Strategic Priority I: High Student Performance
District Goal: 1.1: Every student masters essential knowledge and skills
District Indicator: AYP/ABC Growth/Reading and Math Proficiency
School/Department Goal: 90% WHE Level III students scoring
within 17- 50 percentile on 2006 EOG Reading and Math will increase their
percentile score by 5% as measured by EOGs
AIG students
will increase growth on EOGs with 4th grade growth from 4.4% to 6.6%
and 5th grade growth from 2.7% to 4.05%
The number of
4th grade students scoring proficient on the N.C. State Writing test will
increase from 83% to 85%
WHE 5th grade
students will perform above local and state standards based on Predictive
Assessment data
School/Department Indicator: Data from EOG math and reading
Results from NC Writing test
PA data
2007-2008 Science EOGs
Action Step Mid-Year Progress End-of-Year
Progress Person(s) Responsible or committee
Reports When
And To Whom Resources
Professional Development Stakeholder
Involvement Start Date Evaluation/ Assessment Completion
Date
Available
on Site
Needed
Advance 3-5 students scoring at or below 50% percentile in reading
based on 2006 EOGs/PAs Reading Goal Team *Blast OFF
*Math/Read. Coach
*Supplemental materials from reading adoption
*Reading Resource Room
*Tech. lab *Tutor *Training on new reading adoption and Instructional
guides
*Technology curriculum integrated training
*K-2 Report Card training *Teachers
*Students 9/1/06 *Predicative Assessments
*Weekly Assessments
*Plus Delta of process
*Admin.Observation
*Comparative data
*SEA System May 2007
Develop/Deploy/Monitor a school-wide writing plan
Writing goal team chair *WFTB
*Scott-Foresman Writing component
*Local Writing Staff Development
*Southwest Alliance
*Northwest RESA *Lead Teacher
*Writing goal Team
*Teachers
*AIG facilitator 9/1/06 *Admin observations
*PLCs
*District Writing prompts
*Expectation checklist
*Plus/delta process May, 2007
Continue deployment of Science Inquiry method Science Goal
Team *TASC trained staff
*TASC kits
*Science lab *Materials to replenish kits TASC training *Teachers
*Students 9/1/06 *Science PAs
*Admin.Observation*SEA System
*Plus/delta process May 2007
Implement differentiation plan for high level learners
*AIG facilitator
*LT
*AIG facilitator
*LT
*Instructional guides
*Novels for 4/5 classes
*Technology Lab/training *Instructional guide training
*Differentiation training
*Technology curriculum Integration training
*Carrie Tulbert *Students
*Teachers
*Parents 9/1/06 *Admin.Observation
*Log of trainings from LT/AIG fac.
*Admin. Team mtgs.
*PA data
*DEPs
*Plus/delta process
May 2007
Progress rating: ? denotes completed rating, ++ denotes progressing
rating, + denotes planning rating
Iredell-Statesville Schools – School/Department Improvement Plan
Woodland Heights 2006-2007
Strategic Priority V: Effective and Efficient Operation
District Goal: ISS will continue to implement the model for performance excellence
District Indicator: Systems Check Level III
School/Department Goal: WHE will improve the Classroom
System Check III from 61% to 66% Proficient
WHE will
improve the School’s System Check III Proficient rating from 28%
to 33%
School/Department Indicator: Systems Check III Evidence sheet
Action Step Mid-Year Progress End-of-Year
Progress Person(s) Responsible or committee
Reports When
And To Whom Resources
Professional Development Stakeholder
Involvement Start Date Evaluation/ Assessment Completion
Date
Available
on Site
Needed
Conduct the Classroom Systems Check IIII three times/year and School
Systems Check III mid and end of year *LT
*Admin
*Systems Check III documents *Training for new teachers
and ILT I *Staff
*Students
*Admin. *Oct. 2006 for (classroom)
*Jan 2007
( for school)l *Documentation for completion of Systems Check
III with evidence sheets
*ISS Process for conducting Systems Ck III June 2007
Conduct CCI training for ILT I teachers *LT
*CCI workbooks
*Mentor handbook
*INTASC Standards *CCI training
*IGP development *New teachers
*Students 9/1/06 *Admin. Observations
*LT coaching
*Systems Check III for classrooms and school June 2007
Progress rating: ? denotes completed rating, ++ denotes progressing
rating, + denotes planning rating
____________________ _______________________
_______________
(School Plan) (Reviewer)
(Date)
Iredell-Statesville Schools
School Improvement Plan Review Criteria
Part I:
Status
Met Not Met
A. Goals
All goals are S.M.A.R.T. goals:
Goals are SPECIFIC, student-centered, clearly stated
and related to district goals.
_____ _____
Goals are MEASURABLE and focused on what is to be
accomplished.
_____ _____
SIP goals are ALIGNED to the ISS Strategic Priorities.
_____ _____
? High Student Performance
? Healthy, Safe, Orderly, and Caring Schools
? Quality Teachers, Administrators, and Staff
? Strong Family, Community and Business Support
? Effective and Efficient Operations
Goals are RESULTS FOCUSED, based on relevant
data/information, and “stretch” beyond current performance. _____
_____
Goals are TIME FRAMED. _____ _____
B. Action Steps
Methods/processes indicated sufficiently describe how intended
goals will be met. _____
_____
Action steps reflect “best practices” (i.e., are based on
practices that have a strong research base and/or
a likelihood of success). _____
_____
Actions are research based and reach beyond “business as usual.” _____ _____
Action steps/methods are realistic for the school staff to
implement within the time and resources indicated. _____
_____
C. Evaluation/Assessment Indicators
Evaluation indicator/assessment indicators are realistic
_____ _____
for and aligned to the goals.
Indicate evidence that answer these 3 questions:
How will you know it got done? _____ _____
How will you know it got done correctly? _____ _____
How does it impact goals? _____ _____
D. Other Aspects
Uses of quality management tools and principles are
evident in the plan (e.g., PDSA) _____
_____
Listed person(s) responsible are only those responsible
for overseeing completion of action step
_____
_____
Required resources (human, fiscal, etc.) are addressed
realistically and aligned with goals _____
_____
Projected professional development is aligned to plan goals. _____ _____
Stakeholders have been involved in plan development. _____ _____
Projected start and completion date is listed _____ _____
Faculty/Staff approval of plan achieved. _____
_____
Part II (To be completed by Principal):
Briefly describe how this plan addresses the I-SS Triangle, including the five, key, learning centered questions.
Review of WHE data was conducted and gaps identified.
Priority I and Priority V identified the gaps for WHE based on data
from 2005-2006.
WHE School Improvement Plan adheres to the ISS Model to Raise Achievement
and Close the Gap with the Continuous Improvement Approach. We use
Instructional Guides, Quarterly Predictive Assessments, and Professional
Learning Communities, supported by our Lead Teacher. At the forefront
are the five questions that we answer: 1.What do students need to
learn? 2. How will they learn it? 3. How will we know they have learned
it? 4. What will we do if they do not learn it? 5. What will we do if the
already know it? We will answer these questions through PLCs, aligned
strategic plan, PDSAs, Systems Checks, and the Data Warehouse.
Part III:
A. Briefly describe the major strengths of this plan.
WHE goals are aligned with district strategic indicators. Goal
teams are in place to do the work with SMART goals identified. WHE
action steps define the overall approach to address the goals. Three
evaluation questions have been addressed in how we will know the action
step was done, how it was done correctly according to the plan, and the
predictive measure that will predict success on reaching the SMART goals.
The action steps have been equitably distributed and the leadership
team, principal, and goal teams have established a process for monitoring,
reporting, and deploying the deployment plans.
The School Improvement Plan identifies with the unique demographics
of Woodland Heights Elementary.
B. Briefly describe the major areas for improvement that need
to be addressed in a revised/updated plan.
Recommend Approval: ______ YES
_____ NOT AT THIS TIME
STRATEGIC PLANNING CRITERIA:
1. The school/department’s strategic planning process focuses on continually
improving school performance to enhance learning for all students.
2. The school/department has specific student learning goals that are
consistent with the mission, beliefs, and core values; are appropriate
in terms of rigor and equity; meet student needs; and are aligned with
state and federal mandates and standards where applicable.
3. The school/department strategic planning process:
• Involves representative stakeholders from the school/department;
• Includes an analysis of student and stakeholder needs, demographics,
and current performance levels;
• Identifies a challenging set of goals and measures that focus on
enhanced learning for all students;
• Develops a continuous improvement approach that identifies the changes
that will be made so that growth in student performance can be documented
and replicated;
• Facilitates alignment of department level and classroom level improvement
plans;
• Provides systematic assessment designed to document student performance
and growth toward school/department goals;
• Identifies strategies, interventions, and action plans;
• Provides internal analysis of the system; and
4. There is a designated school/department priority/goal team that
is responsible for initiating, planning, and coordinating improvement efforts.
5. Budget priorities are based upon an assessment of resources needed
to accomplish the mission, goals, and school/department plan.
6. Leaders use the analysis of student performance results: short cycle
assessments, standardized tests, etc.
7. Leaders consider the strength and weakness of faculty and staff,
competitive environment, educational reform, and technological innovations
when establishing the priorities for the school.
8. The school/department conducts staff development activities to support
the school/department’s improvement plan.
• Mid-Year Review: Using the KEY below, indicate the date of the
mid-year review of strategies and indicate implementation cycle as to Planning,
Progressing, or Completed stage.
• End of Year Review: Using the KEY below, indicate the date
of the end-of-year review of strategies and indicate implementation cycle
as to Planning, Progressing, or Completed stage.
DEFINITIONS/KEY:
Mid Year Review (February) – A mid year review of the strategy, outcome,
and data in a PDSA cycle
End of Year Review (July) – An end of the year review of the strategy
outcomes and data in a PDSA cycle
Planning – The action step is in the planning stage and is not implemented
at this time.
Progressing – The action step is progressing through the PDSA cycle.
Completed – The action step is embedded in the system with supportive
data and the next step is to remove it from the annual strategic plan since
the the goal has been met.
• Person Responsible: Indicate who is held responsible for the
completion of this specific action step in order to meet your goal.
• Resources—Available and Needed: Indicate what resources, supplies, materials, etc. will be used or needed to accomplish your action step. Available resources are those that the school presently has and needed are those that will be needed to complete action step.
• Start Date: Indicate the projected start date.
• Professional Development: Indicate what training, if any, your staff needs in order to meet the strategy.
• Stakeholder Involvement: Indicate evidence of parental and community involvement, if any, in accomplishing this step.
• Evaluation/Assessment of Completion: Indicate the product or results which would demonstrate accomplishment of this step-how the step will be measured.
• Completion Date: The action step must be assessed using a continuous process; however, you must indicate a specific projected completion date.
*ANNUAL REPORT
• An annual report will be submitted to the Quality Department by June
30th of each school year.
• The report is a copy of your SIP document which guided your strategic planning for the year. Dates for the Mid-Year Review and Annual Review with your school/department must be provided and indicators must be checked (Planning, Progressing, Completed).
• Any action step which has been checked as “Completed” must be accompanied by sample documents listed in your Evidence of Completion column.
• Any action step indicated in the “Planning” or “Progressing” stages
do not need to be documented with the submission of evidence.