This document summarizes the goals and strategies from the 2017-2018 School Improvement Plan (SIP). Last year's SIP goals around student growth, proficiency, and decreasing achievement gaps were partially met. The 2017-2018 SIP goals are to provide daily duty-free lunch and instructional planning time for teachers, promote a positive school climate, increase reading proficiency by 10% and overall proficiency to 67.5%, and decrease the achievement gap for students with disabilities by 10%. Strategies to meet these goals include guided reading, intervention, small group instruction, and co-teaching.

1. 2017-2018 SIP
Planning
Sept. 14th; 7:45-8:30

2. Last Year’s goals and progress
SIP Goal Results Met goal?
We will increase our percentage of students that achieve a
year’s worth of growth from 65% to 73% as measured by TRC
levels through mclass for the 16-17 year.
68% We increased from
54%-68%, a 14%
gain
Met growth
There will be an increase in proficiency from 59% to 70% for
the school’s overall composite proficiency as measured by
EOG data, which in turn will lead to exceeded growth as
measured by EVAAS.
Math: 58.6% (‘15) to 64.7%
+6.1
Reading: 53.68% (‘15) to 54%
+0.32
Overall: 59% (‘15) to 60.5%
+1.5
No, made
progress
Met growth
We will decrease the achievement gap in proficiency between
our LEP students and our overall population from 32% to 27%
as measured by EOG data for the 16-17 school year.
Gap in composite EOG (‘15)
39.1%
Gap in composite EOG (‘16):
6.82%
32.28% decrease in gap
Gap closed in
reading and math

3. 2017-2018 goals
1. Provide a Duty Free Lunch Period for every teacher on a daily basis
2. Provide duty-free instructional planning time for every teacher under G.S. 115C-105.27
and - 301.1, with the goal of providing an average of at least five hours of planning time
per week, to the maximum extent that the safety and proper supervision of students may
allow during regular student contact hours
3. Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe
learning environment free of bullying and harassing behaviors.
4. 10% increase in proficiency from the start of the year to the end of the year as measured
by TRC in Mclass.
5. There will be a 7% increase in overall proficiency from 60.5% to 67.5% as measured by
the EOG testing in 3-5th grade, which in turn will lead to exceeded growth as measured
by EVAAS.
6. There will be a 10% decrease in the gap in reading and math between our Students with
Disabilities (SWD) students and our overall population.

4. TRC Strategies
● Guided Reading Groups
● Independent Reading and Conferring
● Fluency
● Word Work and Vocabulary development
● Intervention Block
● Individual Mentoring and Reading Conferring through Administration
● LLI groups
● Northstar Reading Partners for 3rd grade

5. EOG strategies
● Backwards Design and Data Analysis
○ Additional lesson design
○ Pre assessment, which included pre requisite skills
● 45 min.-1 hr. Core Math Instruction with additional 1 hour of Balanced Math
○ Fluency centers, problem solving, vocabulary, etc.
● Targeted Small Group Instruction through Data Disaggregation, Personalized
Learning and MTSS
● Novel studies in grades 3-5
● Personalized Learning- morning meetings, student choice, data trackers, goal
setting

6. SWD strategies
● Targeted small group instruction in K-2 and co-teaching with additional
supports in 3-5
● Combination of pull-out and push-in services in grades K-5
● Push-out service for SBS students to regular education classrooms
● Co-teaching of EC teachers with regular education teachers
● EC teacher with specified subject - 1 EC teacher for Math (K-5) and 1 EC
teacher for Reading (K-5)
● Pre-teaching of skills and concepts
● Professional Development and Targeted Support for Classroom Teachers