Table of Contents
Page(s) Content (s)
Page 1 State Board Goals
Page 2 District Goals-WS/FCS
Page 3 School Vision and Mission Statement
Pages 5-11 School Data and Summary Analysis
Pages 12-14 Priority Goal 1
Pages 15-17 Priority Goal 2
Pages 18-22 Safe School Plan for KES
Pages 23-29 Title I Schoolwide Compliance Review and Plan
Pages 30-34 Title I Targeted Assistance Compliance Review and Plan
Page 34 Compliance Review and Plan for Schools in Title I School Improvement
State Board of Education Goals – Future-ready Students for the 21st CenturyGoal 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
Goals
· By 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.
Priorities
· Provide all schools and departments the differentiated support they need to reach the full potential of the Continuous Improvement Process to maximize student outcomes
· Train 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.
Culture
· High expectations and high accountability in a psychologically safe environment.
Page 22 of 40
School Vision and Mission Statements for KONNOAK ELEMENTARY SCHOOLVision:
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.
Page 22 of 40
LEA or Charter Name/Number: / Winston-Salem/Forsyth County SchoolsSchool Name/Number: / Konnoak Elementary School/428
School Address: / 3200 Renon Road, Winston-Salem, NC 27127
Plan 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
Date
School Improvement Team Membership
From 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* / Name / Committee Position* / Name
Principal / Shelia Burnette / Curriculum Coordinator / Toneika Gravely
Assistant Principal Representative / Cassandra Dobson / Kindergaten Teacher Rep / Brian Prout
Assistant Principal Representative / Verchello Nelson / First Grade Teacher Rep / Aimee Thomas
Teacher Representative—Chair / Maria Ervin Blake (2nd grade) / Third Grade Teacher Rep / Nayeka Drake
Inst. Support Representative / Tesha Green / Fourth Grade Teacher Rep / Kristin Trivitte
Parent Representative / Mr. Richmond / Fifth Grade Teacher Rep / N’Kenga Reich
Parent Representative / Mrs. Astrop / ESL Teacher Rep / Veronica Blanco
Teacher Assistant Rep. / Sheri Marshall / Guidance Counselor / Adeola Durotoye
EC Teacher Assistant Rep. / Linda Mincey / Media Coordinator / Myra Worrell
School 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 2015
The 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.
“OVERVIEW
A 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 Analysis
Use 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.
Year / Admin / Enrollment / All Tested / All Proficient / White Tested / White Proficient / Black Tested / Black Proficient / Hispanic Tested / Hispanic Proficient / EDS Tested / EDS Proficient / LEP Tested / LEP Proficient / SWD Tested / SWD Proficient / # of Teachers / % HQ / % turnover / Met AYP? / Overall Prof. Reading / Overall Prof. Math01-02 / Horne / 560 / ? / ? / 70 / 77% / 163 / 61% / 22 / 73% / 127 / 54% / 0 / n/a / 22 / 46% / 46 / n/a / 12% / yes / 76% / 76%
02-03 / Horne / 534 / 262 / 76% / 64 / 77% / 161 / 75% / 23 / 78% / 172 / 70% / 0 / n/a / 34 / 47% / 42 / 72 / 24% / yes / 79% / 87%
03-04 / Horne / 518 / 251 / 64% / 55 / 67% / 147 / 65% / 27 / 52% / 157 / 57% / 12 / 42% / 33 / 24% / 43 / 76 / 24% / 17 of 17 / 71% / 77%
05-06 / J. Jones / 615 / 283 / 45% / 43 / 58% / 144 / 42% / 77 / 42% / 236 / 39% / 48 / 27% / 46 / 24% / 56 / 95 / 23% / 20 of 27 / 70% / 49%
07-08 / J. Jones / 620 / 286 / 38% / 41 / 51% / 109 / 34% / 107 / 36% / 239 / 34% / 70 / 16% / 47 / 51% / 58 / 98 / 11% / 17 of 21 / 40% / 70%
09-10 / J. Jones / 612 / 302 / 44% / 37 / 68% / 117 / 41% / 128 / 38% / 273 / 43% / 90 / 23% / 30 / 23% / 60 / 98 / 9% / 19 of 21 / 46% / 74%
10-11 / Burnette / 625 / 305 / 44% / 33 / 61% / 120 / 38% / 132 / 42% / 285 / 42% / 107 / 34% / 38 / 21% / 50 / 100 / 14% / 13 of 21 / 46% / 70%
11-12 / Burnette / 684 / 324 / 39% / 34 / 65% / 122 / 65% / 147 / 34% / 301 / 37% / 110 / 22% / 44 / 27% / 51 / 98 / 22% / 15 of 25 / 41% / 71%
12-13 / Burnette / 696 / 335 / 15% / 46 / 28% / 120 / 15% / 150 / 11% / 310 / 13% / 97 / 6% / 64 / 20% / 52 / 100 / 23% / 24 of 29 / 19% / 30%
13-14 / Burnette / 699 / 329 / 33% / 44 / 42% / 103 / 27% / 163 / 32% / 317 / 32% / 107 / 24% / 39 / 34% / 27% / 39%
14-15 / Burnette / 752 / 326 / 33% / 108 / 39% / 104 / 30% / 164 / 32% / 326 / 33% / 90 / 19% / 50 / 34% / 21 of 36 / 31% / 35%
1. What does the analysis tell you about your school’s strengths?
Student and Community DemographicsMany 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 Behavior / 2010-2011 / 2011-2012 / 2012-2013 / 2013-2014 / 2014-2015
Defiance/ Insubordination/ Non-compliance / 12 / 52 / 20 / 48 / 19
Physical Aggression / 32 / 81 / 56 / 58 / 47
Inappropriate Language / 15 / 48 / 13 / 43 / 25
Fighting / 21 / 36 / 21 / 15 / 13
Harassment / 19 / 31 / 17 / 1 / 1
Disrespect / 0 / 0 / 0 / 15 / 9
+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?