Black Mountain Primary School School Improvement Plan 2016 ...

Black Mountain Primary School

School Improvement Plan

2016 – 2018

Buncombe County Schools

Black Mountain Primary School, School Improvement Plan 2016 - 2018 2

Table of Contents Statement of Assurance ................................................................................................... 3 Direction and Purpose Statements ................................................................................... 4 School Profile Narrative Summary ................................................................................... 5 SMART Goal 1 and Strategies ......................................................................................... 7 SMART Goal 2 and Strategies ......................................................................................... 9 SMART Goal 3 and Strategies ....................................................................................... 10 Annual Measurable Objectives (AMO) Report - Reading ............................................... 12 Annual Measurable Objectives (AMO) Report - Math .................................................... 13 EVAAS Academic Growth .............................................................................................. 14 Kindergarten Reading 3D mClass .................................................................................. 15 Second Grade Reading 3D mClass ............................................................................... 17 Third Grade Reading 3D mClass ................................................................................... 18 Attendance ..................................................................................................................... 19 Retentions ...................................................................................................................... 19 Dropout Data .................................................................................................................. 20 At-Risk Students ............................................................................................................. 20 Safe School Data ........................................................................................................... 21 Discipline ........................................................................................................................ 21 Safety Considerations .................................................................................................... 22 Parent and Community Involvement .............................................................................. 23 Teacher Time ................................................................................................................. 24 Action Plan for Healthy Students in Safe, Orderly and Caring Schools ......................... 25 Mid-Year Progress Report .............................................................................................. 26 Year-End Progress Report ............................................................................................. 28 Timeline .......................................................................................................................... 29


Statement of Assurance


Direction and Purpose Statements

BCS Direction Statement

Buncombe County Schools’ students will reach their full potential and become successful, responsible citizens in a diverse, global society.

BCS Purpose Statement

To collaborate with stakeholders to provide a safe, caring, rigorous and engaging learning environment that prepares all students to be College and Career Ready.

Black Mountain Primary School

Direction Statement

Black Mountain Primary Schools students will develop leadership skills to become responsible leaders in our community and beyond.

Purpose Statement To work collaboratively with stakeholders to facilitate learning by enhancing the core

curriculum with technology skills, problem-solving, arts-based learning, and leadership skills.

Belief Statements

As the community of BMP, it is essential to provide a caring and safe learning environment. We are committed to enabling students to reach their highest potential by embracing each child’s unique learning style, building character and integrity, and preparing active and positive contributors in our community by building leadership skills.


School Profile Narrative Summary Demographic/School Characteristics - Provide information about your student population and current trends in demographics. Black Mountain Primary School’s enrollment for 2016-2017 was 421 students in kindergarten through third grade. Of the total population 84 percent of the students are white, 7 percent of the students are Hispanic, 4 percent are multi-racial, and less than 5 percent are black, Asian or American Indian. At least 47.69 percent of all students receive free/reduced price meals which qualifies Black Mountain Primary to receive Title I funding. The school is comprised of 23 regular classroom teachers, 1 intervention teacher, 2 resource teachers, 2 Title I teachers, part time specialists in art, music, and physical education, a school counselor, a media coordinator, a speech therapist, and a part time curriculum instructional coach. Itinerant staff includes ESL, AIG, physical therapist, occupational therapist, school nurse, school psychologist, program placement specialist, and an interpreter. There are 14 full-time assistants in regular and special education and 9 part-time assistants in regular education and Title I. Support staff includes a cafeteria manager and 7 other cafeteria workers, 2 full-time and 3 part-time custodians, 8 bus drivers and one transportation assistant position. The office staff is made up of one secretary/bookkeeper, a part time data manager, a receptionist, a half time assistant principal and a principal. For the 2016-2017 school year, we have 6 Kindergarten classes, and 6 First Grade Classes, 5 Second and 6 Third grade classes. We also have a Title 1 Reading Room, two Resource and one Intensive Intervention classroom, Art and Music classrooms, and a gymnasium, a Media Center, a Digital Learning Lab and a STEAM Lab. We also house one Head Start classroom and a YMCA after school program. Climate/School Culture - Provide information from student, parent and staff surveys. 86.7 percent of parents feel welcome/encouraged to participate at Black Mountain Primary 93.3 percent of parents feel that teachers provide parents/guardians with useful information about student learning 73.3 percent of parents feel that parents/guardians know what is going on in the school 96.6 percent of teachers feel that students understand expectations for their conduct 100 percent of teachers feel that they work in a school environment that is safe 93.1 percent of teachers feel that professional development offerings are data driven


Academic Achievement - Provide a summary of academic achievement as it relates to overall school performance. Students at Black Mountain Primary School are assessed using national, state, district and school defined performance measures. During kindergarten registration, prospective kindergarten students are assessed using the LAP-D. Kindergarten, first, second and third grade students are assessed using mClass assessments as well as statewide, district benchmark, and grade level common math assessments. Third grade is assessed in mathematics and reading proficiency using the end of grade state assessment. Black Mountain Primary School houses all of the primary self-contained students with special needs from the Owen District in one intensive intervention classroom. Assessment scores are recorded at the home school for Intensive Intervention students. We are pleased to announce that we met expected growth in reading in kindergarten through first grade and exceeded expected growth in second grade after not making expected growth in kindergarten through second grade the previous year. The following is a summary of our 2015-2016 academic goals and the progress we made. Reading: Kindergarten students will be at least 90 percent proficient in letter naming fluency and phoneme segmentation fluency. First and second grade students will increase at least three TRC levels as measured by Reading 3D during the 2015-16 school year. Third grade students who are at or below grade level proficiency will grow by at least three TRC levels. We exceeded our kindergarten goal by ten percent. 83 percent of first grade students grew three TRC levels. 93.4 percent of second grade students increased three levels. 71.7 percent of third graders increased three TRC levels. Mathematics: Kindergarten will increase proficiency in Comparing Numbers (CC.6 and 7) from 77.4 percent to 80 percent. First grade will increase proficiency in OA.3 from 39 percent to 50 percent as measured by the K-2 Summative Math Assessment. Second grade will increase proficiency in OA.1 and NBT.5 from 58.8 percent to at least 69 percent as measured by the K-2 Summative Math Assessment. Third grade will increase proficiency in OA.8 from 53 percent to 65 percent as measured by end of Unit 8 problem 2 assessments. Each grade level exceeded this goal. More specifically: 90 percent of kindergarteners were proficient with CC.6 and CC.7 according to the 2015-2016 K Summative task 6. 50 percent of first graders were proficient with OA.3 according to the 2015-2016 First Grade Summative task 5. 76 percent of second graders were proficient with OA.1 according to the 2015-2016 Second Grade Summative Task 7B. 42 percent of third graders were proficient with OA.3 according to Unit 8 problem 2 as measured by the Math Assessment Teaching Tool.


SMART Goal 1 and Strategies NCSBE Goal BCS Strategic

Priorities 2012 AdvancED

Standards Title I Component

� Every student in the NC Public School System graduates from high school prepared for work, further education and citizenship � Every student has a personalized education � Every student, every day has excellent educators � Every school district has up-to-date financial, business, and technology systems to serve its students, parents and educators � Every student is healthy, safe, and responsible

� All students will graduate as high-achieving and globally competitive learners with 21st Century Skills. � All learning environments will be safe, respectful, caring and produce healthy and responsible students. � Quality teachers, administrators and staff will provide an innovative and effective educational program for all students. � Systems will be in place to inform, educate and engage the community to build support for schools and ensure accountability.

� Purpose and Direction � Governance & Leadership � Teaching & Assessing for Learning � Resources and Support Systems � Using Results for Continuous Improvement

� School-wide Reform Strategies � Transition Plans � Parental Involvement � Support for Students Experiencing Difficulty � Teacher Involvement in Use of Assessment � Coordination of Programs

SMART Goal 1: 90% of all kindergarten students will be proficient in Phoneme Segmentation Fluency (PSF) by the end of the 2016-2017 school year as measured by mCLASS/Reading 3D. All first grade students will increase reading proficiency (TRC) from 65% to 68% by the end of the 2016-2017 school year as measured by mCLASS/Reading 3D. Second and third grade students will increase reading proficiency (TRC) from 58 percent to 63 percent by the end of the 2016-2017 school year as measured by mCLASS/Reading 3D. Strategies: K-3 Daily Fundations Lessons Guided Reading Groups 90 minutes of ELA 3 Key Shifts in Literacy: complex texts, gradual release, restructuring time spent in texts Goal setting with students for ELA goals Use of intervention lesson for at-risk students School-wide intervention spreadsheet RTA spreadsheet for Third Grade Bi-quarterly data digs School wide high frequency word list

Person/Group Responsible: Professional Learning Communities (PLCs) Teachers T1 and Instructional Staff

Progress Monitoring: Measured by progress monitoring fidelity reports and benchmark data from Reading 3D. Professional Development Needed to Support Strategy: BCS Literacy Block 20 hours of differentiated PD from County Office. Phases include: In depth study of three components of BCS Literacy Block, Data dig with


coaches, learning walks, literacy studio, and personal goal reflections. BOY, MOY, EOY Drilling Down with DIEBELS sessions with coach BOY, MOY, EOY Intervention chats to guide continuous improvement with coach and T1 teacher Fundations training for third grade and new to grade level teachers mCLASS/Reading 3d training for new teachers Literacy Team will create intervention crate to support with DIBELS. Resources Required/Budgeted: Title I funds used for High Frequency Words, subs for third grade Fundations, and Fundations materials.









SMART Goal 2: Kindergarten, first, and second grade students will increase proficiency in operations and algebraic thinking standard OA.3 from a K-2 average of 74 percent to 78 percent as measured by NC DPI K-2 summative assessment. Strategies: Implementing revised Investigations/Realize curriculum K-3 Embedding Number Talks into daily routine to support computational fluency Use of PLC’s to unpack standards, write common assessments, and analyze the data to plan for instruction School-wide intervention spreadsheet.

Person/Group Responsible: Professional learning communities (PLCs) Curriculum coach District and School Math Team

Progress Monitoring: Use of common assessments and grade level math spreadsheet to analyze proficiency scores. Professional Development Needed to Support Strategy: Use of PLCs to analyze newly revised Investigations units Use of PLCs to map out learning targets and define success criteria for new units REALIZE training for all teachers (district wide) Investigations/Content sessions for new teachers (district wide) Grade level best practice walkthrough and debrief sessions during PLC’s. Spring Math EdCamps led by math team (with a focus on power standards NF and OA.3) Resources Required/Budgeted: New Realize materials provided by Central Office









SMART Goal 3: Third grade students will increase proficiency in NF.1 (2.G.2) from 47 percent according to second grade summative task problem 12 to 55 percent as measured by a third grade common assessment for NF.1. Strategies: Implementing revised Investigations/Realize curriculum K-3 Embedding Number Talks into daily routine to support computational fluency Use of PLC’s to unpack standards, write common assessments, and analyze the data to plan for instruction School-wide intervention spreadsheet.

Person/Group Responsible: Professional Learning Communities (PLCs) Curriculum coach District and School Math Team

Progress Monitoring: Use of common assessments and grade level math spreadsheet to analyze proficiency scores. Professional Development Needed to Support Strategy: Use of PLCs to analyze newly revised Investigations units Use of PLCs to map out learning targets and define success criteria for new units REALIZE training for all teachers (district wide) Investigations/Content sessions for new teachers (district wide) Grade level best practice walkthrough and debrief sessions during PLC’s. Spring Math EdCamps led by math team (with a focus on power standards NF and OA.3) Resources Required/Budgeted: County will provide new REALIZE materials. School will purchase new activity cards.


AMO Targets and Performance

AMO Targets

2013-2014

2014-2015

2015-2016

2016-2017

2017-2018

Performance Composite CCR % 59.1 57.3% 63.7

Performance Composite GLP % 69.8 66.8% 77.8

Total Number of AMO Targets 13 13 6

Number of AMO Targets Met 13 13 6

Percentage of AMO Targets Met 100% 100% 100%

Overall Achievement 70 67 78

Overall Growth 82.5 80.4 74.5

Performance Score 72 70 77

School Performance Grade B B B

Grade Subject 2013-2014

% Proficient

2014-2015 %

Proficient

2015-2016 %

Proficient

2016-2017 %

Proficient

2017-2018 %

Proficient

3

BOG Reading GLP 37.3% 41.1% 41.3% 32.4%

EOG Reading GLP 73.3% 70% 73.6%

Mathematics GLP 66.4% 63.6% 82.1%


Annual Measurable Objectives (AMO) Report - Reading

School Year: 2015-2016

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Participation Denominator 106 95 55 16 26 Participation Status Met Met Met Insuf Insuf Proficiency # of Students 78 40 38 70 39 4 26 Proficiency Percentage 73.6 70.2 77.6 73.7 70.9 25.0 >95


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Participation Denominator Participation Status Proficiency # of Students Proficiency Percentage


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Annual Measurable Objectives (AMO) Report - Math


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Participation Denominator 106 95 55 16 26 Participation Status Met Met Met Insuf Insuf Proficiency # of Students 87 46 41 80 42 7 26 Proficiency Percentage 82.1 80.7 83.7 84.2 76.4 43.8 >95


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EVAAS Academic Growth

Record in Level whether your school Exceeded (EX), Met (MET) or Did Not Meet (DNM) Expected Growth.

Test/Subjects 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

Growth

Measure Level Growth Measure Level Growth

Measure Level Growth Measure Level Growth

Measure Level 3rd Math

Kindergarten Reading -2.8 DNM 0.2 MET

1st Reading -12.6 DNM 0.3 MET

2nd Reading -3.0 DNM 9.5 EX

3th Reading 1.6 MET 0.1 MET -1.4 MET

Index Level Index Level Index Level Index Level Index Level School Accountability

Growth Overall .16 MET -1.10 MET

Educator Effectiveness Growth Composite -8.23 DNM 3.93 EX


Kindergarten Reading 3D mClass

Kindergarten LAP-D Screen 5

Year Students Screened

Students Proficient

Percent Proficient

Students Referred

Percent Referred

2015-2016 111 80 72% 31 28% 2016-2017 88 63 72% 25 28% 2017-2018

Kindergarten MOY Benchmark Assessment


MOY TRC Students Proficient

On/ Above Level C

MOY TRC Percent

Proficient On/Above Level C

MOY TRC Students

Below Proficient

Below Level C

MOY TRC Percent Below

Proficient Below

Level C 2015-2016 112 46 42% 66 58% 2016-2017 93 18 19% 75 81%

2017-2018

Kindergarten EOY Benchmark Assessment


EOY TRC Students Proficient On/Above Level D

EOY TRC Percent

Proficient On/Above Level D

EOY TRC Students

Below Proficient

Below Level D

EOY TRC Percent Below

Proficient Below

Level D 2015-2016 115 75 65% 40 35% 2016-2017 2017-2018

.


First Grade Reading 3D mClass

First Grade BOY Benchmark Assessment


BOY TRC Students Proficient On/Above Level D

BOY TRC Percent

Proficient On/Above Level D

BOY TRC Students Below

Proficient Below

Level D

BOY TRC Percent Below

Proficient Below

Level D 2015-2016 88 53 59% 36 41% 2016-2017 106 60 57% 46 43% 2017-2018

First Grade MOY Benchmark Assessment



On/ Above Level G

MOY TRC Percent

Proficient On/Above Level G

MOY TRC Students

Below Proficient

Below Level G


Proficient Below

Level G 2015-2016 92 43 47% 49 53% 2016-2017 107 33 31% 74 69% 2017-2018

First Grade EOY Benchmark Assessment


EOY TRC Students Proficient On/Above

Level J

EOY TRC Percent

Proficient On/Above

Level J

EOY TRC Students Below

Proficient Below Level J



2015-2016 95 55 58% 40 42% 2016-2017 2017-2018


Second Grade Reading 3D mClass

Second Grade BOY Benchmark Assessment


BOY TRC Students Proficient On/Above

Level J

BOY TRC Percent

Proficient On/Above

Level J

BOY TRC Students

Below Proficient

Below Level J



2015-2016 100 18 18% 82 82% 2016-2017 88 71 80% 17 20% 2017-2018

Second Grade MOY Benchmark Assessment



On/ Above Level L

MOY TRC Percent

Proficient On/Above

Level L

MOY TRC Students

Below Proficient

Below Level L


Proficient Below Level L

2015-2016 103 26 26% 77 74% 2016-2017 88 38 43% 50 57% 2017-2018

Second Grade EOY Benchmark Assessment


EOY TRC Students Proficient On/Above Level M

EOY TRC Percent

Proficient On/Above Level M

EOY TRC Students

Below Proficient

Below Level M


Proficient Below

Level M 2015-2016 104 61 59% 43 41% 2016-2017 2017-2018


Third Grade Reading 3D mClass

Third Grade BOY Benchmark Assessment*


BOY TRC Students Proficient On/Above Level M

BOY TRC Percent

Proficient On/Above Level M

BOY TRC Students

Below Proficient

Below Level M


Proficient Below

Level M 2015-2016 98 54 55% 44 45% 2016-2017 106 79 74% 27 26% 2017-2018

Third Grade MOY Benchmark Assessment



On/ Above Level O

MOY TRC Percent

Proficient On/Above Level O

MOY TRC Students

Below Proficient

Below Level O


Proficient Below

Level O 2015-2016 100 44 44% 56 56% 2016-2017 110 41 37% 69 63% 2017-2018

Third Grade EOY Benchmark Assessment


EOY TRC Students Proficient On/Above Level P

EOY TRC Percent

Proficient On/Above Level P

EOY TRC Students

Below Proficient

Below Level P


Proficient Below

Level P 2015-2016 105 60 57% 45 43% 2016-2017 2017-2018


Attendance

School Year Attendance Rate

2013 – 2014 95%

2014 – 2015 95%

2015 – 2016 95%

2016 – 2017

2017 – 2018

Retentions

Grade Level

Final Number of Retentions

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

K 4 6 0

1 0 0 1

2 1 2 0

3 0 1 0


Dropout Data

School Year # of Students % Based on ADM

2013-2014 0 0

2014-2015 0 0

2015-2016 0 0

2016-2017

2017-2018

At-Risk Students The following instructional practices have been identified as effective in improving the academic performance of students identified as at-risk of academic failure or at-risk of dropping out of school.

At-Risk students are identified and monitored closely for academic and social/ emotional success. Teachers complete a personal education plan (PEP) for all students that meet the district wide at risk criteria. Daily small group instruction is provided for struggling students according to ELA and Math data. School guidance counselor provides small group support for students who need emotional support.


Safe School Data

End of Year Total Number of Legally Reportable Acts

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 0 1 0

End of Year Total Number Days of Out-of-School Suspension

2015-2016 2016-2017 2017-2018

Short Term 12

Long Term (>10) 0 *Source: Data Manager can access PowerSchool for reports.

Discipline

Using your data on discipline, complete the areas below. Trends- Discipline issues for 2015-16 were supported by District Behavior Specialist. Corrective Actions – Individual behavior programs were implemented for students that needed individual support. Functional Behavior Assessments were maintained for some students. Alternative placements and length of school day were implemented to create success for selected students. School staff began training for Leader in Me School. PBIS – School wide PBIS initiative includes classroom behavior charts, class meetings, super student behavior expectation matrix, super student tickets, super student ticket drawing, and super student spotlight.


Safety Considerations Facility Related Safety – LobbyGuard program is installed in the front office. All visitors to the campus must ring a bell to be admitted and enter information into Lobby guard. All staff are required to wear ID badges and use badges or keys to enter buildings. All buildings on campus are secured at all times. Incident Response – As per GS 115C-105.27(c1), specific information on incident response is not included in the school improvement plan; however, each Buncombe County School has a crisis response plan. The principal has communicated this plan to the staff and students as appropriate. Further, this plan has been approved by the Buncombe County Board of Education and is on file in the Assistant Superintendent’s Office.


Parent and Community Involvement

Number of Volunteer Hours / Number of Students Mentored

Volunteers

Year Total Volunteer Hours

2013-2014 N/A

2014-2015 5324

2015-2016 3664.18

2016-2017

2017-2018

Mentors

Year Total # of

Staff Staff as Mentors

Students Served Year

Volunteer Mentors

Students Served

2013-2014 N/A 0 0 2013-2014 0 0 2014-2015 78 0 0 2014-2015 0 0 2015-2016 71 2 3 2015-2016 0 0 2016-2017 2016-2017 2017-2018 2017-2018


Teacher Time Duty-Free Lunch: Non-certified staff monitors students during lunch to allow duty free lunch for certified staff. If non-certified staff members are absent another staff member covers their duty for them. Duty-Free Instructional Planning – Certified staff are provided with a duty free planning period daily while students are in specials. . Efficient Reporting - Professional Learning Communities use google docs to create shared lesson plans, reports, and long range plans. Staff have common folders on google drive for school-wide documents and reports. Student data is also recorded in PowerSchool which prevents duplication of reports. Duplicate literacy assessments have been eliminated.


Action Plan for Healthy Students in Safe, Orderly and Caring Schools

Strategic Priority: Healthy Students in Safe, Orderly and Caring Schools School Improvement Goal/Objective: 1. Provide 150 minutes per week of moderate to vigorous physical activity for all K-8 students (a minimum of 30 minutes per school day). Please record your action steps.

Strategy

Not Yet Addressed

(What is your plan?)

In Progress (Please

describe.)

Need Assistance

(Please describe.)

NA (Provide

explanation.) Ensure all students have recess and/or physical activity during the school day and that physical activity/exercise is not taken away or used as punishment. Indicate if this is in progress or not yet addressed.

Students engage in 30 minutes of physical activity 4 days a week. Organized activities are incorporated as time allows. 1 day a week all students engage in physical education class.

Strategy Yes No

Total time

during the

school year

Provide physical education for every student taught by a highly qualified physical education teacher. Check the appropriate “yes” or “no” box and list the exact number of minutes in PE during the school year.

Yes 5,400

Provide physical activity and/or recess for every student. List the exact number of minutes provided for recess and/or physical activity during the school year.

Yes 27,000


Mid-Year Progress Report School Year: 2016-2017 Black Mountain Primary School Please list each current SIP Goal/Objective and provide a brief description of progress to date. Please modify this form as necessary to complete the Mid-Year Reflection. SMART Goal 1: 90% of all kindergarten students will be proficient in Phoneme Segmentation Fluency (PSF) by the end of the 2016-2017 school year as measured by mCLASS/Reading 3D. All first grade students will increase reading proficiency (TRC) from 65% to 68% by the end of the 2016-2017 school year as measured by mCLASS/Reading 3D. Second and third grade students will increase reading proficiency (TRC) from 58 percent to 63 percent by the end of the 2016-2017 school year as measured by mCLASS/Reading 3D. Progress to Date: MOY proficiency: K PSF: 61% of students are at PSF benchmark 1 TRC: 30% 2 TRC: 41% 3 TRC: 38% Staff participated in a full day of BCS Literacy Block training followed up by data digs with the instructional coach. Staff has implemented the Daily 5 and each component of the BCS Literacy Block. We started an intervention spreadsheet to target students’ deficiencies and support with interventions. Third grade team was trained in Fundations and is using the curriculum. All new teachers have been mCLASS/Reading 3D trained. Literacy team will vet DIBELS interventions for teacher use during next Literacy team meeting. Teachers will participate in a data dig on February 22 to drill down to each student’s TRC deficiency and to analyze patterns of error to plan for instruction. Teachers will also participate in PD on March 9th to support with writing about reading within the BCS Literacy Block. Second grade revamped leveled instruction to support with writing about reading at students’ instructional level. First grade has embedded fluency and writing about reading support into leveled instruction. Kindergarten is continuing to progress monitor for PSF and is providing PSF interventions for students who haven’t met the cutpoint. SMART Goal 2: By the end of the 2016-2017 school year, kindergarten, first, and second grade students will increase proficiency in operations and algebraic thinking standard OA.3 from a K-2 average of 74 percent to 78 percent as measured by NC DPI K-2 summative assessment. Progress to Date:


During the month of February, each grade level will be using the district wide math benchmark assessment to determine OA.3 proficiency. Once we receive our benchmark data, we can analyze OA clusters in Kindergarten (task 5), first grade (tasks 5 and 6), and second grade (tasks 2-5). Currently, math team is planning professional development on April 28 to support with the OA.3 domain. Teachers have analyzed the new Realize curriculum during PLC’s and grade level meetings. All new teachers have been provided with PD in math content. Teams will unpack OA.3 during PLC’s this spring with support from instructional coach. A Realize representative will be supporting teachers with navigating the new interface on April 28th. Our first grade team is planning a parent support session to unpack true/false (OA.3) problems. Second grade is supplementing Realize lessons with different problem types during morning work. The next steps will be to instruct on word problems that focus on comparison problems. First grade has planned two parent sessions for February 23 to support parents with true/false problems at home. SMART Goal 3: Third grade students will increase proficiency in NF.1 (2.G.2) from 47 percent according to second grade summative task problem 12 to 55 percent as measured by a third grade common assessment for NF.1. Progress to Date: The NF.1 common assessment will be given at the end of March as the team complete their first fractions unit. During Unit 1, the team has worked on building the conceptual understanding of equal groups and addressing the OA standards which support fractions, namely OA.2 where student worked on decomposing a number and partitioning that number into equal shares. According to the county math benchmark assessment, 64.76% of third graders were proficient in the 3.OA cluster (a foundational standard for NF.1). In order to support our cohort goal, we will compare NF.1 common assessment data in March to year’s 2.G.2 percentage of 47%. Our next steps include unpacking the NF.1 standard and creating a common pre and post NF.1 assessment to implement before Unit 6, analyzing the data during a PLC, and planning for enrichment, maintenance, and remediation.


Year-End Progress Report

School Year: Black Mountain Primary School How did your school’s Purpose, Direction and Belief Statements guide your actions throughout the school year?

Respond to the following for each Goal/Objective in your School Improvement Plan. Use additional sheets as necessary. SMART Goal 1: Major Accomplishments: SMART Goal 2: Major Accomplishments: SMART Goal 3: Major Accomplishments: SMART Goal 4: Major Accomplishments: SMART Goal 5: Major Accomplishments:


Timeline Complete and submit electronically to Candie Sellers, Director of Elementary and Intermediate Education. ● School Improvement Plan for 2016-2018 by October 14, 2016. ● Mid-Year Progress Report by February 17, 2017. ● Year-End Progress Report by September 29, 2017. ● School Improvement Plan revised for 2017-2018 including the following pages with

2016-2017 data: Please include any other pages which have been revised by November 17, 2017.

SMART Goals and Strategies

AMO Targets and Performance Annual Measurable Objectives (AMO) Report – Reading Annual Measurable Objectives (AMO) Report – Math Annual Measurable Objectives (AMO) Report – Science EVAAS Academic Growth Kindergarten – Third Grade Reading 3D mClass Attendance/Retentions

Dropout Data/At-Risk Students Safe School Data Parent and Community Involvement

● Mid-Year Progress Report by February 16, 2018. ● Year-End Progress Report by September 28, 2018.

Black Mountain Primary School School Improvement Plan 2016 ...

Documents