School Improvement Plan Assurances Sheet

School Improvement Plan Assurances Sheet

For Mt.MourneSchool

2011-12

Iredell-Statesville Schools

Please complete the following assurance items, sign, date, and attach to the School Improvement Plan for your school.

√ / Requirement
x / 1 / The SIP meets all of the requirements set forth in North Carolina General Statute 115C-105.27.
x / 2 / The members of the School Improvement Team and their position titled are included with this plan.
x / 3 / All required components (Globally Competitive Students; 21st Century Professionals; Healthy, Responsible Students; Leadership Guides Innovation; 21st Century Systems) have been addressed in this plan.
x / 4 / Adequate Yearly Progress and Closing the Achievement Gap have been addressed in this plan.
x / 5 / Instructional objectives address growth.
x / 6 / Staff development plans have been included in this plan
x / 7 / Safe school plans have been included in this plan.
x / 8 / Waivers have been included in this plan.
x / 9 / Financial flexibility has been included in this plan.
10 / All eligible staff members were given the opportunity to vote on the School Improvement Plan by means of secret ballot on September 20, 2011.
(Date)
The results of the vote were as follows:
______For_____ Against_____ Abstain

______

Signature of the PrincipalDate

______

Signature of School Date

Improvement Team

Chairperson

SIT Members

Boen Nutting, Principal

Tammy Russ, Assistant Principal

IB Coordinator/IF, Cindy Farmer

Andrea Rhodes (Level 1)

Lori Turkovics (Level 2)

Ginger Kiselick (Level 3)

Lorie Lowell (Media)

Wendy Tobin (Counselor)

Dana Gillis (RtI, AtL)

Matt Cramer (SGA)

Maureen Nimblett (parent)

Anne Kerhoulas (parent)

LeadershipAcademy v_060311

LEA Funding Flexibility – 2011-12

Pursuant to General Statute115C-105.25, when a school improvement plan is accepted under G.S. 115C-105.22, the local board of education may transfer and approve transfers between funding allotment categories requested below:

Program Description / Flexibility / Relationship to SIP Goals
(Please indicate rationale for waiver below)
Teacher Assistants / State funds allocated for teacher assistants may be transferred only for personnel (i) to serve students only in kindergarten through third grade, or (ii) to serve students primarily in kindergarten through third grade when the personnel are assigned to an elementary school to serve the whole school.
Teacher assistant positions must be vacant to transfer.
Classroom Materials/Instructional Supplies/Equipment / State funds allocated for classroom materials/ instructional supplies/ equipment may be transferred only for the purchase of textbooks; (ii) State funds allocated for textbooks may be transferred only for the purchase of instructional supplies, instructional equipment, or other classroom materials; and (iii) State funds allocated for non-instructional support personnel may be transferred only for teacher positions.
Textbooks / Transfers only to Classroom Materials/ Instructional Supplies/Equipment allowed if included in SIP. LEAs do not have to obtain a waiver to purchase off the state adopted list. / Math and science books at Mt.MourneSchool are generally available online. As a result, Mt.Mourne will use some textbook funds for instructional supply and/or other classroom materials.
School Name: MountMourne / Year: 2011-12 / Current NCLB Status: Met / Current ABC Status: Met
P / PLAN: Identify the gap and the approach
Overall SMART Goal (Two year projection): 90% of students scoring below the 70th state percentile in reading and/or math will show a minimum of 5 points of scale score growth each school year on the NC EOG.
Data Analysis. Answer the question below using any data and/or information you have about your performance.
In order to meet your Overall Goal, what is the most important area that needs improving and why? See attached lists of those students scoring below the 70th state percentile in both reading and math in grades 6,7,and 8. See historical data regarding growth over time.
Data Analysis. Answer the data analysis questions.

What is contributing to your success in this area and how do you know? This is a new goal. We do not yet know what successes we will have.

/ What opportunities for improvement do you notice? We have a large number of students scoring below the 70th state percentile in reading. We need to drill down and determine what is contributing to these lowest percentile scores. /

What seems to be the root cause of the problem and how do you know?

We don’t know the root cause at this time. We know we have students scoring below the 70% percentile, but we are unsure why. We have used EOG scores and historical data to determine students.
Target SMART Goal (One year projection): 80% of those identified students scoring below the 70% state percentile in reading and/or math will grow at least 5 scale score points from the 2011 EOG to the 2012 EOG.
What will you do during cycle 1 to address the root cause identified in #3(Identify key approach or strategy you will implement during cycle 1 to move toward achieving your target goal.)? We will begin the use of EOG data as well as DASH PA data to drill down and determine areas of weakness for individual students.
D / DO: Develop and Implement Deployment Plan
Step # / Cycle 1 List the specific steps your team will complete during the first cycle. / Person(s) responsible for completion of the step. / Measure/Indicator
(How will you know if the step is completed correctly?) / Start Date / End Date
1 / Compile a list of students scoring below the 70% state percentile in both reading and math / Principal, Assistant Principal, IB coordinator / Copy of the lists / 9/9/11 / 9/14/11
2 / Compile a list of historical data for specified students to determine performance over time / Principal, ISS testing coordinator / Copy of report / 9/9/11 / 9/14/11
3 / Review lists of specified students during grade level meetings to begin formulating a course of action / Grade level teams, IB coordinator, principal, AP / Grade level minutes / 9/12/11 / 9/23/11
4 / Target specific objectives that are areas of weakness for students / Grade level, IB coordinator, AP / DASH reports / 9/12/11 / 9/23/11
Schedule parent meetings for each targeted student / Grade level and administration / Notes from meetings / 9/19/11 / 10/19/11
5 / Begin specific academic intervention/strategies / Teachers, administration / Grade level minutes / ongoing / ongoing
6 / Administer Predictive Assessment / Testing coordinator, teachers / Testing rosters / 10/17/11 / 10/20/11
7 / Dissaggregate data for specified students in reading and math so as to close the achievement gap for identified students. / IB coordinator and classroom teachers / DASH data / 10/20/11 / 10/28/11
8 / Adjust intervention strategies according to data / Classroom teachers / Grade level minutes / 10/28/11 / ongoing
Implementation Plan Quality Check:
What resources/budget needs do you have for the first cycle? None
If you identified budget needs, what budget code will you use to meet the budget needs for this cycle?
If funding is not available, identify the steps from the implementation plan that will address the funding gap.
What professional development, if any, will be offered in cycle 1 to support the staff in implementing the approach?IB Assessment Training; grade level meets each week to discuss progress of identified students.
Determine the measures/data that will be used to determine the effectiveness of the first cycle approach by answering the following questions:
A. List the information or measures the team will use to determine if the approach was implemented/completed? (Completion Data)data rosters, DASH information, intervention and strategies / B. List the information or measures the team will use to determine if the approach wasn’t implemented correctly? (Fidelity of implementation data.)
Feedback from grade level meetings, feedback from parent/teacher conferences / C. List the information or measures the team will use to determine what worked and what didn’t work? (Impact data)
DASH data, grade level discussion, student data notebooks
S / Study – Analysis of data after implementing an approach
At the end of cycle 1, answer the following questions based on the data collected from the identified measures in boxes A, B, and C above:

What worked and how do you know?

What didn’t work and how do you know?

/ 3. Do you need any additional assistance as you look at your results and start planning for Cycle 2? ___Yes ___No
Reflect on the answers in box 1 and 2 above for cycle 1 and check which option best describes what you will do in your plan for cycle 2 (double click the box and select “check” to check the box)?
Target goal has been met and is changed to a new target goal.
Target goal not met but current plan is effective so we will continue current plan and repeat it for the next cycle. / Target goal not met so we will continue current plan. We will make improvements to the plan based on what didn’t work as identified in #2 above.
Target goal not met and information indicates that we need to abandon the current plan and identify a new approach.
A / Act – Revise or continue with implementation plan based on data analysis.
4. What is your focus for cycle 2 (Identify key approach or strategy)? If you are continuing with the approach from cycle 1, restate it here. If you are changing your approach for cycle 2, state it here. Cycle 2 coaching begins in November, with final plan due 12/21/10. This plan should coverDecember through the end of the year.
Step # / Cycle 2 List the specific steps your team will complete during the second cycle. / Person(s) responsible for completion of the step. / Measure/Indicator
(How will you know if the step is completed correctly?) / Start Date / End Date
Implementation Plan Quality Check:
What resources/budget needs do you have for cycle 2?
If you identified budget needs, what budget code will you use to meet the budget needs for this cycle?
If funding is not available, list the steps from the implementation plan that will address the funding gap.
What professional development, if any, will be offered in cycle 2 to support the staff in implementing the approach?
Determine the measures/data that will be used to determine the effectiveness of the Cycle 2 approach by answering the following questions
A. List the information or measures the team will use to determine if the approach was implemented/completed? (Completion Data) / B. List the information or measures the team will use to determine if the approach wasn’t implemented correctly? (Fidelity of implementation.) / C. List the information or measures the team will use to determine what worked and what didn’t work? (Impact Data)
S / Study – Analysis of data after implementing an approach
At the end of cycle 2, answer the following questions based on the data collected from the identified measures in boxes A, B, and C above:
1. What worked and how do you know? / 2. What didn’t work and how do you know? / 3. Do you need any additional assistance as you look at your results and start planning for Cycle 2? ___Yes ___No
From whom do you need assistance?
Reflect on the data analysis for the year so far and check the option below that best describes your direction for the 2012-13 SIP.
A / Act – Continue with the Target Goal or revise the Target Goal for next year.
Overall goal has been met and School Improvement Plan focus will change for next year.
Or…
Target goal has been met and is changed to a new target goal.
Target goal not met but current plan is effective so we will continue current plan and repeat it for the 2010-11 SIP to take our work to sustaining..
.Target goal not met, so we will continue current plan for 2010-11. We will make improvements to the plan based on what didn’t work through this year.
Schedule your 2012-13 SIP Coaching Session.
School Name: MountMourne / Year: 2011-12 / Current NCLB Status: Met / Current ABC Status: Met
P / PLAN: Identify the gap and the approach
Overall SMART Goal (Two year projection): 100% of all students will be proficient in all eight subject IB MYP criteria as measured by MYP Unit assessments.
Data Analysis. Answer the question below using any data and/or information you have about your performance.
In order to meet your Overall Goal, what is the most important area that needs improving and why? (If you have data that helped you answer this question, please attach it with your SIP or courier to M.Moore.) We don’t have a systematic process to track and report the data. The reporting needs to be done with all stakeholders (departments, SIT, Northview – our collaborative IB school, students, and parents)
Data Analysis. Answer the data analysis questions.

What is contributing to your success in this area and how do you know? We have created assessment rubrics for each MYP level, we have sent two teachers to IB Assessment training in June 2011 to come back and train us on our next steps, teachers are tracking data but not systematically

/ What opportunities for improvement do you notice? Teachers are tracking IB criteria data but not systematically, we need to define what the data tracking system will look like, we need to report student progress in relation to IB criteria to students and parents, we need to align our assessments with Northview to ensure we are assessing the same criteria for success in the MYP / 3. What seems to be the root cause of the problem and how do you know? Lack of training and understanding as a staff for the IB requirements in this area. Now, we have two teachers who have been trained and will train the rest of the staff and help us with next steps in order to reach our goal.
Target SMART Goal (One year projection): All teachers will track IB MYP criteria data as measured by MYP Unit assessments and report student performance to students and parents.
What will you do during cycle 1 to address the root cause identified in #3(Identify key approach or strategy you will implement during cycle 1 to move toward achieving your target goal.)? We have already acted on the root cause by sending two teachers to Atlanta in June 2011 for IB Assessment training. Key Approach for cycle 1 – develop a yearlong plan to train all teachers on the IB Assessment training from Atlanta
D / DO: Develop and Implement Deployment Plan
Step # / Cycle 1 List the specific steps your team will complete during the first cycle. / Person(s) responsible for completion of the step. / Measure/Indicator
(How will you know if the step is completed correctly?) / Start Date / End Date
1 / Determine teacher readiness to assess and track IB criteria for their subject group / IB Coordinator / Consensogram Data / 9/14/11 / 9/14/11
2 / Take a look into Principles into Practice with staff (section on assessments) / IB Coordinator / Discussion/Notes / 9/14/11 / 9/14/11
3 / Share Assessment Plan for the Year / IB Coordinator / Plan shared with staff / 9/14/11 / 9/14/11
4 / Report to Staff the Highlights/Main Take Aways from the Assessment Training in Atlanta / Matt Cramer, Andrea Rhodes / Discussion/Notes/Agenda / 9/14/11 / 9/14/11
5 / Train subject group leaders on Assessment Plan and the goals/big steps for the year / IB Coordinator, Matt Cramer, Andrea Rhodes / Agenda/Notes / 9/14/11 / 10/5/11
6 / Train Staff on Assessment Plan and the goals/big steps for the year / IB Coordinator, Matt Cramer, Andrea Rhodes / Agenda/Notes / 10/5/11 / 10/5/11
7 / Begin tracking data each time an MYP Assessment task is given (whether formative or summative) / IB Coordinator / Data charts / 10/6/11 / 2/1/12
8 / Students being tracking IB performance data individually / Subject Group Leaders / Data charts / 10/6/11 / 2/1/12
9 / Review of Current Assessment and Criteria Rubrics in PLCs / Subject Group Leaders / Subject Group Meeting Agendas/Notes / 10/6/11 / 2/1/12
10 / Offer parent trainings for IB Assessments and Criteria / IB Coordinator / Dates for Training, Sign in Sheets / 11/1/11 / 2/1/12
11 / Review plan based on data and make changes for second cycle / IB Coordinator / Feedback from staff, data / 2/1/12 / 2/1/12
Implementation Plan Quality Check:
What resources/budget needs do you have for the first cycle? None
If you identified budget needs, what budget code will you use to meet the budget needs for this cycle?
If funding is not available, identify the steps from the implementation plan that will address the funding gap.
What professional development, if any, will be offered in cycle 1 to support the staff in implementing the approach?IB Assessment Training
Determine the measures/data that will be used to determine the effectiveness of the first cycle approach by answering the following questions:
A. List the information or measures the team will use to determine if the approach was implemented/completed? (Completion Data)Training Rosters, Criteria Data for each classroom / B. List the information or measures the team will use to determine if the approach wasn’t implemented correctly? (Fidelity of implementation data.)
CWT data (indicators relating to strategic data), Feedback from subject group leaders, feedback from teachers in professional development / C. List the information or measures the team will use to determine what worked and what didn’t work? (Impact data)
Student performance data, CWT data
S / Study – Analysis of data after implementing an approach
At the end of cycle 1, answer the following questions based on the data collected from the identified measures in boxes A, B, and C above:

What worked and how do you know?

What didn’t work and how do you know?

Mount. MourneSchool