Alamance Burlington School System

Alamance Burlington School System

2014-2016 School Improvement Plan

I. School Vision and Mission

School Vision Aligned

As a community of responsible citizens, Pleasant Grove Elementary School will provide a safe and engaging academic environment incorporating 21st century skills to create college and career ready life-long learners.

School Mission
In. partnership with family and community, the mission of Pleasant Grove Elementary School is to empower every student to achieve his/her full potential.

II. Schoolwide Needs Assessment

Summary of Data Sources:

Data Source / Results / Strengths / Weaknesses / Significant Areas of Focus
Data Team / 1st, 3rd and 5th began implementation during the 2013-14 school year. / CFA’s were created by 1st, 3rd, and 5th grade teachers. From Jan.-May 3rd grade CFA’s became the RtA portfolios required by the district. / Not all team members were trained due to prior summer obligations and/or staff grade level changes. Some staff members were able to attend CFA training but not Data Team training or vice versa. / To increase the number of staff members trained in both CFA and Data Teams.
EOG/EOC / (2013-14) EOG Data :
3rd -5th Grade (All)
Reading: 27.7%
Math: 24.1%
5th Grade
(All)
Science: 41.7%
(Note: 2012-13 NC Report Card 3rd-5th proficiency Scores:
Reading: 29.8%
Math: 36.0%)
5th Grade
(All)
Science: 46.5% / When looking at EOG results from 2012-13 to 2013-14 (for each grade level individually), the following data was noted:
The 2012-13 reading proficiency score for 3rd grade was 42.3% (Lv. 3 and Lv. 4). When comparing the same group of student as 4th graders (2013-14), the proficiency score increased to 48.2 %(Lv. 3 and Lv. 4 – no students scored a Lv. 5)
The 2012-13 reading proficiency score for 4th grade was 28.9% (Lv. 3 and Lv. 4). When comparing the same group of students as 5th graders (2013-14), the proficiency score incresed to 33.3% (Lv. 3 and Lv. 4 – no students scored a Lv.5)
The 2012-13 math proficiency score for 4th grade was 26.7% (Lv. 3 and Lv. 4). When comparing the same group of students as 5th graders, the proficiency score increased to 39.6% (Lv. 3, Lv. 4 and Lv. 5), / If looking only at year to year EOG proficiency scores (vs. groups of students moving grade level to grade level), the lowest proficiency score reported in math was at 3rd grade:
2012-13 42.3%
2013-14 25.7%
3rd grade teachers focused heavily on reading instruction to meet the expectations of the Read to Achieve statewide legislation. Time constraints limited teachers’ ability to provide optimal math instruction.
Overall, math problem solving skills proved to be weak, resulting in a significant drop in student performance. / Target math instruction in all grades, with a focus on math vocabulary and problem solving.
Increase focus of reading instruction to include a greater emphasis on written responses to texts,
independent reading , and targeted small group instruction as determined by student assessment results, class performance and teacher observation.
Benchmark / (See attachment ) / Kindergarten
NI - 62% prof.
1st Grade
DNWF – 63% prof,
TRC – 60% prof,
4th Grade
DORF – 64% prof / No grade level is 80% proficient in any benchmark area. When combining “at risk” and “below basic” percentages for each benchmark assessment, the following percentages reamin concerning:
Kindergarten:
DPSF – 42%
DNWF – 45%
TRC - 56%
OC – 72%
NI – 38%
First Grade:
DORF – 47%
M-COMP-78%
TRC – 74%
2nd Grade:
DORF – 56%
TRC – 74%
M-COMP-48%
3rd Grade:
DORF – 47%
TRC – 74%
M-COMP83%
4th Grade:
DORF – 36%
M-COMP-43%
5th Grade:
DORF – 62%
M-COMP-65%
ACT/
Explore, Plan / NA / NA / NA / NA
ACCESS / 2013-14 ESL Data
LEP –Limited Eng.
Students identified:
1st grade: 10
2nd grade: 9
3rd grade: 10
4th grade: 2
5th grade: 5
FEP Fluent Eng.
Students Identified:
4th grade: 7
5th grade: 1
Approximately 20% of the Pleasant Grove Elementary School population is ESL. / Strengths:
85% of ESL students are between Proficiency Levels 2-4; 15% of ESL students are at a Proficiency Level 1 (know or use minimal social and academic language).
ACCESS scores show growth in proficiency levels as students pass to their next grade level; 7 out of 10 third grade students exited LEP status and reached FEP status by the beginning of their fourth grade school year. / Weaknesses:
The lowest scores are in the areas of Speaking and Writing. One of the factors influencing these scores is students lack of understanding of academic vocabulary as the ACCESS tests assess students in the content areas of Language Arts, Mathematics, Science and Social Studies, as well as in Social and Instructional Language. / Areas of Focus:
Increase practice of speaking and understanding academic vocabulary; increase exposure to a variety of writing techniques.
RTI/PBIS
data / 2013-2014 Data
K-5 ELA:
EC/PEP – 22 students (9%)
Tier 1 – 48 students (19%)
Tier 2 – 13 students (5%)
Tier 3 – 10 students (4%)
K-5 MATH:
EC/PEP – 1 student (<1%)
Tier 1 – 5 students (2%)
Tier 2 – 2 students (<1%)
Tier 3: 5 students (2%)
K-5 BEHAVIOR:
EC/PEP – none
Tier 1 – 1 student (<1%)
Tier 2 – 5 students (2%)
Tier 3 – none
*8 students exited RTI during 2013-2014 school year / Very few students are in RTI for behavior. Major behavior problems in our school are minimal.
Targeting instruction based on individual students needs. / Fidelity of intervention instruction.
Very few students are backing down tiers or being exited from RTI.
The majority of students are in RTI for ELA deficits only when there may be concerns in other areas. / Fidelity of intervention instruction.
Entering students in RTI with concerns in any/all areas.
Other sources of student data / AIG data for 2013-14:
8 students identified in grades 4 and 5.
Grade 5:
5 students;
Grade 4:
3 students;
0 students identified in grades 1-3. AIG students represent approximately 3% of student population.
Ethnicity/Race of 8 students:
3 of 8- white (38%)
1 – black (13%)
2 – Hispanic (25%)
1 – Asian (13%)
1 – multi-racial (13%)
Number of students identified by subject area:
ELA: 5 of 8 students
Math: 7 of 8 students
(4 of 8 students were identified in both areas.) / Strengths:
Although the Pleasant Grove AIG population is small, all ethnic groups at Pleasant Grove are represented in our AIG population.
7 of 8 (88%) AIG students were qualified in math.
Percentage of grades 4 and 5 students qualifying for AIG is average (approximately 10%). / Weaknesses:
0% of students in grades 1-3 have been identified for AIG services.
A lower percentage of students are qualified for AIG services in ELA.
In grades K-5 the total percentage of students qualifying for AIG services is below average (3%). / Areas of Focus:
Increase total percentage of students qualifying for AIG in grades K-5.
Increase total number of students qualifying for ELA.
Teacher Working Conditions / Results:
Overall, the TWC reflects teacher dissatisfaction relating to:
- the use of time in the school
-community support
-some areas relating to school facilities and resources
A large majority of the staff agrees that this school is a good place to work and learn .
Special merit is given in the areas of manageing student conduct, students understanding expectations for their conduct, school administration consistently enforcing rules for student conduct and school administrators supporting teachers’ efforts to maintain discipline in the classroom.
In all of these areas PGE outperformed the state and the district. / Strengths:
Q3.1 d
83.3% percent of teachers are pleased with the level of access to office equipment and supplies (copy machines, paper, pens, etc. PGE > NC; PGE > ABSS
Q3.1E
83.3% of teachers feel they have sufficient access to a range of professional support personnel.
PGE > NC; PGE > ABSS
Q4.1d
94.1 % of the respondents agree that teachers provide parents with useful information about student learning. This was slightly below the state and district percentages.
Q5.1G
94% of teachers feel that the environment they work in is safe.
PGE >NC, PGE>ABSS
Q5.1 a, d, e
Q5.1 a
88.9% agree that students understand expectations for their conduct
Q5.1 d
77.8% agree that the school administrator
consistently enforces rules for student conduct
Q5.1 g
94.4% agree that the faculty works in a school environment that is safe.
In all 3 of the above categories: PGE>NC
PGE>ABSS
Q6.1 d
94.4% agree that teachers are encouraged to participate in school leadership roles.
PGE >NC
PGE >ABSS
PGE>NCES
Q6.1 g
83.3% agree that teachers are effective leaders in the school.
PGE >ABSS
PGE <NC
PGE < NCES’s
Q6.6
100% agree that the members of the School Improvement Team are elected.
PGE>NC
PGE>ABSS
PGE>NCES’s
Q7.1 h, i
100% of the teachers agree that they receive feedback that can help them improve teaching and also agree that procedures for teacher evaluation are consistent.
PGE>NC
PGE>ABSS
PGE > NCES’s
Q7.3 a
88.2% of respondents agree that the school leadership makes a sustained effort to address teacher concerns about leadership issues.
PGE >NC
PGE >ABSS
PGE > NCES’s
Q7.e
94.1% of respondents feel that school leadership makes a sustained effort to address teacher concerns about teacher leadership.
PGE>NC
PGE >ABSS
PGE > NCES’s
Q7.3f
88.2% agree that the school leadership makes a sustained effort to address teacher concerns about community support and involvement.
PGE>ABSS
PGE < NC (slightly)
PGE < NCES’s
Q7.3 g
82.4% agree that leadership makes a sustained effort to manage student conduct. PGE> NC PGE>ABSS
PGE <NCES’s (slightly)
Q8.1h
94.4% agree that teachers are encouraged to reflect on their own practice.
PGE>NC
PGE > ABSS
PGE > NCES’s
Q8.1 a,d
88.9% of the respondents feel that sufficient resources are available for professional development (a) and that professional learning opportunities are aligned with the school’s improvement plan (d) .
For Q.1 a:
PGE > NC
PGE >ABSS
PGE > NCES’s
For Q.1 d:
PGE >ABSS
Q8.1 g
77.8% Teachers agree they have sufficient training to fully utilize instructional technology.
PGE>NC
PGE >ABSS
PGE >NCES’s
Q9.1 d
100% agree that the curriculum taught in the school is aligned with Common Core Standards.
PGE >NC
PGE > ABSS
PGE >NCES’s
Q9.1 c
94.4% feel that assessment data is used to inform their instruction.
PGE >NC
PGE >ABSS
PGE <NCES’s
Q9.1 g
94.1% feel encouraged to try new things to improve instruction.
PGE >NC
PGE > ABSS
PGE > NCES’s
Q10.6
88.9% of the staff agree that PGE is a good place to work and learn (However, this is incompatible with many of the responses in the survery).
PGE > NC
PGE >ABSS
PGE > NCES’s
The 4 overarching strengths noted:
1.Addressing student conduct
2.Teacher leadership
3.Resources (materials and personnel)
4.Professional Development / Weaknesses:
Q2.1 f
38.9% agree that teachers have sufficient instructional time to meet the needs of all students.
PGE<NC
PGE <ABSS
PGE < NCES’s
Q3.1 g
50% agree that teachers have adequate space to work productively.
PGE <NC
PGE < ABSS
PGE <NCES’s
Q3.1 h
38.9% agree that the physical environment of classrooms in the school support teaching and learning.
PGE < NC
PGE < ABSS
PGE <NCES’s
Q3.1 c
55.6% agree that teachers have access to reliable communications technology, including phones, faxes and email.
PGE < NC
PGE < ABSS
PGE < NCES’s
Q3.1 i
38.9% feel the reliability and speed of internet connections in thie school are sufficient to support instructional practice.
PGE <NC
PGE < ABSS
PGE < NCES’s
Q3.1 f
72.2% agreee that the school environment is clean and well maintained.
PGE < NC
PGE >ABSS
PGE < NCES’s
Q4.1 a,
22.2% agree that parents/guardians are influential decision makers in the school setting.
PGE < NC
PGE < ABSS
PGE < NCES’s
Q4.1 f
38.9% agree that parents/guardians support teachers, contributing to their success with students.
PGE < NC
PGE < ABSS
PGE < NCES’s
Q10.7
54.5% feel that the results from the 2012 NC TWC survey are utilized as a tool for school improvement.
PGE <NC
PGE< ABSS
PGE < NCES’s / Focus Areas:
Q2.1 f Administrative Goal:
-Address how time is allocated
- how time is used by staff members and students
- create master schedule with a concentrated focus on time allotments, movement/
travel during the school day
Q4.1 a; Q4.1f
As a school, continue to brainstorm strategies to increase parental involvement:
-provide more information in both Spanish and English (School handbook, bus contracts, etc.)
- contact individual parents soliciting specific assistance
- surveys to determine parent skills, interest
Other sources of perceptual data

Specific strengths your data indicate (Detailed):

Data Source / Strengths / Implication
EOG / 5th Grade Science / If 53.5 % of 5th grade students demonstrated proficiency on the Science EOG, the percent of students demonstrating proficiency in reading on the 2013-14 ELA EOG ( 35.42%) should be closer aligned to the science score.
Rising 4th grade males outperformed the state in reading literature by 2.1%. / Teachers are providing instruction and materials that contributed positively to learning and that males, particularly, are responding to the instruction and materials.
Rising 5th grade Hispanic students outperformed the state in the geometry domain by 3%. / The spatial awareness and recognition is well developed in this group of students.
The rising Caucasian 5th graders outperformed the state in language by 10. 9% and in literature by 4.4%. / Students for whom English is their first language are stronger in the area of language (vocabulary/grammar). In all probability, parents of these students are native English speakers.
Rising 4th grade African Americans outperformed the state in literature by 3.7% and in reading for informational text by 2.2%. The Caucasian rising 4th graders outperformed the state by 3.9% in reading for literature. / Hispanic students are not responding as well as african americans and caucasians to literacy instruction. Varying levels of English proficiency may be a contributing factor for the Hispanic students.

Specific areas for improvement your data indicate (Detailed):