Wiley Wednesday

What is a school improvement plan (SIP)?

School improvement planning is more than a plan, it is a framework for change. The SIP is intended to be the primary artifact used by every school with stakeholders to review data, set goals based on the data, create an action plan for obtaining those goals, and to monitor the progress.

What is the purpose of a school improvement plan?

The purpose of school improvement planning is to create a guide that will improve the quality of teaching and learning in the school resulting in more student success in core subject areas.

What is a school improvement team?

School Improvement Teams are required by North Carolina law to develop and implement the school improvement plans. Our school’s team is comprised of the following people:

Matt Schisler - SIT Co-Chair

Stacey Smith - SIT Co-Chair

Molly Strom - Kindergarten Ambassador

Sharon Abel - First Grade Ambassador

Elizabeth Fogleman - Intervention Chair

Joanne Vaughan - Second Grade Ambassador

Matthew Perlanski - Third Grade Ambassador

Katie Dow - Fourth Grade Ambassador

Margaret Price - Fifth Grade Ambassador

Ute Barley - Language Ambassador

Kathy Jeffries - Special Programs Ambassador

Abby Wierman- PBIS Co-Chair

Cassie Ehrenbock - PBIS Co-Chair

Eman Ziada-Brandt - Magnet Coordinator/ AIG

Wanda Hanley - Instructional Technology Facilitator/Mentor Coordinator

Cassie Ehrenbock - PBIS Co-Chair

Mary Whitehouse - Psychologist

Katie Ware - Assistant Principal

Leslie Taylor - Principal

Raushawna Price - Parent Representative

Comprehensive Needs Assessments (CNA)

A process that is used to identify needs and performance challenges in a school, determine their root causes, and set priorities for future action.

Mission

A declaration that schools use to describe their founding purpose and major commitments. Wiley and Wake County Schools have a shared mission statement.

Vision

A common definition that sets expectations for our school and guides our improvement efforts. It defines what we are looking to achieve—and how we will define our success.

Values

The fundamental beliefs of our school. The values guide the perspective of our school as well as our actions.

Goals

Rigorous yet obtainable objectives that address the most pressing needs of a school outlined in the CNA.

Key Processes

Defined protocols that promote development and change necessary to meet our goals.

Action Steps

An outline of specific steps within each key process that will guide our progress towards our goals.

Goal: By June of 2018, Wiley will increase overall proficiency as measured by the NC EOGs from 63.2% to 70%.

Mission: Wake County Public School System will provide a relevant and engaging education and will graduate students who are collaborative, creative, effective communicators and critical thinkers.

Vision: Wiley is a collaborative community that takes initiative to provide rigorous learning and growth experiences for all students to become productive global citizens.

Values:

● Teachers are motivated, enthusiastic, collaborative, goal-oriented, and driven to experience continued professional growth to respond to student needs with a sense of urgency.

● We encourage students to explore the complex world around them through recognition of perspectives, investigations of the world, communication of ideas, and taking action.

● All students have unique capabilities and deserve classroom communities that foster collaboration, creativity, communication, and critical thinking through rigorous investigative experiences that bring joy to learning.

● We value an inviting school community that builds respectful and inclusive relationships, embraces diversity and promotes risk taking.

Math Key Process:

Teachers and staff will create intentional lesson plans so students will make viable arguments and critique mathematical reasoning (Standard 3) thereby increasing students’ mastery of content.

Measurable Process Checks:

Ambassadors will review quarterly math walkthrough data in order to monitor evidence of students making viable arguments and critiquing mathematical reasoning in order to drive instructional planning.

Action Steps: MATH

❖ July-August 2016: Administration team will conduct PLT training for all teacher leaders.

❖ July-August 2016: Ambassadors will develop an agenda template and protocols/spreadsheet for PLTs.

❖ August-September 2016: SIP team and IRT will conduct a beginning of year survey to determine differentiated staff needs in the area of standard 3.

❖ August-September 2016: Train staff on and implement the math walkthrough tool to measure standard 3.

❖ August-October 2016: Administration will conduct baseline walkthrough to determine areas of PD.

❖ August 2016 - June 2018: Grade levels will plan for direct and differentiated instruction during a weekly common planning structure. (For example flex-grouping, grade level team time and/or intervention).

❖ August 2016-June 2018: Grade levels will develop weekly, monthly, and/or quarterly common formative assessments and analyze data to determine nexts steps.

❖ August 2016-June 2018: Grade levels will collect and utilize common formative assessment data to determine the needs of students and drive instruction.

❖ August 2016-June 2018: Grade level teams will collect and analyze data based on strengths and concerns and submit to the school improvement team for each quarterly review analysis.

❖ August 2016-June 2018: PLTs will create and monitor long-term/short-term SMART goals to meet the needs of all students and report progress throughout the year.

❖ September-October 2016: Administration and School Improvement team will align professional development with data gathered from survey and walkthroughs.

❖ October 2016-June 2018: PLTs will identify content vocabulary, plan for direct instruction, and develop differentiated activities utilizing instructional strategies from professional development.

Reading Key Process:

Teachers and staff will create intentional lesson plans to include all components of a balanced literacy program thereby increasing students’ mastery of content.

Measureable Process Checks:

Ambassadors will review quarterly reading walkthrough data in order to

monitor implementation of the components of balanced literacy.

Action steps: READING

❖ July-August 2016: Administration team will conduct PLT training for all teacher leaders.

❖ July-August 2016: Ambassadors will develop an agenda template and protocols/spreadsheet for PLTs.

❖ July-August 2016: SIP team and IRT will conduct a beginning of year survey to determine differentiated staff needs in the area of a balanced reading structure.

❖ August-October 2016: Train staff on the reading walkthrough tool and the components of the balanced reading program.

❖ August-December 2016: Administration will conduct baseline walkthrough to determine areas of PD.

❖ November-February 2016: Administration and School Improvement team will align professional development with data gathered from survey and walkthroughs.

❖ October 2016-June 2018: Grade levels will plan for a balanced reading program during a weekly common planning structure. (For example flex-grouping, grade level team time and/or intervention).

❖ August 2016-June 2018:Grade levels will develop weekly, monthly, and/or quarterly common formative assessments and analyze data to determine nexts steps.

❖ August 2016-June 2018: Grade levels will administer, analyze and progress monitor using the mClass system: K-3 TRC, K-5 DIBLES, and 4-5 Running Records.

❖ August 2016-June 2018: Grade levels will collect and utilize common formative assessment data to determine the needs of students and drive instruction.

❖ August 2016-June 2018: Grade level teams will collect and analyze data based on strengths and concerns and submit to the school improvement team for each quarterly review analysis.

❖ August 2016-June 2018: PLTs will create and monitor long-term/short-term SMART goals to meet the needs of all students and report progress throughout the year.

Structure Key Process: Ambassadors will serve as committee chairs and work together effectively and fluently in order to develop a cohesive school community.

Measureable Process Checks:

Ambassadors will review quarterly perception survey data to monitor the effectiveness of new structure implementation.

Action Steps for STRUCTURE:

❖ July-August 2016: Administration team will conduct PLT training for all teacher leaders.

❖ July-August 2016: Ambassadors will development an agenda template for PLT protocols/spreadsheet.

❖ August-September 2016: BT team will create plan to build a collaborative learning environment and framework.

❖ August-September 2016: PBIS team will create plan for community building using student tribes and growth mindset framework.

❖ August 2016 - June 2018: MTSS cohort will adhere to Wake County timeline.

❖ August-September 2016: Events team will create timeline for students to have cultural arts experiences and finalize field trips with global themes and create plans for fall and spring showcases.

❖ August-September 2016: Magnet chair will schedule monthly staff development.

❖ August 2016- June 2017: Magnet chair will adhere to timeline to complete Magnet certification.

❖ August-October 2016: SIP and IRT will create and implement perception survey data.

❖ August 2016- June 2018: Ambassadors and SIP team will review perception survey data quarterly.