 2019-June 2020

November 2018-June 2020

(two or three dates per

year)

Gifted specialist

mCLASS diagnostic test

data, ELA benchmark

data, unit skill assessment

data

Kid Talk, intervention

ideas from CHCCS STP

Intervention Protocol,

grade level data meeting

with admin and reading

specialists

Kid Talk Agenda with

discussion notes,

Racial Equity Impact

Assessment Tool

Equity PD to include

culturally responsive

strategies

Funds and materials for

families, reading

interventionist

School Name: Rashkis Elementary School

Year 2018-2020

they can use at home when

reading with their children

Provide support to students

through previewing,

scaffolding, and

differentiated assignments

Use district data protocol

to discuss and monitor

student achievement of all

students and subgroups

(SWD, AIG, EL, etc.)

Utilize district volunteers

to support independent

reading

Implement Paideia to

foster critical and creative

thinking and discourse

skills

STREAM Family Night

August 2018-June 2020

November 2018-June

2020, after assessment

windows

September 2018-June 2020

November 2018-June 2020

March 2019-June 2020

(Date TBD)

Access to online resources

and subscriptions

Administration,

instructional coaches,

GES, literacy data protocol

School Reading Partners

Program, district

volunteers, Books on

Break Program

Gifted Specialist

Special Events Committee,

literacy specialist,

materials for hands on

activities

Math

All 76.7

79.4

Implementation of K-2

Math Ready with fidelity

August 2018-June 2019

Ready materials and

iReady access for all

students and teachers;

math specialist; Ready

Coach

Asian 80.5

82.3

Black 42.9

Latinx (Hispanic in ESSA

Goals) 41.9

60.1

Multiracial

School Name: Rashkis Elementary School

Year 2018-2020

White 91.9

94.2

Data driven small group

instruction in Math

Each grade level will have

a dedicated intervention

time in their daily schedule

based on student

performance data

Explicitly teach and

display Math Vocabulary

for each unit

STREAM Family Night

Hold parent involvement

events in neighborhoods

where families are

provided with: math games

and activities for use at

home and information

about how to support their

child in math

Monthly Kid Talk

meetings to discuss student

progress and intervention

groups

Use Reflex Math to

increase math fact fluency

October 2018-June 2020

(Updated following each

assessment window)

August 2018-June 2020

(Updated following each

assessment window)

August 2018-June 2020

(Date TBD)

November 2018-June 2020

(two or three dates per

year)

2nd Wednesday of each

month

August 2018-June 2020

iReady diagnostic test

data, math benchmark

data, AIMS Comp/CAP,

unit skill assessment data

Kid Talk, intervention

ideas from CHCCS STP

Intervention Protocol,

grade level data meeting

with admin and math

specialist

Math Vocabulary from

Ready and District Math

Units

Special Events Committee,

math specialist, materials

for hands on activities

Funds and materials for

families, math specialist

Kid Talk Agenda with

discussion notes

Racial Equity Impact

Assessment tool

Reflex Math accounts for

all students to access at

English Learner 48.4

58.5

Students with Disabilities

22.2

*not enough students in

subgroup

School Name: Rashkis Elementary School

Year 2018-2020

Incorporate culturally

responsive teaching

strategies into lesson plans

and learning activities

Number talks to promote

higher order thinking,

development of math

vocabulary

Use district data protocol

to discuss and monitor

student achievement of all

students and subgroups

(SWD, AIG, EL, etc.)

August 2018-June 2020

August 2018-June 2020,

after assessment windows

school and home

Equity PD to include

culturally responsive

strategies

Math specialist

Administration, math

specialists, GES, district

data protocol

Discipline Disproportionality

Present Status

Discipline Data

Desired Status

Target

Strategies

(One strategy must be Family

and Community Engagement)

Milestone Dates

Quarterly

Resources/Professional

Development to Support

Progress

Presently, 38% of office

discipline referrals

(ODR) are for African-

American males, but

they make up less than

10% of the school

population.

By June 2019, Rashkis

office discipline referrals

(ODR) for African-

American male students

will decrease from 38%

of referrals to 32% of

referrals.

PBIS team will review

ODRs monthly and

provide behavioral

interventions as necessary

Continue restorative

practices in all classrooms,

including use of affective

September 2018 - June

2020, Monthly Meetings

August 2018 - June 2020

PBIS Team, SWIS

discipline data

Restorative Practices 101

and 102

School Name: Rashkis Elementary School

Year 2018-2020

statements and circles at

least twice weekly

Provide staff with Equity

PD to include

understanding culturally

responsive teaching

practices, cultural/racial

biases and addressing

cultural misunderstandings

Recruit staff and

community volunteers to

mentor at-risk students

Second Step lessons taught

with fidelity

Recruit and retain staff

that reflects student

population

October 2018 - June 2020,

monthly planning meeting,

school based delayed

opening dates

January 2019 - June 2020

September 2018 - June

2020

August 2018 - June 2020

Equity PD, Equity

Coaches, collaboration

with district equity

coordinator

Equity Team, Community

Volunteers, Staff

Volunteers

Second Steps Curriculum

Teacher Job Fairs, Staff

Buddies

EL Progress in Language Acquisition

Present Status

Student Performance Data

Desired Status

Target

Strategies

(One strategy must be Family

and Community Engagement)

Milestone Dates

Quarterly

Resources/Professional

Development to Support

Progress

School Name: Rashkis Elementary School

Year 2018-2020

72.1

77.1

EL Parent Night

New parent resource

folders to new EL families

with language learning

strategies

Develop keyboarding

skills, especially in upper

grades, because students in

4th and 5th grades type

their written responses on

the ACCESS test

Familiarize students with

ACCESS format using

ACCESS practice tests

prior to testing window

EL teachers attend grade

level PLC and CORE

meetings and collaborate

with grade levels during

Half Day Plannings

EL teachers attend parent

teacher conferences and

MTSS/EC referral

meetings with translators

as needed

District, School, and

classroom documents are

September 2018 and

September 2019

September 2018-June

2020

September 2018-June

2020

January/February 2019

and 2020

Each week September

2018-May 2020

September 2018-June

2020

September 2018-June

2020

EL Teachers, translators

Materials for folders

Keyboarding program,

Instructional Technology

Facilitator (ITF)

District

translation/interpretation

services

District

translation/interpretation

School Name: Rashkis Elementary School

Year 2018-2020

translated into multiple

languages

EL teachers preview

vocabulary for upcoming

units with EL students

September 2018-June

2020

services

Access to classroom unit

plans

Culture/Climate

(Based on Student Survey Data)

Present Status

Desired Status

Target

Strategies

(One strategy must be Family

and Community Engagement)

Milestone Dates

Quarterly

Resources/Professional

Development to Support

Progress

56.49% of 4th and 5th

grade students at

Rashkis responded, “my

teachers ask me to

explain my answers often

or almost always” on the

NC Student Survey.

70% of 4th and 5th grade

students at Rashkis will

respond, “my teachers

ask me to explain my

answers often or almost

always” on the NC

Student Survey.

Preview survey questions

with students to clarify

meaning

Utilizing turn and talk in

classroom discussions so

students can explain their

May 2019

August 2018- June 2020

Restorative Practices

training to ensure students

feel safe sharing their

School Name: Rashkis Elementary School

Year 2018-2020

answers to their peers

Teachers model explaining

thinking aloud

Continue the use of

accountable talk and post

sentence starters in

classroom

Revise lesson plans to

explicitly indicate when

students are prompted to

explain their thinking

August 2018- June 2020

January 2019- June 2020

thoughts and opinions

Goal Area 2 Employee Experience

Retention or Culture

(Based on NCTWCS Results)

Present Status

Desired Status

Target

Strategies

Milestone Dates

Quarterly

Resources/Professional

Development to Support

Progress

65.8% of our teachers

agreed on the Teacher

Working Conditions

survey in May 2017

Rashkis’ professional

development offerings

are data-driven.

On the May 2019 TWC

survey, 80% of our

teachers will agree or

strongly agree that

Rashkis’ professional

development offerings

are data-driven.

Staff choice -

differentiated book clubs

to include books on

literacy, equity, and

culturally proficient

teaching practices

Survey teachers for

professional development

October 2018-May 2019

May-June 2019

Professional Development

Wednesdays, survey to

choose books/topics, sets

of professional book club

books

Student performance data,

Google Form

School Name: Rashkis Elementary School

Year 2018-2020

opportunities based on the

student performance data

Provide professional

development in literacy

Ongoing throughout the

2018-2019 and 2019-2020

school years

Professional Development

Wednesdays, Monthly

Core Meetings,

Instructional Coaches

Goal Area 3 Organizational Effectiveness

Organizational Effectiveness

Budget

Present Status

Desired Status

Target

Strategies

Milestone Dates

Quarterly

Resources/Professional

Development to Support

Progress

100% of the expenditures

are aligned with the

CHCCS Strategic Plan.

Spending request form to

ensure proposed expense is

aligned with the strategic

plan

Administration reviews

and approves all

expenditure requests

November 2018 -June

2020

September 2018-June

2020

Google form for requests

Other Required Goals

The school will provide a duty free lunch period for every teacher on a daily basis or as otherwise approved by School Improvement Team.

School Name: Rashkis Elementary School

Year 2018-2020

School Improvement Decision/Date

Plan for providing Duty-free Lunch

Provide duty-free lunch period for teachers

Evidenced in master schedule

The school will provide a duty-free instructional planning time for every full-time assigned classroom teacher, with a goal of providing an

average of at least five full hours of planning time per week.

School Improvement Decision/Date

Plan for providing Duty-free Instructional Planning

Provide duty free planning time for classroom teachers

Evidenced in master schedule

The school shall include a plan to identify and eliminate unnecessary and redundant reporting requirements for teachers and, to the extent

practicable, streamline the school's reporting system and procedures, including requiring forms and reports to be in electronic form when

possible and incorporating relevant documents into the student accessible components of the Instructional Improvement System.

School Improvement Decision/Date

Plan for eliminating unnecessary and redundant reporting

requirements.

Eliminate unnecessary and redundant reporting requirements

● utilizing email for professional communication when

appropriate,

● eliminating redundant requests for reports, and

● fully utilizing existing data and processes as much as

possible to complete required reports

Reference GC115C-105.27

School Improvement Plan

November 2018 to June 2020

School: Seawell Elementary

Principal: Arrica DuBose

Chapel Hill-Carrboro City Schools

Approved by School Improvement Team on: October 25, 2018

Approved by Staff on: November 1, 2018

North Carolina State Board of Education Goals

School Name: Seawell ES

Year: 2018-2019

Goal 1 –Every student in the NC Public School System graduates from high school prepared for work, further education and

citizenship.

Goal 2 – Every student has a personalized education.

Goal 3 – Every student, every day has excellent educators.

Goal 4 – Every school district has up‐to‐ date fi nanci al , busi ness, and technol og y system s to serve i ts students, parents and

educators.

Goal 5 – Every student is healthy, safe, and responsible.

Chapel Hill-Carrboro Strategic Plan Goals

Student Success

Student Success addresses the academic, social and emotional capacities of students. The Student Success goals will assist students in

exploring, defining and solving complex problems; pursuing their unique interests, passions and curiosities; and contributing to the

community through dialogue, service and/or leadership all while supporting the child’s well-being.

Goal 1: Establish a district instructional framework for all grade levels PreK-12, based on high-yield best practice, culturally

relevant strategies within a personalized learning environment so all children receive equitable educational experiences.

Goal 2: Empower and support all student groups to meet growth and achievement goals.

Goal 3: Build a data-driven culture to inform instruction at the teacher, Professional Learning Community (PLC), school and

District levels to positively impact students.

Goal 4: Develop a continuum of services to promote the social, emotional and academic development of all students.

Goal 5: Create a culture and system of support which empowers, inspires, engages and encourages the school community to

embrace diversity, inclusion and different learners.

Employee Experience

School Name: Seawell ES

Year: 2018-2019

The greatest resource of any organization is its people. Employee Experience refers to all people, processes, and systems related to an

organization’s employees. It includes the skills, knowledge, and experience that represent an investment in people. Chapel Hill-

Carrboro City Schools is committed to the growth, development, and care of its employees.

Goal 1: Actively recruit and retain a workforce that is diverse and represents the population of our students and families.

Goal 2: Create a culture and system of support to empower, inspire and engage talent, including an inclusive work

environment that embraces and values equity and diversity.

Goal 3: Create, promote, and empower an organizational environment that values development and personalized growth

opportunities for all employees.

Family and Community Engagement

Schools are successful when parents, educators and communities lock arms and work together for the benefit of students. Chapel Hill-

Carrboro community stakeholders are crucial partners in student success, and, as such, will be actively engaged in productive and

equitable two-way communications.

Goal 1: Engage families in the entire educational process.

Goal 2: Create meaningful partnerships by building trust, collaboration, and engagement.

Organizational Effectiveness

Education of children is the core mission of the school district. Ensuring all children’s success will only be possible if the organization

is completely aligned and focused on student academic needs, behavioral support, and social and emotional growth. Chapel Hill-

Carrboro City Schools is committed to improving our organizational effectiveness and culture to ensure all children succeed.

Goal 1: Provide safe school environments for students and staff.

Goal 2: Directly align district resources with student needs.

Goal 3: Develop and maintain an organizational knowledge base.

Goal 4: Initiate effective, relevant and timely communication.

CHCCS Board Reference

3430 School Improvement Plan

School Name: Seawell ES

Year: 2018-2019

3430-R Regulations School Improvement Team Operational Framework

School Improvement Plan Development

School Name: Seawell ES

School Number: 919-967-4343

Plan Year(s): 2018-2020

Date Submitted to Board:

Principal Signature: __________________________ Date: ___________

Board Chair Signature: __________________________ Date: ___________

School Improvement Team Membership

School Name: Seawell ES

Year: 2018-2019

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.”

Table 1: School Improvement Team Membership

Team Position

Names and Date of Election to Team

Signature

Principal

Arrica DuBose

On file

Assistant Principal Representative

Matthew Paylor

On file

Teacher Representatives

Shanice Harrington

Chelsea Robinette

On file

Instructional Support Representatives

Tomika Altman-Lewis

On file

Teacher Assistant Representatives

Anna Meyer

On file

Student Representatives (MS - 3, HS - 3)

Parent Representatives

Christa Abedi

Tina Coyne Smith

Bilyana Georgieva

Tammie Knights

Cheryl Woods-Giscombe

On file

Absent for vote

School Profile

Student Description (How can we best describe our school? Student demographic data: grade levels, ages, gender, race, total

enrollment, English proficiency, special education, free and reduced lunch, attendance rates, discipline referrals)

School Name: Seawell ES

Year: 2018-2019

Seawell ES is a racially, ethnically, and socioeconomically diverse pre-K- 5 school. Below is a summary table that highlights the

demographics of our school.

Table 2: Seawell ES Student Demographics

Enrollmen

Number of

English

Language

Learners

Number of

exceptional

students

Number of

students who

are

economically

disadvantaged

Number of

African

Americans

students

Number of

Asian/Asian

Americans

students

Number of

Latinx

students

Number of

Multi-racial

students

Numbe

r of

White

student

Numbe

r of

Female

student

Numbe

r of

Male

student

Pre-K

<10

110

<10

109

<10

Total

543

121*

162

216

271

272

Data Source: Power Schools as of 9/25/2018

*Data does not include our pre-K population

The table below breaks down Seawell’s attendance, number and percentage of discipline referrals, and the number of out of school

suspensions for the 2017-2018 school year based on race/ethnicity.

Table 3: 2017-2018 Attendance Rates and Number/Percentage of Discipline Referrals 2017-2018

School Name: Seawell ES

Year: 2018-2019

Overall

Black

Asian

Hispanic/

Latino

Multi- Racial

White

Attendance Rate

96.52%

96%

97.20%

96.60%

96.30%

96.50%

Number of Discipline

Referrals and

percentage of total

referrals

15 (27.78%)

7 (12.96%)

3 (5.56%)

2 (3.70%)

27 (50%)

Number of Out of

School Suspensions

Data Source: Powerschools

School Description (What are unique features of our school? What characteristics set the school apart? School profile: school

physical plant, profile of teachers, administrators, special programs, co-curricular, etc.)

“Together SeaWEll Can”, the last line of the school motto, reflects our belief that through a collaboration of staff, families, and

students, our students will be empowered, inspired, and engaged in their academic and social development. Seawell’s philosophy

for student success involves a combination of meaningful adult student relationships, focused interventions, and school wide equity

staff development. For those of us at Seawell, it is difficult to separate the academic and social-emotional needs of the students in the

learning process. For the faculty and staff to be able to reach all the children, all the adults, from the principals to the cafeteria staff,

are responsible for the children’s progress. It is obvious that Seawell sees itself as a village where all adults can help children blossom.

Everyone tries to make children comfortable and successful at school.

Seawell ES is a unique school that optimizes its diversity and open campus concept. Our committed group of educators (Table 4)

pools its efforts in grade-level and subject area-based Professional Learning Communities (PLCs). The PLCs have worked to increase

the use of meaningful assessments, followed by instruction, to remediate or extend learning as needed. PLC conversation is more and

more focused on the children, their needs, and their successes. We have found that more students are gaining success as we continue

to refine and extend our PLC work. The resource teachers (Exceptional Children teachers, English as a Second Language teachers,

School Name: Seawell ES

Year: 2018-2019

Math-Science Specialist, Literacy Coaches, Art Therapist, Mental Health Support Programs, and Academically Gifted teacher) consult

and collaborate with the classroom teachers, pushing into the classrooms and co-teaching. For those students who need more intense

assistance, some time is spent in pull-out classes, but most students have been grouped in their regular classrooms, so resource

teachers can serve them in the least restrictive environment. Our school is also fortunate enough to have 21 teacher assistants (two

serve pre-k only), a team of 6 “specials” teachers (art, music, physical education, spanish-2, technology), a school librarian, three

teachers for exceptional children, one AIG teacher, and three resource teachers to support our students.

A comprehensive literacy program and math program, which relies heavily on problem-solving and differentiation, have been put into

place to increase the performance of the children. Teachers are following district scope and sequence guides to plan and teach the

Common Core and NC Essential Standards. We have incorporated Accountable Talk into a variety of subject areas and are

implementing units from the Institute for Learning that incorporate a variety of Principles of Learning.

Seawell has maintained an on-going commitment to equity and for staff development on equity related topics for more than fifteen

years. We feel that we must understand the cultural perspectives of our diverse student population. Training sessions have included:

experiential components; articles and books concerning equity, discrimination, and closing the achievement gap; and presentations by

experts on cultural and ethnic groups (African Americans, Latinos, Asians, etc.). Community members and parents contribute to these

presentations. The reflection on the material and the shared perspectives among us helps each of us to grow in our awareness and

knowledge of the issues. We truly believe, given an environment with acceptance and understanding by quality teachers, all our

children can be successful. We will continue to prioritize equity and seek opportunities for all staff to continue their personal journeys

of being culturally competent educators. Three years ago, Seawell began the READY program designed to engage parents of African

American students. READY meetings provide parents the opportunity to discuss best practices for home support in reading and math

as well as learn about district and school initiatives to bridge the opportunity gap that exists both at Seawell and in our district.

Seawell also hosts LEAP (Learning Environment for Advanced Programming) for the districts’ 4th and 5

grade students who qualify

for the program. Currently Seawell has two classes each for 4

and 5

grade. LEAP provides a learning environment and advanced

curriculum and instruction designed to meet the needs of highly gifted students in grades four through eight. These students are

unlikely to meet their potential through differentiated instruction for gifted learners in the regular classroom and need accelerated

study in all four of the content areas, including language arts, math, science, and social studies.

Our Positive Behavior Intervention Support (PBIS) effort looks at student behavior; how to reinforce, motivate, and support

appropriate behavior and encourage high achievement through quality instruction, on-going assessment, and recognition of students’

School Name: Seawell ES

Year: 2018-2019

efforts. Students receive “fuzzies” for on-task behavior, extra effort, kind behavior, etc. for the whole class to engage in special events,

which helps build a feeling of community. As the students chant each morning, “Yes, we can be responsible, Yes we can be

respectful, Yes we can be ready to learn, Together SeaWEll Can,” everyone shares in the work to be done and the celebrations.

Our school community also relies on families, community volunteers, and businesses. Parents participate in classroom and school

activities through collaborative efforts with teachers and staff. The PTA and FORT (Family Out Reach Team) hold regular meetings

and provide activities that promote a sense of community. Regular School Improvement Team (SIT) meetings include opportunities

for parent and teacher input in an atmosphere that encourages discussion. Outside of these regular meetings, teachers and staff discuss

parent concerns through email, by phone, and through scheduled meetings. To reach children at all levels, we tap many community

resources for teaching expertise and tutoring. We collaborate with UNC and NCCU students, high school and middle school students,

parent volunteers, Community Mentors, Big Brothers/Big Sisters, Dispute Settlement Center and local businesses. In addition, we

have ongoing relationships with public and private pre-kindergarten programs, the School Reading Partners, and St. Augustine Tutors.

All stakeholders are encouraged to work together to foster a team approach to best educate the students.

Our school layout is unique in that is primarily and open campus. Seawell has 13 separate buildings and adjoins woods with walking

trails on both sides with Smith Middle School on one side. Walking trails connect Seawell ES to the middle school and Chapel Hill

High School. This structure allows for students to breath fresh air and walk past our “Critter Corner” which houses goats, bunnies, and

chickens as they walk to and from the cafeteria, the gym, and other classes such as art, library, etc. The physical layout of the school

calls for special measures to keep the children safe. Everyone shares the responsibility to watch for any unannounced individuals or

wildlife on the campus, as well as have the K-3 children accompanied by an adult at all times while 4th and 5th grade children travel

in pairs or groups of three, if not with an adult. Our Ident-A-Kid program requires all visitors to sign in, be photographed, and wear an

ID badge declaring who they are. Anyone on campus without an ID badge is asked to return to the office for a tag. The safety of the

students is a major priority at Seawell. Over the past few years we have added additional locked doors from the main office lobby to

the cafeteria and have cameras to allow for visuals for safety purposes. Leadership has prioritized grade level teachers to be near each

other and not isolated if possible.

With a campus so spread out, many extras have been added to the grounds to make the school more engaging for the children who

travel between the many buildings. Much work has been done to make the physical layout more welcoming for students including

leveling of the hills that lead down to the courtyard. The opportunity has also been used to extend the children’s learning and

experiences as they move around the campus. From the Critter Corner, which has a small barn and two goats, a rooster, chickens, and

School Name: Seawell ES

Year: 2018-2019

rabbits, to the butterfly gardens, to the beautiful flower gardens and vegetable gardens around the school, to the North Carolina

History climbing wall, and to the rain garden that has been put in place with large cisterns to alleviate flooding in two of our pods. The

students at Seawell have many learning experiences beyond the traditional classroom. Each of these areas is designed to enhance

learning while creating an inviting and exciting environment for children.

Our community hosts several events that celebrate our cultural diversity, our academic fortitude, and our school community. Each

year we hold Big Fall Play Day, a community celebration for Seawell families. In the spring there is Folkmoot, highlighting countries

and their cultures through dance and learning activities. Fort Family Night: Global Traditions is also held in the spring highlighting the

many cultures represented at Seawell. Bingo Night, Science Night, and the St. Patrick’s Day Dance have also become favorites for

many families. Finally, every other year our special area team organizes a Variety Show in which students perform various acts, such

as dancing, singing, juggling, magic, etc. for both a student and parent audience. There are also several extracurricular activities/clubs

for the children including Math Olympiads, STEAM club, Scrabble, Chess, Guitar Club, Affinity Groups, and Battle of the Books

groups. Children also participate as fire marshals, school safety patrol members, and student council representatives. The student

council helps with the food drive and finds areas on our campus that need to be improved.

Our school community is a family that values the whole child and every child. We will continue to strive to ensure every child can be

successful both academically and socially.

Table 4: Seawell Faculty Profile

Total

Number of

Classroom

Teachers

Fully

Licensed

Teachers

with

Advanced

Degrees

Nationally

Board-

Certified

Teachers

Years of Experience

0-3 years

4-10 years

10+ years

One Year

Turnover

Rate

School Name: Seawell ES

Year: 2018-2019

2017-18

Not reported

yet

Not reported

yet

Not reported

yet

Not reported

yet

Not reported

yet

Not reported

yet

Not reported

yet

Not reported

yet

2016-17

97.5%

45%

25%

22.5%

52.5%

18%

2015-16

97.4%

42.5%

15.4%

25.6%

59%

7.5%

2014-15

97.5%

42.5%

22.5%

55%

20.7%

Data Source: North Carolina Department of Public Instruction

Strengths and Needs Assessment

Describe the process or tool(s) used to conduct the needs Assessment:

The School Improvement Team (SIT) agreed to hold multiple planning sessions for the entire SIT to collaboratively participate in the

needs assessment and the writing of the School Improvement Plan (SIP). The SIT hosted two work session, the first on September 26,

2018 and the second on October 5, 2018. The SIT also discussed the SIP at the October 4th regularly scheduled SIT meeting. During

these meetings, the SIT used the CHCCS Data Protocol to guide the conversation. This allowed team members who weren’t

accustomed in the past in this level of engagement with the SIP drafting to observe the data at the school and subgroup level.

Figures 1-11 highlight the key data we analyzed for each of the sections of the plan. All students enrolled at Seawell are included in

this data which includes our LEAP program students. Per state requirements, Seawell analyzed the End of Grade Data (EOG) for math

and reading that assesses student performance in grades 3-5. This data is what North Carolina uses to meet Every Student Succeeds

Act (ESSA) requirements. It should also be noted that some subgroups do not have data. This is because at the time of that data

collection, Seawell did not have enough students in that subgroup to be analyzed. The goals referenced in these charts are determined

by the North Carolina Department of Instruction based on the growth necessary to stay in compliance with school improvement and

performance requirements which our guided by state legislation and Every Student Succeeds Act (ESSA). Below the figures is a

summary of our strengths and needs based on this data. In our analysis we were tasked with identifying the largest gaps and the

greatest priorities for our school.

School Name: Seawell ES

Year: 2018-2019

Figure 1: End of Grade Math Results

School Name: Seawell ES

Year: 2018-2019

Figure 2: End of Grade Reading Results

School Name: Seawell ES

Year: 2018-2019

Data Source for Figures 1 and 2: North Carolina Department of Public Instruction

Figure 3: Percentage of Total Enrollment compared to percentage of discipline referrals by Race/Ethnicity

School Name: Seawell ES

Year: 2018-2019

Figure 4: Percent of Students with a discipline referral by Race/Ethnicity

School Name: Seawell ES

Year: 2018-2019

Data Source for Figures 3 and 4: Power School

Figure 5: Grades 3-5 Student Survey: Class Engagement

School Name: Seawell ES

Year: 2018-2019

Figure 6: Grades 3-5 Student Survey: Climate

School Name: Seawell ES

Year: 2018-2019

Figure 7: Grades 3-5 Student Survey: Pedagogical Effectiveness

School Name: Seawell ES

Year: 2018-2019

Figure 8: Grades 3-5 Student Survey: Rigorous Expectations

School Name: Seawell ES

Year: 2018-2019

Figure 9: Grades 3-5 Student Survey: Teacher Student Relationships

School Name: Seawell ES

Year: 2018-2019

Figure 10: Grades 3-5 Student Survey: Valuing

School Name: Seawell ES

Year: 2018-2019

Data Source for Figures 5 through 10: Grades 3-5 Student Perception Survey

Figure 11: 2018 NCWCS Summary Results

School Name: Seawell ES

Year: 2018-2019

Data Source for Figure 11: NCTWCS

A. Areas of Strength (What does the analysis of data tell you about your school’s strengths?)

Student Success

School Name: Seawell ES

Year: 2018-2019

EOG Math

Based on our EOG math scores, Seawell was successful in exceeding our targets for our overall student population and for the

following subgroups: Black, White, and English Learners. Goals for our Latino, multi-racial, and exceptional children subgroups are

not included due to the low population numbers in these subgroups.

EOG Reading

Based on our EOG reading scores, Seawell came within one percent of meeting our target for the following subgroups: Asian, Black,

and English Learners.

EL Progress in Language Acquisition

Seawell continues to make progress with our students who are learning English for the first time. In 2017-18, our target was for 54.4%

to meet the standards and we surpassed this with 70.5% proficient on the ACCESS assessment.

Discipline Disproportionality and School Culture

Our team noticed that we had a very small number of out of school suspensions (4) and minimal discipline referrals in 2017-18 (55

total). In our root cause analysis, we determined that relationships are the key to this success: teacher to student, student to student,

and teacher to family. We will continue to build on the success of these relationships and continue to encourage the development of

the whole child by refining our classroom culture tools and our relationship building skills.

Using the school climate survey taken by 3-5th graders, we noticed overall our students are positive about our school. They cited

teacher relationships as being strong. We will continue to work on engaging our students and teacher to ensure our school culture

remains positive for all students.

We are working with our PBIS Committee to address in needs or changes. This committee will continue reviewing our referral

process, interventions and PBIS incentives.

Retention or Culture (Staff)

The SIT and school leadership analyzed both staff retention and staff culture. Given there has not been an increase in staff turnover,

School Name: Seawell ES

Year: 2018-2019

the team decided to focus on staff culture. Using the NCTWC survey, the team notices strengths in community support and

involvement, school leadership, instructional practices and support, and teacher leadership.

B. Areas of Need (What does the analysis of data tell you about your school’s gaps and opportunities for improvement?)

Student Success

EOG Math

Although Seawell continues to experience success in math, our overall proficient rate for black students is only 38.1%, our rate for

economically disadvantaged students is 29.6%, our rate for English learners is 41.3%, and even though not measured due to low

numbers, our proficiency rate for exceptional children is 24.1% All of these are key areas for improvement as we work to minimize

the opportunity gap for all our students.

EOG Reading

Reading will be a main priority for Seawell in 2018-2020 as we did not meet our proficiency targets overall or for any subgroup. In

addition, our black, economically disadvantaged, English learners, and exceptional children have proficiency rates lower than 40%.

Discipline Disproportionality and School Culture

During our data analysis, we determined that we have a very positive school culture with minimal discipline disproportionality.

However, that does not excuse us from ensuring that the small disproportionality does not improve, nor does it mean that we should

not continue to have classroom and school culture as a priority. What we found is that we have disproportionality amongst our black

students in terms of referrals (see Table 4). When peeling back a layer of the data, we also learned that 7 black students received the

15 office referrals. This led us to a plan where school leadership would identify those students and their teacher(s) and determine a

course of support and intervention. We also identified that because we have minimal referrals, we want to go a step further and focus

on ensuring the classroom culture tools being used are psychologically supportive for all students and to identify additional data sets

that might show discipline disproportionality (such as how many students are being referred to special education or our school’s check

in-check out program).

Using the school climate survey taken by 3-5th graders, we noticed that class engagement and valuing were our two lowest categories.

School Name: Seawell ES

Year: 2018-2019

In our newly formed school climate committee, we have begun planning a PBIS 2.0 to engage our students and teachers in the

implementation of PBIS so that it can be most successful.

Retention or Culture (Staff)

Using the NCTWCS, the SIT identified the following areas to improve: professional development and use of time. In the NCTWCS

survey, only 68.6% of Seawell staff were satisfied with professional development. Given we believe that professional development of

teachers is a key to improving student achievement, we believe this is a priority. However, there was data that showed that teachers

rated individual professional development opportunities favorably. We need additional information to more accurately assess teacher

perception of professional development. One potential reason for this discrepancy is the continuity of professional development and

the fact that professional development is limited both in time (days are taken due to weather) and financial resources.

Professional Development/Budget

In our efforts to draft concrete professional development opportunities to support teachers in our goals, we became hyper aware of the

lack of financial resources to provide whole school learning opportunities let alone being able to provide differentiated learning

opportunities for teachers.

School Goals and Strategies

Goal Area 1 Student Success

School Name: Seawell ES

Year: 2018-2019

To meet ESSA Targets in Reading and Math.

Present Status

Student Performance

Data (EOG Data,

percent proficient or

advanced)

Desired Status (2019)

Target

Strategies

(One strategy must be

Family and Community

Engagement)

Milestone Dates

Quarterly

Resources/Professional

Development to

Support Progress

Reading

All: 70.6%

78.8%

Using data to improve

instruction.

Grade level PLCs will

incorporate data digs

and data talks using the

District Discipline Data

Protocol and/or Racial

Equity Impact

Assessment. This

includes looking at

grade level data, class

data, individual student

data, and student work.

Small Group

Instruction

We will focus on best

practices to make small

group instruction most

impactful. This includes

strategic and flexible

groupings, ensuring all

students are engaged in

meaningful learning

opportunities during

small-group instruction

Benchmark reading

progress in the

beginning, middle and

end of the year using the

M-Class results

Review TE 21 Reading

(3-5) in the middle of

the year

Use instructional

coaches to support

teacher practice and to

support groups of

students.

Benchmark successes

and challenges of each

engagement evening (#

participants, survey data,

etc.)

Teachers will participate

in professional

development during

delayed openings and

embedded professional

development days once

a month. Monthly staff

meetings and feedback

from leadership will

focus on using data and

small group instruction.

K-5 teachers will meet

weekly in a grade-level

PLC to work on data

analysis, lesson plans,

curriculum mapping,

and best practices.

The literacy coach will

model instruction, co-

teach, and coach

teachers in best

practices.

Asian: 73.7%

76.7%

Black: 38.1%

42.1%

Latinx (Hispanic in

ESSA Goals): 40.7%

Multiracial: 81%

White: 82.9%

91.9%

EDS: 26.8%

35.8%

English Learner: 28.3%

32%

Exceptional children:

20.7%

School Name: Seawell ES

Year: 2018-2019

and maximizing time

with small groups.

● Small Group

Instruction Training

for Teachers and

Instructional

Assistants if needed

● Socratic Seminar in

grade 3

● Talent Development

by our GES

Specialist

● William and Mary

Units of Study for

AIG and LEAP

students to increase

rigor and growth

● Monitoring of AIG

student achievement

through PLC Data

Digs

Create a culture of

reading through

student and family

activities.

● Read-a-thon

● Battle of the Books

-5

grade)

● Classroom literacy

support (mystery

readers, literacy

volunteers, etc.)

● Student Leadership

Provide teachers with

tips and tools for having

successful parent

conferences and open

houses.

School Name: Seawell ES

Year: 2018-2019

grade students

reading to pre-K and

K students)

● Focused homework

in grades K-2

emphasizing reading

Host 3-5 family

engagement sessions

● READY

● Literacy Curriculum

Night

● Parent Conference

Night

Math

All: 76.1%%

80.9%

Using data to improve

instruction.

Grade level PLCs will

incorporate data digs

and data talks using the

District Discipline Data

Protocol and/or Racial

Equity Impact

Assessment. This

includes looking at

grade level data, class

data, individual student

data, and student work.

Small Group

Instruction

We will focus on best

practices to make small

group instruction most

Benchmark math

progress for K-2 using I

Ready at the beginning,

middle and end of the

year.

Benchmark math

progress for 3-5 using T-

21 at the middle of the

year.

Teachers will participate

in professional

development during

delayed openings and

embedded professional

development days once

a month. Monthly staff

meetings and feedback

from leadership will

focus on using data and

small group instruction.

K-5 teachers will meet

weekly in a grade-level

PLC to work on data

analysis, lesson plans,

curriculum mapping,

and best practices.

Asian: 82.9%

85.7%

Black: 38.1%

38.2%

Latinx (Hispanic in

ESSA Goals): 51.9%

Multiracial: 81%

White: 87.9%

90%

EDS: 29.6%

38.7%

English Learner: 41.3%

44.849%

Exceptional children:

24.1%

School Name: Seawell ES

Year: 2018-2019

impactful. This includes

strategic and flexible

groupings, ensuring all

students are engaged in

meaningful learning

opportunities during

small-group instruction

and maximizing time

with small groups.

Host 3-5 family

engagement sessions

● Open House

● READY

● Science Night

● Math Curriculum

Night

● Parent Conference

Night

The math coach will

model instruction, co-

teach, and coach

teachers in best practices

Provide teachers with

tips and tools for having

successful parent

conferences and open

houses.

Discipline Disproportionality

Present Status

Discipline Data

Desired Status

Target

Strategies

(One strategy must be

Family and Community

Milestone Dates

Quarterly

Resources/Professional

Development to

Support Progress

School Name: Seawell ES

Year: 2018-2019

Engagement)

2017-18

Out of School

Suspensions

All: 4

Referrals:

Asian: 7

Hispanic/Latino:3

Black:15

White:27

Multi-racial: 2

Total: 54

2018-19

Decrease number of

referrals by 10%

Decrease

disproportionality of

black referrals by 13%

to be on track to

eliminating our

disproportionality by

2020.

2019-20

Decrease number of

referrals by 10%

Decrease

disproportionality of

black referrals by 13%

to eliminate our

disproportionality.

-Capture additional data

points such as:

● which students are

referred to “check in

check out system”

● how many students

of color are in our

MTSS program

● how many students

of color are being

referred to special

education, etc.

-Begin implementation

of “Restorative Practice”

system

-Implement PBIS with

fidelity

-Encourage teachers to

build positive

relationships with

families (i.e. calls home,

attend community

engagement events)

-Ensure all classroom

culture initiatives are not

shame-based programs.

-Teams will drill down

on data to determine

individual students of

color that are being

referred and set a plan of

support.

-Quarterly Discipline

Data Dives including:

● Referrals to

administration

● Referrals to check-in

check out system

● Referrals to MTSS

program

● Referrals to special

education

-Quarterly check in on

Restorative Practices

implementation

-Quarterly check in on

MTSS implementation

-Quarterly check in on

PBIS implementation

-By 2019-2020 school

year, no classroom

teacher will use a

shame-based classroom

management system.

-By 2019-20, staff and

leadership will create a

family engagement plan

that will be implemented

by all teachers in 2019-

-Restorative Practice

Training for every staff

member

-Additional support for

teachers to Implement

the intervention

strategies that are listed

in the code of conduct

-Classroom observations

and support for teachers

identified in the data

dive.

- Student interventions

and support for students

identified in the data

dive.

-Share proactive family

engagement strategies

with staff.

-Increased training for

TAs on creating positive

relationships with

students.

School Name: Seawell ES

Year: 2018-2019

-Host READY

meetings, communicate

PBIS revamp with

families

-Equity book study

2020.

-Quarterly check in on

equity team goals

School Name: Seawell ES

Year: 2018-2019

EL Progress in Language Acquisition

Present Status

Student Performance

Data

Desired Status

Target

Strategies

(One strategy must be

Family and Community

Engagement)

Milestone Dates

Quarterly

Resources/Professional

Development to

Support Progress

EL Progress:

70.5% (Goal 54.4%-

Met)

EL Progress: 57.9% is

target for the state.

Our goal will be 74% (a

5% increase).

-Provide opportunities

for EL and general

education teachers to

attend SIOP training.

-EL teachers and general

education teachers will

collaborate on best

practices and planning

in PLCs

-SIOP strategies will be

incorporated in daily EL

lesson plans

-Mentor/Mentee group

for students.

-ESL parent orientation,

specific communication

in the home language

about special events

-January 2019- check in

on student progress

towards meeting

language acquisition

goals.

-Review parent

orientation success (# of

attendees, feedback

from staff who

conducted training)

-EL Department

Professional

Development

-EL teachers provide

overview of ACCESS

testing for staff

School Name: Seawell ES

Year: 2018-2019

Culture/Climate

(Based on Student Survey Data)

Present Status

Desired Status

Target

Strategies

(One strategy must be

Family and Community

Engagement)

Milestone Dates

Quarterly

Resources/Professional

Development to

Support Progress

Office Discipline

Referrals (55)

Student Survey Data:

https://docs.google.com

/spreadsheets/d/164GN

0GYIRajJwCkXbB_X

FpJQ_RcysCDLTeYe

RKg-

8cQ/edit?usp=sharing

Decrease overall office

discipline referrals by at

least 10 percentage

points.

-PBIS

● To improve PBIS

implementation by

separating incentives

into two groups: K-

2 and 3-5.

● Revise and rebrand

the schoolwide

matrix to reflect the

two groups and

school-wide

priorities.

● Major and Minors

and PBIS Systems

and Structures

utilized

● Start quarterly PBIS

celebrations

● Implement PBIS

committee

-Host 3-5 family

engagement sessions

● Global Traditions

● Big Fall Play Day

-Quarterly Check in on

PBIS committee

initiatives

-Review quarterly

family activity schedule.

-Review student survey

data with staff by

October

-Quarterly check ins on

student centered groups.

-Quarterly check ins on

student leadership

opportunities.

-Quarterly check in on

restorative practices

implementation

-Quarterly town hall

meetings (professional

development for K-2, 3-

5) to refresh best

practices in

implementation.

-PBIS training for all

staff

-PBIS committee

meetings monthly

(committee members

share with grade level

team)

-Engage PTA, staff, SIT,

and students in family

engagement session.

-Team analysis of

student survey to inform

committees.

School Name: Seawell ES

Year: 2018-2019

● READY

● Donuts with Dubose

● Folkmoot

● School dances

-Student Survey data

analysis

-Host student-centered

social-emotional

learning opportunities

(Affinity groups,

guidance counselor

groups)

-Provide leadership

opportunities for

students (safety patrol,

student council, fire

marshals, etc.)

-Implement restorative

practices

-Staff Committees to

increase collaboration in

the decision-making

process.

-Restorative practices

training for all teachers

Goal Area 2 Employee Experience

School Name: Seawell ES

Year: 2018-2019

Retention or Culture

(Based on NCTWCS Results)

Present Status

Desired Status

Target

Strategies

Milestone Dates

Quarterly

Resources/Professional

Development to

Support Progress

1. Overall Composite:

76.8%

2. Community Support

and Involvement: 91.5%

3. Facilities and Support

69.8%

4. Instructional Practices

and Support 80.5%

5. School Leadership

81.3%

6. Teacher Leadership

80.6%

7. Managing Student

Conduct 76.6%

8. Professional

Development 68.6%

8. Time 65.3%

Overall Composite will

increase by 5%

percentage points.

-Develop team systems

and structures for team

Committees/Vertical

PLCs (to build

collaboration and

decision making)

-Systems and structures

for norms within our

school, meetings

-Survey Data to address

professional

development needs

-Star Teacher/Teacher

Assistant of Month

(recognized during staff

meetings).

-Interview Committee

that includes team

members. We will have

a focus to recruit diverse

teaching staff at our

school and develop

partnerships with local

college and universities

for recruitment.

-Shout Out Board

-End of the Year PD

Survey Data

-PLC Training for staff

-School Leadership

Team Training for team

leaders

-Survey data

-Committee agendas,

minutes, surveys and

agendas

School Name: Seawell ES

Year: 2018-2019

-Weekly Shout-Outs

-The Scoop and Daily

News

-Culture Climate

Committee will create

systems and structures

for staff to

recognize/celebrate,

birthdays, retirements,

new additions, deaths

and staff milestones.

-Quarterly Staff Socials

-School Leader Reps for

our School Leadership

Team from every area

and training.

-Despite the Best

Intentions book study

for staff

Goal Area 3 Organizational Effectiveness

Organizational Effectiveness

Budget

Present Status

Desired Status

Target

Strategies

Milestone Dates

Quarterly

Resources/Professional

Development to

Support Progress

-Instructional needs are

limited by our overall

budget

-Our current budget

-Increase overall budget

to effectively impact the

instructional program.

-Systems and structures

-Instructional Needs

Assessment and

Inventory

-Grade levels will

Ongoing

Grant writing PD

Professional

Development Plan

School Name: Seawell ES

Year: 2018-2019

cannot fund all needs

to align instructional

needs with funding

submit supplies and

instructional needs

based on SIP and funds

-Request will be

submitted to the SLT for

approval

-Grant Writing Training

for staff

-Review needs to with

key stakeholders for

increased funding

Ongoing

Other Required Goals

The school will provide a duty-free lunch period for every teacher daily or as otherwise approved by School Improvement Team.

School Improvement Decision/Date

Plan for providing Duty-free Lunch

October 25, 2018

The master schedule was created so that every teacher has a

duty-free lunch.

The school will provide a duty-free instructional planning time for every full-time assigned classroom teacher, with a goal of

providing an average of at least five full hours of planning time per week.

School Name: Seawell ES

Year: 2018-2019

School Improvement Decision/Date

Plan for providing Duty-free Instructional Planning

October 25, 2018

The master schedule was created so that every teacher has duty-

free instructional planning each day. Seawell is fortunate to offer

classes such as music, art, physical education, Spanish, and

library that support the well-roundedness of our students and

allows us to provide teachers with common planning times daily.

The school shall include a plan to identify and eliminate unnecessary and redundant reporting requirements for teachers and, to

the extent practicable, streamline the school's reporting system and procedures, including requiring forms and reports to be in

electronic form when possible and incorporating relevant documents into the student accessible components of the Instructional

Improvement System.

School Improvement Decision/Date

Plan for eliminating unnecessary and redundant reporting

requirements.

October 25, 2018

Seawell is committed to using technology solutions as much as

possible including the following:

● Weekly electronic bulletin

● Electronic Daily news

● Email used for communication as much as possible

● Surveys and google docs will be utilized as much as

possible.

Reference GC115C-105.27