Kemp Mill Elementary
School
Dr. Bernard X. James, Sr., Principal
2015-2016 STUDENT/STAFF ACADEMIC ACHIEVEMENT FOCI AND EXPECTATIONS
THE URGENCY OF NOW: CLOSING THE ACHIEVEMENT GAP… OPENING OPPORTUNITIES
School Year 2014-2015 Reading DATA
mClass K-2/MAP-R 3-5

Met Benchmarks
Did not Meet Benchmarks

K
88%
12%

1
53%
47%

2
65%
35%

3
46%
54%

4
58%
42%

5
54%
46%
School Year 2014-2015 Reading DATA
MAP-P Grades K-2

Met Benchmarks
Did not Meet Benchmarks

K
30%
70%

1
29%
71%

2
56%
44%
School Year 2014-2015 Math DATA
MAP-P Grades 2-3/MAP-M Grades 4-5

Met
Did not Meet Benchmarks

K
30%
70%

1
29%
71%

2
56%
44%

3
68%
32%

4
71%
29%

5
64%
34%
Our Shared Vision Statement
Within our rich and culturally diverse
Kemp Mill community, we work in unity
to develop critical, collaborative, and
creative thinkers who are prepared for
future success and lifelong learning.
Our Shared Mission Statement
Kemp Mill ES provides quality education for every student and
is committed to developing critical, collaborative, and creative
thinkers in all academic and social/emotional areas by:
 Embracing diversity and promoting
bi-literacy through an effective Dual
Language program in Spanish and
English.
 Targeting our instructional practices
through data analysis and
differentiation.
 Creating structures and processes that
promote collaboration among all
stakeholders.
 Engaging and challenging students
using a rigorous curriculum and
educational technology.
2015-2016 Academic Achievement
EXPECTATIONS

The URGENCY of NOW: Closing the Achievement Gap by the End of the 2015-2016
School Year

K
100% of Kindergartens will meet Reading and Math Benchmarks

1
100% of First Graders will meet Reading and Math Benchmarks

2
At least 10% gains in Math and Reading

3
At least 10% gains in Math and Reading

4
At least 10% gains in Math and Reading

5
At least 10% gains in Math and Reading

ESOL
At least 10% gains in Math and Reading

SPED
At least 10% gains in Math and Reading
2015-2016 Academic Achievement
DESIGN
(Where do we want to go?)











Create an instructional program for ESOL students that is consistent and utilizes evidence and research
based strategies.
Provide strategic instruction on reading comprehension strategies.
Engage in strategic planning with an emphasis on ESOL and Special Education for focus students.
Increase student stamina and endurance in building reading independence.
Include technology in the teaching and learning process.
Provide guided reading in English for below grade level students in DL.
Ensure that Tier 3 students work 1:1 with reading and math specialists.
Create one electronic document that every teacher can access for recording student data.
Communicate with each other in a timely fashion.
Hold staff accountable for effectively moving the teaching and learning process.
Create effective and efficient intervention schedules.
2015-2016 Academic Achievement
DELIVERY
(How are we going to get there?)



Provide professional development on best practices for ESOL students.
Utilize ESOL, Focus, and Special Education teachers in strategic ways.
Ensure that professional development is macro (whole group) and micro (teachers take what they
learned, try it, and then come back and learn from one another).


Utilize ESOL resources on C2.0.
Build teacher capacity around instruction (what -> indicators; how -> UDL & differentiation; data analysis > monitor progress)
Balance of time with CFA/guided reading instruction.
•

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Ensure that small group instruction meets the needs of students.
Create teams that focus on a grade level, rather than having one teacher working across many grade
levels.
Ensure and personally pledge that all hands are on deck!!
2015-2016 Academic Achievement
Development of Professionals

“We will be engaged in rich professional development activities,
coaching, and modeling during the 2015-2016 school year that will
provide all instructional staff and paraprofessionals with best
practices in executing and assessing rigorous, responsive
differentiation of instruction, independent application of skills and
strategies, and effective feedback that will result in the increase of
student proficiency at each grade level by at least 10% in Math
and Reading on the MAP-R, MAP-M, and mClass.”
Dr. James
2015-2016 Academic Achievement
DOCUMENTATION
(How do we track our progress?)

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Collaborative planning
Walk-throughs
SLOs – Student Learning Objectives
Data Meetings
Observation and Evaluation Process
DOIs – Documentation of Interventions
Parental Feedback
Daily Schedule
9:00 – 9:30
(30 min)
9:30-10:40
(70 min)
10:40-12:00
(80min)
12:00-1:40
1:40-3:00
(80min)
3:00-3:25
(25 min)
GREEN GROUP
RED GROUP
Spanish
English
Breakfast/Morning Work
Breakfast/Morning Work
Spanish
English
MATH
MATH
(every other day rotations)
(every other day rotations)
Spanish
English
Reading/LA/Writing
Reading/LA/Writing
Lunch/Recess/Specials
English
Spanish
Reading/LA /Writing (SS/Science focus)
Reading/LA/Writing
(SS/Science focus)
English
Spanish
Free Choice Centers
Free Choice Centers
Math is taught in both languages on an every other day rotation.
Daily Schedule .
(30 min)
GREEN GROUP
RED GROUP
Teacher A
Spanish
Breakfast/Morning MATH Work
Teacher B
English
Breakfast/Morning MATH Work
(80 min)
Spanish
MATH
(English Small Groups)
English
Math
(70min)
Spanish
Reading and small group instruction in Spanish.
Small group instruction in ENGLISH for students
who are not meeting benchmarks.
English
Reading and small group instruction.
WRITING in response to READING.
Lunch/Recess/Specials
(60 min)
Teacher B
English
Reading - Small group instruction.
WRITING in response to READING
Teacher A
Spanish
Guided and Independent WRITING in English
(45 min)
English
Science
Spanish
Social Studies
2015-2016 KEMP MILL ELEMENTARY MEETING SCHEDULE
Meeting
Administration
Core Team
Instructional Leadership Team
Staff Meeting
Grade Level & Specialist Team
SIP Data
SPED Team
IEP and EMT
Supporting Service
Building Service
Meeting
Town Hall
Operations
Kemp Mill Chats with Dr. James
Attendees
When
Time
Location
Principal and Assistant Principal
Daily
8:30 a.m.
Principal’s Office
Principal, Assistant Principal, Staff Development Teacher,
Reading Specialist, Counselor, Math Content Coach
Weekly on Mondays
Weekly on Fridays
9:45-10:45 a.m.
12:00-1:00 p.m.
Principal’s Conference
Room
All grade level team leaders, core team members, Dual
Language Coordinator, ESOL Lead Teacher, SPED Lead
Teacher, IDA
All professional staff are required to attend
2nd and 4th Tuesdays
8:00 -9:00 a.m.
Principal’s Conference
Room
1st and 3rd Tuesdays
8:00 -9:00 a.m.
Media Center
All classroom teachers are required to attend
[See grade level team meeting schedule]
As identified
Team Leader Classrooms
All core and team leaders are required; professional/support
staff, community members and parents are invited
Special Education Teachers
Counselor, Speech Pathologist, PPW, and Psychologist
Principal or Assistant Principal, SPED Teacher, General ED
Teacher, and Parents (Counselor, PPW, Speech Pathologist,
ESOLTeacher, Focus Teacher, Reading Specialist, Math
Content Coach, and Psychologist, as needed.)
Three times a year:
November, February, June
Weekly on Wednesdays
9:00-4:00 p.m.
Media Center
8:45-9:30 a.m.
1st Wednesdays
3rd Wednesdays
(Subject to Change in Spring, 2016)
8:45-12:00 p.m.
12:00-3:50 p.m.
Principal’s Conference
Room
Principal’s Conference
Room
Paraeducators and Lunch Recess Assistants
2nd Tuesdays
10:00-10:00 p.m.
Marcellus Johnson
Weekly on Wednesdays
8:00-9:00 a.m.
Attendees
All Staff and Students
Peggy Thompson, Kelly Cruz, and Oscar Buitrago
Any member of the Kemp Mill School and Community are
welcome to come and chat about items for the good of Kemp
Mill.
When
Time
Principal’s Conference
Room
Principal’s Office
Location
September 1
December 1
April 5
June TBA
Weekly on Thursdays
9:45 a.m. (K, 1, 2)
10:30 a.m. (3, 4, 5)
All-Purpose Room
2:30-3:15 p.m.
Principal’s Office
Second Tuesdays
4:00-5:00 p.m.
Principal’s Conference
Room
Dimensions of Kemp Mills’ School Improvement
SUPPORTING REALM
parents
governance
personnel
ENABLING REALM
materials
schedules
professional development
organizational structures
CORE REALM
instruction
curriculum
assessments
school leadership
monitoring
staff accountability for performance
others identified by the school
funding
student readiness to learn
others identified by the school
What Do I Expect from Kemp Mill Staff ?
• Come to work on time, daily prepared to deliver and/or support
the delivering of rigorous, engaging, differentiated instruction that
ensures significant academic gains for all students.
• Dress, communicate, and perform job duties in a professional
manner, at all times, including meeting deadlines that are
established by school administration, in a timely manner.
• Handle student behavior and disciplinary issues effectively and
efficiently.
• Attend and actively participate in team and other job related
meetings and school activities.
What Should the Kemp Mill Staff Expect From Me?
High Levels of Expectations
High Levels of Support
High Levels of Accountability
High Levels of Collaboration
High Levels of Feedback
High Levels of Communication
Together WE CAN….
High Levels of Expectations
High Levels of Accountability
High Levels of Support
High Levels of Feedback
High Levels of Collaboration
Together WE CAN….