2001122--22001133 ISSCCHHOOOOLL L …

22001122--22001133 SSCCHHOOOOLL IIMMPPRROOVVEEMMEENNTT PPLLAANN RREEPPOORRTT

School: JVWasham Elementary School Courier Number: 433

Address: 9611 Westmoreland Road Phone: 980-343-1071

Cornelius, NC 28031

Principal: Raymond J. Giovanelli

Title 1 Specialist: N/A

Zone Superintendent: Dr. Dawn Robinson Zone: Northeast

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 Committee Position* Name

Principal Raymond Giovanelli

Assistant Principal Representative Scott Otolski Teacher Representative Shelley Smith (3rd)

Teacher Representative Sandra Boerst (1st) Teacher Representative Jennifer Bryant (1st)

Teacher Representative Jen Williamson (ESL) Teacher Representative Shellie Humes (4th)

Teacher Representative Emily Clark (2nd) Teacher Representative Hillary Moyer (5th)

Teacher Representative Holly Keller (K)

Inst. Support Representative Ashley Hines (TD) Inst. Support Representative Karen Lipski (technology)

Inst. Support Representative Jill Thompson (co-chair)

CMS School Improvement Plan 2012-13

<JV Washam Elementary School> 2012-14 SIP Cycle

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Parent Representative Lina Bagley Parent Representative Rob McCloskey

Parent Representative Jeff McElroy Parent Representative Robin Bradley

Parent Representative Lynne Reinstadtler Parent Representative Deborah Blackwell

Parent Representative Michelle Furches Parent Representative Mark Cupples (co-chair)



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BELIEFS

Core Values

Academic Excellence

Character Development

Challenging Learning Experience

Creative Productivity

Welcoming & Safe Environment

Valuing Differences

Community partnerships

MISSION STATEMENT

District: Maximize academic achievement by every student in every school.

School: We exist to enrich every student’s individual strengths by providing a challenging and nurturing environment where we instill a passion for learning, the

freedom to create and discover; along with the skills and emotional character to become: Critical and diverse thinkers, Active problem-solvers, Life-long learners, Leaders and

contributors to society, Caring and compassionate individuals, Advocates for the community and environment, and Seekers of Justice

VISION

District: CMS provides all students the best

education available anywhere,

preparing every child to lead a rich

and productive life.

School: J. V. Washam Elementary is a

partnership of educators, families,

and community members dedicated

to enriching the lives of all learners.

SMART GOALS

Based upon analysis of data and Self Evaluation, our focus will be upon the following outcomes: Outcome (1): We will prepare our students to become 21st century students and be able to critically think and problem solve in all areas of their academic program to better prepare

our children for future graduation of high school. Our goal will be to continue to grow in all academic areas as well as to work on developing the whole child by incorporating character and social lessons in to the school setting to improve decision making, confidence and overall institutional achievement. This year the CMS goal for graduation will be a 90% pass rate.

Outcome (2): Increase the number of students in grade K-5 who score above district and state averages in reading instruction. Due to changes in state testing our goal will be to continue to grow at least 15 points above system and state scores on re-aligned state assessments. We also expect 95% of students meeting the standards on assessments in K-2 classrooms. We will continue to focus on growth by using more formative assessment tools at the school level.

Outcome (3): Reduce the gap between our subgroups (ethnic, race, and socio-economic) at JV Washam. At this time we have 80.7% Caucasian, 7.9% African-American, 7.6% Hispanic, 3.9% Asian, 5.5% Multi-Race and 2% American Indian. We also have 22% free and reduced lunch students. Our goal will to reduce all sub group gaps to within 10% points. Our 3 largest racial groups are Caucasian, Hispanic and African-American.



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ASSESSMENT DATA SNAPSHOT

J V Washam Elementary - 600433

2009-2010

School Year 2010-2011

School Year 2011-2012

School Year

Subject Demographic Subgroup

% Prof.

% Met Exp.

Growth

Avg. Growth

High Growth Ratio

% Prof.

% Met Exp.

Growth

Avg. Growth

High Growth Ratio

% Prof.

% Met Exp.

Growth

Avg. Growth

High Growth Ratio

Grade 03 Reading Grade Total 78.9 79.9 85.9

Grade 03 Math Grade Total 95.3 92.9 92.9

Grade 03 Total Grade Total 87.1 86.4 89.4

Grade 04 Reading Grade Total 86.5 45.6 -0.054 0.8 79.3 42.3 -0.098 0.7 81.6 51.3 -0.028 1.1

Grade 04 Math Grade Total 95.0 80.0 0.368 4.0 88.5 46.4 -0.072 0.9 96.6 80.9 0.360 4.2

Grade 04 Total Grade Total 90.8 62.8 0.157 1.7 83.9 44.3 -0.085 0.8 89.1 66.1 0.167 2.0

Grade 05 Reading Grade Total 84.9 59.6 0.126 1.5 84.8 43.1 -0.068 0.8 87.5 60.3 0.102 1.5

Grade 05 Math Grade Total 92.9 70.6 0.222 2.4 95.5 49.2 0.008 1.0 90.6 55.0 0.083 1.2

Grade 05 Science Grade Total 87.3 93.2 92.5

Grade 05 Total Grade Total 88.4 65.1 0.174 1.9 91.2 46.2 -0.030 0.9 90.2 57.6 0.092 1.4

Reading Total Total 83.1 52.1 0.030 1.1 81.1 42.6 -0.085 0.7 85.0 55.5 0.033 1.2

Math Total Total 94.5 75.6 0.300 3.1 92.0 47.6 -0.037 0.9 93.4 68.7 0.230 2.2

Science Total Total 87.3 93.2 92.5

EOG Total Total 88.6 63.9 0.165 1.8 87.3 45.1 -0.061 0.8 89.6 62.1 0.132 1.6

School Composite Total 88.6 63.9 0.165 1.8 87.3 45.1 -0.061 0.8 89.6 62.1 0.132 1.6



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The faculty at Washam is comprised of 49 classroom teachers, 5 full time and 3 half time special area teachers (Art, Music, PE,

Technology, Media), 2 academic facilitators, a media assistant and 15 teacher assistants. The administrative team is comprised of one

principal, one assistant principal and we also have three office secretaries, TD teacher and guidance counselor.

At JV Washam 100% of our staff are fully licensed, but we do not have updated data on those with advanced degrees, national boards

and average years experience. Over the past 2 years we have had a large number of teachers complete their Master Degree programs,

additional certifications and also have joined the ranks of National Board teachers. This year we have also added approximately 17 new

staff members due to growth, retirement, life decisions to stay home with family and natural attrition through moving and leaving the

state. We also lost two staff due to licensure issues.

This year we regained our status of School of Distinction with High Growth in the state of North Carolina with 89.6% of our 3-5 grade

students being considered proficient.

Washam Elementary is supported by involved parents and a supportive community. The PTO and School Leadership Team are well

established and provide tremendous support to the school. Both organizations play vital roles in providing our students a rigorous and

challenging education that promotes high expectations.



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SCHOOL PROFILE: J.V. Washam is about to start the 7th

year of service to the Cornelius/Huntersville community (opened on August

27, 2007). This is the home school to approximately 1105 students living in the Cornelius and Huntersville areas. The student

population is as follows:

Grade Level Ethnicity

K-197 Caucasian- 80.7%

1st-205 African American- 7.9%

2nd

-167 Hispanic- 7.6%

3rd

-174 Asian- 3.9%

4th

-190 American Indian- 2%

5th

-169 Multi Racial – 5.5%

ESL/LEP- J.V. Washam Elementary School has a population of approximately 50 total ESL/LEP students in the K-5 school.

The free and reduced lunch ratio is approximately 22% which is holding steady this year. We are still in the registration phase of

the FRL program and this number should rise. Boys represent 50% of our population; girls represent 50%. We have an LEP

population of 50 students (4.6%) not counting our newest kindergarteners and we show 6.8% of our students w/ disabilities (not

counting our newest children). Our TD population in 3-5 has increased from 5.7% to 6.3%.



SMART: S – Specific; M – Measurable; A – Attainable; R – Realistic; T – Time-bound.

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SMART GOAL (1): We will prepare our students to become 21st century students and be able to critically think and problem solve in all areas of their academic program to better prepare our children for future graduation of high school. Our goal will be to continue to grow in all academic areas as well as to work on developing the whole child by incorporating technology, character and social lessons in to the school setting to improve decision making, confidence and overall institutional achievement. Our goal is for 95% of children to pass formative assessments and end of year benchmarks. At this time we don’t know how the EOG will be scored but we expect to be at or above peers. This year the CMS goal for graduation will be a 90% pass rate. Data Used: Survey Results (parent, student) from CMS, Weekly Parent survey call (Washam), Observation Data, Student Product Rigor SP 2014 Tactic: (# 4.A.4 & 6.B.1 ) - Teaching and Learning through Technology and Parent and Community Connections

Strategies (determined by what data)

Task

Task

Task (PD)

Point Person (title/name)

Evidence of Success (Student Impact)

Funding (estimated cost

and source)

Personnel Involved

Timeline Start–End

Interim Check Dates

1. Differentiate instruction for students experiencing target deficit reading skills as determined by assessments

Use Reading A-Z

Use Orton Gillingham Strategies

Reading 3D program (Spring)

The Daily 5 program will be introduced

Workshop will be the standard operating process for literacy and math differentiation

Balanced Literacy Program (Common Core)

Reading Eggs/Study Island computer programs

Use flexible, small group instruction based upon teacher observations and student work products

Use of Fountas and Pinnell assessment system

Academic Facilitators Administration EC TD ESL Teachers TA’s

-On formative assessments less than 5% of students will be below benchmark by EOY measures -On Running Records all students will be above grade level expectations -On F & P, less than 5% of students will be below grade level expectations -Use correlation of Reading A-Z and Fountas and Pinnell levels to show growth -Improved growth using the growth and mastery tools that are included with Reading Eggs, and 3D learning

Pending

Faculty

September 2012

January 2013

June 2013




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2. Design a proactive program that will teach and reinforce skills that will permeate all student activities and in turn build overall student achievement (K-5 Goal). ll studedd activities and in turn build achiement

We will use the “How Full is Your Bucket” and “Raving Fans” books, the morning news, afternoon announcements and our guidance program to support quality character, problem solving and teaching students to work together.

We will use the “How Full is Your Bucket” and “Raving Fans” books, the morning news, afternoon announcements and our guidance program to support quality character, problem solving and teaching students to work together.

Morning meetings to build community and connection throughout the school.

Focus on Digital Citizenship through classroom discussion, technology class and information on the morning news throughout the year (BYOT).

Counselor Classroom Teachers Administration

Weekly Phone Survey to parents

Raving Fan feedback

Use of morning meeting concept in all classes

More focus on the reduction of repeat offenders and frequency of office visits during the year.

Promotion of a variety of service learning ideas that are discussed in classroom meetings.

Grade level service learning projects.

Raving Fans added to the weekly parent Hawkeye

HawkFeather Program

PM “drops” for staff and students

Students interacting and communicating using technology tools in a positive and collaborative way.

Pending

October 2012 December 2012 March 2013 June 2013

Technology Vision- Our goal at JV Washam Elementary School is to teach and prepare the staff and students about the importance of technology in their lives, how to effectively use technology tools and redefine how a school classroom works. Our expectation will be to teach and prepare the educators at our school

All Staff This will be able to be measured by how seamlessly our technology is integrated in to daily use and it is no longer focused on as something to try and fit in. It must be natural and a way to

Continued purchasing of projectors and iPads to support the growing school

All Staff October 2012 December 2012 March 2013




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to use these tools to increase differentiation, add rigor and relevance and also improve efficiency. The use of technology must not be a supplement to our curriculum but instead allow a new way of viewing student learning. Our goal will be to prepare our students to be able to be:

Risk takers

Interact appropriately with digital tools

Collaborators

Learn how to select and to use resources

Be flexible in how to use tools

Create by using video, apps, audio, presentations, and other programs

Become self-directed learners

Become Global communicators

Become better writers through authentic writing (blogs, wikis, Edmodo)

Learn new ways to study and learn

Learn new ways to read about information

Prepare for life outside of school 1.Design specific staff PD to best prepare our teachers for implementation and use of technology in the classroom. This PD will focus on:

Getting teachers to see beyond the computer lab experience and show importance of technology “in” the classroom

Hands on learning with the technology tools in a “risk free” environment to demonstrate best practices

The use of “Innovate Time” for

enhance best practice. This will be measured by improved use of tools in the classroom and this data will affirm the continued use of the process.

environment June 2013




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teachers to explore technology during the day while classes are covered by administration

Allowing teachers to see facilitators and administrators using the tools in staff meetings

Creating ownership in a consistent school vision about what technology should look like in our classrooms

Ongoing PD through monthly booster sessions-use teacher experts from the school to build capacity

Create a schedule with facilitators, administrators to visit every classroom, help teachers create a plan, try the technology and then do a “check-up” visit

Make sure to create emphasis on student training prior to use in classrooms

Website of videos displaying classroom teachers using the technology in the classroom (models)

Have an internet and App based tool kit (Technology from A-Z doc and App doc)

Use of Teachscape App and video capabilities (reflect camera) to further improve teaching and learning by creating models of best practice

2.Digital Citizenship

Teach schoolwide “Bucket Filling” philosophy to include Internet and technology protocols (no bullying, educational focus only)

Use our technology team to create




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technology use expectations that includes when devices might be used, what type of browsing can occur, apps that can be used, privacy/safety expectations and security of devices when not in use

Teaching students protocols regarding how to site resources that they are using from the Internet and web-based devices and also how to use a triangulation of data to make sure that information is accurate and appropriate

Create expectations that all students will use the CMS wireless network and no 3G service will be allowed at the school (unless approved by school)

Create “app” lists for each subject and grade once we have devices so that teachers have easy access to tools for their curriculum




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SMART GOAL (2): Increase the number of students in grade K-5 who score above district and state averages in reading instruction. Due to changes in state testing our goal will be to continue to grow at least 15 points above system and state scores on re-aligned state assessments. We also expect 95% of students meeting the standards on assessments in K-2 classrooms. We will continue to focus on growth by using more formative assessment tools at the school level. This focus on measured progress will improve school proficiency and further improve the opportunities to grow our graduation cohort rate over time. Data Used: EOG Data, Formative Assessments, Common Assessments (grade levels), Informal Assessment (classrooms), Fountas and Pinnell Benchmarks, 3D Reading program, SP 2014 Tactic: (# 1.D.3 and 1.D.7 ) - Effective Teaching and Leadership


Task

Task

Task (PD)



Funding (estimated cost and source)

Personnel involved


Interim Check Dates

1. . Give assessments, review data and identify strengths and weaknesses in reading (K-5).

Identify clusters of students and their specific growth needs

Use the workshop model in K-5 classrooms to differentiate and meet student needs at their instructional level

Use new formatives, common assessments and K-5 assessments, Reading 3D (for student fluency) , Fountas and Pinnell Benchmark assessments and a variety of other assessment tools to make sure students are showing growth during the year in not only fluency but also in comprehension and all

facilitators admin. team K-5 teachers TD teacher EC teachers ESL teacher Assistants

Create common assessments PLC meeting minutes Strategic grouping Use of differentiated workshop model Data review Observation, anecdotal records, assessment data Use of charts and graphs to show visual growth of students to parents

Pending: Possible Reading 3D ancillary materials Additional leveled readers to support workshop model

Classroom Teachers Facilitators Administration Assistants





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NCSCOS/Common Core skills.

In K-5 use new formatives, common assessments, pre/post assessments and grouping of students based on strengths and weaknesses (fluid groups) to best meet needs.

K-5 teachers will be held accountable for making sure that lesson plans show strategic planning and show how differentiation is occurring during workshop and how they are measuring successes.

Use of both literacy and math facilitators to help facilitate discussions on best practices to meet student needs and lead data discussions.

Focus on more vertical discussions (K-5) (when possible) that lead to alignment of rigor and understanding of new Common Core Standards (e.g. Response Journals, G.R.E.A.T. strategy).

Class Teachers

team discussion on growth scores formal formatives (CMS) Creation of documents during vertical discussions that lead to natural progressions in rigor and clarity of tasks. Use of Washam Buddies program to support students at their levels The introduction of the Daily 5 philosophy throughout the school The creation of a staff to student mentor program at the school Creating support through a possible Leadership Club iniative where peers support peers in the classroom as needed

2. . Utilize support staff (TD, ESL, EC, Assistants and Facilitators) to work with clusters of students based on reading needs (K-5).

Support staff will be expected to keep detailed information on the students they are working with, using research based assessments and teaching strategies to constantly re-loop and teach skills.

Continue our model for support staff in upper grades, giving one assistant to each

ESL teacher EC teacher TD teacher Facilitators Assistants

Review assessment data with classroom teachers Design schedule to allow support staff to be used efficiently Assessment results showing continued growth Teacher observation and

Extended Day Funds (8,000)-from CMS

Tutors (parents) Facilitators SLT Administration Classroom Teachers





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grade level to work throughout the day to meet strategic needs.

All special area teachers will work as tutors during days that they have more than one planning period listed.

Use of the Washam Buddies program to get more parent volunteers regularly working with students in all grades.

Use extended tutoring during the day, using 3 certified teacher tutors to work with students at-risk

The addition of the LearnWorks tutor program through the Ada Jenkins center for student tutor support after school

Admin. Team SLT Certified Tutors Parent Volunteers Ada Jenkins staff/tutors

feedback Formal assessment data comparisons Progress on IEP’s and PEP’s showing mastery of skills Use of Buddy program, LearnWorks (3-5) and extended day tutors to show that with additional support all children can meet expectations (track their progress)

Support Teachers Ada Jenkins staff/tutors Extended day tutors




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SMART GOAL (3): Reduce the gap between our subgroups (ethnic, race, and socio-economic) at JV Washam. At this time we have 80.7% Caucasian, 7.9% African-American, 7.6% Hispanic, 3.9% Asian, 5.5% Multi-Race and 2% American Indian. We also have 22% free and reduced lunch students. Our goal will to reduce all sub group gaps to within 10% points. Our 3 largest racial groups are Caucasian, Hispanic and African-American. Data Used: EOG Data, Formative Assessments, Common Assessments (grade levels), Informal Assessment (classrooms), Fountas and Pinnell Benchmarks, Dibels

SP 2014 Tactic: (# 1.D.1 & 3.A.2 ) - Effective Teaching and Leadership and Increasing Graduation Rate


Task

Task

Task (PD)



Funding (estimated cost and source)

Personnel involved


Interim Check Dates

1. Review previous data and pre-assessment data to make staff aware of who falls in to these cohorts (K-5)

Look at gaps in reading for our different ethnic groups and for our learning disabled students in reading

Review strategies being used and make sure we are using a variety of methods (visual, oral, etc.) to share information so that we are meeting a variety of learning styles

Be cognizant of grouping to make sure all are treated fairly and are being challenged at high levels

Use support staff (RtI, Assistants, EC, TD, ESL) to make sure we are meeting student needs.

Make sure that the Response to

Admin. Team K-5 teachers Support Staff Facilitator Counselor ESL Teacher EC staff

Achievement Gap dip on EOG’s Use results of formal and informal assessments to fluidly group Documentation of growth and improvement, if not, what should we do next? Data comparisons within and outside the school Use of RtI process and interventions consistently to meet student needs Use of extended day tutoring to focus on at-risk students and improve achievement Washam Buddies Program- monitor student progress and growth

Extended Day tutoring ($8,000)

Classroom Teachers Support staff Facilitators Administration Parent Tutors Ada Jenkins staff/tutors





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Intervention (RtI) process is working correctly; sharing quality interventions and that they are being monitored weekly with these students to monitor ongoing growth and mastery of concept.

Use Character Program to make sure all students are accepting of others and we are creating an inclusive environment for all children to be successful.

Continue Washam Buddy tutor program led by trained parents to support at risk students

Strategic use of extended day funding to meet student academic needs during school day.

We will be having our ESL teacher doing mini trainings on SIOP and vocabulary use to impact our English Language Learners in the general classroom.

The creation of an ESL buddy program to link student support and improve overall school achievement of struggling ESL children

Research Parent University options for ESL families to build connections.

Finding ways to create additional technology time for our neediest students so they are exposed to tools and build 21

st century skills.

We will look at ways to bring in the families of our neediest students to have mini-workshops to help with reading and math instruction by having translation support available. This can also be used for translating documents

Classroom Teachers Ada Jenkins staff/tutors

Improved ELL student performance in reading and math based on SIOP strategies and specific vocabulary instruction. Further school connection for our ESL students through peer supports (ESL buddies) Monitoring attendance at ESL focused events and gauge parent involvement and comfort in being at our school




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of need for families.

Use of Ada Jenkins as a community resource (LearnWorks, etc.)




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Bullying-Harassment Individual School Action Plan (BHISAP)

J.V. Washam Elementary School 2012-2013

Bullying Prevention Outcome: Provide a safe and orderly learning environment, free of bullying and harassment. This will

be quantified by showing an increase of 7.9% on the student survey (“Do I feel Safe at School”) and move us to 95% agreeance.

Strategies/Rationale

Task

Point Person

Evidence of Success Names of Participants

(Add names to titles where appropriate)

Information related to task as indicated

Timeline

Outcome Measures

1. School Leadership Training

BP Liaison and Principal Intern will

attend group training and begin the

development of the school plan

The school leadership team will be

made aware of the school and CMS’s

district-wide plan

BP Liaison The leadership team will receive training and continue to develop a plan of action for the school

Principal, AP & BP Liaison (school counselor)

Bullying-Harassment Support Plan Information received during the training will be shared with the leadership team

Between 8/23/12 to 10/31/12

2. School Staff Training

School leadership/support team will

provide BP-Harassment training to all

teachers and support staff

BP Liaison The staff will be trained on the definition of bullying-harassment and will understand the procedures for dealing with bullying-harassment reports. A review of CMS Bullying Policy/ Prevention Regulations will be included in the training

Principal, AP & BP Liaison (school counselor

Following BP Liaison training, staff will be trained

On-going throughout school year

3. Establish a BP Taskforce

A school-based character committee

will meet to monitor the climate of the

school and to support the BP-

Harassment program of the school

BP Liaison Character Education Chairperson

Committee will continue to assist in the development and implementation of the school plan. Written guidelines for reporting will be developed.

Principal & AP BP Liaison (school counselor) Character Education Committee Student representatives from School Leadership Club

Committee meetings will be held monthly to assess the school climate.





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4. Provide information regarding policy

and expectations to students and

parents

Students and parents will be informed

of the CMS/school policy

Discuss bullying prevention on

morning news with principal

Make sure students understand

expectations of how to notify staff and

that they feel comfortable in letting

adults know of concerns.

Provide a Parent University course

“Communities, Parents and Schools

Working Together to Prevent Bullying”

BP Liaison Principal

Students and parents will have an understanding of the Bullying-Harassment Prevention Policy Component of the Safe Schools segment of the School Improvement Plan Student Survey data

BP – Character Education Committee Staff

Open House Classroom Meetings Closed Circuit Administrative Presentations Principal Coffee Chats with parents Principal Weekly Newsletter Classroom Guidance Activities Student Survey Data Course Registration

On-going throughout school year Course Offered: 10/9/12

5. Implement Bullying-Harassment

Prevention Activities School-wide

Principal BP Liaison Character Education Team

Activities during the school year will promote a positive school environment where students feel safe and respected

Character Development blended with Academics daily Activities (ex. Principal over closed circuit daily - classroom meeting discussions) Daily/Monthly recognition of Hawks with Character Morning news message about character and manners daily from principal Behavior/Bullying Prevention Lessons Behavior Rubric posted throughout the school October - Bullying Prevention Activities emphasizing the national campaign


School Liaison: Lois Robinette




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2101 10/08

School-Based Management and Accountability Program

Summary of School-Based Waiver Requests for 2012-14

LEA: Charlotte-Mecklenburg Schools LEA code: 600

School Codes

Request for Waivers

433 – J. V. Washam

Elementary School

Please enter codes of all schools

requesting the waiver described

on this form.

1. Insert the waivers you are requesting.

Maximum Teaching Load and Maximum Class Size (grades 4-12)

2. Please identify the law, regulation or policy from which you are seeking an

exemption.

115C-301 (c and d) Maximum Teaching Load and Maximum Class Size

3. Please state how the waiver will be used.

Class size will be adjusted to address student individual instructional needs

through flexible grouping of students in the most effective utilization of teaching

teams. Maximum teaching load will be used to allow teachers in specific areas of

the curriculum to teach students designated for specific skill needs and to address

the large number of students requesting elective classes.

4. Please state how the waiver will promote achievement of performance goals.

This waiver will allow more flexibility in grouping students to meet their

abilities and needs and thus should enhance their achievement on the performance

goals.




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