Running Head: Technology for School Improvement

EDL 514

DPI Evidence 3: Community Involvement and

Engagement
Descriptors of the elements addressed in the evidence: DPI: 5b1, 5c1,
5c2, 6a1, 7a1

Students

Heather Hefner

Name:
Student ID
#:
College/University: The University of North Carolina at
Wilmington
MSA Program Coordinator:

Overview
Description of Project: (i.e. IHE description from MSA Blueprint or
student description)
School-Community Relations, Communication and Engagement Plan
1. The student will develop an outline for improving school-community
relations via internal and external communications, interactions, and
activities in school.
2. The student will align the schools improvement plan in one critical area
with faculty expertise and identify opportunities and processes for schoolcommunity partnerships.
Summary: (i.e. brief reflection/ impact/evaluation of evidence(s))
Hefner

Page 1

Running Head: Technology for School Improvement

EDL 514
According to the North Carolina Department of Public Instruction (NCDPI), school improvement
planning provides a mechanism for identifying needs and establishing a common approach to meeting
those needs at the school level (NCDPI, 2013, p.6). In 1996, the NC General Assembly established an
accountability program with the overall purpose of improving student performance. All school districts
are required to develop a school improvement plan (SIP) that considers annual goals set out in the
mission statement, annual performance goals for the school, student performance in the areas of
reading, math and communication, student performance on graduation required courses, and holds
schools accountable for student growth from year to year (NCDPI, 2013, p. 8). Sedgefield Middle
School is complying with the requirements put into place by the NC General Assembly by developing
and maintaining a school improvement plan based on the needs of the school and the students that
attend. For the purpose of this assignment, the author has chosen to focus on SMART goal 5; Increase
the percentage of students proficient (Levels 3,4,5) on the EOG assessments in Reading, Math, Math 1
and 8th Grade Science from 33% to 38%, primarily focusing on the reading and math portion. Using a
blended learning approach, Sedgefield Middle school will work towards increasing the percentage of
students proficient on math and reading EOGs. The author will focus on technology resources available
to use to maximize academic achievement in a 21st Century learning environment to prepare students to
graduate and be career ready.
SMART Goal (4): Raise the average RIT score for each grade level
to the grade equivalency based on the Spring MAP scores in Reading
and Math.
SMART Goal (5): Increase the percentage of students proficient
(Levels 3,4,5) on the EOG assessments in Reading, Math, Math 1 and
8th Grade Science from 33% to 38%.
Goal 1: Maximize academic achievement in a personalized 21stcentury learning environment for every child to graduate college- and
career-ready

SMART Goal (1): Provide a duty free lunch for every teacher on a daily
basis.
Goal 2: Recruit, develop, retain and reward a premier workforce
Five focus areas:
I
Proactive recruitment
II
Individualized professional development
III
Retention/quality appraisals
IV
Multiple career pathways
V
Leadership development

Four focus areas:

I
College- and career-readiness
II
Academic growth/high academic achievement
III
Access to rigor
IV
Closing achievement gaps
SMART Goal (3): Provide a positive school climate, under CMS
regulation JICK-R, by promoting a safe learn environment free of
bullying and harassing behaviors.
Goal 3: Cultivate partnerships with families, businesses,
faith-based groups and community organizations to provide a
sustainable system of support and care for each child

SMART Goal: Reduce the number of Out of School Suspensions by 10%

from 1578 days to 1420 days.
Goal 4: Promote a system-wide culture of safety, high engagement, cultural
competency and customer service

Three focus areas:

I
Family engagement
II
Communication and outreach
III
Partnership development

Five focus areas:

I
Physical safety
II
Social and emotional health
III
High engagement
IV
Cultural competency
V
Customer service

SMART Goal (5): Provide duty-free instructional planning time for

every teacher under G.S. 115C-105.27 and -301.1, with the goal of
proving 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.
Goal 5: Optimize district performance and accountability by
strengthening data use, processes and systems

Goal 6: Inspire and nurture learning, creativity, innovation and

entrepreneurship through technology and strategic school redesign
Four focus areas:
I
Learning everywhere, all the time
II
Innovation and entrepreneurship
III
Strategic school redesign
IV
Innovative new schools

Four focus areas:

I
Effective and efficient processes and systems
II
Strategic use of district resources
III
Data integrity and use
IV
School performance improvement

Hefner

Page 2

Running Head: Technology for School Improvement

EDL 514
Reviewers:
Leadership Project Evidence(What you did
to meet each descriptor)

DPI pre-service descriptors(Examples

listed below)

Met/Not
Met

( )
Standard 5: Managerial Leadership

Currently, only 33% of students are considered

proficient on EOGs, meaning that out of a school of
730 students, only 240 were proficient in the areas of
Math and Reading receiving a 3,4 or 5. Grade level
teachers with work with their content area to develop
a blended learning approach to target student practice
and individualized learning needs.

5b1. Works with others to resolve

problems and/or areas of conflict within the
school in ways that improve student
achievement.

Standard 5: Managerial Leadership

5c1.
Works with others to utilize a system
of open communication that provides for the
timely, responsible sharing of information
within the school community.
Standard 5: Managerial Leadership
5c2.
Works with others to provide
information in different formats in multiple
ways through different media in order to
ensure communication with all members of
the community.

Teachers will utilize student performance data to

drive the instruction. Teachers will meet weekly
with the content facilitator to work to improve
teaching strategies in Balanced Literacy and Math
Discourse. They will develop a comprehensive
teaching approach to support flexible grouping and
best instructional practices using technology
platforms such as, but not limited to, Compass
Learning, Google Classroom, Discovery Ed, and
iReady.
The plan involves the use of a variety of
educational technology platforms to facilitate
student engagement and to drive the instruction to
improve student success. For this to be executed
with fidelity, grade level teachers will participate
in professional development on how to
successfully implement the platforms in their
instruction.

Standard 6: External Leadership

6a1.
Works with others to engage
parents/guardians and all community
stakeholders in a shared responsibility
for student and school success reflecting
the communitys vision of the school

All teachers will create web pages so that parents can

access assignments as well as stay up to date on any
news in the classroom and/or school. ConnectED
and electronic newsletters will be used to alert
parents of changes happening within the school.
Updates will also be provided during Curriculum
Nights and School Leadership Team (SLT) meetings.

Standard 7: Micro-political Leadership

7a1.
Works with others to build systems
and relationships that utilize the staffs
Hefner

Google Drive will be utilized by all staff and stakeholders as a way

to communicate the Blended Learning initiative. Staff members
will be able to view and comment on documents being considered
for the initiative. There will be a Google calendar with SLT
meeting times, scheduled professional developments, and meeting
time with grade level teams. Teachers will use Google forms to
provide quick, real-time data about the iniative that can be shared
with parents and community based stakeholders.

Page 3

Running Head: Technology for School Improvement

EDL 514
diversity, ideological differences, and expertise
to realize the schools goals.

Hefner

Page 4

Heather Lynn Hefner

EDL 514
Hallmark 3: Technology for School Improvement
June 16, 2015
Dr. Raymond Pastore

Sedgefield Middle School has already taken the steps towards meeting Goal
1/SMART Goal 5. This goal focuses on a personalized 21st Century learning environment
so that the number of students proficient on the prior years EOG will increase from 33% to
38%. Last year they wrote a grant and received 90 iPads to use in classrooms. This year,
they were part of a 1:1 initiative to receive Chromebooks. The idea behind this initiative
was to allow teachers to use technology in their instruction to promote students centered
learning while promoting 21st Century skills. In addition to utilizing 21st Century skills,
teachers were required to develop and maintain a website so that students and parents had
access to assignments, tutorials and school news or updates. To continue to move towards
meeting this goal, Sedgefield Middle has adopted a blending learning strategy to reach all
learning types while increasing student engagement. The school has outlined strategies to
increase EOG scores through data driven instruction, flexible grouping and teacher
accountability (Please see the chart below).
SMART Goal (5):
Strategic Plan Goal:
Strategic Plan Focus Area:
Navigator Pathway:

Increase the percentage of students proficient (Levels 3,4,5) on the EOG assessments in Reading,
Math, Math 1 and 8th Grade Science from 33% to 38%.
Goal 1
Maximize academic achievement in a personalized 21st C learning environment for every child to
graduate college and career ready.
Enter
Kindergarten
ready

Advanced
Reading in K-2

At/Above Grade Level

in Reading/Writing Grade 3

At/Above
Grade Level in
Reading/Writing
Grade 7

At/Above
Grade Level in
Math Grades 3-5

Successful
completion of Math I in
grade 9

Take and pass at least

1 AP/IB/Post-Secondary
class & exam

Score 1550
on SAT or 22 on
ACT

Data Used:
Strategies (determined by what data)

Task

Task

Task (PD)

Point
Person
(title/name)

Evidence of Success
(Student Impact)

Funding
(estimated
cost /
source)

Personnel
Involved

Timeline
(Start
End)
Interim
Dates

1.Create a comprehensive Co-Teaching

approach in ELA to support flexible
grouping and best instructional
practices.

Principal

Master Schedule, DDI

Action Plans

No Cost

Administration,
Facilitators,
Teachers

8/14-6/15

2.Utilize MAP data and school wide

formative data to create flexible
grouping across each grade level and
among grade levels.

Facilitators

DDI Action Plans, Flexible

grouping plans.

No Cost

Administration,
Facilitators,
Teachers

8/14-6/15

3. Create a Blended approach in Math

and ELA and use Compass Learning,
RAZ Kids and iReady to target student
practice, which is aligned to MAP
results

Facilitators

Flexible grouping of
students, data from webbased instructional plans,
MAP and formative data

No Cost

Administration,
Facilitators,
Teachers

8/14-6/15

4.Provide PD on Balanced Literacy

strategies and Math Discourse

Instructional
Coaches

Sign-in sheets, agendas,

lesson plans reflecting new
learning; classroom
observations

No Cost

Administration,
Facilitators,
Teachers

8/14-6/15

All students will take the Measures of Academic Performance (MAP) test in
Reading and in Math in the Fall, shortly after school begins. Students will take the same
test during Winter and Spring and scores and growth will be assessed. This will allow
teachers to gauge where their students fall academically. Based on the scores, teachers will
group students accordingly where they will participate in a variety of learning strategies
based on their individualized needs. Teachers will use Balanced Literacy, a program that is
a combination of 5 different components that uses both whole language and phonics.
Teachers will attend professional developments so that each component can be taught with
fidelity. As the year progresses, teachers will use mini assessments, unit exams, and
additional MAP tests to check for student growth. As the data shows student growth, the
instruction will change. For students who continue to exhibit deficits in the area of
Reading, instruction will be altered accordingly. The same procedures will follow to
increase math discourse. Students will use technology learning platforms such as Compass
Learning, a learning acceleration company that specializes in digital curriculum solutions
for intervention and blended learning while following Common Core Standards. The
program is linked to the MAP testing system so can automatically populate what areas of
need the student needs to focus on while also promoting student engagement. Other
educational platforms that teachers may use are Moby Max, Math IXL, Razz Kids, iReady,
and Discovery Ed. Teachers will also provide their students access to additional learning
tutorials such as Khan Academy through their website or through Google classroom.
Teachers will be able to use real time data through all of the interactive websites mentioned
to assess student growth or areas of difficulty. Because of the 1:1 initiative, teachers can

also use Kahoot, free game-based platform that stimulates engagement and student
collaboration through quiz show type assessments.
Sedgefield Middle will promote community involvement by creating a Parent
Technology Night where parents can come to the school and receive training on how to use
technology devices and safety measures that should be taken when using them (care of
technology, digital citizenship, etc.) Parents and stakeholders will also receive electronic
newsletters regarding the status of the plan and any changes or updates. Parents will have
the opportunity to participate in a Curriculum Night where they can see their childs
accomplishments and talk to the teachers about progress or deficits that the student may
show and how they can extend learning beyond the school building. The goal is to not only
close the achievement gap, but to increase parent involvement when it comes to their
childs academic growth. Sedgefield Middle will continue to make stride in achieving that
goal.