State Board of Education Goals – Future-ready Students for ...



Table of ContentsPage(s)Content (s)Page 1State Board GoalsPage 2District Goals-WS/FCSPage 3School Vision and Mission StatementPages 5-11School Data and Summary AnalysisPages 12-14Priority Goal 1Pages 15-17Priority Goal 2Pages 18-22Safe School Plan for KESPages 23-29Title I Schoolwide Compliance Review and PlanPages 30-34Title I Targeted Assistance Compliance Review and PlanPage 34Compliance Review and Plan for Schools in Title I School ImprovementState Board of Education Goals – Future-ready Students for the 21st Century??????????????????Goal 1 – North Carolina public schools will produce globally competitive students.??Goal 2 – North Carolina public schools will be led by 21st Century professionals.??Goal 3 – North Carolina Public School students will be healthy and responsible.??Goal 4 – Leadership will guide innovation in North Carolina public schools.??Goal 5 – North Carolina public schools will be governed and supported by 21st Century systems.District Goals for WINSTON-SALEM/FORSYTH COUNTY SCHOOLS???GoalsBy 2020, 90 percent of third-grade students will read on or above grade level.By 2018, our graduation rate will be 90 percent.By 2018, we will close the achievement gap between subgroups by 10 percentage points while increasing the performance of all subgroups.PrioritiesProvide all schools and departments the differentiated support they need to reach the full potential of the Continuous Improvement Process to maximize student outcomesTrain and support individuals to be strong instructional leaders and hold them accountable for achieving district goals.Equip staff to support struggling students.Intentionally engage our parent and community partners in understanding, supporting and advocating for our district goals in service of students.CultureHigh expectations and high accountability in a psychologically safe environment.?School Vision and Mission Statements for KONNOAK ELEMENTARY SCHOOL??????Vision:?It is our vision that being educated at Konnoak means our students grow more than a year’s worth annually, that:By 2020, 90% of third graders will be proficient.By 2017, 100% of students will demonstrate academic growth.By 2017, 100% of teachers will receive professional support to reach/exceed proficient on teacher evaluation standards.By 2017, we will reduce the number of office discipline referrals by 50%.in order to ensure that our students leave Konnoak with their career and college readiness skills. ??Mission:??Konnoak Elementary School will provide a quality 21st Century education in a nurturing environment that will develop college and career ready scholars with the ability to be thinkers, effective problem solvers and savvy technology consumers using higher order thinking to promote lifelong learning.????????????LEA or Charter Name/Number:Winston-Salem/Forsyth County Schools School Name/Number:Konnoak Elementary School/428?School Address:3200 Renon Road, Winston-Salem, NC 27127Plan Year(s):2014-2015?Date prepared:Revised October 2 (based on staff goals) and Voted October 8, 2015?Principal Signature:??Local Board Approval Signature:?Date?DateSchool Improvement Team MembershipFrom 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*NameCommittee Position*NamePrincipal?Shelia BurnetteCurriculum CoordinatorToneika GravelyAssistant Principal Representative?Cassandra DobsonKindergaten Teacher Rep?Brian ProutAssistant Principal RepresentativeVerchello NelsonFirst Grade Teacher RepAimee ThomasTeacher Representative—Chair?Maria Ervin Blake (2nd grade)Third Grade Teacher RepNayeka DrakeInst. Support Representative?Tesha GreenFourth Grade Teacher RepKristin TrivitteParent Representative?Mr. RichmondFifth Grade Teacher RepN’Kenga ReichParent Representative?Mrs. AstropESL Teacher RepVeronica BlancoTeacher Assistant Rep.?Sheri MarshallGuidance CounselorAdeola DurotoyeEC Teacher Assistant Rep. Linda Mincey?Media CoordinatorMyra WorrellSchool Data and Summary Analysis??????????Use data identified on the Data Sources tab (or from other sources) as the basis for understanding the school and identifying priority areas for improvement.??Guiding Questions: Review school data and consider a variety of perspectives including overall school/student performance, sub-group performance, attendance, teacher satisfaction, instructional practice (from walk-throughs/observations), and student learning (also from walk-throughs/observations as well as data).Principal’s Name: Shelia Burnette School:Konnoak Elementary Date: May 2015The following information was copied from Appendix D of the NC School Improvement Planning Implementation Guide 2009-2010 Version 1.01 - July 2009, pages 35-56. It is the NCDPI Comprehensive Needs Assessment School Level compiled by the District and School Transformation Division of the North Carolina Department of Public Instruction, Revised March 2009.“OVERVIEWA comprehensive needs assessment is critical to the development of a high-quality school program. A systematic review of practices, processes, and systems within a school assists school leadership in determining needs, examining their nature and causes, and setting priorities for future action. The needs assessment consequently guides the development of a meaningful school plan and suggests benchmarks for evaluation. Research supports that schools that undergo a careful analysis of data and information make better decisions about what to change and how to institutionalize systemic change.School Data and Summary AnalysisUse data identified on the Data Sources tab (or from other sources) as the basis for understanding the school and identifying its strengths and weaknesses.Guiding Questions: Review school data and consider a variety of perspectives including overall school/student performance, sub-group performance, attendance, teacher satisfaction, instructional practice (from walk-throughs/observations), and student learning (also from walk-throughs/observations as well as data).Konnoak Elementary School, built in 1956, is a neighborhood school nestled within the suburban community of Konnoak Hills. Surrounded by a number of community churches and a neighborhood watch community, Konnoak is fortunate to have these organizations support the school with volunteers, donations and special events for our students and staff. Konnoak also has a number of business partners, as well as the support of the Corporate Volunteers for early intervention. As you can see on the chart below, Konnoak's enrollment has increased annually. Konnoak is now in its fifth year as a magnet program for Technology and International (Global) Studies, with an emphasis on Chinese Immersion classes. In addition to this program, Konnoak offers single gender classes as an option and the program has grown from 1 class to 12 classes in four years. Teachers participate in VIF Global Studies Modules and Single Gender Breakfast Club to provide a strong magnet program experience for the students of Konnoak Elementary School. Below is a historical view of Konnoak's history from 2001-2014. This chart allowed us to see the change in our school population/demographics overtime. While this data does not represent strengths nor weaknesses, we feel this view is essential for our stakeholders and the school community to understand our changes over time. As you can see, the population has changed over the years with demographic changes and proficiency changes. YearAdminEnrollmentAll TestedAll ProficientWhite TestedWhite ProficientBlack TestedBlack ProficientHispanic TestedHispanic ProficientEDS TestedEDS ProficientLEP TestedLEP ProficientSWD TestedSWD Proficient# of Teachers% HQ% turnoverMet AYP?Overall Prof. ReadingOverall Prof. Math01-02Horne560??7077%16361%2273%12754%0n/a2246%46n/a12%yes76%76%02-03Horne53426276%6477%16175%2378%17270%0n/a3447%427224%yes79%87%03-04Horne51825164%5567%14765%2752%15757%1242%3324%437624%17 of 1771%77%05-06J. Jones61528345%4358%14442%7742%23639%4827%4624%569523%20 of 2770%49%07-08J. Jones62028638%4151%10934%10736%23934%7016%4751%589811%17 of 2140%70%09-10J. Jones61230244%3768%11741%12838%27343%9023%3023%60989%19 of 2146%74%10-11Burnette62530544%3361%12038%13242%28542%10734%3821%5010014%13 of 2146%70%11-12Burnette68432439%3465%12265%14734%30137%11022%4427%519822%15 of 2541%71%12-13Burnette69633515%4628%12015%15011%31013%976%6420%5210023%24 of 2919%30%13-14Burnette69932933%4442%10327%16332%31732%10724%3934%27%39%14-15Burnette75232633%10839%10430%16432%32633%9019%5034%21 of 3631%35%1. What does the analysis tell you about your school’s strengths?Student and Community Demographics Many items in this subcategory are neither strengths nor weaknesses. Instead they are neutral trends/patterns that impact our school (identified by *).+Enrollment has increased from 560 in 2001-02 to 699+ in 2013-14.*White students tested in grades 3-5 decreased by 50% from 2001-02 (70) to 34 in 2011-12, but has started increasing in 2012-13.*The Economically Disadvantaged Students increased from 127 in 2001-02 to 310 in 2012-13.*The Black population decreased from 163 (2001-02) to 120 (2013-14)*The Hispanic population increased from 22 in 2001 to 150 in 2012-13.Attendance/Discipline+Discipline referrals decreased from 69 per 100 students (2011-12) to 24 per 100 students (2012-13).+Discipline increased in 2013-14 to 36 referrals per 100 students and then decreased in 2014-15 (to date).+Based on the SWIS report, the majority of discipline referrals were bus referrals (approximately 100) and classroom (approximately 55).*Based on the SWIS report, the most frequent problem behaviors were inappropriate language (24), aggressive behavior (48) and disruption (50+).+Based on the Multi-year SWIS data report (2010-2015), Discipline referral numbers changed from 146 (2010-11), 416 (2011-12), 169 (2012-2013), 255 (2013-14) and 189 (2014-2015). +Based on the Multi-year SWIS data report (2008-2015), Referrals per 100 students per year have changed from 36 in 2013-2014 to 25 in 2014-15.+Based on the Multi-year SWIS data report (2010-2015, Referrals by Problem Behavior have changed in the following categories Problem Behavior2010-20112011-20122012-20132013-20142014-2015Defiance/ Insubordination/ Non-compliance1252204819Physical Aggression3281565847Inappropriate Language1548134325Fighting2136211513Harassment19311711Disrespect000159 +Based on the 2015 FCAE survey, the percentage of staff reporting bullying occurring in the classroom on a daily basis decreased from 35.2% in 2012-13 to 23.4% in 2014-15.Student Achievement & growth+In 2014-2015, the school has maintained an average of 89% of students on green in DIBELS.+For 2nd quarter of 2014-15, all EOQ assessments were higher in 2015 than in 2014.+Based on 2014-15 EOQ data, 3rd grade nearly matched the non-STAR3 schools' average in Math in the first quarter (School average was 53% and WSFCS average was 51%).+Based on the EOQ data: One 4th grade teacher's single gender class (all girls) beat the district average in 1st and 3rd quarter in Math and 2nd and 3rd quarter in reading. +There was an increase of identified AIG students from 2012-14 (2-3) to 16 in 2015. +Kindergarten increased the percent of students that are proficient by +53% (from 31% BOY to 84% EOY) in 2014-15.+First Grade increased the percent of students that are proficient by +11% (from 46% BOY to 57% EOY) in 2014-15.+Fourth Grade increased the percent of students that are proficient by 9% (from 43% BOY to 52% EOY) in 2014-15.+Fifth Grade increased the percent of students that are proficient by 26% (from 25% BOY to 51% EOY) in 2014-15.+Based on the EOG Summary, 5 out of 7 End-of-Grade test results reflected positive gains for College and Career Ready measures and 3 out of 5 were positive for Grade Level Proficiency. Perceptions of School+Based on the 2015 FCAE survey, the percentage of staff feeling there is an atmosphere of trust within the school increased from 26.7% to 29%. +Based on the 2015 FCAE survey, the percentage of staff who report low morale decreased from 68.6% (2012-13) to 61.5% (2014-15).School Processes/Instructional Practices+Based on the 2015 FCAE Survey, the percentage of educators who feel they have time to collaborate with their colleagues increased from 55% (2012-13) to 62% (2014-15).+From the 2012 to the 2014 Teacher Workplace Condition Survey, 7 of 7 indicators improved in Time, 4/8 indicators improved in Teacher Leadership, 7/11 indicators improved in School Leadership, and 9/11 indicators improved in Instructional Practices and support. +The school's Single Gender program grew from 1 class to 12 classes from (2011-12 to 2014-15) for parental options.+Based on the 2015 EOQ, another 4th grade single gender class went up 16 points in third quarter Math.+Several classes in 4th and 5th grade increased their proficiency by 5-12 points in reading and math for third quarter 2015.+Based on 2013-14 Internal Report, Konnoak had 64.3% students proficient in Reading, 71.4% proficient in Math and 50% proficient in Science.+100% of all 4th and 5th grade teachers were trained in and used DIBELS for reading instruction and intervention in 2014-15.+100% of K-5 staff were trained in Higher Order Thinking and Differentiation across the curriculum in January 2015.+Third through Fifth grade classes implemented modified literacy instruction (structure and schedule) to increase intervention time.+66% of K-5 grade levels implemented cross -grade level intervention groups in reading using DIBELS/TRC summary data for 2014-15.+Based on the 2014-15 EOG Disaggregated Data, we reversed the achievement gap between White and Hispanic in 4th grade math and reading by having Hispanic students perform higher than other racial subgroups. Professional Capacity+From the 2012 to the 2014 Teacher Workplace Condition Survey, 4/7 indicators improved in Managing Student Conduct, 4/8 indicators improved in Teacher Leadership, 7/11 indicators improved in School Leadership, 6/13 indicators improved in Professional Development an 9/11 indicators improved in Instructional Practices and support. +100% of classroom teachers and specialists were trained in Thinking Maps and given materials for the training in 2014-15.+100% of all 4th and 5th grade teachers were trained in and used DIBELS for reading assessment in 2014-15.Parent and Community Involvement+Based on the 2015 FCAE survey, the percentage of staff reporting tardiness as a daily occurrence decreased from 66.7% in 2012-13 to 61.5% in 2014-15.+Based on the 2015 FCAE survey, the percentage of EVAAS:Based on the 2014-2015 report, third and fourth made green growth and fifth grade exceeded the growth based on the reading and fifth grade exceeded growth in reading. Based on the 2014-2015 report, fourth made green growth and fifth grade exceeded the growth based on the reading and fifth grade exceeded growth in math. 2. What does the analysis tell you about your school’s gaps or opportunities for improvement?Student and Community DemographicsNone identifiedAttendance/Discipline-Based on the SWIS report, the majority of discipline referrals were bus referrals (approximately 100) and classroom (approximately 55).-Based on the SWIS report, the most frequent problem behaviors were inappropriate language (24), aggressive behavior (48) and disruption (50+).-Based on the Multi-year SWIS data report (2013-15), the top 3 problem behaviors were: Defiance, Insubordination, Non-compliance, Physical aggression and Disruption.-Based on the 2014-15 discipline data, 149 of 189 discipline referrals were males.-Based on the 2014-15 discipline data report, we continue to need to address the quantity of classroom disruptions to maximize instructional time.Problem Behavior2010-20112011-20122012-20132013-20142014-2015Disruption1464194951-Based on the 2014-15Comparison of Referrals by Ethnicity, Black students make up approximately 30%of the student body but are 52% of the discipline referrals. -Based on the 2014-15 Referrals by Action Taken, 50 of 189 (26%) of the consequences for discipline were Bus Suspensions.-Based on the Fall 2014staff attendancereport, we had 301 staff absences and 239 substitute jobs. Student Achievement & growth-The Achievement gap between White students and Black students and White and Hispanic students has increased from 2001-2013.-Konnoak has not met AMO targets since 2003-2004.-Our 2013-2014 proficiency data was 3rd grade GLP in 47%, 4th grade GLP 22% and 5th grade GLP 30%. -Based on the 2014-2015 Annual Growth indicator, we only had 23.1 as an overall CCR Composite. _Based on the 2014-2015 Annual Measurable Objectives, we met 58.3 of the Progress Indicators early.-Based on the 2014-2015 data, we have achievement gaps that are between White and African-american, between White-Hispanic (in 3rd and 5th grades), between LEP and non-LEP and between SWD and non-SWD.-Based on the 2014-15 EVAAS data, we were red in growth for Science.Perceptions of School-Although the percentage of staff feeling there is an atmosphere of trust within the school increased from 26.7% to 29%, the low percentage makes it an area that we want to continue to improve.-Based on the 2015 FCAE survey, the percentage of staff who feel the environment is not clean or well-maintained increased from 66.7% in 2012-13 to 77% in 2014-2015.-The ratings on the Teacher Workplace Conditions survey have been on not having a clean, maintained and on class size for 2012 and 2014.66.2-Based on the 2014-2015 NC School Report Card information, we had an Achievement Score of 33 and a Growth of 66.2, which equated to an overall letter grade as a “F.” (one point from a D)School Processes/Instructional Practices-A survey of staff through vertical teams revealed a need for making Reading Workshop and how reading strategies are introduced/used consistent vertically.-34% of K-5 grade levels did not implement cross -grade level intervention groups in reading using DIBELS/TRC summary data for 14-15.-An AIG teacher needs to be hired and maintained to ensure service delivery, enrichment, and nurturing for above grade level students and those with potential to achieve above grade level with support. Professional Capacity-Based on the personnel attendance report, Fall 2014 (August 18-December 12, 2014) there were 301 absences for one semester for staff.-A survey of vertical teams for 2014-2015 revealed a need for professional development in Guided Math/Workshop.Parent and Community Involvement-Based on the 2015 FCAE survey, the percentage of staff who feel missing assignments occur in their classroom daily or almost daily increased from 42.3% in 2012-13 to 48.7% in 2014-15.-Based on the 2015 FCAE survey, the percentage of staff that denoted that unexcused absences occur daily increased from 39.4% in 2012-13 to 40.3% in 2014-15.-Based on the 2015 FCAE survey, the percentage of staff who feel parents are supportive when students are disciplined decreased from 60% in 2012-13 to 52% in 2014-15. 3. What data is missing, and how will you go about collecting this information for future use?We continue to desire to find effective ways to measure progress for subgroups of students and tutoring with relative assessments (ie., tutoring timed with MOY to EOY measures) or to use another source.We also desire to evaluate special programs and their effect on student achievement, school climate and discipline (ie., Single Gender, Chinese Immersion, ESL, and EC).We will continue to utilize Quarterly Data Daze with the focus on monitoring the progress of the 10% improvement goal, as well as growth measures to identify students on a negative trajectory or not making progress to target for interventions. We continue to seek ways to analyze subgroups of student effectively by identifying all categories applied to each student early in the year. 4. Based upon the analysis conducted, what 3-5 top priorities emerge for the school? (Cite relevant evidence from your analysis)Goal 1: Increase the percentage of proficient students (reading, math and science) for PreK-5 by 30% in 3 years, with annual benchmarks of 12% or more improvement. Strategies: Building vocabulary and conceptual understandingData-driven differentiated instruction, intervention and tutoringGoal: Close the Achievement gaps between our subgroups (White-Black; White-Hispanic, LEP to non-LEP; and SWD to non SWD) based on the calculated goals below: Strategies: Reach One, Teach One, Each One Mentor program for targeted students Build Teacher Capacity through Professional Development targeted at various subgroups Establish Leadership Team focused on vertical alignment and subgroup progress monitoring.*We have narrowed our goal focus but have additional strategies in place to support parental education, interventions, and teacher retention efforts.Priority Goal 1 and Associated StrategiesPlan/Do?Area for improvement and supporting data:In 2014-15, Konnoak met expected growth in reading EVAAS in 3rd and 4th grade and exceeded expected growth in reading EVAAS in 5th grade. We had positive growth in 5 out of 6 grade levels and positive cohort movement in that grade. However, our reading EOG scores did not reach our goal and show that we have to continue to prioritize literacy, math and science (all under 50% CCR) as an area of focus. ?School Goal 1:Increase the percentage of proficient students in reading, math and science for PreK-5 by 30% in 3 years, with annual benchmarks of 12% or more improvement annually. Supports this district goal: By 2020, all third graders will be 90% proficient.???Target:Increase percent proficient by 12% on different end-of-year evaluations. Indicator:Percent proficient or higher on EOY (DIBELS/TRC) or EOG AssessmentMilestone date:June 2015?Goal 1 Improvement Strategies – Identify research-based strategies whenever possible.Strategy 1:Strategy: All staff will support building conceptual understanding and vocabulary (academic, content and sight word) through implementation and critical thinking tasks. Action steps:1. Teachers will introduce vocabulary (academic, social, behavioral, sight words and content) in context to help students connect the learning through visual, written and oral activities.?2. Teachers will implement Sheltered Instruction Observation Protocol strategies from series of trainings by district SIOP trainer to provide a language-rich environment that supports language acquisition. 3. Students will be expected to write, explain, and justify their work using a thinking map, statements or other writing to connect vocabulary and concepts with tasks.4. Provide afterschool tutoring and reading intervention support.Strategy 2:Strategy: All teachers will implement data-based/data-driven instruction, intervention and differentiation. Action steps:Administration will assist teachers (K-5) and leadership team members with accessing data, learning to filter and disaggregate the data to support the creation of target groups. ??Teachers and assistants will provide K and 1st graders a double dose of reading and inter-grade level groupings in early literacy as an intervention model to address reading deficits.Administration will provide K-5 teachers professional development on i-Ready and use it as a learning lab continuum to support progress monitoring, as well as a classroom instruction and intervention program resource. Academic Team Members and teaching staff will create and implement a modified TRC protocol to focus on increased non-fiction instruction and non-fiction assessment at benchmark levels to determine fiction and non-fiction reading levels for more accurate results and instructional decision-making. ?How will we fund these strategies?Funding source 1:At-RiskFunding amount:$19,488 ?Funding source 2:Title I--PersonnelFunding amount:$672,075?Funding source 3:Title IFunding amount: 17,249?Review frequency:QuarterlyTotal initiative funding:$708,812 ??CheckWhat data will be used to determine whether the strategies were deployed with fidelity?*Thinking Maps lesson plans*Progress Monitoring in DIBELS NEXT*BOY, MOY, and EOY data*Common Assessments/Common Formative Assessment to inform instruction. *Student journals and work samples*i-Ready diagnostic results*Lesson Plan Reviews*Observed focus on vocabulary and explicit conceptual understanding tasksHow will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and summative data as appropriate.)?Positive growth/improvement. Student Achievement will improve in number of proficient students. Improvement in teacher delivery of instructionIncrease in use of non-fiction materials and non-fiction reading levelsTeacher observation/evaluation evidencesCWT dataWhat does data show regarding the results of the implemented strategies?20% or higher increase in proficiency=Gold10-19% increase in proficiency=Silver0-9% increase in proficiency==Bronze?We will measure data based on the SIP Calculator (listed in Goal 2)ActBased upon identified results, should/how should strategies be changed??Priority Goal 2 and Associated StrategiesPlan/DoBased on our EOG data, we have learning gaps between White and Black subgroups, White and Hispanic subgroups (expect in 4th grade), LEP and non-LEP subgroups, and SWD and non-SWD students (where SWD have performed higher than students with no disability. ?School Goal 2:Our goal is to close the gap in Grade Level Proficient (GLP) between White and Black subgroups (from11% in Reading and 6% in Math to 6% or less in Reading and 3% or less in Math); between White and Hispanic subgroups (from 16% in Reading); between LEP and non-LEP subgroups (from 25% to 12% or less in Reading and from 11% to 6% or less in Math); and to address the gap where our SWD outscore our non-SWD students by 7% in Reading and 2% in Math). *The charts below show the CCR & GLP Target Calculators (gaps are smaller for CCR) Reading Overall EOG by Subgroups Math Overall EOG by SubgroupsSupports this district goal: Close the Achievement Gap by 50%. ???Target:To close the achievement gap between subgroups based on the growth goals above.Indicator:Reduced achievement gap; Greater percent proficient for subgroups (EOG benchmarks)Milestone date:?June 2016?Goal 2 Improvement Strategies – Identify research-based strategies whenever possible.Strategy 1:Strategy: All staff will strengthen relationships and implement culturally responsive practices to support students Action steps:1. Implement the Reach One, Teach One, Each One Mentor program for targeted students with least growth.2. Identify students in grades 3-5 who are non-proficient (yellow) or above proficient (blue) using DIBELS Data3. Staff will participate in various activities throughout the year regarding the mentor/student relationship and building self-confidence and self-awareness.Strategy 2:Strategy: Leadership will build Teacher Capacity through Professional Development targeted at various subgroupsAction steps: Assist teachers with growth plans identified with developing areas in observations and provide coaching support for a year’s worth of growth.Provide SIOP, Single Gender, Poverty and Diversity Awareness and other professional development opportunities to understand our students as learners.Strategy 3:Strategy: Implement a monitoring system to determine progress of grades, subgroups and targeted students.Establish a Leadership Team from teacher applications and meet monthly to focus on leadership development, building capacity and vertical teaming/planning based on the needs of subgroups of students.Academic Team and/or Leadership Team will identify grade level focus groups and push in to support based on data (ie., supporting workshop structure with grades 2-5 to support/maintain growth).Plan/Do?How will we fund these strategies?Funding source 1:At-riskFunding amount:$5,000?Funding source 2:Title IFunding amount:$5,500?Funding source 3:Duty FreeFunding amount:$?Total initiative funding:$5500CheckWhat data will be used to determine whether the strategies were deployed with fidelity?*Implementation of the Leadership Team (application, agendas, minutes)*Fiction and Non-fiction student TRC levels based on new assessment protocol.*Student proficiency (grade, class, subgroups, and individuals)*Participation rates for professional development*Observations of SIOP strategies for instructional deliveryHow will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and summative data as appropriate.)*Common formative Assessments*Common Assessments*Benchmark Assessments*Teacher observations of students*Teacher observationWhat does data show regarding the results of the implemented strategies??ActBased upon identified results, should/how should strategies be changed?Safe School Plan for KONNOAK ELEMENTARY SCHOOL??Pursuant to General Statute §115C-105.47, this Safe School Plan provides required information regarding roles and responsibilities of district and school-level personnel with respect to establishing and maintaining a safe, secure, and orderly school.?Name and role of person(s) responsible for implementing this plan:??Statement of Responsibility for the School District SuperintendentIn accordance with General Statute §115C-105.47 (b)(2), the district superintendent is responsible for coordinating adoption and implementation of this plan, evaluating the principal's performance with respect to school safety, monitoring and evaluating implementation of this plan at the school-level, and coordinating with local law enforcement and court officials as appropriate. ?In the event the district superintendent fails to fulfill these responsibilities as required by state law, the following disciplinary consequences may occur: (INSERT APPROPRIATE INFORMATION HERE)?See WSFCS School Board Policy and Procedures?Statement of Responsibility for the School PrincipalIn accordance with General Statute §115C-105.47 (b)(3), the school principal is responsible for restoring, if necessary, and maintaining a safe, secure, and orderly school environment. The duties of the principal with respect to this include exhibiting appropriate leadership for school personnel and students, providing for alternative placements for students who are seriously disruptive, reporting all criminal acts under G.S. 115C-288(g), and providing appropriate disciplinary consequences for disruptive students.?In the event the school principal fails to fulfill these responsibilities as required by state law, the following disciplinary consequences may occur: (INSERT APPROPRIATE INFORMATION HERE)?See WSFCS School Board Policy and Procedures?Statement of the Roles of Other Administrators, Teachers, and Other School PersonnelIn accordance with General Statute §115C-105.47 (b)(4), other school personnel are tasked as follows with restoring, if necessary, and maintaining a safe, secure, and orderly school environment:?Assistant Principal(s): Cassandra DobsonTeachers: Myra Worrell, Toneika Gravely, Adeole Durotoye Teacher Assistants: Sheri Marshall Other School Staff: Tesha Green, DJ Brantley, Kendra Minor, Ronnie Crosby, Tia Parker?Services for At-risk StudentsPursuant to General Statute §115C-105.47 (b)(5), the following procedures are used to identify and serve the needs of students at-risk of academic failure, or of engaging in disruptive or disorderly behavior, or both.?By nature of our population, many of our students fall into the At-Risk category. With 46.0% proficient in reading, 35.8% proficient in math, and 47% proficient in Science in 5th grade, we consider the majority of our students to be at risk academically, especially with a transient population in impacted subgroups. The Academic Team is working on the implementation of MTSS and will hold Data Team sessions to move forward with drilling down the “Priority Levels” for students and to create a 4 level plan for intervention/enrichment: Identifying above grade level students and implementing a plan for serving the students in reg. ed. and in enrichment groups. Identifying on-grade level students and implement an enrichment plan for serving the students in reg. ed and in small group intervention.Materials: Enrichment for Imagine It; EnVisions enrichment/challenge; i-Ready; DIBELS What Next; Guided Reading; PBL Identifying “borderline/close to proficient” students and implement an intervention plan for serving the students in reg. ed, through PRTs, in afterschool tutoring, and in workshops to address specific deficits using their strengths. Identifying most at-risk students and identify their deficits. Review historical information to determine the plan for progress monitoring, intervention plans, referrals to IST, and how to serve the students in reg. ed, through PRTs, in afterschool tutoring, and in workshops to address specific deficits using their strengths. Materials/Resources: Learning Lab, schoolwide/targeted tutoring, i-Ready, EnVisions intervention materials, Cross-grade level support, targeted workshop support from TAs, intervention models to address specific skills (like Fluency strategy).In addition to the academically at-risk, we have a several children who have presented behavioral concerns that negatively impact their academic performance. Our TARGET team (administrators, social worker, parent involvement coordinator, counselor and nurse) continuously identify students of concern by the “flagged students list,” SWIS data, and case management. Based on these data points and teacher referrals, we identify interventions to address: attendance, mental health needs, PBIS Check-in/Check-out, behavioral interventions, etc.). This includes referrals to Mental Health providers on campus, as well as additional supports to the family in wrap around services.?Pursuant to General Statute §115C-105.47 (b)(6), the following mechanisms are used for assessing the needs of disruptive and disorderly students who are at risk of academic failure, providing these students with services to assist them in achieving academically and modifying their behavior, and for removing them from classrooms when necessary.?Please review the information above to address General Statute §115C-105.47 (b)(5). In addition to the plan to support the students with academic and behavioral interventions, we plan to follow the PBIS plan for behavior intervention and the WSFCS Discipline procedures to provide interventions and consequences as appropriate. Management of Student Behavior:The focus of the school is to address the behaviors, to teach/coach replacement behaviors, to integrate positive and negative consequences, as appropriate, and to instill intrinsic reflections and responses to actions so the students begin to self-monitor and self-redirect. Our current issues around discipline and managing student behavior involve anti-bullying efforts and reducing classroom disruptions due to discipline. The primary behaviors of discipline are: interrupting teacher with distractions and noncompliance. In an effort to reduce these interruptions, we communicate with parents about student behaviors in various ways (behavioral updates, phone calls, email, & Class Dojo reports), as well as having monthly PBIS meetings, PBIS incentives to reward behaviors, SWIS data to identify students of concern, and Check-in/Check-out to support students with high numbers of disciplinary referrals. In cases, where we have observed more severe behaviors/needs, our TARGET team identifies the students in academic, social, physical, or emotional/mental safety nets and services. These will include creating Functional Behavioral Assessments (FBAs), Behavioral Intervention Plans (BIPs), and/or Behavioral contracts. We are also partnering with a mental health provider for on-site therapy, as well as with Communities in School by having a Graduation Coach to assist with identified students, as well as fifth grade.?Pursuant to General Statute §115C-105.47 (b)(13a), the following services are provided to students assigned to an alternative school or an alternative learning program.?At this time, there is not an alternative school for elementary aged students. If a student presents consistent behaviors of concern, he/she could be referred to CREST/CHOICE or KidsPlus for support services beyond what the school could provide. This process requires that we have interventions and that we conduct a Functional Behavioral Assessment to narrow the focus on the behaviors to be addressed. Beyond these measures, we continue to work with local agencies supporting families.?In accordance with General Statute §115C-105.47 (b)(7), the following measurable (goals) for improving school safety and order are in place. (Copy as needed depending upon number of goals.)?Goal: Increase the instructional time by reducing the emotional/behavioral distractions and time out of the learning environment by 50%..?Target: Reduce discipline office referral incidents/events by 10% and OSS by 50% by June 2016.?Indicator: SWIS data; OSS report; ISS report; TWC?Milestone Date: June 2016??In accordance with General Statute §115C-105.47 (b)(8), the following measures are used to determine the effectiveness of the school's efforts to assist at-risk students, including effectiveness of procedures adopted under G.S. 115C-105.48 (Alternative Learning Programs).?Target: To increase the percent of students proficient in reading, math and science by 12%.?Indicator: Increase percent proficient by 12%. Percent proficient or higher on EOY (DIBELS/TRC) or EOG Assessment?Milestone Date: June 2016??In accordance with General Statute §115C-105.47 (b)(9), the following planned or recently completed professional development aligns with the goals of our safe school initiative: ?Professional DevelopmentPlanned/Completed?????Thinking Maps: For New Cardinals on the BlockSept. –Nov. 2015??????Reach One, Teach One, Each One Activity SeriesAug. ‘15-June ‘16?????Single Gender CohortOct. ‘15-April 2016?????Grade Book?Sept/Oct 2015?????SIOP trainingOct.-Dec. 2015???? i-Ready TrainingOctober 2015?????Technology (Promethean, handheld devices, Dojo, etc)Nov.-May 2016?????Daily Routines & Guided Math Training/Follow-upFall 2015??????Ready Classroom Training/Observations?Jan.-June 2016?????MTSS Training (from team members)Fall 2015?????Pursuant to General Statute §115C-105.47 (b)(10), identify the district's plan to work effectively with local law enforcement and court officials.?Please refer to: Winston-Salem/Forsyth County Schools Article 5 Students (Series 5000) Elementary and Secondary AR 5131.7 Reporting Policies August 2011?Pursuant to General Statute §115C-105.47 (b)(11), identify the district's plan to provide access to information to the school community, parents, and representatives of the local community.?As a district and a school, we use internet (website, blogs) for one-way and two-way communication; email; automated phone calls on Blackboard Connect (weekly messages); hardcopy notification, bilingual notifications, and handbooks to communicate district information, policies, announcements, and procedures. The district also uses the Cable TV channel to share information and announcements, as well as local media (newspapers, tv, etc.). We also include a communication plan for our parents (including a calendar of major events monthly, calendar updates on the webpage and an information board for parents on our main hall). We are also working on implementing a School App this year for families to access us, in addition to the facebook page that the PTA facilitates.?Funding Uses and Sources – At-risk and Alternative Learning Schools and ProgramsProgram or Strategy Being FundedAmount of FundingSource of Funding? Afterschool Tutoring (Primary)20631.00?Title I Funding?KinderCamp (student jumpstart for readiness)4100.00?Title I Funding?EOG Readiness/Bootcamp Tutoring/Camp Soar14,500.00 At-Risk Funds? ?Title I School-wide Compliance Review and PlanA comprehensive school improvement plan must address all of the components defined in the Elementary and Secondary Education Act (Section 1114(b) of Title I). Each required component is described below, with an explanation of how each contributes to the creation of a successful schoolwide program. The goals and strategies you've already developed may fulfill many of these requirements.Schoolwide reform strategies: Instructional strategies and initiatives in the comprehensive plan must be based on scientifically based research, strengthen the core academic program, increase the quality and quantity of learning time, and address the learning needs of all students in the school.?This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right:?Priority Goal 1Priority Goal 2Priority Goal 3Strategy 1XXStrategy 2XXStrategy 3X?Our school is addressing the need for schoolwide reform in the following ways, in addition to our focus on the priority goals listed in this plan:?Please see Goal 1 Strategies and Action Steps. ??Instruction by highly qualified teachers: High poverty, low-performing schools are sometimes staffed with disproportionately high numbers of teachers who are not highly qualified. To address this disproportionality, the ESEA requires that all teachers of core academic subjects and instructional paraprofessionals (employees of a LEA who provide instructional support) in a schoolwide program school meet the qualifications required by section 1119. Student achievement increases in schools where teaching and learning have the highest priority, and students achieve at higher levels when taught by teachers who know their subject matter and are skilled in teaching it.?This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right:?Priority Goal 1Priority Goal 2Priority Goal 3Strategy 1XX?Strategy 2XX?Strategy 3X??Our school is addressing the need for highly qualified teachers in the following ways, in addition to our focus on the priority goals listed in this plan:New Cardinals on the Block (monthly meetings with Principal and other school/curriculum leaders)Mentor/Mentee ProgramProfessional Learning Team MeetingsBuddy TeachersPeer ObservationsAdministrative Coaching SessionsInterview TeamProfessional Development Plan for the yearPoverty Awareness SessionsEarly Release Day Vertical TeamsTeacher observations/Learning Walks???????????High-quality and ongoing professional development: Teachers and other staff in schoolwide program schools must be equipped to face the challenge of helping all students meet the State’s academic achievement standards. To do this, they must be familiar with the goals and objectives of the schoolwide plan, and receive the sustained, high-quality professional development required to implement them. The statute requires that professional development be extended, as appropriate, to those who partner with teachers to support student achievement, such as principals, paraprofessionals, and parents.?This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right:?Priority Goal 1Priority Goal 2Priority Goal 3Strategy 1XX??Strategy 2XX??Strategy 3X???Our school provides high quality, on-going professional development in the following ways, in addition to our focus on the priority goals listed in this plan:Early Release Day-- Cognitive Thinking, PLTs, Magnet TrainingReach One, Teach One, Each One Poverty Awareness Activities (Eric Jensen Book Talks, surveys, etc.)Thinking Maps Training and ImplementationDIBELS Next Trainingi-Ready TrainingSIOP Training SeriesPEP introductionGradebook Set-upTechnology Tidbits (Haiku, Google, etc.) with Coach??Strategies to attract highly qualified teachers to high-need schools: Although recruiting and retaining highly qualified teachers is an on-going challenge in high poverty schools, low-performing students in these schools have a special need for excellent teachers. Therefore, the schoolwide plan must describe the strategies it will use to attract and retain highly qualified teachers.?This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right:?Priority Goal 1Priority Goal 2Priority Goal 3Strategy 1XX???Strategy 2XX???Strategy 3X????Our school uses the following strategies to attract highly qualified teachers to our high-need schools, in addition to our focus on the priority goals listed in this plan:Interview Team of teachers, Curriculum Coordinator and AdministrationCollaboration with Visiting International Faculty AgencyCollaboration with Educational Placement Inc.Partnership with CPI (classified)School-based interview team information plus HQ Interview Index.New Cardinals on the Block. ??Strategies to increase parental involvement: Research continues to demonstrate that successful schools have significant and sustained levels of parental involvement. Therefore, it is important that schoolwide plans contain strategies to involve parents in the school community. Additionally, state law requires parent representation on every school's improvement team, and federal requirements specify that each school must develop: 1) an approach for communication with parents, 2) activities to involve parents, and 3) an approach for training parents to better understand how to help their children excel in school.?This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right:?Priority Goal 1Priority Goal 2Priority Goal 3Strategy 1XX??Strategy 2??Strategy 3???Our school uses the following strategies to increase parental involvement, in addition to our focus on the priority goals listed in this plan:PTA Executive Board and MembersParental participation in the districts' Parent MeetingsSchool Improvement Team participationCurriculum nightsFamily Events (Fall Festival, Heritage Night)Parent Involvement TeamBlackBoard Connect Weekly AnnouncementsParent Involvement Coordinator (100%)Parent Lunch and Learn SessionsA Day In My Shoes Title I Literacy Night??Plans for assisting preschool students in the successful transition from early childhood programs to local elementary schoolwide programs: This component emphasizes the value of creating a coherent and seamless educational program for at-risk students. Early childhood programs, including Early Reading First and others, provide a foundation for later academic success, and effective schoolwide programs capitalize on this strong start.?This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right:?Priority Goal 1Priority Goal 2Priority Goal 3Strategy 1?????Strategy 2?????Strategy 3??????Our school uses the following pre-school-to-elementary transition strategies, in addition to our focus on the priority goals listed in this plan:Three (3) Ready Classroom TeachersKBR Conference to NCAEYCPreK teacher on Kindergarten TeamSpring Prek-K Transition EventsTeacher/TA Home VisitsReady Schools Assessment??Measures to include teachers in decisions regarding the use of academic assessments: In addition to State assessment results, teachers need current and ongoing assessment data that describe student achievement. These data often come from less formal assessments, such as observation, performance assessments, or end-of-course tests. The schoolwide program should provide teachers with professional development that increases their understanding of the appropriate uses of multiple assessment measures and how to use assessment results to improve instruction. ?This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right:?Priority Goal 1Priority Goal 2Priority Goal 3Strategy 1XX??Strategy 2XX??Strategy 3X???Our school uses the following strategies for developing teacher skills in formative assessment, in addition to our focus on the priority goals listed in this plan:Quarterly Data Review in Professional Learning TeamsData WallTeacher Data Sessions with AdministrationStudent Data folders/portfolioGoal SettingQuarterly Awards Assembliesi-Ready Diagnostic AssessmentsSubgroup data review by teams and Leadership Team?Activities to ensure that students who experience difficulty attaining proficiency receive effective and timely additional assistance: The schoolwide program school must identify students who need additional learning time to meet standards and provide them with timely, additional assistance that is tailored to their needs. This assistance must be available to all students in the school who need it.?This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right:?Priority Goal 1Priority Goal 2Priority Goal 3Strategy 1XX???Strategy 2XX???Strategy 3???Our school uses the following differentiation strategies, in addition to our focus on the priority goals listed in this plan:?CIS grant Afterschool Program21st Century Grant Program with SPWOC--Literacy ProgramAfterschool tutoring 4th Grade Crunch Time (Reading) 4th Grade Reading Lab for transition studentsDouble Dose Reading Workshop for K and 1st early interventionCross grade level workshop groups 1st-5th??Coordination and integration of Federal, State, and local services and programs:Schoolwide program schools are expected to use the flexibility available to them to integrate services and programs with the aim of upgrading the entire educational program and helping all students reach proficient and advanced levels of achievement. In addition to coordinating and integrating services, schoolwide program schools may combine most Federal, State and local funds to provide those services. Exercising this option maximizes the impact of the resources available to carry out the schoolwide program. ?This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right:?Priority Goal 1Priority Goal 2Priority Goal 3Strategy 1X???Strategy 2XX???Strategy 3?Our school uses the following strategies to coordinate and integrate federal, state, and local services and programs, in addition to our focus on the priority goals listed in this plan:STAR3 Professional development funding from Title IMagnet Program (Global Schools Focus)?Title I Targeted Assistance Compliance Review and PlanA targeted assistance school improvement plan must address all of the components defined in the Elementary and Secondary Education Act (Section 1115 of Title I). Targeted assistance programs must useTitle I resources to help a school's most-at-risk children meet State academic achievement standards. Each required component is described below, with an explanation of how each contributes to the creation of a successful targeted assistance program. The goals and strategies you've already developed may fulfill many of these requirements.Targeted assistance strategies: Instructional strategies and initiatives in the plan must be based on scientifically based research with a primary consideration for extending learning time and providing accelerated, high-quality curriculum for students identified as failing or most at-risk of failing the State's challenging student academic achievement standards.?This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right:?Priority Goal 1Priority Goal 2Priority Goal 3Strategy 1XX??Strategy 2XX??Strategy 3?X????Our school is addressing targeted assistance program needs in the following ways, in addition to our focus on the priority goals listed in this plan:??Instruction by highly qualified teachers: Teachers and paraprofessionals working in targeted assistance programs must be highly-qualified. Instructional activities must be implemented by a teacher meeting the definition of highly-qualified for the core academic content area being taught in the targeted assistance program.?This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right:?Priority Goal 1Priority Goal 2Priority Goal 3Strategy 1XXStrategy 2XX?Strategy 3X??Our targeted assistance program addresses the need for highly qualified teachers in the following ways, in addition to our focus on the priority goals listed in this plan:New Cardinals on the Block (monthly meetings with Principal and other school/curriculum leaders)Mentor/Mentee ProgramBuddy TeachersPeer ObservationsAdministrative Coaching Sessions??High-quality and ongoing professional development: All teachers and staff in targeted assistance program schools must be equipped to face the challenge of helping Title I targeted assistance students meet the State’s academic achievement standards. To do this, they must be familiar with methods of identifying students who need additional assistance and they should receive sustained, high-quality professional development to help them implement student academic achievement standards in the classroom. Professional development may be extended, as appropriate, to those who partner with Title I teachers to support Title I participating students. This may include other classroom teachers, principals, paraprofessionals, and parents.?This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right:?Priority Goal 1Priority Goal 2Priority Goal 3Strategy 1XX??Strategy 2XX??Strategy 3X???Our school provides high quality, on-going professional development in the following ways, in addition to our focus on the priority goals listed in this plan:?Early Release Day-- Cognitive Thinking, PLTs, Magnet Training, Eric Jensen Book TalksThinking Maps Training and ImplementationDIBELS Next Trainingi-Ready TrainingMTSS/PEP introductionGradebook Set-upTechnology Tidbits with CoachStaff Showcase at Faculty Meetings??Strategies to increase parental involvement: Research continues to demonstrate that successful schools have significant and sustained levels of parental involvement. Therefore, it is important that targeted assistance programs develop strategies to involve parents of Title I students in the school community. Additionally, state law requires parent representation on every school's improvement team, and federal requirements specify that each school must develop: 1) an approach for communication with parents, 2) activities to involve parents, and 3) an approach for training parents to better understand how to help their children excel in school.?This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right:?Priority Goal 1Priority Goal 2Priority Goal 3Strategy 1??Strategy 2??Strategy 3??????Our school uses the following strategies to increase parental involvement, in addition to our focus on the priority goals listed in this plan:PTA Executive Board and MembersParental participation in the districts' Parent MeetingsSchool Improvement Team participationCurriculum nightsFamily Events (Fall Festival, Heritage Night)Parent Involvement TeamBlackBoard Connect Weekly AnnouncementsParent Involvement Coordinator (100%)Parent Lunch and Learn SessionsA Day In My Shoes Title I Literacy Night??Coordination and integration of Federal, State, and local services and programs: Targeted assistance program schools are expected to coordinate and integrate services, with other Federal, State and local programs and services.?This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right:?Priority Goal 1Priority Goal 2Priority Goal 3Strategy 1XX??Strategy 2XX??Strategy 3X???Our school uses the following strategies to coordinate and integrate federal, state, and local services and programs, in addition to our focus on the priority goals listed in this plan:STAR3 Professional development funding from Title IMagnet Program (Global Schools Focus)Three (3) Ready Classroom TeachersKBR Conference to NCAEYCPreK teacher on Kindergarten TeamSpring Prek-K Transition EventsTeacher/TA Home VisitsReady Schools Assessment??Plans must support and coordinate with regular education programs: Effective targeted assistance programs capitalize on strong support and coordination with regular education programs. This component emphasizes the value of creating a coherent and seamless educational program for at-risk students. This may include transitioning students from early childhood programs such as Early Reading First and others to provide a foundation for later academic success. ?This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right:?Priority Goal 1Priority Goal 2Priority Goal 3Strategy 1XX?Strategy 2XX?Strategy 3??Our school uses the following strategies to support and coordinate with the regular education program, in addition to our focus on the priority goals listed in this plan:Compliance Review and Plan for Schools in Title I School ImprovementEach school identified for Title I School Improvement must, no later than three months after notification that the school is in Title I School Improvement, develop or revise its school plan. This plan must be developed in consultation with parents, school staff, the local education agency serving the school, and outside experts. The plan must cover a two-year period.Professional development requirements: Schools in Title I School Improvement must 1) provide assurance that the school will spend not less than 10 percent of its Title I funds each year for high quality professional development, 2) specify how these professional development funds will be used to remove the school from school improvement status, and 3) incorporate a teacher mentor program.?This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right:?Priority Goal 1Priority Goal 2Priority Goal 3Strategy 1XX?Strategy 2XX?Strategy 3X?Our school is addressing these three additional professional development requirements in the following ways, in addition to our focus on the priority goals listed in this plan:?Early Release Day-- Cognitive Thinking, PLTs, Magnet Training, Eric Jensen Book TalksThinking Maps Training and ImplementationDIBELS Next TrainingDIBELS Math TrainingTrue North Logic TrainingPEP introductionGradebook Set-upTechnology Tidbits with Coach??Notification to parents: Schools in Title I School Improvement must describe specifically how the school will provide written notice about the identification of the school as a Title I School Improvement school to the parents of each student enrolled in the school.?This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right:?Priority Goal 1Priority Goal 2Priority Goal 3Strategy 1?????Strategy 2?????Strategy 3??????Our school is providing written notification to parents in the following manner:?District/School Letter re: school statusParent letters regarding non-HQ teachers and circumstances. Annual Title I meeting announcementsMonthly newsletter from administration of what is happening. Title I Link on Konnoak’s Website with budget/plan information?School, district and state agency responsibilities: Schools in Title I School Improvement are required to clearly define the responsibilities of the school, LEA, and SEA in implementing improvement strategies. LEAs are minimally required to offer technical assistance in the form of data analysis, budget analysis, and identification and implementation of improvement strategies. State-level assistance may include provision of a state-wide system of support, including allocation of funding and other technical assistance.?This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right:?Priority Goal 1Priority Goal 2Priority Goal 3Strategy 1XX???Strategy 2XX???Strategy 3X????Our school, the school district, and the state education agency are supporting improvement of our school in the following ways:School:LEA:SEA:??Strategies to increase parental involvement: Research continues to demonstrate that successful schools have significant and sustained levels of parental involvement. Therefore, it is important that targeted assistance programs develop strategies to involve parents of Title I students in the school community. Additionally, state law requires parent representation on every school's improvement team, and federal requirements specify that each school must develop: 1) an approach for communication with parents, 2) activities to involve parents, and 3) an approach for training parents to better understand how to help their children excel in school.?This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right:?Priority Goal 1Priority Goal 2Priority Goal 3Strategy 1Strategy 2???Strategy 3????Our school uses the following strategies to increase parental involvement, in addition to our focus on the priority goals listed in this plan:?PTA Executive Board and MembersParental participation in the districts' Parent MeetingsSchool Improvement Team participationCurriculum nightsFamily Events (Fall Festival, Heritage Night)Parent Involvement TeamParent Involvement Coordinator (100%)??Coordination and integration of Federal, State, and local services and programs: Targeted assistance program schools are expected to coordinate and integrate services, with other Federal, State and local programs and services.?This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right:?Priority Goal 1Priority Goal 2Priority Goal 3Strategy 1XX???Strategy 2XX???Strategy 3????Our school uses the following strategies to coordinate and integrate federal, state, and local services and programs, in addition to our focus on the priority goals listed in this plan:?STAR3 Professional development funding from Title IMagnet Program (Global Schools Focus)??Plans must support and coordinate with regular education programs: Effective targeted assistance programs capitalize on strong support and coordination with regular education programs. This component emphasizes the value of creating a coherent and seamless educational program for at-risk students. This may include transitioning students from early childhood programs such as Early Reading First and others to provide a foundation for later academic success. ?This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right:?Priority Goal 1Priority Goal 2Priority Goal 3Strategy 1XStrategy 2XXStrategy 3??Our school uses the following strategies to support and coordinate with the regular education program, in addition to our focus on the priority goals listed in this plan:?? ................
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