Iredell-Statesville Schools NB Mills/Monticello Elementary Schools ...

Iredell-Statesville Schools
NB Mills/Monticello Elementary Schools
School Improvement Plan

School Improvement Team Members
Kristina McKnight: Co-Chair, 3 rd Grade Teacher
Carroll Brock Lowrance: Co-Chair, Counselor
Maria Baker: EC Teacher
Elizabeth Bowden: 2 nd Grade Teacher
Courtney Brock: 4 th Grade Teacher
Crystal Brown: Teacher Assistant
Phyllis Cook-Massey: Custodian
Teresa Cornacchione: Lead Teacher
Susan Crabtree: 4 th Grade Teacher
Debra Daye: Custodian
Elaine Dearman: Kindergarten Teacher
Alisha Ellis: Media Coordinator
Stephanie Funderburk: Teacher Assistant
Bryan George: Parent
Cherl Hollada: 3 rd Grade Teacher
Mary Honour: EC Teacher
Deborah Johnson: Teacher Assistant
NB Mills/Monticello Elementary School
School Improvement Plan
2005-2006
Susan Massey: 5 th Grade Teacher
Olivia Price: Kindergarten Teacher
Susan Pope: Media Coordinator
Kristin Spears: Counselor
Yvonne Swendlund: Parent
Jonathan Ribbeck: Lead Teacher
Jennifer Ribbeck: 4 th Grade Teacher
Christine Rennolds: 4 th Grade Teacher
Michael Roth: 5 th Grade Teacher
Pam Stewart: 4 th Grade Teacher
Tracey Thomas: Parent
Joan Tinkham: 3 rd Grade Teacher
Theresa Vasil: Kindergarten Teacher
Willow Wilcox: Kindergarten Teacher
Mathew Fail: Principal
Stacy Williams: Principal

Strategic Priority I: High Student Performance
District Objective: 100% of schools will meet AYP
District Indicator: AYP Results
Strategic Priority I: High Student Performance
School Objective: Upon leaving Second Grade, 66.3% of all students will be at or above grade level in reading as measured by
Predictive Assessments.
Upon leaving Second Grade, 68.5% of all students will be at or above grade level in math as measured by
Predictive Assessments.
In reading, 81.8% of all students in grades 3-5 will be at or above grade level; 87.2% of white students will be at
or above grade level; 73.9% of African American students will be at or above grade level.
In math, 87.8% of all students in grades 3-5 will be at or above grade level; 94.5% of white students will be at or
above grade level; 77.5% of African American students will be at or above grade level.
School Indicator(s): EOG % Proficient, Subgroup data, 4 th quarter predictive assessments
Action Steps Timeline Resources Persons Responsible Evaluation
Implement balanced literacy to close
the gap in reading within the
categories of cognition and
interpretation for all subgroups.
Develop, administer and analyze short
cycle assessments to monitor and plan
for instruction in reading and math for
all subgroups.
Implement writer’s workshop to
increase grade level proficiency in
writing for all subgroups.
On-Going Four Block Model, Independent
Reading Flow Map, Lead Teacher
and Information from Previous
Training (Communities of
Practice), TM, Inclusion model for
4 th Grade Reading, Differentiation
June 2005 for
reading
development,
Admin and
analyze weekly in
reading, June of
2006 for math.
Strategies, DPI Question Stems
Short Cycle Assess, Title 1 Funds,
Lead Teacher
On-Going Writer’s Workshop Checklist,
Writing Workshop Flow Map,
Lead Teacher (SD), Information
from Previous Writing Training
(Communities of Practice), Write
From the Beginning, TM
Principal (1 and 2), Lead
Teacher (predictive assess goal
summaries), Media Coordinator
(STAR)
1. Priority 1 chair
2. Lead Teacher
3. Lead Teacher (predictive
assess. And K-2 assess.) and
Media Coord. (STAR)
Principal (1 and 2), Lead
Teacher (3)
1. Daily schedule, classroom observations
2. Independent reading checklist, writing
checklist, words checklist, guided reading
check list, quarterly consensogram
3. Quarterly data summary report
(Predictive Assessments, STAR, K-2
Assessment)
1. Posted classroom graphs, copies for each
classroom
2. Alignment check between short cycle
assess, predictive assess. and EOG, short
cycle assess scores
3. Quarterly data summary report
(Predictive Assessments, STAR, K-2
Assess)
1. Daily schedule, classroom observations
2. Independent writing checklist and
teacher conferences
3. Predictive assess. performance on
writing

Action Steps Timeline Resources Persons Responsible Evaluation
Implement Everyday Math (EM) to
close the gap in mathematics in the
categories of patterns and relationships
and algebraic concepts for all
subgroups.
Analyze predictive assessments in
reading, writing and mathematics to
monitor academic progress and to plan
for instruction for all subgroups.
Conduct tutoring for at-risk students as
identified by grade level proficiency
on predictive assessments and
classroom performance for all
subgroups.
Develop and deploy an operational
plan for systematic analysis of student
performance data that includes
analyzing goal summary data,
classroom systems level check III, and
using pacing guides to directly affect
grade level improvement plans,
classroom improvement plans and
IGP’s.
Maximize the use of state funds and local
flexibility to improve student achievement by
use of the following steps:
• Convert vacant teacher assistant
positions to teacher positions
• Convert non-instructional support
positions
• Utilize teacher assistants in grades
other than k-3 for a part of a day for
instructional purposes
• Utilize vacant months of
employment for other staff positions
and/or instructional supplies
• Transfer state funds allotted for
textbooks to classroom materials/
instructional supplies/equipment
• Use state textbook funds for the
purchase of textbooks not on the NC
Textbook Adoption List
On-Going Everyday Math Materials, Lead
Teacher, EM Checklist,
Communities of Practice, EM SD,
Weekly Math Essentials
Quarterly District Curriculum Department,
Predictive Assess., Data Timeline
Nov.-Dec.
March-May
Development:
November
Deployment:
On-Going
August 2005-
August 2006
1. Principal
2. Lead Teacher
3. Lead Teacher (predictive
assess. And K-2 assess.)
Title 1 Funds, Test Ready Material 1. Secretary
2. Literacy Chair
3. Lead Teacher
1. Pacing Guides
2. Three Classroom Systems Level
Check III Conferences with
Principal
3. One Classroom Systems Level
Check III Conference With Peer
4. IGP Conferences with
Principal, Peer Review
1. Daily schedule, classroom observations
2. Everyday Math checklist, pacing guides
and consensogram
3. Quarterly data summary report
(Predictive Assessments, K-2 Assess.)
Lead Teacher 1. Predictive assess. data, grade level action
plan, classroom action plan
2. Predictive assess. data, grade level action
plan, plus/delta
Grade Chairs
Lead Teacher
Principal
Principal
None Central Office
Principal
3. Goal summaries
1. Time sheets
2. Plus/Delta after fall and spring session
3. Predictive assess. data on targeted
students
4. DRA – pre- and post-assessments
1. Completed deployment plan
2. +/∆, consensograms
3. School and Classroom Systems
Level Check III
EOG Test Scores
EOC Test Scores
Climate Survey results
Safe Schools Report
SAR
NCWISE Reports

Strategic Priority II: Safe, Orderly, and Caring Schools
District Objective: Learning environments are inviting and supportive of high student achievement
District Indicator: Stakeholder satisfaction
School Objective: Increase GPA of School Climate Survey to 3.5
School Indicator(s): Stakeholder satisfaction survey
Action Steps Timeline Resources Persons
Responsible
Evaluation
Implement the ISS Safe Schools Plan. August 2005- Systemwide Safe Administration Climate Survey Results
August 2006 Schools Plan
Crime and Violence Report
Fir Drills Reports
Discipline Reports
Utilize waivers for maximum flexibility August 2005- None Central Office
EOG Test Scores
in the following areas:
June 2008
Principal
EOC Test Scores
*To exceed the maximum class size
Climate Survey results
*To exceed the maximum number of
Safe Schools Report
students
SAR
NCWISE Reports
Meet the criteria in the Active Children’s
Policy.
On-Going PE Staff, NCSCOS Grade Level Chairs 1. Class Schedule and School Schedule
Utilize a school-wide issue bin and
classroom level issue bin to encourage
input to improve efficiency and the
classroom learning system.
Utilize classroom +/∆ to improve the
classroom learning system.
Coach faculty, staff and students in the
meaning of and strategies for
“interesting academic work” (best
practices)
Provide an explanation of wording and
purpose of school climate survey for
students in order to improve the
stakeholder satisfaction.
On-Going Previous Baldrige
Staff Development,
Baldrige Materials
On-Going Previous Baldrige
Staff Development,
Baldrige Materials
1. Principal
2. Principal
3. Lead Teacher
1. Issue Bin responses
2. Issue Bin Responses/Classroom daily plus/delta
3. School and classroom Level Systems Level
Check III
Principal 1, 2 and 3 Classroom Level Systems Level Check
III and evidences during teacher/administrative
conference
On-Going Lead Teacher Lead Teacher 1. SEA System
2. Quarterly consensogram, school level climate
survey
October and
January
Satisfaction Survey
Results, Data from
Plus/Deltas
3. School Survey
Counselor 1. Training Log
2. Consensogram and Leading School Survey
3. School Survey

Strategic Priority III: Quality Teachers, Administrators, and Staff
District Objective: % of teachers participating in high quality staff development will be above state and regional averages
District Indicator: SEA System Data
School Objective: 100% of staff will participate in quality staff development.
Action Steps Timeline Resources Persons Responsible Evaluation
School Improvement Planning June 2006 Title 1 Funds Principal and Lead
Teacher
SEA System
Build leadership awareness of model
for Performance Excellence by TOT
training for principal;
Build staff awareness and commitment
to the Baldrige model for Performance
Excellence through Level II training
and coaching by Lead Teacher, and for
SIT and cabinet team by principal
TOT training November 17-18
Joint staff chunk training
scheduled throughout the year
Weekly coaching in grade
level meetings and ongoing
with individuals
Weekly cabinet team meetings
Monthly in SIT meetings
Balanced Literacy Training Ongoing
K-5 Book Study by Grade Level with
a focus on Literacy Development
K-2 - Teaching Reading Strategies to
Children in K-2 from the Emergent to
the Independent Reader
Level II JSA Materials
(BAP, TSP I, Classroom
Resource Guide),
Systems Check Level III,
Communities of Practice
Principal,
Lead Teacher
Best Practice Research Principal,
Lead Teacher
1. Grade Level meeting minutes,
agendas from grade level mtgs., SIT
and cabinet team, lead teacher coaching
log
2. training and meeting +/∆,
consensograms quarterly, School and
Classroom Systems Check Level III
data
3. Systems Check Level III data
1. Grade Level mtg. minutes, meeting
agendas, SEA systems
2.+/∆, consensograms
3. SEA Systems, Lesson plans,
Principal’s observation of balanced
literacy model in classrooms,
Professional dialogue in communities
of practice
November - June $1,400 Lead Teacher Grade Level mtg. minutes, meeting
agendas, SEA systems
October 26, 2005 $830.00, 4 People Lead Teacher SEA System
K-2 – Guided Reading Instruction November 16, 2005 $795.00, 3 People Lead Teacher SEA System
K-2 - Effective Teaching of Systemic
Phonics, Spelling and Vocabulary
K-2 - Southeastern Reading Recovery
and Early Literacy Conference
March 24, 2006 $1,375, 5 People Lead Teacher SEA System
January 12 and 13, 2006 $1,420, 4 People Lead Teacher SEA System

Action Steps Timeline Resources Persons Responsible Evaluation
K- 5- Implement the MPE to the
Classroom Level with Marty Moore
November 2, 2005 $2,000, All Staff Principal,
SEA System
from Jim Shipley and Associates
Lead Teacher
3-5 “Clarifying Critical Stance: October 18, 2005 Title 1 Funds, $700.00, 4 Lead Teacher SEA System
Making the Connection Between
Instruction, Curriculum Assessment,
and the EOG Categories”
People
3-5 - Accelerating the Reading Skills October 26, 2005 Title 1 Funds, $986.00, 4 Lead Teacher SEA System
of Your Title 1 Students
People
3-5 - Energize Your Guided Reading
Instruction: Teaching Children to
Read, Write and think through guided
reading
3-5 - Six Super Strategies to Promote
Thinking and Comprehension
November 17, 2005 Title 1 Funds, $920.00, 4
People
November 7, 2005 Title 1 Funds, $920.00, 4
People
Lead Teacher SEA System
Lead Teacher SEA System

Strategic Priority IV: Strong Family, Community, and Business Support
District Objective: The percentage of parents and guardians participating in school conferences will be at or above national average
and the number of formal business partnerships will increase by 32.
District Indicator: Average of parents and guardians participating in school conferences and the total number of formal business
partnerships.
School Objective: Parent and community involvement in our school will increase
School Indicator(s): 1) Adoption of one additional business/community partnership
2) Meet or Exceed 90% parent/guardian participation in school related conferences
Action Steps Timeline Resources Persons Responsible Evaluation
Conduct a face to face
parent/guardian/teacher/student
conference for every student in the
first quarter and third quarter
Establish a new business, faith-based
and/or community partnership.
Develop partnership awareness and
commitment for the Baldrige model for
performance excellence through modeling
and training in PTO Board meetings,
emphasis on school’s website, and monthly
newsletters
Conduct family/community activities in
order to improve parent awareness of
curriculum and strategies for home and
school and student performance.
October 20, 2005 Data folders, Grades,
Portfolios, PEP, MPE
Materials, Student
November 1,
2005
Quarterly PTO
Board Meetings
School Website:
October
November and
April
Lead Conferences
ISS Public Relations
Officer, Golden
Partnership
Opportunity
Handbook
Baldrige Materials,
Previous Baldrige
Training, Baldrige
Deployment
Materials, PTO
Officers, Lead
Teacher, School
Webmaster
Literacy Materials,
EM Materials, MPE
Materials
School Counselor 1, 2, and 3 % of parent/guardian participation in
school related conferences.
School Counselor 1, 2 and 3 Business/Community Partnership
Agreement
Principal,
School Webmaster
HSOC and Community
Involvement Chair
PTO
1. Minutes of Meetings
2. +/∆, consensogram from meetings
3. School Level Systems Level Check III
School Website
1. Link on School’s Website about Baldrige
2. +/∆ and consensogram from PTO
3. School Level Systems Level Check III
1. Agendas
2. Plus/Delta
3. School Satisfaction Survey

Strategic Priority V: Effective and Efficient Operations
District Objective: Implement the national model for Performance Excellence to ensure alignment and integration of all components of the
school system to achieve high performance.
District Indicator: District Systems Check Level III
School Objective: Increase School Systems Check Level III average by 5%
School Indicator(s): School Deployment Plan (as published in Priority III, IV and V), School Systems Check Level III
Action Steps Timeline Resources Persons Responsible Evaluation
Maximize the use of state funds and local
flexibility to improve student achievement by
use of the following steps:
• Convert vacant teacher assistant
positions to teacher positions
• Convert non-instructional support
positions
• Utilize teacher assistants in grades
other than k-3 for a part of a day for
instructional purposes
• Utilize vacant months of
employment for other staff positions
and/or instructional supplies
• Transfer state funds allotted for
textbooks to classroom materials/
instructional supplies/equipment
• Use state textbook funds for the
purchase of textbooks not on the NC
Textbook Adoption List
Ensure strategic alignment by aligning
with district’s strategic plan our SIP,
grade level plans, classroom
improvement plans and IGP’s.
August 2005-August
2006
SIP October 15 th
Grade Level Plans –
November
Classroom Plans –
December
IGP’s - October
None Central Office
Principal
Baldrige Training and
Materials, Pacing Guides,
Data Analysis, District
Strategic Plan, District
Performance Excellence
Deployment Plan,
Communities of Practice
Principal, Lead Teacher,
Grade Chairs
EOG Test Scores
EOC Test Scores
Climate Survey results
Safe Schools Report
SAR
NCWISE Reports
SIP:
1. Completed Document
2. District Approval of SIP
3. School Level Systems Level Check III
Grade Level Improvement Plans, Classroom
Improvement Plans and IGP
1. Completed document
2. Principal’s approval of completed
document
3. Classroom Level Systems Level Check
III

Action Steps Timeline Resources Persons Responsible Evaluation
Implement the systematic use of the
PDSA for improvement of action steps
of SIP and support processes to
develop high performing systems
Provide a support system to train and
assist staff in managing and sustaining
the Performance Excellence Model
using lead teacher model, Systems
Check III and by the development of
demonstration classrooms.
Complete School and Classroom
Level Systems Level Check III
assessments to provide direction for
systems improvement.
On-Going: Each
Priority Committee will
operationalize each goal
by using the PDSA
format beginning in
November
Student Performance
analysis quarterly at the
school level, on-going
at the classroom level
Benchmark Goal Posting
Process, PDSA Materials,
JSA Training Materials,
Systems Check Level III
data, SIP, Priority
Committee Notebooks,
Quality Tools
On-Going JSA Training Materials,
Systems Level Check III
Coaching, Performance
Model of Excellence
Coaching, Communities of
Practice
Quarterly Systems Level Check III,
Lead Teacher, JSA Training
Materials
Lead Teacher, Principal,
and Priority Chairs
1. Formal PDSA format used with SIP
processes, Informal PDSA as part of
conference with Principal for IGP and
Classroom Level Systems Level Check
III.
2. and 3 Improvement data as noted on
formal PDSA, School Level Systems
Level Check III and Classroom Level
Systems Level Check III, Number of
PDSA’s conducted to improve school
processes.
Lead Teacher, Principal 1. Lead Teacher Model,
2. +/∆, Consensograms, surveys
3. Classroom Systems Level Check III
Principal, Lead Teacher,
SIT Chair
1, 2 and 3 School and Classroom Level Systems
Level Check III