2014-2015 Hickory Grove Elementary School Improvement Plan Report

School Improvement Plan

2014-2015

2013-2014 through 2014-2015

School Improvement Plans remain in effect for two years, but a School Leadership Team may amend as often as necessary or appropriate.

Draft Due: September 26, 2014 / Final Copy Due: October 24, 2014
Hickory Grove Contact Information
School: / Hickory Grove Elementary / Courier Number: / 410
Address: / 6709 Pence Road / Phone Number: / 980-343-6464
Charlotte, NC 28215 / Fax Number: / 980-343-6517
Learning Community / Northeast-Garinger / School Website: / http://schools.cms.k12.nc.us/hickorygroveES/Pages/Default.aspx
Principal: / Jessie Becker
Learning Community Superintendent: / Charity Bell
Hickory Grove 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 / Email Address / Date Elected
Principal / Jessie Becker / / 8-20-14
Assistant Principal Representative / ShaQuenna McLaughlin / / 8-20-14
Teacher Representative / Amanda Phelan / / 8-20-14
Teacher Representative / Chelsea Brown / / 8-20-14
Teacher Representative / Shaniekia Moore / / 8-20-14
Inst. Support Representative / Pamela Petry / / 8-20-14
Inst. Support Representative / Judith Strickland / / 8-20-14
Teacher Assistant Representative / Elaine Richardson / / 8-20-14
Parent Representative / Veronica Spikes / / 8-20-14
Parent Representative

Vision Statement

District: CMS provides all students the best education available anywhere, preparing every child to lead a rich and productive life.

School: The mission of Hickory Grove is to enable every student with the essential tools for success today, tomorrow and beyond.

Mission Statement

District: The mission of CMS is to maximize academic achievement by every student in every school.

School: Our vision at Hickory Grove is to provide an innovative and nurturing learning environment in which all students reach their full potential as life-long learners in a diverse global community.

Hickory Grove Elementary Shared Beliefs

2014-2015 Hickory Grove Elementary School Improvement Plan Report

·  Students will learn in a positive learning environment where individual learning styles are supported through differentiation of instruction

·  Student diversity and talents will be identified, valued, nurtured, and celebrated

·  A safe and orderly environment promotes learning

·  Students will learn when actively engaged in authentic hands on tasks that develop higher level thinking

·  Highly effective teachers work as a team with open communication to develop efficient solutions to problems

·  The school will provide support for all teachers and support staff through mentoring and professional development

2014-2015 Hickory Grove Elementary School Improvement Plan Report

Hickory Grove Elementary SMART Goals

·  Provide a duty-free lunch period for every teacher on a daily basis.

·  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 5 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.

·  Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and harassing behaviors.

·  Decrease student referrals by 20% through consistent procedures, a focus on character education and meeting the social developmental needs of the students. (Goal=410, 2013-14=513)

·  Increase the percent of students who are college and career ready in reading, math, and science by 15% as measured by the North Carolina EOG assessments from Spring 2014-Spring 2015. (Reading Goal=41%, Math Goal=50.8%, Science Goal=65.4%)

Hickory Grove Elementary Assessment Data Snapshot

Measure Value / ALL / AMIN / ASIA / BLCK / HISP / MULT / WHTE / EDS / LEP / SWD / AIG
Reading / Participation Denominator / 436 / 4 / 11 / 262 / 134 / 5 / 20 / 386 / 79 / 36 / 4
Reading / Participation Percent / 100 / 0 / 0 / 100 / 100 / 0 / 0 / 100 / 100 / 100 / 0
Reading / Participation Status / Met / Insuf. / Insuf. / Met / Met / Insuf. / Insuf. / Met / Met / Met / Insuf.
Reading / Proficiency Denominator / 392 / 3 / 10 / 231 / 125 / 5 / 18 / 350 / 66 / 34 / 4
Reading / Proficiency Percent / 26 / 0 / 0 / 22.5 / 28 / 0 / 0 / 24.6 / 13.6 / 8.8 / 0
Reading / Goal Percent / 49.5 / 36.1 / 65.4 / 33 / 35.9 / 51.1 / 60.9 / 35.8 / 18.5 / 21.6 / 91.6
Reading / Proficiency Status / Not Met / Insuf. / Insuf. / Not Met / Not Met / Insuf. / Insuf. / Not Met / Met/CI / Not Met / Insuf.
Math / Participation Denominator / 436 / 4 / 11 / 262 / 134 / 5 / 20 / 386 / 79 / 36 / 4
Math / Participation Percent / 100 / 0 / 0 / 100 / 100 / 0 / 0 / 100 / 100 / 100 / 0
Math / Participation Status / Met / Insuf. / Insuf. / Met / Met / Insuf. / Insuf. / Met / Met / Met / Insuf.
Math / Proficiency Denominator / 392 / 3 / 10 / 231 / 125 / 5 / 18 / 350 / 66 / 34 / 4
Math / Proficiency Percent / 36 / 0 / 0 / 30.3 / 45.6 / 0 / 0 / 35.4 / 19.7 / 2.9 / 0
Math / Goal Percent / 48.1 / 34.3 / 74.1 / 30 / 39.4 / 47.8 / 58.4 / 34.9 / 25.7 / 21.2 / 92.5
Math / Proficiency Status / Not Met / Insuf. / Insuf. / Met / Met / Insuf. / Insuf. / Met / Met/CI / Not Met / Insuf.
Science / Participation Denominator / 128 / 0 / 2 / 83 / 37 / 2 / 4 / 110 / 15 / 8 / 0
Science / Participation Percent / 100 / 0 / 0 / 100 / 100 / 0 / 0 / 100 / 0 / 0 / 0
Science / Participation Status / Met / ~ / Insuf. / Met / Met / Insuf. / Insuf. / Met / Insuf. / Insuf. / ~
Science / Proficiency Denominator / 111 / 0 / 2 / 70 / 33 / 2 / 4 / 96 / 10 / 8 / 0
Science / Proficiency Percent / 54.1 / 0 / 0 / 57.1 / 45.5 / 0 / 0 / 52.1 / 0 / 0 / 0
Science / Goal Percent / 57 / 0 / 73.5 / 39.3 / 45.6 / 58.7 / 68.2 / 43.8 / 24.8 / 28.5 / 0
Science / Proficiency Status / Met/CI / ~ / Insuf. / Met / Met/CI / Insuf. / Insuf. / Met / Insuf. / Insuf. / ~
Attendance / Rate / 97.4 / ~ / ~ / ~ / ~ / ~ / ~ / ~ / ~ / ~ / ~
Attendance / Status / Met / ~ / ~ / ~ / ~ / ~ / ~ / ~ / ~ / ~ / ~

Hickory Grove Elementary Profile

Hickory Grove Elementary is a traditional school that is located in an eastern suburban community in Charlotte, North Carolina. The historical information for Hickory Grove dates back to 1923. This academic institution is unique in that it is considered two schools in one with a diverse and transient population of students ranging from grades pre-kindergarten through fifth grade. In terms of classrooms, we have two EC separate setting pre-kindergarten, 16 pre-kindergarten (4 inclusion and 12 general education), 10 kindergarten, 10 first grade, 8 second grade, 9 third grade, 7 fourth grade, and 7 fifth grade classrooms. Our average class size is 20. We have more than 1200 students enrolled for the 2014-2015 school year. Of these students 52% are African American, 36.5% are Latino/Hispanic, 1% are American Indian, 6% are white, 2.0% are Asian and 2.6% are other. At Hickory Grove, approximately 87% of students are considered economically disadvantaged, 16% are LEP, 7.8% are classified EC and .9% are academically gifted. Despite the challenges we face, we are committed to a learning environment that promotes high learning expectations, a nurturing environment, a collaborative culture, strong parental involvement and overall academic achievement in all subject areas in grades pre-kindergarten through five.

The administrative team includes a principal, two assistant principals and two deans of students. In addition to our administrative team, we have six facilitators working to support and develop the effectiveness of classroom teachers. Two facilitators are dedicated to 2-5 literacy, two are dedicated to 2-5 math, one is dedicated to K-1 reading and math, and one focuses her work with our pre-kindergarten team. We have numerous individuals on staff to support our pre-kindergarten through fifth grade students, including two school counselors, a social worker, two family advocates, a translator/interpreter, four ESL teachers, three EC teachers, two psychologists, a pre-kindergarten literacy support teacher, one behavior modification technician, and two speech pathologists. There are sixty-nine pre-kindergarten-fifth grade homeroom teachers on staff as well as nineteen assistants dedicated to pre-kindergarten, thirteen assistants and two title one tutors dedicated to kindergarten through fifth grades. Our kindergarten-fifth grade students engage in cultural arts classes daily. In terms of cultural arts staff, we have two technology associates, a media specialist, 1.5 art teachers, 1.5 physical education teachers, and 1.5 music teachers. Our school also serves the community at large through two drive-in speech pathologists. All of our staff members are highly qualified and dedicated to meeting the needs of our students.

During the 2013-2014 school year, our school met 78.8% of the AMO targets. Our overall proficiency for college and career ready was 33.4%, and 46.1% for grade level proficiency. Our overall math college and career proficiency rate was 35.8, with 3rd grade at 32.4, 4th grade at 37.3 and 5th grade at 37.8. Our overall reading college and career proficiency rate was 26, with 3rd grade at 23.4, 4th grade at 27.8 and 5th grade at 26.8. Our overall science college and career proficiency rate for our fifth grade students was 50.4. There is still much work to be done, particularly for our LEP and SWD population, to ensure that every student receives a high quality academic experience.

In the 2013-2014 school year, teachers at Hickory Grove worked in Professional Learning Communities to increase their effectiveness in meeting the needs of students through the use of data. A variety of data sources were considered including: EOG results, common assessments, DIBELS, TRC, MAP, PPVT, and PALS. In terms of balanced literacy, a large focus was placed on effectively implementing the Teacher’s College mini lessons during reader’s workshop. This also included having students independently reading while teachers conducted 1-1 conferences. In addition, TRC data was utilized during guided reading, where teachers taught guided reading groups and students rotated through literacy centers. In terms of math, a large focus was placed on implementing the Investigations program with fidelity.

During the 2014-2015 school year, we will continue to work in Professional Learning Communities to increase our effectiveness in meeting the needs of all students through the use of data. In all grades, we are focusing on structuring our weekly planning sessions to include a focus on data in order to drive our daily small group instruction. Each grade has time in their daily schedule to allow for small group instruction based on student data. In grades kindergarten-fifth, students take weekly common assessments in core reading and math, and that data is utilized to drive skill groups in daily reading and math workshop times. In addition to skill groups based on weekly common assessment data, teachers are also utilizing TRC, Dibels, MAP, PPVT, and PALS data to inform small group instruction. During daily reader’s workshop, teachers form and instruct skill groups as well as guided reading groups in order to improve our proficiency levels in reading. In order to effectively plan on a weekly basis utilizing this data, teachers have 90 minute as well as 50 minute planning sessions each week with a focus on reading, math or science. We are also implementing quarterly data cycles. Each quarter, teachers provide a quarterly common assessment on all the standards that were taught in core, and then they pace out the next quarter based on the data from the common assessment as well as new standards that students need to be taught. This planning for the upcoming quarter will take place during all day planning sessions each quarter for each grade. Through the use of a variety of assessments and dedicated time in the master schedule for small group instruction and teacher planning, we will remain focused on data driven instruction throughout the year. In addition to data, our focus is also on effectively utilizing the standards to drive our instruction. So, our planning sessions and our lessons are closely aligned to the standards and the rigor of the essential standards and common core.

In terms of balanced literacy, we are focusing on using data and the standards to drive our daily core reading, reader’s workshop, and word work times in our master schedule. Literacy serves as the foundation of the academic program and every grade level has at least 120 minutes for literacy instruction. Core reading is the time when students are exposed to grade level text and are focusing on a specific English Language Arts Common Core comprehension standard. Word work is the time focused on the English Language Arts Common Core language and reading foundational standards. Reader’s workshop is the time when students are reading texts based on their individual text level data and working on individual reading goals. Teachers and support staff are working in small groups based on their skill level as well as their text level. During this time teachers have additional support from instructional assistants, EC teachers, ESL teachers, literacy tutors and other support staff. Assistants, EC, and ESL teachers support students during this time. Teachers also work to integrate literacy across the social studies/science content areas to continue to build a strong foundation of literacy in students. Students receive forty-five minutes of science or social studies instruction daily and participate in at least one science lab per week.