CMMS S HSCCHO OOOLL NIIMMPPRR … S HSCCHO OOOLL NIIMMPPRR OVVEEMMEENTT PPLLAANN RREEPPORRTT School:...

CCMMSS SSCCHHOOOOLL IIMMPPRROOVVEEMMEENNTT PPLLAANN RREEPPOORRTT

School: Steele Creek Elementary

Principal: Terri Edmunds-Heard

Address: 4100 Gallant Lane

Charlotte, NC 28273

Courier Number: 549

Phone: 980-343-3810

Learning Community: Southwest

Area Superintendent: Kit Rea

CMS School Improvement Plan 2010-12

Steele Creek Elementary 2011-12

2

MISSION STATEMENT

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

School: Steele Creek Elementary School is committed to developing leaders, one child at a time.

OUTCOMES OF FOCUS

Based upon analysis of data and Self Evaluation, our focus will be upon the following outcomes:

To increase reading proficiency in K-2 to 75% in DIBELS and to achieve 15% growth from BOY-EOY

To increase reading proficiency in 3-5 to 65% on the EOG Reading assessment and establish a 1.5 High Growth Ratio overall

To increase parent participation at all events and in the CMS Parent Survey by 10 percent.

BELIEFS

We believe a shared commitment among teachers, parents, and other adults to provide a safe and positive learning environment contributes to student well being and academic success.

We believe a shared commitment among teachers, parents, and other adults to challenge students on their learning levels and beyond, consistent with their learning styles, and to encourage active engagement in learning contribute to student well being and academic success.

We believe a shared commitment among teachers, parents, and other adults to nurture self-respect encourages respect for diversity among fellow students and adults, and contributes to students’ well being and academic success.

We believe a shared commitment among teachers, parents, and other adults to hold students accountable for their own choice of attitude, behavior, and academic efforts contribute to student well being and academic success.

We believe a shared commitment among teachers, parents, and other adults to promote and sustain high morale are essential and contribute to student well being and academic success.

VISION

As participants in the learning community of

Steele Creek Elementary School, our vision is

to provide a supportive and positive academic

environment so that all students will acquire the

belief and attitude of

“If you believe it, you can achieve it!”



3

ASSESSMENT DATA SNAPSHOT

Steele Creek Elementary - 600549

School Composite

2008-2009 School Year 2009-2010 School Year 2010-2011 School Year 2011-2012 School Year (Target)

Subgroup Perf. Composite

Avg. Growth

AYP Reading

AYP Math

Grad. Rate

Perf. Composite

Avg. Growth

AYP Reading

AYP Math

Grad. Rate

Perf. Composite

Avg. Growth

AYP Reading

AYP Math

Grad. Rate

Perf. Composite

Avg. Growth

AYP Reading

AYP Math

Grad. Rate

African-American 66.5 0.141 Met Met ~ 66.7 0.129 Met Met ~ 67.4 0.099 Not Met Met ~

Asian 78.3 0.147 Met Met ~ 92.3 0.312 Insuf Data

Insuf Data ~ 83.7 0.312 Insuf

Data Insuf Data ~

Hispanic 64.7 0.152 Met Met ~ 73.0 0.236 Met Met ~ 70.7 0.090 Not Met Not Met ~

Multi-Racial 82.1 0.198 Insuf

Data

Insuf Data

~ 70.8 0.452 Insuf Data


Data Insuf Data ~

Native American 66.7 -0.07 Insuf

Data

Insuf Data

~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~

White 76.7 0.163 Met Met ~ 82.6 0.262 Met Met ~ 83.2 -0.02 Met Met ~

LEP 56.7 0.132 Met Met ~ 63.8 0.169 Met Met ~ 55.9 0.025 Met Not Met ~

SWD 41.3 -0.02 Met Met ~ 48.5 0.149 Met Met ~ 44.0 -0.04 Insuf Data

Insuf Data ~

ED 65.3 0.124 Met Met ~ 70.4 0.209 Met Met ~ 68.5 0.088 Not Met Not Met ~

EOG Total 68.9 0.151 Met Met ~ 72.8 0.211 Met Met ~ 71.3 0.096 Not Met Not Met ~

EOC Total ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~

School Composite 68.9 0.151 Met Met ~ 72.8 0.211 Met Met ~ 71.3 0.096 Not Met Not

Met ~



4

SCHOOL PROFILE

Steele Creek Elementary School is located in southwest Charlotte near Arrowood Road, Hwy 49, and I-485, adjacent to Kennedy Middle School and Olympic High School. The school has long been a pillar of the Steele Creek community since its construction in 1968. During the 1998-1999 school year we opened a brand new media center and computer laboratory. We currently utilize eleven mobile units on our campus, three of which serve second grade students and the others are used for EC, Science lab, Speech, Music, Art, and ESL classes.

Steele Creek faculty consists of 36 Highly Qualified certified K-5 teachers, two Literacy Facilitators, one Science Facilitator, one Dean of Students, and two Literacy Teachers. We have 10 Instructional Assistants that serve across all grade levels in the building. Other staff members include two ESL teachers, two and a half EC teachers, and five Special Area staff members. Steele Creek has one Guidance Counselor, one Speech teacher and one part time TD instructor. Currently we have seven teachers who are National Board Certified. Twenty staff members hold Masters degrees with several teachers currently enrolled in Masters programs.

Our diverse population includes approximately 781 students in grades K-5. Our demographics are as follows: African-American -47.1%, White-12 %, Hispanic- 32.8 %, Asian-5.1 %, and Multi-Racial- 2.8%. Our site has approximately 7.6% students served in our EC program. Additionally, Steele Creek is an ESL site with approximately 148 LEP students. 71 % of our students are considered Economically Disadvantaged.

Our school focus this year will be on increasing the achievement of all students in reading by utilizing specific instructional tools and programs. We will continue professional development opportunities and training for staff members in the areas of guided reading, data analysis, common core standards, rigor, and brain gym. We plan on increasing business partnerships, parental involvement, and grant opportunities through various committees formed this year.



5

Outcome (1): To increase reading proficiency in K-2 to 75% as measured by DIBELS and to show 15% growth from BOY-EOY

Strategic Plan 2014 Areas of Focus: School Quality Review Criteria: Effective Teaching and Leadership Performance Management Achievement Leadership/Management Increasing the Graduation Rate Teaching/Learning through Technology Curriculum Learning Environment Environmental Stewardship Parent/Community Connections Learning/Teaching Parent and Community Parent/Community Connections

Strategies

Task

Task

Point Person (title/name)

Deliverables/Assessments (evidence-SQR rubric)

Leadership Standard*

Responsibilities

Prof. Dev. Focus

Participants

Funding

Parental Involvement

Funding

Timeline End Date

ck date

ck date Process Outcome

Use the PLC model to create common assessments so that data can be used to drive instruction

o Math o Literacy o Science o Attend weekly Data Team meetings

to plan instruction based on data

Increase the student reading levels in the Accelerated Reader program

Weekly analysis of school wide AR reports to identify and address needs.

Training for new staff members

Increase AR book collection and tests school wide

Announce AR class of the week by grade level

Margaret Sherman (Academic Facilitator) Haven Blanks (Literacy Teacher)

Common Assessments, Data Analysis Sheet AR reports/ STAR Reading reports

SQR 3.11 Data Driven Instruction SQR 1.3 Increase on STAR levels

Instructional (2)

Monitor

Planning

Evaluate

Instructional (2)

Monitor

Evaluate External Dev.

Garner resources

PLC Training

In-House

AR Training

Faculty

October 2011-June 2012 October 2011-June 2012



6

Differentiate Reading instruction for Literacy using remediation and extension materials

Utilize leveled books for guided reading and teacher resources materials.

Use of differentiated workshop stations

Continue Fluency Partner Program and DIBELS Oral Reading Fluency (ORF) Assessment

Use of common assessments to guide re-teaching

Increase students’ knowledge of vocabulary by developing vocabulary instruction and assessments

Implement the Intensive Reading Model (IRM)

Continued use of Writer’s Workshop

Continued use of early intervention programs such as PALS, KPALS, BELS, and Early Reading Tutor

Use of ImagineIt! materials including Intervention Guides

Improve vocabulary and comprehension instruction by implementing Guided Reading for Reading Workshop

Differentiate according to student

Margaret Sherman (Academic Facilitator) Margaret Sherman (Academic Facilitator)

Lesson plans Formative assessments DIBELS reports Grade Level Agendas, Walkthroughs Lesson Plans

Observations Observations

Instructional (2)

Monitor

Planning

Evaluate

Instructional (2)

Monitor

Curriculum alignment

Planning

Materials Training

Faculty

In house

PDC Differentiation

Faculty

In house

PTA will supply funding for prizes/ awards

September 2011-June 2012

September 2011-June 2012



7

needs

Monitor differentiated reading group progress and flexibly group as necessary

Increase the number of students reading on grade level by implementing IRM in grades K-3.

Implement intervention strategies to meet the needs of struggling readers (PALS, Early Reading Tutor, Reading Mastery, BELS and Fluency Building)

Analyze M-Class Direct report and modify groups as needed

Increase the number of common assessments to determine students’ understanding and application of objectives.

Creating first and second Quarterly Assessments with data analysis

Develop computation tests: multiple choice and computation

Carol Albritton (Literacy Teacher) Margaret Sherman (Academic Facilitator)

K-2 Assessment Data Running Records DIBELS K-2 Assessments Team planning agendas, Quarterly and Mid-Quarter Assessments


Instructional (2)

Monitor

Planning

Evaluate

External Dev.

Garner resources

Instructional (2)

Monitor

Planning

Evaluate

Materials Training

Faculty

In house Common Assessment Training

Faculty

In house



Steele Creek Elementary

* Identify for each strategy, the NC Leadership Standard (7-listed below) and supporting McREL Responsibility (21) that the principal will assume.

1-Strategic, 2-Instructional, 3-Cultural, 4-Human Resources, 5-Managerial, 6-External Development, 7-Micro Political.

8

Outcome (2): To increase reading proficiency in 3-5 to 65% on the EOG Reading assessment and establish a 1.5 High Growth Ratio overall


Strategies

Task

Task




Responsibilities

Prof. Dev. Focus

Participants

Funding


Funding

Timeline End Date

ck date


Use PLC model to create common assessments so that data can be used to drive instruction



Implement the Before School Tutoring Program designed to increase achievement in Level II and low Level III students for Reading and Math.

Increase the number of students participating

Hire certified teacher for part time tutoring in 3-5 with Extended Day Funds

Create assessments to track student progress

Margaret Sherman (Academic Facilitator) Rosetta Le (Dean of Students)

Common Assessment, Data Analysis Sheet Lesson Plans, student progress reports

Data Driven Instruction Increase on Formative Assessments performance

Instructional (2)

Monitor

Planning

Evaluate

Instructional (2)

Monitor

Evaluate

PLC Training

In-House

Think Gate/Study Island

Faculty

PDC






9


Weekly analysis of school wide AR reports to identify and address needs

Training for new staff members

Increase AR book collection and tests school wide

Announce AR class of the week by grade level

Differentiate Reading instruction for Literacy using Imagine It! materials, intervention guides, and extension materials.

Utilize leveled books for guided reading and teacher resources materials

Use of common assessments to guide re-teaching

Increase students’ knowledge of vocabulary by developing vocabulary instruction and assessments

Use of differentiated workshop stations

Continued use of Writer’s Workshop

Continue Fluency Partner Program and DIBELS Oral Reading Fluency (ORF) Assessment

Haven Blanks (Literacy Teacher) Margaret Sherman (Academic Facilitator)

AR reports/ STAR Reading reports Lesson plans Formative assessments DIBELS reports

Increase on STAR levels Observations

Instructional (2)

Monitor

Evaluate External Dev.

Garner resources

Instructional (2)

Monitor

Planning

Evaluate

AR Training

Faculty Materials Training

Faculty

In house

PDC







10


Differentiate according to student needs

Monitor differentiated reading group progress and flexibly group as necessary

Use of running record assessments to ensure accurate flexible grouping

Increase the number of students reading on grade level by implementing the Intensive Reading Model in grades K-3.

Implement intervention strategies to meet the needs of struggling readers

Analyze M-Class Direct report and modify groups as needed


Creating first and second Quarterly Assessments with data analysis

Develop computation tests: multiple choice and computation

Margaret Sherman (Literacy Facilitator) Carol Albritton (Literacy Teacher) Margaret Sherman (Academic Facilitator)

Grade Level Agendas, Walkthroughs Lesson Plans K-2 Assessment Data DIBELS K-2 Assessment Team planning agendas, Quarterly and Mid-Quarter Assessments

Observations Observations Observations

Instructional (2)

Monitor

Curriculum alignment

Planning

Instructional (2)

Monitor

Planning

Evaluate

External Dev.

Garner resources

Instructional (2)

Monitor

Planning

Evaluate

Differentiation

Faculty

In house Materials Training

Faculty

In house Common Assessment Training

Faculty

In house

October 2011-June 2012







11

Outcome (3): To increase parent participation at all events and in the CMS Parent Survey by 10 percent.

Strategic Plan 2014 Areas of Focus: School Quality Review Criteria: Effective Teaching and Leadership Performance Management Achievement Leadership/Management Increasing the Graduation Rate Teaching/Learning through Technology Curriculum Learning Environment Environmental Stewardship Parent/Community Connections Learning/Teaching Parent and Community

Strategies

Task

Task


Evidence of Success Leadership Standard*

Responsibilities

Prof. Dev. Focus

Participants

Funding Source


Activity

Funding

Timeline End Date

ck date


Increase PTA participation

Elect an executive board consisting primarily of parents

Encourage parental involvement on PTA committees

Continue Curriculum Nights and Parent University

Involve teachers in PTA as much as possible (one representative per grade level)

Increase home to school communication

Monthly Cougar Roar (principal newsletter)

Schedule interpreters for parent nights and PTA meetings

Teacher & student-led conferences

Continued use of agendas

Continued use of ConnectEd messages

Bi-weekly grade level newsletters

PTA President Terri Edmunds-Heard (principal)

Invitations to parents, flyers, PTA Agendas Newsletters, Agendas

Increase in PTA membership Increase in parent knowledge of school events

Strategic

Strategic

Parent-Led Organization (PTA)

August 2011-June2012






12

Increase community participation

Implementation of the Community & Business Partnerships Committee

Community service projects sponsored by the Student Council

School-Community Events

Muffins for Moms

Donuts for Dad

Grateful for Grandparents

Thanksgiving Luncheon

Christmas Luncheon

PTA Performance Nights

Dances

Spring Fling

Carol Albritton (Committee Chair) PTA President & School Administra-tion

Partnership Meeting, Donations, Community Service projects Invitations, Flyers, ConnectEd messages

Increase in partnerships and community service Increase in attendance at school-community events

Strategic

Strategic



CCMMSS SSCCHHOOOOLL IIMMPPRROOVVEEMMEENNTT PPLLAANN RREEPPOORRTT

School:


Principal:

Terri Edmunds-Heard

Address:

4100 Gallant Lane

Charlotte, NC 28273

Courier Number:

549

Phone:

980-343-3810

Learning Community:

Southwest

Area Superintendent:

Kit Rea

CMS School Improvement Plan 2010-12 Steele Creek Elementary 2011-12

2

MISSION STATEMENT

District: Maximize academic achievement by every student in every school. School: Steele Creek Elementary School is committed to developing leaders, one child at a time.

OUTCOMES OF FOCUS

Based upon analysis of data and Self Evaluation, our focus will be upon the following outcomes:

• To increase reading proficiency in K-2 to 75% in DIBELS and to achieve 15% growth from BOY-EOY

• To increase reading proficiency in 3-5 to 65% on the EOG Reading assessment and establish a 1.5 High Growth Ratio overall

• To increase parent participation at all events and in the CMS Parent Survey by 10 percent.

BELIEFS

• We believe a shared commitment among teachers, parents, and other adults to provide a safe and positive learning environment contributes to student well being and academic success.

• We believe a shared commitment among teachers, parents, and other adults to challenge students on their learning levels and beyond, consistent with their learning styles, and to encourage active engagement in learning contribute to student well being and academic success.

• We believe a shared commitment among teachers, parents, and other adults to nurture self-respect encourages respect for diversity among fellow students and adults, and contributes to students’ well being and academic success.

• We believe a shared commitment among teachers, parents, and other adults to hold students accountable for their own choice of attitude, behavior, and academic efforts contribute to student well being and academic success.

• We believe a shared commitment among teachers, parents, and other adults to promote and sustain high morale are essential and contribute to student well being and academic success.

VISION

As participants in the learning community of

Steele Creek Elementary School, our vision is

to provide a supportive and positive academic

environment so that all students will acquire the

belief and attitude of

“If you believe it, you can achieve it!”


3

ASSESSMENT DATA SNAPSHOT

Steele Creek Elementary - 600549

School Composite

2008-2009 School Year 2009-2010 School Year 2010-2011 School Year 2011-2012 School Year (Target)

Subgroup Perf. Composite

Avg. Growth

AYP Reading

AYP Math

Grad. Rate

Perf. Composite

Avg. Growth

AYP Reading

AYP Math

Grad. Rate

Perf. Composite

Avg. Growth

AYP Reading

AYP Math

Grad. Rate

Perf. Composite

Avg. Growth

AYP Reading

AYP Math

Grad. Rate

African-American 66.5 0.141 Met Met ~ 66.7 0.129 Met Met ~ 67.4 0.099 Not Met Met ~

Asian 78.3 0.147 Met Met ~ 92.3 0.312 Insuf Data


Data Insuf Data ~

Hispanic 64.7 0.152 Met Met ~ 73.0 0.236 Met Met ~ 70.7 0.090 Not Met Not Met ~

Multi-Racial 82.1 0.198 Insuf

Data Insuf Data

~ 70.8 0.452 Insuf Data


Data Insuf Data ~

Native American 66.7 -0.07 Insuf

Data Insuf Data

~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~

White 76.7 0.163 Met Met ~ 82.6 0.262 Met Met ~ 83.2 -0.02 Met Met ~

LEP 56.7 0.132 Met Met ~ 63.8 0.169 Met Met ~ 55.9 0.025 Met Not Met ~

SWD 41.3 -0.02 Met Met ~ 48.5 0.149 Met Met ~ 44.0 -0.04 Insuf Data

Insuf Data ~

ED 65.3 0.124 Met Met ~ 70.4 0.209 Met Met ~ 68.5 0.088 Not Met Not Met ~

EOG Total 68.9 0.151 Met Met ~ 72.8 0.211 Met Met ~ 71.3 0.096 Not Met Not Met ~

EOC Total ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ School

Composite 68.9 0.151 Met Met ~ 72.8 0.211 Met Met ~ 71.3 0.096 Not Met Not Met ~


4

SCHOOL PROFILE

• Steele Creek Elementary School is located in southwest Charlotte near Arrowood Road, Hwy 49, and I-485, adjacent to Kennedy Middle School and Olympic High School. The school has long been a pillar of the Steele Creek community since its construction in 1968. During the 1998-1999 school year we opened a brand new media center and computer laboratory. We currently utilize eleven mobile units on our campus, three of which serve second grade students and the others are used for EC, Science lab, Speech, Music, Art, and ESL classes.

• Steele Creek faculty consists of 36 Highly Qualified certified K-5 teachers, two Literacy Facilitators, one Science Facilitator, one Dean of Students, and two Literacy Teachers. We have 10 Instructional Assistants that serve across all grade levels in the building. Other staff members include two ESL teachers, two and a half EC teachers, and five Special Area staff members. Steele Creek has one Guidance Counselor, one Speech teacher and one part time TD instructor. Currently we have seven teachers who are National Board Certified. Twenty staff members hold Masters degrees with several teachers currently enrolled in Masters programs.

• Our diverse population includes approximately 781 students in grades K-5. Our demographics are as follows: African-American -47.1%, White-12 %, Hispanic- 32.8 %, Asian-5.1 %, and Multi-Racial- 2.8%. Our site has approximately 7.6% students served in our EC program. Additionally, Steele Creek is an ESL site with approximately 148 LEP students. 71 % of our students are considered Economically Disadvantaged.

• Our school focus this year will be on increasing the achievement of all students in reading by utilizing specific instructional tools and programs. We will continue professional development opportunities and training for staff members in the areas of guided reading, data analysis, common core standards, rigor, and brain gym. We plan on increasing business partnerships, parental involvement, and grant opportunities through various committees formed this year.


5

Outcome (1): To increase reading proficiency in K-2 to 75% as measured by DIBELS and to show 15% growth from BOY-EOY


Strategies

• Task

• Task




• Responsibilities

Prof. Dev. Focus

• Participants

• Funding


• Funding

Timeline End Date

• ck date

• ck date Process Outcome

Use the PLC model to create common assessments so that data can be used to drive instruction




• Weekly analysis of school wide AR reports to identify and address needs.

• Training for new staff members

• Increase AR book collection and tests school wide

• Announce AR class of the week by grade level

Margaret Sherman (Academic Facilitator) Haven Blanks (Literacy Teacher)

Common Assessments, Data Analysis Sheet AR reports/ STAR Reading reports

SQR 3.11 Data Driven Instruction SQR 1.3 Increase on STAR levels

Instructional (2) • Monitor • Planning • Evaluate

Instructional (2)

• Monitor • Evaluate

External Dev.

• Garner resources

PLC Training • In-House

AR Training

• Faculty



6

Differentiate Reading instruction for Literacy using remediation and extension materials

• Utilize leveled books for guided reading and teacher resources materials.

• Use of differentiated workshop stations

• Continue Fluency Partner Program and DIBELS Oral Reading Fluency (ORF) Assessment

• Use of common assessments to guide re-teaching

• Increase students’ knowledge of vocabulary by developing vocabulary instruction and assessments & teaching word origins

• Implement the Intensive Reading Model (IRM)

• Continued use of Writer’s Workshop

• Continued use of early intervention programs such as PALS, KPALS, BELS, and Early Reading Tutor

• Use of ImagineIt! materials including Intervention Guides


Margaret Sherman (Academic Facilitator) Margaret Sherman (Academic Facilitator)

Lesson plans Formative assessments DIBELS reports Grade Level Agendas, Walkthroughs Lesson Plans


Instructional (2)

• Monitor • Planning • Evaluate

Instructional (2)

• Monitor • Curriculum

alignment • Planning

Materials Training

• Faculty • In house • PDC

Differentiation

• Faculty • In house


September 2011-June 2012 September 2011-June 2012


7

• Differentiate according to student needs

• Monitor differentiated reading group progress and flexibly group as necessary

Increase the number of students reading on grade level by implementing IRM in grades K-3.

• Implement intervention strategies to meet the needs of struggling readers (PALS, Early Reading Tutor, Reading Mastery, BELS and Fluency Building)

• Analyze M-Class Direct report and modify groups as needed


• Creating first and second Quarterly Assessments with data analysis

• Develop computation tests: multiple choice and computation

Carol Albritton (Literacy Teacher) Margaret Sherman (Academic Facilitator)

K-2 Assessment Data Running Records DIBELS K-2 Assessments Team planning agendas, Quarterly and Mid-Quarter Assessments


Instructional (2)


External Dev.


Instructional (2)


Materials Training


Common Assessment Training



CMS School Improvement Plan 2011-2012 Steele Creek Elementary

* Identify for each strategy, the NC Leadership Standard (7-listed below) and supporting McREL Responsibility (21) that the principal will assume. 1-Strategic, 2-Instructional, 3-Cultural, 4-Human Resources, 5-Managerial, 6-External Development, 7-Micro Political.

8

Outcome (2): To increase reading proficiency in 3-5 to 65% on the EOG Reading assessment and establish a 1.5 High Growth Ratio overall


Strategies

• Task

• Task





Prof. Dev. Focus

• Participants

• Funding


• Funding

Timeline End Date

• ck date


Use PLC model to create common assessments so that data can be used to drive instruction



Implement the Before School Tutoring Program designed to increase achievement in Level II and low Level III students for Reading and Math.

• Increase the number of students participating

• Hire certified teacher for part time tutoring in 3-5 with Extended Day Funds

• Create assessments to track student progress

Margaret Sherman (Academic Facilitator) Rosetta Le (Dean of Students)

Common Assessment, Data Analysis Sheet Lesson Plans, student progress reports

Data Driven Instruction Increase on Formative Assessments performance

Instructional (2) • Monitor • Planning • Evaluate

Instructional (2)


PLC Training • In-House

Think Gate/Study Island

• Faculty • PDC




9


• Weekly analysis of school wide AR reports to identify and address needs

• Training for new staff members

• Increase AR book collection and tests school wide

• Announce AR class of the week by grade level

Differentiate Reading instruction for Literacy using Imagine It! materials, intervention guides, and extension materials.

• Utilize leveled books for guided reading and teacher resources materials

• Use of common assessments to guide re-teaching

• Increase students’ knowledge of vocabulary by developing vocabulary instruction and assessments

• Use of differentiated workshop stations

• Continued use of Writer’s Workshop

• Continue Fluency Partner Program and DIBELS Oral Reading Fluency (ORF) Assessment

Haven Blanks (Literacy Teacher) Margaret Sherman (Academic Facilitator)

AR reports/ STAR Reading reports Lesson plans Formative assessments DIBELS reports

Increase on STAR levels Observations

Instructional (2)


External Dev.


Instructional (2)


AR Training

• Faculty Materials Training

• Faculty • In house • PDC





10


• Differentiate according to student needs

• Monitor differentiated reading group progress and flexibly group as necessary

• Use of running record assessments to ensure accurate flexible grouping

Increase the number of students reading on grade level by implementing the Intensive Reading Model in grades K-3.

• Implement intervention strategies to meet the needs of struggling readers

• Analyze M-Class Direct report and modify groups as needed


• Creating first and second Quarterly Assessments with data analysis

• Develop computation tests: multiple choice and computation

Margaret Sherman (Literacy Facilitator) Carol Albritton (Literacy Teacher) Margaret Sherman (Academic Facilitator)

Grade Level Agendas, Walkthroughs Lesson Plans K-2 Assessment Data DIBELS K-2 Assessment Team planning agendas, Quarterly and Mid-Quarter Assessments

Observations Observations Observations

Instructional (2)

• Monitor • Curriculum

alignment • Planning

Instructional (2)


External Dev.


Instructional (2)


Differentiation


Materials Training


Common Assessment Training


October 2011-June 2012 October 2011-June 2012 October 2011-June 2012



11

Outcome (3): To increase parent participation at all events and in the CMS Parent Survey by 10 percent.

Strategic Plan 2014 Areas of Focus: School Quality Review Criteria: Effective Teaching and Leadership Performance Management Achievement Leadership/Management Increasing the Graduation Rate Teaching/Learning through Technology Curriculum Learning Environment Environmental Stewardship Parent/Community Connections Learning/Teaching Parent and Community

Strategies

• Task

• Task


Evidence of Success Leadership Standard*


Prof. Dev. Focus

• Participants

• Funding Source


• Activity

• Funding

Timeline End Date

• ck date


Increase PTA participation

• Elect an executive board consisting primarily of parents

• Encourage parental involvement on PTA committees

• Continue Curriculum Nights and Parent University

• Involve teachers in PTA as much as possible (one representative per grade level)

• Develop an incentive program for parents and staff members to join PTA

Increase home to school communication

• Monthly Cougar Roar (principal newsletter)

• Schedule interpreters for parent nights and PTA meetings

• Teacher & student-led conferences

• Continued use of agendas

• Continued use of ConnectEd

PTA President, Jon Wills, Mattisha Parham Terri Edmunds-Heard (principal)

Invitations to parents, flyers, PTA Agendas Newsletters, Agendas

Increase in PTA membership Increase in parent knowledge of school events

Strategic Strategic

Parent-Led Organization (PTA)





12

messages

• Bi-weekly grade level newsletters

• Shutterfly (Teacher Websites) Increase community participation

• Implementation of the Community & Business Partnerships Committee

• Community service projects sponsored by the Student Council

School-Community Events

• Muffins for Moms

• Donuts for Dad

• Grateful for Grandparents

• Thanksgiving Luncheon

• Christmas Luncheon

• PTA Performance Nights

• Dances

• Spring Fling

• Spring Picnic & Yard Sale

Carol Albritton (Committee Chair) PTA President & School Administra-tion

Partnership Meeting, Donations, Community Service projects Invitations, Flyers, ConnectEd messages

Increase in partnerships and community service Increase in attendance at school-community events

Strategic Strategic





13

Bully Prevention Plan Bullying Prevention Outcome:

Increase the number of students responding positively to feeling safe on the student survey.

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

• School leadership is aware of CMS’s district-wide plan, provided w/ the Student-to-Student Sexual Harassment Prevention, Bullying Prevention and Gang Prevention: Strategies for School Leaders BP manual, and provided with train-the-trainer materials.

Principal, AP, & BP Liaison

School leadership will be prepared to lead BP efforts at their school.

Principal, AP, and Liaison Training

Principal and AP will receive on-line training. Liaisons will attend a group training.

8/25 to 9/28

2. School staff training

• School leadership will provide information to all teachers and support staff selected by principal regarding the district-wide program, school efforts and BP awareness.

Principal or AP, & BP Liaison

School staff will have an understanding of school’s BP efforts and expectations.

All school staff

9/28 to 10/28

3. Establish a BP taskforce

• A taskforce is created to assist in the implementation and communication of BP efforts. The following stakeholders should be included: School administrator; BP liaison; parent(s), student(s); counselor, teacher(s), other as indicated by principal.

Principal & BP Liaison

A taskforce representing all stakeholders establishes clear objectives.

Safety Committee School Counselor Advisory Team

BP liaisons will be provided with information on how to work with taskforce to promote and implement BP Plan.

8/19 to 10/28



14

4. Review/Share policy of expectations and processes with students and parents

Teachers BP Taskforce

Parents and students will have an understanding of expectations and BP efforts and discipline management at the school.

Principal, AP, Dean, Counselor, Teachers, and Assistants

Teachers will share information with parents at open house. BP Taskforce will share information with parents at PTA meetings and via school website. Taskforce will share information with students during CCTV, assemblies, and classroom guidance.

8/25 to 6/10

5. Administer on-line BP Survey

• Survey will provide immediate information of school climate regarding bullying, type of bullying, and places where bullying is taking place so that school staff is aware of hot-spots and issues in school.

BP Taskforce A diverse sample of 3rd, 4th, & 5th grade students provides immediate information to BP Taskforce regarding bullying at school to inform BP efforts.

Principal, Counselor, Mr. Wesley

9/29 to 10/8

6. Initiate school-wide Bullying Prevention Classroom guidance lessons

• Lessons taught in class will define the types of bullying, provide ways to prevent and report. Students will learn positive ways of interacting with peers.

School Counselor

Lessons during this month will promote a culture of respect, awareness of the impact of bullying and bullying prevention.

School Counselor Classroom Guidance lessons

11/1 to 11/30

7. Submit this form with final SIP plan

Principal & BP Liaison

BP SIP form is filled out with the names of all the stakeholders and information requested.

Principal, AP - Guidance program

10/12

8. Second semester bullying-prevention activities begin

• Bullying activity and discipline issues tend to increase during the last semester of school. It is important to reconnect with stakeholders and sustain BP efforts.

BP Taskforce Discipline referrals related to bullying and school environment continues to improve. BP Liaisons meet to compare best practices and support.

All staff -Classroom Guidance lessons

1/26

9. Completion of bullying-prevention activities for 2010-2011

Principal & BP Taskforce

Schools will report on how effective BP efforts were through on-line survey and group gathering.

5/27



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