Bolton Elementary

State Plan

New Draft---11/9/15

Data Analysis for State Plan:

Our team analyzed data from student/community demographics, attendance, discipline, achievement, EVAAS, and TWC survey data. Bolton Elementary is a relatively small school with an average enrollment of about 480 students in grades pre-K through 5th grade taught by approximately 25 teachers. The school’s student enrollment has declined over time. Our 20 day membership over time has steadily declined: 2010-2011 was 594 students, 2011-2012 was 573 students, 2012-2013 was 528 students, 2013-2014 was 500 students and 2014-2015 was 473 students. WS/FCS district average school size is 578 students and the state of North Carolina is at 497 students, this further supports that Bolton Elementary is a relatively small elementary school. Bolton Elementary School is 82.32% free and reduced lunch with a predominantly African-American and Hispanic student population. The free and reduced student population in 2012-2013 was 86.71% and 86.43% in 2013-2014 and 88.44% in 2014-2015. The student race and ethnicity enrollment and free and reduced lunch demographics have been consistent over time. The student mobility rate in 2012-2013 was 25.7% compared to 22.06% in 2013-2014 and 2014-2015 data is not yet available. The average daily attendance in 2012-2013 was 95.89% of the students in attendance. In 2013-2014 the average daily attendance was at 95.97% in attendance when compared to a slight decrease in average daily attendance at 95.86% in 2014-2015. The teacher characteristics at Bolton Elementary School have not changed much over the past three years. In 2013-2014 99% of Bolton’s teachers were fully licensed, 35% had advanced degrees, 2 had National Board Certification, 20% had between 0-3 years of teaching experience, 30% had 4 to 10 years of teaching experience, and 50% had at least ten plus years of teaching experience. The average years of teaching experience was 13.4 years and the teacher turnover rate was 18% in 2013-2014. For the 2012-2013 school year Bolton Elementary had 50 classroom teachers of which 99% were fully licensed, 35% had advanced degrees, and 2 had National Board Certification, 16% had between 0-3 years of teaching experience, 31% have 4 to 10 years of teaching experience, and 53% had at ten plus years of teaching experience. The average years of teaching experience was 13.4 years and the teacher turnover rate was 13%. AMO data for Reading Proficiency outlines that Bolton has not met reading proficiency since 2009-2010. Black students, Economically Disadvantaged student and Hispanic are the most impacted subgroups. EOG or EOC Proficiency Over Time EOG Proficiency is low for Bolton:

  • 3rd grade Reading CCR (26.6), 3rd Grade Math GLP (38.0) in 2015
  • 3rd Grade Math CCR (20.3), 3rd Grade Math GLP (30.4) in 2015
  • 4th Grade Reading CCR (34.7), 4th Grade Math GLP (45.2) in 2015
  • 5th Grade Reading CCR (18.2), 5th Grade Math GLP (33.8) in 2015
  • 5th Grade Science CCR (45.5), GLP (58.4) in 2015
  • There are very noticeable achievement gaps between subgroups at Bolton.
  • Reading---White CCR proficiency is 30.40, Black CCR proficiency is 24.80 and Hispanic CCR proficiency is 17.44, the largest achievement gap is between Hispanic/Not LEP---30.00 and Hispanic/LEP----6.50
  • Math---White CCR proficiency is 34.80, Black CCR proficiency is 32.70 and Hispanic proficiency is 34.88, the most noticeable gap in Math is Hispanic/Not LEP---55.00 and Hispanic/LEP---17.40
  • EOG/EOC Proficiency 2014-2015 (compared to district and state) (Availability pending)
  • All subgroups have a weakness in Reading. However, the Hispanic/LEP students were well below their Hispanic/Not LEP peers in Reading and Math
  • EOG/EOC Proficiency 2013-2014:
  • Bolton is consistently performing below the district and state in EOG proficiency especially in Reading. Elementary Only:
  • DIBELS Data:
  • The Kindergarten Cohort declined by -13% from 78.0 to 65.0, 2nd grade cohort declined by -3% from 62& to 59%
  • 2014-2015 DIBELS NEXT Proficiency Levels (compared to district) – K, 1, 2, 3
  • BOY DIBELS NEXT for Kindergarten was below the district average in Kindergarten---BOY District---58, Bolton---40
  • MOY—District---67, Bolton---63, EOY---District---79, Bolton—79
  • BOY and MOY DIBELS NEXT for First Grade was below the district average in First Grade---BOY District---58, Bolton---45
  • MOY—District –69, Bolton—64, EOY—District—67, Bolton---65
  • BOY DIBELS NEXT for Second Grade was below the district average in Second Grade---BOY District---72, Bolton---61
  • MOY—District –74, Bolton—65, EOY—District---71, Bolton--61
  • BOY DIBELS NEXT for Third Grade was below the district average in Third Grade---BOY District---70, Bolton---57
  • MOY—District –67, Bolton—51, EOY—District---69, Bolton---59

K-5 Reading Level Data for 2015-2016:

K -Red 79% Yellow 4% Green 16% Blue 1%

1st-Red 25% Yellow 15% Green 17% Blue 43%

2nd Red 42% Yellow 20% 2Green 7% Blue 11%

3rd Red 37% Yellow 27% Green 15% Blue 21%

4th Red 41% Yellow 32% Green 12% Blue 15%

5th Red 55% Yellow 13% Green 16% Blue 16%

Goal 1- Reading:

To increase reading proficiency in grades K-5 using benchmark data, such as Quarter tests, TRC, and Reading A-Z, to monitor student progress. Target growth in grades 3, 4, and 5 from 39.1% to 44%

Strategy 1:To utilize common formative assessments and formative assessments every 10-15 days to measure student progress and inform instructional planning

Action Steps:

1) To train teachers to use assessment data to identify areas of weakness for their students. 2) To assist teachers in making a plan of action based on what the information gleaned through data analysis

3) To utilize grade level data to develop flexible groupings in K - 5 and implement interventions for students that are not meeting growth or grade level expectations.

4) To initiate conversation with district-level ELA Program Manager and other representatives to determine next steps for systematic core instruction in grades 3-5.

Strategy 2: To provide an instructional setting that supports the use of research-based interventions for students at all achievement levels.

Action Steps:

1) To ensure that all students are using Lexia Core 5 with fidelity. Lexia Core 5 is an individualized reading curriculum for Pre-K through Grade 5 students of all abilities. Students will learn, practice and consolidate fundamental literacy skills via the program, receive teacher-led Lexia Lessons and complete independent work that builds on the lessons they have had. 2) To utilize K - 1 teaching assistants, PRTs, and AG teacher(s) in K - 5 to support small group instruction and to provide consistent enrichment opportunities where indicated.

3) To provide professional development on how to effectively implement small group instruction.

4) Staff members will participate in grade level Data Teams for the purpose of

1-Collecting & charting data

2-Analyze data/Prioritize needs

3-Set, review, & revise incremental goals

4-Select common instructional strategies

5-Determine results indicators

6- Monitor & evaluate results

Data teams at each grade level will organize intervention groups, select area of intervention and monitor progress of students during the intervention process. Core instruction strategies will be developed to ensure most effective instruction. 5) To ensure that Marzano's High Yield Strategies are embedded into instructional practice

Strategy 3:Utilize internal personnel and external volunteers to enhance literacy instruction.

Action Steps:

1) Determine by grade level the students who need additional support. 2)To match the identified students with internal personnel or external volunteers (corporate Bookworm tutors, Augustine Project volunteers, reading lunch buddies, Costco reading volunteers, school-based reading interventionist, and other reading volunteers.

Goal 2- Math:

To increase the number of 3rd, 4th and 5th grade students who show one year of academic growth in math from 47% to 53%.

Strategy 1: To increase the use of math manipulatives in K-5 classrooms

Action Steps:

1) To ensure that students are able to explore, develop, test, discuss, and apply ideas of math concepts through the use of manipulatives.

2) To utilize district math personnel to provide training for teachers on the effective use of math manipulatives

3) To have teachers intentionally have students to share what they have learned orally and in written form so students can benefit from organizing their thoughtsand explaining their thinking

Strategy 2:To strengthen core math instruction and provide classroom remediation/intervention time for those students who need targeted assistance

Action Steps:

1) To utilize district personnel to ensure that each grade level's core math instruction block has the components needed for effective math instruction

2) To ensure that during core instruction/teacher-led instruction that students have opportunities to talk, ask questions of one or more peers which will assist in evaluating and monitoring their own thinking and understanding

3) To provide struggling subgroups (English Language Learners, Students with Disabilities, etc. with strategic types of scaffolding, such as graphic organizers, visual aids, peer help, home language help, etc.

4) To ensure that Marzano's High Yield Strategies are embedded into instructional practices

Strategy 3:To utilize common formative assessments and formative assessment every 10-15 days to measure student progress.

Action Steps:

1) To review the processes and purposes of common formative assessments and how to develop them during Professional Learning Team meetings

2) To train and support teachers on how to effectively use formative assessments to inform daily instructional decisions 3

Goal 3- Science:

To increase the number of 5th grade students who show science proficiency from 58.4% to 65.3% using benchmark data, such as quarter tests, and formative assessments.

Strategy 1:To utilize specific vocabulary strategies that support students understanding of the content

Action Steps:

1) To utilize hands-on inquiry instruction so that students can develop context-based content knowledge along with language development.

a) Students participate in activities as they learn vocabulary, b) students work collaboratively and interact with others about science content, and c) hands-on activities offer students written, oral, graphic, and kinesthetic forms of expression.

2) To utilize intentional and explicit vocabulary instruction that will benefit both English proficient and English Language Learners

3) To ensure that students combine science experiences with discussions of word including their uses and meanings

Strategy 2:Provide 5th grade students with an additional three hours of science instruction per month

Action Steps:

1)Science Connection class is apart of the weekly specials rotation.

2)Science class is taught by a certified teacher who utilizes the Essential Standards and the STC kits.

3)Provide 5th grade teachers and the science teacher time to plan and collaborate.

Strategy 3:To ensure that Marzano's High Yield Strategies are embedded into science instructional practices

Action Steps:

1) Identify which High Yield Strategies will be used weekly during PLT time. 2) Embed the High Yield Strategy of nonlinguistic representations into daily lessons. 3) Embed the High Yield Strategy of identifying similarities and differences into daily lessons.