Candler Elementary General Information and Background Based on

Candler Elementary General Information and Background Based on Observations and Data • CES free and reduced lunch population approx. 10 years ago 30% now 67% • CES ESL population steadily increasing • CES exhibiting issues related to lower socio-economics/high personal and academic needs Conclusions based on data and observations: • • • Strong highly qualified staff Staff has belief that ALL students can learn Staff demonstrates caring attitudes and a heart for doing what is best for children Staff address needs of the whole child Students are not making the gains towards proficiency as steadily or as much they need High number of K-2 students are not proficient by the end of each year and this in turn is impeding achievement by 3 rd-5 th graders on EOG

• • • Data Our process in looking at all data and development of all SMART GOALS has involved all of our stakeholders (students, parents and staff) Surveys of students, parents and staff were given From these surveys the pros and cons were compiled analyzed Staff then had to address all concerns with possible solutions through a shared Google Doc The data that was looked at in addition the surveys was the following: 1. EOG data- shared strengths and areas of concerns at each grade level 2. Science EOG- looked at lack of growth 3. EVAAS data-how students performed-focus on growth made 4. MCLASS data-proficiency and far below proficiency 5. K-2 assessments

Please list the area of concern you are addressing as well as the solution your group has discussed. Kindergarten Concern: Scheduling Solution: Mr. Chandler should attend grade level meetings at the end of each year to discuss the needs, concerns, etc. regarding scheduling. 1 st Concern: Staff is not recognized for good work/Low staff morale. Solution: Highlight specific staff members or grade levels for innovative or interesting projects or ideas for the classroom during staff meetings. Use staff meetings as a forum to discuss positive ideas for change. Concern: Not feeling as if ideas are being heard. Solution: Use staff meetings as a forum to discuss problems and solutions as a school rather than discussing solely at a grade level. Concern: Low parent involvement/negative public image. Solution: Hold fun social activities such as spring picnics or fall festivals not related to academics. These could serve as fundraisers and would encourage parents who are reluctant to attend academic events to participate. Form staff/parent sports teams and join local leagues and/or organize school wide sports tournaments (ex: kickball, softball, etc) after school or on weekends. Concern: Scheduling needs to be more flexible, lack of input from teachers on scheduling. Solution: SIT creates Title 1, recess, lunch, and specials schedule. Grade levels create schedule based around those areas.

Data Observations • AIG population- sluggish and inconsistent growth made • Science – no growth made • Reading, Math, and Science data based on AMO Target point to us having a White Subgroup not making enough consistent growth

Buncombe County Schools 2014 – 2016 School Improvement Plan School: Candler Elementary School EVAAS Academic Growth* Test/Subjects 2011 - 12 2012 - 13 2013 - 14 Index Level 4 th Math 0. 8 Met Growth -3. 8 Not met -4. 4 Not met 5 th Math 1. 1 Met growth 0. 8 Met growth -2. 3 Met growth 4 th Reading -1. 6 Met growth -1. 0 Met growth 1. 4 Met growth 5 th Reading -1. 6 Met growth 2. 3 Met growth 1. 1 Met growth -1. 2 Not met 0. 1 Met Growth -4. 0 Not met -3. 26 Not met 3 rd Math 6 th Math 3 th Reading 6 th Reading 5 th Science School Accountability Growth Level Teacher Effectiveness Growth Level 2014 - 15 Index Level 2015 - 16 Index Level

Conclusions Reached From Data and Changes being made: • Master Schedule-Title One has been taken out of our daily Intervention Block, Fourth grade has 90 minutes of uninterrupted ELA. Our Intervention Block now has the capacity to give those students that require it a double dose of intensive and explicit instruction in smaller group settings at each grade level. It also allows for those students who require research based enrichment activities at each grade level. This Intervention Block also capitalizes on teacher strengths to provide the explicit intervention or enrichment needed. Teacher assistant help is being utilized during guided reading and intervention to allow for more small group settings.

SMART Goal One SIP Goal/Objective: To improve reading proficiency so that the white subgroup will meet the AMO target of 65. 2 by June 2015 as measured by EOG data. • LLI INTERVENTION- focus is primarily at grades K-2. All K-1 teachers have been trained in LLI. Title One Lead teacher and 2 Certified Title One assistants are using LLI as an intervention tool for grades K-5, with double times scheduled for Kindergarten and Second grade for LLI. One fifth grade teacher has been trained and is utilizing LLI to assist those students closest to grade level in reading • Professional Development- In reading- Junior Great Books Training-Shared Inquiry approach, Phonics/Word Training- All staff, Regular Ed. , EC, ESL, involved in developing highly aligned long range plans to improve student reading and writing. As part of this training the each grade level with the help of EC and ESL are working to create a home component for word work development. Paraprofessional training in Bloom’s Taxonomy and Higher level thinking stems for questioning, training will also be provided in Writing about Reading • Title One has planned three Parental Involvement activities devoted to explaining and providing activities for building fluency and comprehension. Title One is providing parents with various websites that support reading for at home use. The Read to Achieve Law and Fountas and Pinnell Reading ranges for each grade level have been explained. Title One has partnered with ESL to hold at least two ESL Nights in which the focus is teaching parents strategies to use in building fluency and comprehension. Other Parental Involvement activities will provide parents with Word Processing instruction

Monitoring Progress of all students with the following: Common Assessments and PLC Focus on common vocabulary in standards and data of each child to develop intervention for each student during Homeroom class and intervention block MCLASS AND PROGRESS MONITORING K-2 and Title One Lead with 4 th and 5 th grade students that she serves. Title One Assistants utilizing DRA Word Analysis assessments 3 times a year to assist them in meeting student phonics and word need. Title One assistants trained in using the continuum to plan lessons utilizing an LLI lesson plan format Benchmark Assessments by Fourth and Fifth Grade teachers at least 4 times throughout the school year in order to address student need Students are writing about reading Writing leads to deeper understanding of concepts

SMART Goal Two SIP Goal/Objective: To improve math proficiency so that the White subgroup will increase from 51. 0 to 63, the AMO TARGET, on the EOG for grades three through five by June 2015. In Math- District Math Coach helping to train all staff using “Number Talks” and focus also on common vocabulary that is aligned to standards. PLC training for new staff in K-4 and those who have not received training • Math instruction- focused on standards Not “teaching” investigations but utilizing it to meet the standards at each grade level • Professional Development- PLC training for teachers in K-4 new/have not yet received training, “Number Talks”, SMART BOARD training, Consultation and assistance from District Curriculum Coach and District Math Coach Monitoring Progress all students with the following: • Common Assessments and PLC Focus on common vocabulary in standards and data of each child to develop intervention for each student during Homeroom class and intervention block • • Students are writing about math Writing leads to deeper understanding of concepts

SMART Goal Three SIP Goal/Objective: To improve the growth of every quintile in Science within the confidence interval by June 2015 as measured by EOG data reported via EVAAS. Science – since utilizing a TDR model approach did not lead to transfer of knowledge on Science EOG, our science is becoming more hands-on and each grade level is truly team teaching. Each teacher is now teaching a component of an overall topic, such as weather, in their grade level. Students are writing about reading, math, science and social studies. Writing leads to deeper understanding of concepts Monitoring progress with the following: Common Assessments and PLC Focus on common vocabulary in standards and data of each child to develop intervention for each student during Homeroom class and intervention block Students are writing about science Writing leads to deeper understanding of concepts

SMART Goal Four SIP Goal/Objective: To increase satisfaction of parents and staff to 90% as measured by the Teacher Working Conditions Survey by providing a safe, orderly and caring environment and promoting healthy responsible, highachieving students • Train a team on Positive Behavior Intervention System (PBIS) 2014 -15 • Continue daily use of the School Promise and ways to connect to the promise through the morning announcements and classroom • Award “Caught Keeping the Promise” tickets awarded to students modeling good behavior • Award promise-keeping to classes with positive behavior in specials. • Monitor daily bus behavior on morning announcements. Positive incentives are given to students for continuous good bus behavior • Adjust the master schedule so that all grade levels are dismissed from homerooms. • Establish monthly meeting between the assistant principal and paraprofessionals to address concerns and to recognize accomplishments • Complete required safety drills according to schedule