SIP Template .k12.nc.us



School Improvement Plan2014-20152013-2014 through 2014-2015School Improvement Plans remain in effect for two years, but a School Leadership Team may amend as often as necessary or appropriate.Draft Due: September 26, 2014Final Copy Due: October 24, 2014 {School Name} Contact InformationSchool:Croft Community SchoolCourier Number:418Address:4911 Hucks RoadPhone Number:980-343-0370Charlotte, NC 28269Fax Number:980-343-1793Learning CommunityNorthSchool Website: WilsonLearning Community Superintendent:Dr. Matt HayesCroft Community School 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 PositionNameEmail AddressDate ElectedPrincipalSusan Wilsonsusan.wilson@cms.k12.nc.usN/AAssistant Principal Heidi Copelandh.copeland@cms.k12.nc.usN/ADean of StudentsChristi Simsc.sims@cms.k12.nc.usN/ATeacher RepresentativeJennifer Foskey (kindergarten)Jenniferf.foskey@cms.k12.nc.us8/19/14Teacher RepresentativeLindsay Cassam (First & Second Grade)lindsay.cassam@cms.k12.nc.us8/19/14Teacher RepresentativeWorthiya Yem (Third Grade)worthiya1.yem@cms.k12.nc.us8/19/14Teacher RepresentativeJeffrey Mitchell (Fourth Grade)Jeffreyo.mitchell@cms.k12.nc.us8/19/14Teacher RepresentativeMark Culbertson (Fifth Grade)Markw.clbertson@cms.k12.nc.us8/19/14Teacher RepresentativeNancy Phillips (Connect Team)Nancy.phillips@cms.k12.nc.us8/19/14Support StaffArika Bateman (School Counselor)arikak.bateman@cms.k12.nc.us8/19/14Support StaffKristine Spina (EC Resource)Kristinee.spina@cms.k12.nc.us8/19/14Support StaffMary Scavo (SAC)Mary.scavo@cms.k12.nc.us8/19/14Teacher Assistant RepresentativeBertha StackBerthab.stacl@cms.k12.nc.us8/19/14Parent RepresentativeSherrii WebbSherrii.webb@cms.k12.nc.us10/6/14Parent RepresentativeEricka FunderburkErika.Funderburk@10/6/14Parent RepresentativeJennifer Cottonjennifer.cotton@10/6/14Parent RepresentativeJulie Moorejulietrev@10/6/14Parent RepresentativeDallas Calvertdallas.calvert@10/6/14Parent RepresentativeTracy Gaskintgaskin1@email.cpcc.edu10/6/14Vision StatementDistrict: CMS provides all students the best education available anywhere, preparing every child to lead a rich and productive life.School: Croft Community School shall be a positive, safe, accepting and nurturing community where all students and adults learn and grow together to support excellence for all. Mission StatementDistrict: The mission of CMS is to maximize academic achievement by every student in every school.School: Collaboration +Creativity = Success for Every Child. Every Day. For a Better Tomorrow.Croft Community School Shared BeliefsAll students can learn at high levels with appropriate supportLearning can and should be funStudents’ learning should be relevant, meaning we pay attention to the context and transferability of skills and contentAll children learn in different ways and we incorporate learning styles to address student needsAll children have strengths and our job is to find themWe teach to the students’ level based on pre-assessment data and use best instructional practiceParents are the child’s first and most important teacherTeachers are empowered to make educational decisions and they rely on the collective expertise of their team mates to improve learning for all students Every student needs to experience success and it is our job to teach students to set goals and strive hard to meet themTeachers are empowered to make educational decisions and they rely on the collective expertise of their team mates to improve learning for all students Croft Community SMART Goals Goal 1: Provide a duty-free lunch period for every teacher on a daily basis.Goal 2: Provide duty-free instructional planning time for every teacher under G.S. 115C-105.27 and -301.1, with the goal of providing an average of at least five hours of planning time per week, to the maximum extent that the safety and proper supervision of students may allow during regular student contact hours.Goal 3: Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and harassing behaviors. Goal 4: By the end of 2014-2015, 80% of K-2 students will be reading on grade level as measured by their Text Reading Comprehension (TRC) Reading 3D data and MAP RIT scores. By the end of the 2014-2015 school year, 70% of our students in grade 3-5 will demonstrate proficiency in reading as determined by the North Carolina Reading End-of-Grade test. (Current Score: 62.5%)Goal 5: By the end of 2014-2015, 60% of K-2 students will perform on grade level in math as measured by their MAP RIT scores.By the end of the 2014-2015 school year, 65% of our students in grade 3-5 will demonstrate proficiency in math as determined by the North Carolina Reading End-of-Grade test. (Current Score: 56.9%)Goal 6: By the end of the 2014-2015 school year, students in grade 3-5 will demonstrate an overall increase in proficiency from 61.61% to 70% as determined by the North Carolina End-of-Grade tests. (2013-14 score:61.61%)Goal 7: By the end of the 2014-2015 school year we will cultivate and increase partnerships from 6 to 7 with families, businesses, and faith-based or community organizations to provide a sustainable system of support and care for each child. Croft Community Assessment Data SnapshotCroft Community School ProfileCurrent staffing for Croft Community includes twenty-seven general education classrooms and three Specialized Academic Curriculum (SAC) classes. Twelve teacher/EC assistants provide instructional support for our students. Other specialized staff includes: one Music, Art, Physical Education, Media Specialist and Technology teacher. Support staff includes: one part-time School Psychologist, one full-time Speech Pathologist, one part time Speech Pathologist, one full-time School Counselor, three Exceptional Children Resource teachers, one Academic Facilitator and a Dean of Students.The School is using The Basic School framework for school renewal as its guiding philosophy. The Basic School began as a research project in the mid 1990’s under the direction of the then president of the Carnegie Foundation, Dr. Ernest Boyer. The Basic School’s overarching goal is to strengthen elementary education by bringing together key components of a quality education under four key priorities: The School as Community, A Curriculum with Coherence, A Climate for Learning, and A Commitment to Character.The School as CommunityThe Basic School is a place where everyone comes together to promote learning. Teachers are viewed as leaders with the principal as lead teacher and parents are viewed as the child’s first and most important teachers. Parents and teachers work together to make decisions about issues such as student achievement, school improvement initiatives, special programs and events. As part of our commitment to the partnership, parents, teachers, and students meet for a “get to know you” conference and sign a “Covenant of Learning” which defines how each will work together. A Curriculum with CoherenceIn The Basic School, literacy is the first and most essential goal. Literacy is defined broadly to include mathematics and the arts. All students are expected to become proficient in all literacy skills as these are the foundational tools from which all learning takes place. Students become well informed in the disciplines of mathematics, science and history by integrating content to enhance meaningful connections across disciplines. A Climate for LearningThe Basic School is committed to serving the whole child. Beyond building a solid academic program, the school seeks to provide basic health and counseling services as well as special programs to support students’ interests and after school care. Every child is encouraged to become a disciplined, creative and self-motivated learner. The teaching schedule is flexible to promote collaboration among teachers and students. Students receive instruction in a variety of formats and flexible groupings to address academic needs and interests. Learning extends beyond the classroom and students are exposed to a wide variety of educational field trips and experiences to enhance academic growth. A Commitment to CharacterSeven core virtues-honesty; respect, responsibility, compassion, self-discipline, perseverance, and giving are emphasized to promote excellence in living as well as excellence in learning. Through the curriculum, school climate and service, students are encouraged to apply lessons of the classroom to the world around them. The school is also working with the Foundation for Respect-Ability by implementing the Don’t Laugh at Me Lessons as part of our Character Education program.Demographic Data:There are six hundred and forty five students enrolled at Croft Community School. The following is a breakdown of the enrollment: thirty-eight Asian students, three hundred thirty-two African American students, fifty-seven Hispanic students, three American Indian students, eighteen multiracial students, and one hundred and ninety-seven white students. There are seventy-nine students who are served in the EC program and nineteen students who are certified in the Talent Development Program. Twenty students are classified as LEP and there are two McKinney Vento students. Currently, there are fifteen students with a 504 plan. Strategic Plan 2018: For a Better TomorrowGoal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-readyFour focus areas:College- and career-readinessAcademic growth/high academic achievementAccess to rigorClosing achievement gapsGoal 2: Recruit, develop, retain and reward a premier workforceFive focus areas:Proactive recruitmentIndividualized professional developmentRetention/quality appraisalsMultiple career pathwaysLeadership developmentGoal 3: Cultivate partnerships with families, businesses,faith-based groups and community organizations to provide a sustainable system of support and care for each childThree focus areas:Family engagementCommunication and outreachPartnership developmentGoal 4: Promote a system-wide culture of safety, high engagement, cultural competency and customer serviceFive focus areas:Physical safetySocial and emotional healthHigh engagementCultural competencyCustomer serviceGoal 5: Optimize district performance and accountability bystrengthening data use, processes and systemsFour focus areas:Effective and efficient processes and systemsStrategic use of district resourcesData integrity and useSchool performance improvementGoal 6: Inspire and nurture learning, creativity, innovation and entrepreneurship through technology and strategic school redesignFour focus areas:Learning everywhere, all the timeInnovation and entrepreneurshipStrategic school redesignInnovative new schoolsSMART Goal (1):Duty Free Lunch for TeachersProvide a duty-free lunch period for every teacher on a daily basis.Strategic Plan Goal:Goal 4: Promote a system-wide culture of safety, high engagement, cultural competency and customer serviceStrategic Plan Focus Area:Social and emotional health (Goal 4); Staff Retention (Goal 2)Navigator Pathway: FORMCHECKBOX Enter Kindergarten ready FORMCHECKBOX Advanced Reading in K-2 FORMCHECKBOX At/Above Grade Level in Reading/Writing Grade 3 FORMCHECKBOX At/Above Grade Level in Reading/Writing Grade 7 FORMCHECKBOX At/Above Grade Level in Math Grades 3-5 FORMCHECKBOX Successful completion of Math I in grade 9 FORMCHECKBOX Take and pass at least 1 AP/IB/Post-Secondary class & exam FORMCHECKBOX Score 1550 on SAT or 22 on ACTData Used:Strategies (determined by what data)Point Person(title/name)Evidence of Success(Student Impact)Funding(estimated cost / source)Personnel InvolvedTimeline(Start—End)Interim DatesHire Lunch MonitorSusan WilsonPrincipalTeachers will be given duty-free “released’ lunch time each day during their class’ regularly scheduled lunch time.To be determined by HRPrincipalHRSeptember 2014 – June 2015 Schedule additional coverage from the Instructional Assistants (30 minute increments)Susan WilsonPrincipalTeachers will be given duty-free “released’ lunch time each day during their class’ regularly scheduled lunch time.N/AInstructional AssistantsSeptember 2014 – June 2015SMART Goal (2): Duty Free Instructional Planning TimeProvide duty-free instructional planning time for every teacher under G.S. 115C-105.27 and -301.1, with the goal of proving an average of at least five hours of planning time per week, to the maximum extent that the safety and proper supervision of students may allow during regular student contact hours.Strategic Plan Goal:Goal 5: Optimize district performance and accountability by strengthening data use, processes and systems.Strategic Plan Focus Area:Data integrity and use (Goal 5) Academic growth/high academic achievement (Goal 1)Navigator Pathway: FORMCHECKBOX Enter Kindergarten ready FORMCHECKBOX Advanced Reading in K-2 FORMCHECKBOX At/Above Grade Level in Reading/Writing Grade 3 FORMCHECKBOX At/Above Grade Level in Reading/Writing Grade 7 FORMCHECKBOX At/Above Grade Level in Math Grades 3-5 FORMCHECKBOX Successful completion of Math I in grade 9 FORMCHECKBOX Take and pass at least 1 AP/IB/Post-Secondary class & exam FORMCHECKBOX Score 1550 on SAT or 22 on ACTData Used:Master Schedule, Planning Notes, Strategies (determined by what data)TaskTaskTask (PD)Point Person(title/name)Evidence of Success(Student Impact)Funding(estimated cost / source)Personnel InvolvedTimeline(Start—End)Interim Dates1. The master schedule will be created to accommodate duty-free planning time for teachers.Susan WilsonPrincipal- Various Assessment Data- Team Planning MinutesN/AAll StaffAugust-2014-June 20152. Teachers will also be given weekly planning to analyze student assessment data.Susan WilsonPrincipal- Various Assessment Data- Team Planning MinutesN/AAll StaffAugust-2014-June 2015SMART Goal (3): Anti-Bullying / Character EducationProvide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and harassing behaviors. Strategic Plan Goal:Goal 6: Inspire and nurture learning, creativity, innovation and entrepreneurship through the expansion of strategic school design.Strategic Plan Focus Area:Learning everywhere, all the time (Goal 6)Navigator Pathway: FORMCHECKBOX Enter Kindergarten ready FORMCHECKBOX Advanced Reading in K-2 FORMCHECKBOX At/Above Grade Level in Reading/Writing Grade 3 FORMCHECKBOX At/Above Grade Level in Reading/Writing Grade 7 FORMCHECKBOX At/Above Grade Level in Math Grades 3-5 FORMCHECKBOX Successful completion of Math I in grade 9 FORMCHECKBOX Take and pass at least 1 AP/IB/Post-Secondary class & exam FORMCHECKBOX Score 1550 on SAT or 22 on ACTData Used:Guidance Lessons, Master Schedule (Physical Activity Time), Committee Notes/Minutes, Don’t Laugh at Me LessonsStrategies (determined by what data)TaskTaskTask (PD)Point Person(title/name)Evidence of Success(Student Impact)Funding(estimated cost / source)Personnel InvolvedTimeline(Start—End)Interim Dates1. Bully Liaison / Bully-preventionArika BatemanSchool Counselor- Decrease incidents of bullying Work together to resolve reported incidents of bullying and protect the bullied child. N/AArika BatemanSchool CounselorAugust-2014-June 20152. Character EducationArika BatemanSchool Counselor- One exemplary student, who demonstrates monthly character traits, will be recognized in each grade level.-Don’t Laugh at Me lessons implemented by classroom teachers and the quarterly visits from Mr. Sid.N/AArika BatemanSchool CounselorAugust-2014-June 20153. Healthy Active Child 30 min.Jose PalacioP.E. Teacher- Students will have 30 minutes of physical activity daily. This can be free play or structured play as determined by each grade level.N/AAll StaffAugust-2014-June 20154. School Health TeamJose PalacioP.E. Teacher- Students will only be allowed to purchase one snack item in the cafeteria each day.- Staff will report laps walked (in terms of time and distance) for weekly incentives.N/ACoordinated Health CommitteeAugust-2014-June 2015SMART Goal (4):Improve reading performance for all students through the use of targeted best instruction and assessment practices:?By the end of 2014-2015, 80% of K-2 students will be reading on grade level as measured by their Text Reading Comprehension (TRC) Reading 3D data and MAP RIT scores. (Fall Current scores: MAP RIT 60%; TRC 67%)?By the end of the 2014-2015 school year, 70% of our students in grade 3-5 will demonstrate proficiency in reading as determined by the North Carolina Reading End-of-Grade test. (2013-2014 EOG: 61.6%)Strategic Plan Goal:Goal 1: Maximize academic achievement in a personalized 21st century learning environment for every child to graduate career and college ready.Strategic Plan Focus Area:Academic Growth/High Academic Achievement, Access to Rigor (Goal 1)Navigator Pathway: FORMCHECKBOX Enter Kindergarten ready FORMCHECKBOX Advanced Reading in K-2 FORMCHECKBOX At/Above Grade Level in Reading/Writing Grade 3 FORMCHECKBOX At/Above Grade Level in Reading/Writing Grade 7 FORMCHECKBOX At/Above Grade Level in Math Grades 3-5 FORMCHECKBOX Successful completion of Math I in grade 9 FORMCHECKBOX Take and pass at least 1 AP/IB/Post-Secondary class & exam FORMCHECKBOX Score 1550 on SAT or 22 on ACTData Used:MAP Assessment Data, Common Assessment Data, EOG dataStrategies (determined by what data)TaskTaskTask (PD)Point Person(title/name)Evidence of Success(Student Impact)Funding(estimated cost / source)Personnel InvolvedTimeline(Start—End)Interim DatesStudents in grades K-5 will be taught literacy through the use of integrated units to address all components of a balanced literacy program.RAZ KidsCompass LearningGuided Reading /Strategy GroupsReader’s/Writer’s WorkshopCurriculum NightLucy Calkins Units of Study (Reading & Writing)Words Their WayUse of leveled textsLatresha WilsonAcademic FacilitatorGrade level Chairs- Common Assessment Data- MAP Assessment Data- Reading 3D-RAZ Kids Data-Compass Learning DataN/AClassroom TeachersAcademic FacilitatorGrade Level AdministratorAugust-2014-June 2015Interim Checkpoints:10/24/141/20/153/31/156/11/15Close the achievement gap for students exiting first grade.Guided Reading /Strategy GroupsFlexible small groups with TAsUse of leveled texts/Reader’s WorkshopWords Their WayRAZ KidsCompass LearningLatresha WilsonAcademic FacilitatorGrade level Chairs- Common Assessment Data- MAP Assessment Data- Reading 3D-Data from RAZ Kids -Data from Compass LearningN/AClassroom TeachersAcademic Facilitator Grade Level AdministratorAugust-2014-June 2015Interim Checkpoints:10/24/141/20/153/31/156/11/153. Instructional assistants will pull small groups in grades K-5 to work on targeted skills based on assessment dataFlexible small groupsData from small groups will be tracked by TAsLatresha WilsonAcademic FacilitatorGrade level Chairs- Common Assessment data- MAP Data- Flexible Groups- Data from small group instruction (progress monitoring)N/AClassroom TeachersTeacher AssistantsAcademic FacilitatorAugust-2014-June 2015Interim Checkpoints:10/24/141/20/153/31/156/11/15Incorporate Leveled Literacy Instruction for targeted studentsProvide PD for teachersLatresha WilsonAcademic Facilitator-PD completion-Data from small group instruction-MAP Data-PD training materialsN/AClassroom TeachersAcademic FacilitatorGrade Level AdministratorAugust-2014-June 2015Interim Checkpoints:10/24/141/20/153/31/156/11/15SMART Goal (5): Improve math performance for all students through the use of targeted best instruction and assessment practices:?By the end of 2014-2015, 60% of K-2 students will perform on grade level in math as measured by their MAP RIT scores. (Current Score: 55%)?By the end of the 2014-2015 school year, 65% of our students in grade 3-5 will demonstrate proficiency in math as determined by the North Carolina Reading End-of-Grade test. (Current Score: 56.9%)Strategic Plan Goal:Goal 1: Maximize academic achievement in a personalized 21st century learning environment for every child to graduate career and college ready.Strategic Plan Focus Area:Academic Growth/High Academic Achievement, Access to Rigor (Goal 1)Navigator Pathway: FORMCHECKBOX Enter Kindergarten ready FORMCHECKBOX Advanced Reading in K-2 FORMCHECKBOX At/Above Grade Level in Reading/Writing Grade 3 FORMCHECKBOX At/Above Grade Level in Reading/Writing Grade 7 FORMCHECKBOX At/Above Grade Level in Math Grades 3-5 FORMCHECKBOX Successful completion of Math I in grade 9 FORMCHECKBOX Take and pass at least 1 AP/IB/Post-Secondary class & exam FORMCHECKBOX Score 1550 on SAT or 22 on ACTData Used:MAP Assessment Data, Common Assessment Data, EOG dataStrategies (determined by what data)TaskTaskTask (PD)Point Person(title/name)Evidence of Success(Student Impact)Funding(estimated cost / source)Personnel InvolvedTimeline(Start—End)Interim Dates1. Students in grades K-5 will be taught math through the use of Investigation units to address all components of the common core standardsUse Math Investigation StrategiesProvide PD for teachers on the implementation of Do the Math, Kathy Richardson & DreamBoxCurriculum NightLatresha WilsonAcademic FacilitatorGrade level Chairs- Common Assessment Data- MAP Data- Team Planning Minutes- Walkthrough Observations-PD training materials-Dreambox data-Data from Kathy Richardson AssessmentsN/AClassroom TeachersAcademic FacilitatorGrade Level AdministratorAugust-2014-June 2015Interim Checkpoints:10/24/141/20/153/31/156/11/152. Grades 3-5 will implement a fixed common “flex” time for remediation and enrichment. K-2 classes will use flexible grouping within classrooms based on student assessment data.Use flexible, small group instruction based on assessment dataLatresha WilsonAcademic FacilitatorGrade level Chairs- Common Assessment Data- MAP Data- Team Planning Minutes- Walkthrough Observations N/AClassroom TeachersAcademic FacilitatorGrade Level AdministratorAugust-2014-June 2015Interim Checkpoints:10/24/141/20/153/31/156/11/153. Instructional assistants will pull small groups in grades K-5 to work on targeted skills based on assessment dataFlexible small groupsData from small groups will be tracked by TAsLatresha WilsonAcademic FacilitatorGrade level Chairs- Common Assessment data- MAP Data- Flexible Groups- Data from small group instruction (progress monitoring)N/AClassroom TeachersAcademic FacilitatorAugust-2014-June 2015Interim Checkpoints:10/24/141/20/153/31/156/11/15SMART Goal (6): By the end of the 2014-2015 school year, students in grade 3-5 will demonstrate an overall increase in proficiency from 61.61% to 70% proficient as determined by the North Carolina End-of-Grade tests. (2013-14 Score: 61.61%; Goal for 2014-15: 70% )Strategic Plan Goal:Goal 1: Maximize academic achievement in a personalized 21st century learning environment for every child to graduate career and college ready.Strategic Plan Focus Area:Academic Growth/High Academic Achievement, Access to RigorNavigator Pathway: FORMCHECKBOX Enter Kindergarten ready FORMCHECKBOX Advanced Reading in K-2 FORMCHECKBOX At/Above Grade Level in Reading/Writing Grade 3 FORMCHECKBOX At/Above Grade Level in Reading/Writing Grade 7 FORMCHECKBOX At/Above Grade Level in Math Grades 3-5 FORMCHECKBOX Successful completion of Math I in grade 9 FORMCHECKBOX Take and pass at least 1 AP/IB/Post-Secondary class & exam FORMCHECKBOX Score 1550 on SAT or 22 on ACTData Used:MAP Assessment Data, Common Assessment Data, EOG dataStrategies (determined by what data)TaskTaskTask (PD)Point Person(title/name)Evidence of Success(Student Impact)Funding(estimated cost / source)Personnel InvolvedTimeline(Start—End)Interim Dates1. Implement extended day tutoring for students identified for remediationTarget the students who are level 2 and low level 3Latresha WilsonAcademic Facilitator-Common assessment data for students who participate in tutorial- MAP data/progress monitoring data for students in the tutorial programTBDAcademic FacilitatorTutorsClassroom TeachersJanuary-June 20152. Implement a systematic intervention process to quickly identify students who arenot successful (Student Success Team).During weekly grade level data meetings, students performing below grade level in any content area will be targeted for interventions Arika BatemanSchool Counselor-Teacher documentation for flex grouping-SST minutes from meetings-Intervention plans and teacher documentation of implementationN/AAcademic FacilitatorClassroom TeachersTutorsAugust-2014-June 2015Interim Checkpoints:10/24/141/20/153/31/156/11/153. The Academic Facilitator, along with the Curriculum & Instructional Rigor Committee, will implement school-based professional development regarding Balanced Literacy.Latresha WilsonAcademic Facilitator- Monthly PD- Informal/Formal Observations- Data planning- Common Assessments- MAP Assessment DataN/AAcademic FacilitatorInstructional StaffCommittee MembersAugust-2014-June 2015Interim Checkpoints:10/24/141/20/153/31/156/11/15SMART Goal (7): By the end of the 2014-15 school year, we will cultivate and increase partnerships from 6 to 7 with families, businesses, and faith-based or community organizations to provide a sustainable system of support and care for each child.Strategic Plan Goal:Goal 3Strategic Plan Focus Area:Partnership DevelopmentNavigator Pathway:Enter Kindergarten readyAdvanced Reading in K-2At/Above Grade Level in Reading/Writing Grade 3At/Above Grade Level in Reading/Writing Grade 7At/Above Grade Level in Math Grades 3-5Successful completion of Math I in grade 9Take and pass at least 1 AP/IB/Post-Secondary class & examScore 1550 on SAT or 22 on ACTData Used:Periodic meetings with faith-based/business leaders to reassess effectiveness of partnership and on-going needs of students and familiesStrategies (determined by what data)TaskTaskTask (PD)Point Person(title/name)Evidence of Success(Student Impact)Funding(estimated cost / source)Personnel InvolvedTimeline(Start—End)Interim Dates1. Continue to build Faith-based partnerships: Bridge Church and Mecklenburg Community ChurchSusan WilsonPrincipal- Resources provided for staff, students, and familiesN/AAll StaffAugust 2014-June 2015 2. Continue to build Business Partnerships: Marco’s Pizza and Chick-Fil-A Julie Moore PTA President- Funding received from Spirit Nights benefit instructional needs of the school (i.e. technology)N/AAll StakeholdersAugust 2014-June 20153. New Partnership: Trees CharlotteSusan WilsonPrincipalPlanting of trees on campusN/AAll staffOctober, 2014New Partnership: Ryland HomesJulie Moore PTA President-Provide school supplies for students in need.-Provide staff luncheon.-Volunteer at school eventsN/AAll StaffAugust 2014-June 2015Mastery Grading Procedures Plan – Required for All SchoolsStrategic Plan Goal:Goal 1: Maximize academic achievement in a personalized 21st-century learning environmentfor every child to graduate college- and career-ready.Strategic Plan Focus Area:Academic growth/high academic achievementNavigator Pathway: FORMCHECKBOX Enter Kindergarten ready FORMCHECKBOX Advanced Reading in K-2 FORMCHECKBOX At/Above Grade Level in Reading/Writing Grade 3 FORMCHECKBOX At/Above Grade Level in Reading/Writing Grade 7 FORMCHECKBOX At/Above Grade Level in Math Grades 3-5 FORMCHECKBOX Successful completion of Math I in grade 9 FORMCHECKBOX Take and pass at least 1 AP/IB/Post-Secondary class & exam FORMCHECKBOX Score 1550 on SAT or 22 on ACTData Used:MAP Assessment Data, Common Assessment Data, EOG dataStrategies (determined by what data)TaskTaskTask (PD)Point Person(title/name)Evidence of Success(Student Impact)Funding(estimated cost / source)Personnel InvolvedTimeline(Start—End)Interim Dates1. Common assessmentsPre and Post assessments created by grade level teamsCommon assessments that are aligned to content standardsAcademic facilitator reviews and monitors grade level common assessmentsLatresha WilsonAcademic FacilitatorGrade level chairsCommon assessment dataPlans for re-teaching Lesson plansN/AAcademic FacilitatorClassroom TeachersAugust 2014October 2014January 2015March 2015May 20152. Data disaggregationWeekly RTI data planning meetingsReview of Pre/Post Assessment dataReview MAP and TRC dataData used to group and differentiate instruction to meet individual student needs.Individual student goal settingLatresha WilsonAcademic FacilitatorArika BatemanSchool Counselor-Teacher documentation for small groups-Intervention team & RTI minutes -Intervention plans and teacher documentation of implementation-Students goal setting sheetsN/AAcademic FacilitatorClassroom TeachersTutorsAugust 2014October 2014January 2015March 2015May 20153. Flexible groupingDaily small group instruction conducted by Instructional Assistants and classroom teachersRTI Departmentalized instruction based on RIT(Monday/Tuesday = Reading)(Wednesday/Thursday = Math)Latresha WilsonAcademic Facilitator-Assessment data from MAP, TRC, classroom assessments, pre/post assessmentsN/AAcademic FacilitatorClassroom TeachersAugust 2014October 2014January 2015March 2015May 20154. Additional learning opportunitiesImplementation & utilization of iPad labs (RAZ Kids, Compass Learning, Dreambox)If a student earns below an 84% on any common assessment, the student may have the opportunity to make test corrections within a week of the original assessment date. Students will also complete a re-looping activity or participate in a re-teaching group lesson. Upon completion of both the student will be given an opportunity to retest and replace the original grade up to an 84%. Classroom teachersGrade ChairsHeidi CopelandAssistant Principal-MAP data-TRC data-Data usage from RAZ Kids, Compass Learning and DreamboxN/AClassroom teachersAugust 2014October 2014January 2015March 2015May 20155. Late and make-up workAll teachers will accept late and make-up work from absent students. All work must be completed within 5 days of an absence.In all circumstances, homework and other assignments should be accepted, even when turned in after the designated date. Credit for late work will be awarded according to the following guidelines:If the student was present in class on the due date, the work may be given less credit.If the student was not present in class on the due date because of an excused absence, full credit must be given for the completed work. If the student was not present in class on the due date because of an unexcused absence, the work may be given less credit. Classroom teachersGrade Level Administrator-Teacher documentation-Teacher grade bookN/AClassroom teachersAugust 2014October 2014January 2015March 2015May 20156. Grade reportingGrades for 3-5 must be entered into PowerSchool grade book within a week of the assignment or assessment.Grade K-2 must enter scores in grade book within a week of the assignment or assessment.Susan WilsonPrincipal-Classroom teacher grade book-Power School grade bookN/APrincipalClassroom teachersAugust 2014October 2014January 2015March 2015May 2015Croft Community School - 600 Waiver RequestsRequest for Waiver1. Insert the waivers you are requestingMaximum Teaching Load and Maximum Class Size (grades 4-12) [required for all schools with grades 4-12]2. Please identify the law, regulation or policy from which you are seeking an exemption.115C-301 (c and d) Maximum Teaching Load and Maximum Class Size [required for all schools with grades 4-12]3. Please state how the waiver will be used.Class size will be adjusted to address student individual instructional needs through flexible grouping of students in the most effective utilization of teaching teams. Maximum teaching load will be used to allow teachers in specific areas of the curriculum to teach students designated for specific skill needs and to address the large number of students requesting elective classes.Please state how the waiver will promote achievement of performance goals.This waiver will allow more flexibility in grouping students to meet their abilities and needs and thus should enhance their achievement on the performance goals.Quarter 2 ReviewCommittee PositionNameSignatureDatePrincipalSusan WilsonAssistant PrincipalHeidi CopelandDean of StudentsChristi SimsKindergarten TeacherJennifer Foskey1st/2nd grade TeacherLindsay Cassam3rd grade TeacherWorthiya Yem4th grade TeacherJeff Mitchell5th grade TeacherMark CulbertsonConnect Team RepresentativeNancy PhillipsSupport StaffArika BatemanSupport StaffKristine SpinaTeacher Assistant RepresentativeBertha StackParent RepresentativeDallas CalvertParent RepresentativeJennifer CottonParent RepresentativeEricka FunderburkParent RepresentativeJulie MooreParent RepresentativeSherrii WebbQuarter 3 ReviewCommittee PositionNameSignatureDatePrincipalAssistant Principal RepresentativeTeacher RepresentativeInst. Support RepresentativeTeacher Assistant RepresentativeParent RepresentativeParent RepresentativeParent RepresentativeParent RepresentativeParent RepresentativeQuarter 4 ReviewCommittee PositionNameSignatureDatePrincipalAssistant Principal RepresentativeTeacher RepresentativeInst. Support RepresentativeTeacher Assistant RepresentativeParent RepresentativeParent RepresentativeParent RepresentativeParent RepresentativeParent Representative ................
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