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School: McAlpine Elementary Principal: Ernest Saxton III

Title I Specialist:

Address: 9100 Carswell Lane

Charlotte, NC 28277

Courier Number: 449

Phone: 980-343-3750

Learning Zone: East Zone

Zone Superintendent: Kelly Gwaltney

CMS School Improvement Plan 2010-12

McAlpine Elementary 2011-12

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BELIEFS

Instructional excellence will be achieved with a quality C.I.A. program (curriculum, instruction, and assessment), professional Collaboration, and meaningful Communication (3C = SL + AG).

Students must feel safe, supported, and encouraged in order to excel as scholars.

Immediately responding to each student’s academic needs increases their chance of success.

Instruction that is rigorous and relevant increases student engagement provides access to the content more comprehensively.

The learning process must be motivating, engaging, and should promote higher level thinking as a way to ensure high levels of learning.

Partnering with parents and the community supports our effort in laying the foundation of character and responsible citizenship.

Creating a differentiated work environment meets the needs of every learner.

MISSION STATEMENT

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

School: To collaborate as a community of professionals to ensure all students are engaged in high levels of learning and achieve high academic growth.

VISION

District: CMS provides all students the best

education available anywhere, preparing every child to lead a rich and productive life.

School: McAlpine ES will be a preferred

school of choice that empowers each child to reach their full academic and social potential.

SMART GOALS

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

We will increase to 90% the number of students scoring at or above grade level in Reading, Mathematics and Science proficiency as measured by the NC End of Grade Test and DIBELS Assessments.

Students in minority African-American, Hispanic, LEP and SWD subgroups will make more than one year’s growth in Reading as measured by the North Carolina ABC’s of Public Education.

Implement a standard expectation of five (per resource) on-line teacher created assignments and/or pre- and post- assessments using Study Island (3-5), Pearson Learning (K-5), and Discovery Education in the areas of Literacy, Mathematics, Science, and/or Social Studies.



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ASSESSMENT DATA SNAPSHOT

McAlpine Elementary - 600449

2008-2009

School Year 2009-2010

School Year 2010-2011

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 84.9 59.5 0.182 1.5 67.9 85.7

Grade 03 Math Grade Total 87.2 69.0 0.315 2.2 74.4 93.5

Grade 03 Total Grade Total 86.1 64.3 0.249 1.8 71.2 89.6

Grade 04 Reading Grade Total 81.4 70.2 0.308 2.4 81.1 47.9 -0.018 0.9 78.5 58.5 0.060 1.4

Grade 04 Math Grade Total 87.4 74.1 0.275 2.9 81.1 54.9 0.011 1.2 86.1 59.4 0.142 1.5

Grade 04 Total Grade Total 84.4 72.2 0.292 2.6 81.1 51.4 -0.003 1.1 82.3 58.9 0.101 1.4

Grade 05 Reading Grade Total 78.8 63.7 0.148 1.8 83.2 55.0 0.002 1.2 91.7 47.9 0.014 0.9

Grade 05 Math Grade Total 88.1 71.4 0.233 2.5 86.3 56.3 0.026 1.3 82.1 49.3 0.053 1.0

Grade 05 Science Grade Total 61.9 84.2 88.1

Grade 05 Total Grade Total 76.3 67.6 0.191 2.1 84.6 55.6 0.014 1.3 87.3 48.6 0.034 0.9

Reading Total Total 81.5 64.4 0.208 1.8 77.9 51.7 -0.007 1.1 85.4 52.9 0.036 1.1

Math Total Total 87.6 71.5 0.272 2.5 81.0 55.6 0.019 1.3 87.1 54.0 0.095 1.2

Science Total Total 61.9 84.2 88.1

EOG Total Total 81.0 68.0 0.240 2.1 80.2 53.6 0.006 1.2 86.5 53.5 0.065 1.1

School Composite Total 81.0 68.0 0.240 2.1 80.2 53.6 0.006 1.2 86.5 53.5 0.065 1.1



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SCHOOL PROFILE

Our student population includes 510 children in grades K-5. Our demographics are as follows: white, 66.9 %; African-American, 15.4.8 %; Hispanic, 9.4 %; Asian, 4.8 %; Native American,.8 %; and multiracial, 2.7%. We have three self contained classrooms for students with autism which provides high quality services to 15 students or 3% of our total population. Approximately 25% of our students receive free or reduced lunch. In 2010-11, 85% of students in grades kindergarten through second met grade level expectations in literacy and math. In addition, 86% of students in grades third through fifth met grade level or above grade level expectations. We are a School of Distinction for accomplishing expected growth according to the North Carolina ABC’s of Public Education Program. Our School’s instructional program strengths include a focus on Curriculum Alignment, Assessment, Rigor and Relevance in the classroom, daily implementation of Higher Order Thinking Questions, and differentiated instruction according to student needs. Resources used to support instruction include SRA Imagine It! reading series, TERC Math Investigations, Lucy Calkins to supplement writing, McGraw Hill inquiry based science and Harcourt for social studies. In addition to the core programs, supplemental resources include William and Mary Reading for academically talented students, Orton-Gillingham and Wilson Reading for students in need of additional support. McAlpine provides the Intensive Reading Program for K-3 students who are below grade level which provides up to 90 minutes of additional literacy instruction. We also provide up to 180 minutes of additional literacy or math instruction weekly for any student below our benchmark expectation. After school tutorials in reading, writing, and mathematics, as well as EC Resource support is available for qualifying students. Our faculty includes approximately 34 certified teachers, 5 qualified teaching assistants, 1 itinerant licensed school psychologist, 1 Speech Pathologist, 1 School Counselor, 1 Literacy Facilitator, 1 Assistant Principal, and a Media Specialist. Thirty-six percent of our teachers hold Masters Degrees and 9 % hold National Board Certification. All of our teachers are licensed and highly qualified with 65% having 4 or more year’s experience. Teacher assistants are shared in grades K – 3. All of our teacher assistants are certified and all are utilized as instructional assistants. They are responsible for facilitating learning in small groups as the certified teachers provide targeted instruction to students in need of support. Every teacher assistant is trained in using Fountas and Pinnell Assessments. They assist us with implementing the program by assessing all students and charting literacy growth. McAlpine utilizes technology to enhance and support educators during instruction. Technology support for instruction includes 13 interactive white boards, 3 Windows computers in each classroom, on-line access to the World- Wide Web through our media center and computer lab, quality instructional programs including “Accelerated Reader,” “Study Island,” “Discover Education” and “Orchard.” All students K-5 attend computer class once a week with a certified teacher. Our fifth grade students produce a daily TV newscast from our closed-circuit television studio, broadcasting to every classroom on campus. Our active PTA plan many events including fall and spring book fairs, food nights at local restaurants, Fall Family Fun Night and back-to-school support for teachers. Our PTA Board works closely with school administration to increase parent and staff participation. Volunteers include many parents and corporate citizens within the McAlpine community. We continue to work at establishing corporate partnerships with local businesses, as well as partnerships with area middle and high schools. We welcome Junior Achievement volunteers. Seventy children are served by our After School Education Program (ASEP) which operates from 2:45 – 6:00 pm daily and includes academic enrichment activities.



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

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SMART GOAL (1): We will increase to 90% the number of students scoring at or above grade level in Reading, Mathematics and Science proficiency as measured by the NC End of Grade Test and DIBELS Assessments.

Data Used: End of Grade Assessments and End of Year DIBELS benchmark data

SP 2014 Tactic: #1 - Effective Teaching and Leadership 1. Provide teachers with student work samples to gauge the rigor of student work in all

subjects and grade levels. 3. Develop assessments for all subjects and grade levels that provide measures of teacher effectiveness.

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

Students will receive rigorous and relevant instruction in the core academic areas that is aligned to the NC Standard Course of Study.

Grade teams collaboratively unpack the SCOS and determine essential standards.

Grade teams collaboratively develop curriculum maps and pace their instruction for each content area.

Ninety minute weekly collaborative planning utilizes the CAARRES approach; which focuses on “how” daily learning objectives are measured and “how” rigor, relevance, and student engagement are enhanced daily.

Teachers encorporate student learning styles as they design, facilitate and assess daily instruction.

Teachers create tiered lessons based on student needs.

Special Area Teachers develop and teach interdisciplinary units (IDU’s) once a week that aligns with grade level curriculum maps.

Weekly hands-on and virtual science labs written into instructional schedules.

Increased literacy expectations via novel studies and guided reading groups.

Every staff member participates on a Learning Walk to observe effective

Individual classroom teachers, Special Area Teachers, administrative team: Ernest Saxton, Principal; Nancy Ward, Assistant Principal; Jane Armbruster, Teaching Principal Intern; Literacy Facilitator

Cumulative interim benchmark assessments.

Weekly lesson plans.

PTA to purchase supplemental resources to create a guide reading library; Parents collaborate with science vertical team to provide relevant on campus and off campus learning experiences related to the curriculum.

McAlpine administrative team, vertical teams, and presentation from teams outside of our campus.

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teachers.

All staff participates in a Book study (Rigor is Not a Four Letter Word) and complete ten hour in depth PD course based on the book’s content. Administrator walk through’s and feedback.

2. Staff will collaboratively build a quality assessment program to measure the effectiveness of instruction.

Develop pre and post formative, benchmark, and summative assessments to measure student progress before, during, and after instruction.

Designate a day or days to focus on assessment results and implement Data Wise process.

Align assessments to instruction

Diversify our assessment types to measure more accurately what students know and can do.

Utilize Fountas and Pinnell to identify student reading levels, set targets, and monitor progress throughout the year.

Assistant principal will develop a student progress monitoring system to monitor individual student growth in comparison to their peers.

Utilize benchmark assessment results to assign students to remedial instruction.

Team data leaders, grade teams, literacy facilitator, assistant principal

Teachers use a variety of strategies, data, and information to assess all students’ achievement of learning objectives. Information derived is used to inform instruction and make adjustments to teaching as necessary. The leadership and management team guides and supports continuous improvement in curriculum and instruction to promote student achievement.

School to fund teacher planning days and copies of assessments in excess of 3500.

Grade teams create assessments prior to instruction (starting with the end in mind); Assign each team a “data day” on the planning calendar; Assistant principal project focused on developing a student progress monitoring instrument; grade team develop an assessment schedule.

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. The system of teams will immediately and appropriately respond to student needs.

Students in grades K-5 that do not meet benchmark expectations in literacy and/or math will be referred to remedial re-teaching groups for up to 180 minutes of additional instruction.

Implement the K-3 Intensive reading model in grades K-3

Monitor students’ literacy growth through DIBELS, Lexile levels, and common formative school/district assessments to

Team data leaders, grade teams, literacy facilitator, administrative team: Ernest Saxton, Principal; Nancy Ward, Assistant Principal; Jane Armbruster,

The school uses data to adjust student learning processes for ALL students (Achievement Levels I, II, III and IV). Disparities in student achievement are being addressed.

n/a RTI district support; Early intervention coach; intervention team

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make adjustments to instruction at the core level.

Fully implement the PEP process to document interventions implemented.

Increase the use of technology through the use of the Study Island, Discovery Learning and AR programs to address the needs of our AYP subgroups.

Study Island will be utilized in the classroom, and at home, to target and build student skill weaknesses for each group of students.

Provide parent nights for the students and their families to provide strategies that can be used at home to support the learning at school.

Utilize the invention team when necessary to intensify remedial support.

Utilize Orto-Gillingham and Wilson Reading Programs

Teaching Principal Intern; Literacy Facilitator, school counselor.




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SMART GOAL (2): Students in minority African-American, Hispanic, Limited English Proficiency, Students with Disability subgroups will make more than one year’s growth in Reading as measured by the North Carolina ABC’s of Public Education Data Used: NC EOG ABC Demographic Summary 2010-11

SP 2014 Tactic: #1 - Effective Teaching and Leadership 1. Develop training for PreK-12 teachers to provide a variety of instructional strategies, so that all student needs are met (Differentiation

Academy). 2. Train all teachers in the effective use of data to monitor student learning (Data Wise). 3. Provide training modules for K-12 teachers

to address rigor in instruction. 4. Design and implement training for teachers that focuses on parent involvement and how to effectively engage

families in the learning process.


Task

Task

Task (PD)




Personnel involved


Interim Check Dates

1. Create heterogeneous classrooms to

provide low performing subgroups with a model of grade level performance.

Strategically pair students with highly effective teachers.

Create an inclusion schedule to meet the needs of EC students in the regular classroom.

Designate a F.I.T. (Full Inclusion Team) 45 minute instructional block to allow students to change classes and receive services.

Provide pullout services in resource room by EC resource teachers and EC teacher assistant when necessary.

Develop collaborative planning schedule to allow support teachers to attend.

Administrative Team: Ernest Saxton-Principal, Nancy Ward-Assistant Principal, Jane Armbruster-Teaching Principal Intern, Literacy Facilitator; EC Team; Support Team; Intervention Team

Progress seen on IEP Goals; Increase in number of SWD, LEP, ESL students performing on grade level; Decrease in gap between AYP subgroups as compared to whole school; Improved proficiency scores / levels; Students exited from ESL services; Increased scores on formative/local Assessments and EOGs; Program Assessment data; DIBELS assessment Data

n/a Inclusive Practices for EC and ESL

Regular Ed teachers

PD provided to staff by the EC staff

PD provided to the staff by the ESL staff Remediation

Early Reading Tutor training by C&I Funding provided by PD school allotment.

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2. Provide appropriate levels of remediation for all non-EC student subgroups performing below grade level.

Utilize Orto-Gillingham and Wilson Reading Programs to increase literacy skills and achievement.

Identified ESL students will be scheduled

Intervention Team; Grade level Chairs; Classroom teachers; Administration;

English Language Proficiency Test Results; Observations; PEP conference Logs. Increase in number of subgroups performing on grade level;

n/a RTI training and implementation; Funding provided by PD school allotment.

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appropriately into the ESL program and the ESL teacher will work closely with classroom teachers to provide strategies to maximize students’ success in the regular classroom.

ESL teacher will plan with classroom teachers and share resources in grades K-5.

ESL teacher will implement the Sheltered Instruction Observation Protocol (SIOP).

LEP committee; Literacy facilitator

Decrease in gap between AYP subgroups as compared to whole school; Improved proficiency scores/levels; Students exited from ESL services; Increased scores on formative/local assessments and EOGs; Program Assessment data; DIBELS assessment Data; PEP conference Logs.




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SMART GOAL (3): Implement a standard expectation of five (per resource) on-line teacher created assignments and/or pre- and post- assessments using Study Island (3-5), Pearson Learning (K-5), and Discovery Education in the areas of Literacy, Mathematics, Science, and/or Social Studies.

Data Used: Completed teacher survey as well as the number of teacher created/student completed technology products. SP 2014 Tactic: (#4) Teaching and Learning Through Technology by expanding student and staff access to technology.


Task

Task

Task (PD)




Personnel involved


Interim Check Dates

1. Increase the use of relevant, effective technology in daily instruction via teacher vertical content teams.

Teacher vertical content teams to develop SMART goals for incorporating technology into daily instruction.

Vertical math team to provide grade level training for incorporating Pearson Learning assignments and assessments to measure student mastery.

Vertical literacy team to provide grade level training for incorporating Study Island assignments and assessments to measure student objective mastery.

Vertical science team to provide grade level training for incorporating Discovery Education assignments and assessments to measure student objective mastery.

Maintain as spreadsheet (provided by administration) of the quantity of teacher created and student completed assignments and assessments to set benchmark and expected goal.

Implement use of Think Quest in grades 4-5 for students to complete informational website as a collaborative project.

Implement student journalism team to produce informational news segments for weekly broadcasting.

Administrative team: Ernest Saxton, Principal; Nancy Ward, Assistant Principal; Literacy Facilitator. Grade level chairs; Classroom teachers;

Increased student achievement on school created and district provided benchmark assessments. Identify strategies that more frequently produce the desired student engagement. .

Online programs identified from research and PD. Additional technology hardware, software or online products purchased by CMS Funds and PTA.

Technology committee, teacher vertical teams and technology teacher.

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2. Develop mid-semester surveys for students, parents and teacher to measure strengths and weaknesses for improvement purposes.

Develop quarterly surveys to allow students and parents to identify teaching strategies that made them most excited/interested/enthusiastic about learning.

Utilize survey data to identify the most effective engagement strategies disaggregate by grade, learning style and subject area. Create a usage report each quarter to quantify teacher and student usage of Discovery Education and Study Island. Graph usage results with individual student, classroom, and grade level grades.

Administrative team: Ernest Saxton, Principal; Nancy Ward, Assistant Principal; Literacy Facilitator. Grade level chairs; Classroom teachers;

Increased student achievement on school created and district provided benchmark assessments. Identify strategies that more frequently produce the desired student engagement. .

Survey Monkey usage fee of 200.

Technology committee, teacher vertical teams and technology teacher.

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Charlotte-Mecklenburg School Quality Review School Self-Evaluation Form

Name of principal: Ernest Saxton III

Name of school: McAlpine Elementary School

Please complete with as much detail as you can, use the completion as a professional development exercise if appropriate and send it to your lead reviewer (electronically) two weeks before the review. Completing this form will help you prepare for some of the discussions which will take place both before and during the review. It will also help the review team get to know you and your school and to understand how well the school community knows itself. Guidance on completing the form:

• Please be evaluative, rather than descriptive, and make your focus outcomes for students.

• Include references to where the evidence of your self-evaluation can be found, e.g.,"excellent boys’ results in state math tests as shown in annual report to the state”, “parents’ questionnaires from 2006”.

• Be concise; (for example, use bullet points or note form).

• Aim to confine your response to no more than eight pages.

• Please place an X against the grade (1-4), which most accurately reflects your judgment of overall quality in response to the questions.

• You are advised to complete section B last. This section is summative and draws on your evaluations elsewhere in the self-evaluation report.

• Please omit sections where you feel that you are not in a position to respond. How should evaluations be made?

• You are strongly encouraged to refer to the Quality Criteria, sub-criteria and rubrics and as you complete the evaluations. These are included within the Notes of Guidance for the School Quality Review and should be kept close at hand as you complete the evaluations.

What approach should we take? Schools have adopted different approaches. In some schools the principal and the leadership team have completed the form as a part of one of their regular meetings. Other schools have devoted part of a faculty meeting as a way of involving all members of staff; this is highly recommended as a means of engaging the whole staff, helping them to prepare for the review and gathering evidence which reflects the work of the whole school. Whichever approach you adopt, we recommend that you do not make this an onerous task but that you take the opportunity to stop, reflect and record your immediate perceptions.

School Profile

School name and number: McAlpine Elementary School #449 School address: 9100 Carswell Lane School telephone number: 980-343-3750

#

%

Grades: Pre-K - 5

Number of students enrolled: 530

Number of general education students: 471 89

Number of EC students: 59 11

Number of LEP students: 26 5

Principal suspensions: 1 0.01

Superintendent suspensions: 0 0

Percentage of students eligible for Free or Reduced-Price Lunch:

130 25

Ethnic make-up of the students (by percentage): 7 % American Indian or Alaskan

70 % White

5% Asian

17.9 % African-American

.1% Islander

A. What is distinctive about your school?

McAlpine Elementary is located in an established neighborhood in the south area of Mecklenburg County. The student population is very diverse and the parental support is at very high levels. The staff is family oriented and collectively assumes responsibility for student success. Also, with three self contained autistic classrooms, and two inclusion Pre-K classes, we provide services to students with a range of disabilities and have knowledgeable highly skilled teachers in this area. Moreover, our general education teachers range from beginning teachers to veteran teachers with over twenty years of experience. This creates a dynamic grade level team that brings new pedagogical approaches to the forefront and provides a variety of teaching styles to offer.

B How effective is your school overall?

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School Self-Evaluation: High quality (4) X Undeveloped (1)

How do you know? The 2008 SQR data, 2009-11 EOG and DIBELS assessment data is evidence that McAlpine is a well developed school. In 2011, the school increased the EOG Composite percentage by six percent from the previous year. A personal observation, ongoing needs assessments, and stakeholder surveys concur with these findings.

What are its notable strengths? McAlpine’s notable strengths are teachers committed to continuous learning, improvement as well as the strong community partnerships and support. The teachers are committed to “failure is not an option and success in the expectation.” The school community and PTA are vested in the school and continuously demonstrate this with their volunteer time and financial support.

What are its main areas for improvement? The major areas of improvement involve building a shared expectation of achievement, increasing the effectiveness of teacher PLC teams, increase focus on academic vocabulary school wide, increasing rigor, relevance, and student engagement.

1. How effective is your school in ensuring high quality achievement for students in all grades, especially in the core subjects?

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How do you know? End of Grade and Formative Assessment data indicate overall good instructional quality. During the 2010-11 school year, at least 86% of the students achieved the adequate yearly progress (AYP) benchmark in mathematics and reading. Across the board results suggest investigation into strategies that address the needs of various cultures and learning challenges: Students with disabilities, African-American and English as a second language.

In which subjects and grades do students do best, and why? Third grades students achieved the best results on the EOG test in spring 2011 with gains of 18.9 percentage points in math and 17.5 in reading. The content specific team teaching structure implemented at the start of the second quarter contributed to this success. The more abstract nature of reading creates a greater challenge for students from different cultural backgrounds, with learning disabilities and with English as a second language.

In which subjects and grades is improvement needed, and what action is being taken? The fifth grade class of 2019 reading cohort produced the lowest results as fourth graders. Currently, we are implementing research-based interventions (i.e. Orton-Gillingham and Wilson Reading) to instruct and remediate students in reading. In addition, students complete cumulative interim benchmark assessments every five weeks to regularly measure mastery. Grade levels provide immediate intervention for students that don’t demonstrate benchmark expectations. Our master schedule has built-in intervention time for this purpose.

Is there evidence of disparities in student achievement by subgroups? If so, what action is being taken? Large disparities exist between students in the African-American, Student with Disabilities, Hispanic, and Limited English Proficiency sub-groups compared to the majority. Although the school met expected growth in every category, proficiency disparities exist between African-American versus White (-19.1); Hispanic versus White (-24.1); Non-disabled versus students with disabilities (-29.6); and Non-Limited English versus Students with Limited English Proficiency (-48.5). The school’s increased focus on explicit and targeted curriculum design, instructional practices, and assessment is allowing for more specific and timely data so that individual student needs can be addressed.

How is the school addressing the specialized needs of EC and LEP students? Incorporated weekly data meetings, built-in intervention time, implementation of researched-based interventions, and small pull-out groups for by EC and ESL support teachers. Teachers also modify and accommodate for students in an inclusive classroom setting.

How does the school use student performance data to take and adjust actions to improve student achievement? Student performance data drives classroom instruction and determines support program selection, use and implementation plans. Each grade level spends a day every five weeks for on-going data analysis and developing intervention plans to address identified weaknesses.

How does your school allocate available resources to improve student learning and achievement? Teacher assistants work in literacy and mathematics classes; they provide small group and one-on-one reading and mathematics support. The talent development teacher and literacy facilitator collaborate, co-teach and provide support materials. Teachers schedule parent volunteers for literacy and mathematics workshops.

2. How effective is your school in providing a relevant and appropriate curriculum for all students, grades and sub-groups?

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How do you know? An analysis of subgroup data reveals the need to explore additional strategies that more effectively engage these students. How is alignment with the NCSCOS ensured? Visits to team planning and lesson plan reviews ensure NCSCOS alignment. Bi-quarterly individual teacher meetings are scheduled for teachers to present their curriculum plans, instructional goals, and assessment strategy with the principal. How does the school ensure a broad range of learning experiences? Professional development activities, team planning, and PTA partnership ensure a broad range of learning experiences.

3. How effective is the quality of teaching and instruction in ensuring high quality learning, progress and achievement?

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How do you know? A review of subgroup achievement highlights the need to utilize strategies that more effectively engage students with specific challenges. Which are the strongest features of teaching and learning and why? The teachers align instruction with the NCSCOS and use the pacing guide as a roadmap. They collaborate weekly and decide how to increase rigor, relevance, and engagement in each daily learning objective. Also, multiple assessments approaches are utilized to drive instruction. What aspects of teaching and learning most need improvement and what action is being taken? Teaching strategies, techniques, assessment, and intervention needs to be more varied and tailored to the diverse needs in the classroom. Differentiate teacher professional development now focuses on building teacher leaders on each team as experts in curriculum design, instructional strategies, assessment, and data analysis. How do teachers assess students’ achievement of learning objectives and adjust instruction with assessment information? Teachers utilize the “CAARRES” (Curriculum alignment, Assessment, Rigor/Relevance, Engagement Strategies) approach to daily instruction; which requires them to detail each component for daily instruction. Every grade develops cumulative interim benchmark assessment activities, i.e., thumbs up, down, etc., as well as teacher made and publisher made assessments. The results determine small group instructional needs and the level of reinforcement required to ensure mastery of each objective.

4. How effective is the school in ensuring high quality leadership and management?

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How do you know? As a new leader, the principal is establishing a solid foundation and charting a definite course resulting from community input, staff input and assessment data analysis. Which are the strongest aspects and why? The administrative team intentionally makes an effort to be visible and involved in all aspects of daily activities; greeting students and parents in the morning, maintaining classroom presence, participating in team planning, monitoring hallways and supporting extracurricular/community activities. The principal has sets clear expectations and guidelines for instruction, planning, parent contact, classroom management and PTA support. Professional development and team building activities have been implemented based on expressed need. What most needs improvement and what action is being taken? Classroom instruction needs to result from truer collaboration to include more differentiation, movement and a greater variety of instructional strategies. Supporting that need, the grade level intervention process as well as the extended day program will address student deficiencies identified on both EOG and Formative Assessment testing. The staff currently participates in a site based professional development. Additional opportunities will be offered in a site based course focusing on reading strategies for literacy and the content areas to increase student interaction with a variety of texts.

5. How effective is the school in creating a high quality learning environment?

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How do you know? While the overall achievement scores sit between 80 and 86 percent proficient, subgroup performance reflects 10 of the 15 subgroup scores ranging from 40 to 60 percent. These results indicate a need to modify current instructional delivery. Which are the strongest aspects and why? Teachers focus on the Curriculum design, instruction, assessment and intervention daily, weekly, and bi-quarterly. They review and analyze assessment data to identify needs and qualifying students.

What most needs improvement and what action is being taken? Instructional delivery methods need to be more varied, active and engaging for all learning styles and individual challenges. The professional development program addresses the instructional delivery need. The extended day program will utilize more current instructional strategies to concentrate on individual needs.

6. How effective is the school in establishing a high quality partnership with parents, other schools and the community?

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How do you know? • McAlpine has an active group of PTA members which raise significant funds for school use. Monies

are used to purchase instructional materials, programs, and technology for the staff.

• Volunteers are utilized and the school now has close to 300 Volunteers registered in our Volunteer system. The number of registered volunteers has nearly doubled since 2009-10.

• We have recently partnered with North Carolina Bank and Trust (NCBT), Tony Roma’s to support staff off campus events and student incentives for Accelerated Reader goal attainment.

• McAlpine has community partnerships with many local businesses such as Nothing But Noodles, Marble Slab, Chick-Fil-A, Rotelli’s, and Five Guys. To further encourage these partnerships our staff members attend designated nights to promote “business” and establish community relations.

• Use of Principal/Parent Coffees to speak to groups of parents about the instructional programs at the school.

• McAlpine has established a partnership with Charlotte Soccer Academy. Coaches led team-building activities with the school staff.

• Use of Open Houses, Curriculum Night, Math Nights to inform parents about the instructional programs and expectations of the school.

• The school established a group of volunteers as Reading Buddies to help struggling readers through weekly reading times.

Which are the strongest features of communication between home/school about the school’s work and about each student’s achievement? Why?

• A new PTA bi-weekly newsletter combines school, PTA, and SLT provides on-going communication to families Connect-Ed, Parent Assistant are used routinely to increase parent awareness of school events.

• We have established high expectations for faculty to maintain open lines of communication regarding student performance in class. Each classroom teacher is expected to make contact at least twice a quarter for average students and more if the student is performing below grade level.

• Teachers determined the most effective way to contact families before the start of school and use that mode of communication to inform parents of positive accomplishments and academic/behavioral concerns.

• Teachers complete weekly updates onto Parent Assistant to keep parents informed of their child’s academic progress.

• Teachers are expected to send home weekly folders with student work on a weekly basis.

• Teachers maintain and update their web pages to communicate upcoming events, homework/class work assignments, and other relevant information pertaining to the class.

What most needs improvement and what action is being taken?

• Teacher communication with parents is always in need of improvement. Teachers have been instructed on how/when to make parent contacts. They have been given folders to maintain their student’s learning profiles and communication logs.

• Increase the use of parent contacts for positive reasons rather than only negative contacts. Each parent was contacted at the beginning of the year by the teacher to personally invite them to the first Curriculum night. This helped set a positive tone for the school year.

What aspects of the school’s work to involve parents/guardians and the community in the life of the school work best? Why?

• Our School Leadership Team works diligently to encourage parents to remain involved in school activities.

• Our PTA hosted a Fall Family Fun Night in conjunction with our Scholastic Book Fair. This event raised a significant amount of money for our school.

• Our PTA is highly visible and provides much needed funding for instructional programs at our school.

What needs improvement and what action is being taken?

• Once again, establishing a positive and collaborative relationship between our parents and teachers is a goal for our school. We are taking steps to improve this area by establishing procedures, expectations, and giving teachers the learning profile folders with the parent communication log to ensure this is being addressed.

7. What other information, if any, do you feel it would be important for the reviewers to know prior to the review? (For example: principal recently appointed previous month)

• McAlpine has three self contained classrooms for students with autism. In addition, there are many other students with autism assigned to general education classrooms and receive services through the inclusive model because they are function at higher levels. Our EC team is does an amazing job meeting the needs of these students and it unfortunately goes unnoticed due to EOG scores with this subgroup.

Bullying-Harassment Individual School Prevention Plan (BHISPP) Action Plan


1

Bullying Prevention Outcome: Prevent bullying and bullying type behaviors from impacting all students and creating an unsafe environment.

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 Safety and Respect for All BP manual, and provided with train-the-trainer materials.

Kelli DiDio, Counselor

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

Saxton, Ward, and Bost

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

Between 8/18 to 9/30

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.


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

All school staff


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.


A taskforce representing all stakeholders establishes clear objectives as indicated by Safety and Respect for All district plan.

Starke, EC Resource teacher; DiDio, School counselor; Jones, PE teacher

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


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.

Teachers will share information with parents at open house. BP Taskforce will share information with parents and students at PTA meetings and with students on closed circuit TV or assembly.


Bullying-Harassment Individual School Prevention Plan (BHISPP) Action Plan


2

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 (10%) of 3rd through 5th grade studentsprovides immediate information to BP Taskforce regarding bullying at school to inform BP efforts.


6. Initiate school-wide Bullying Prevention Month Activities

• This is a national event that will help establish school culture and set tone for rest of year.

BP Taskforce Activities during this month will promote student integration, a culture of respect and awareness of the impact of bullying.

www.pacer.org/bullying/index.asp

10/1 to 10/31

8. First semester Bullying-Prevention activities begin with Mix-It Up Day

• Mix-It up day is a national event to promote better relationships across all segments of the student population (and staff).

BP Taskforce School environment is greatly improved when students have established at least some basic knowledge and communication with someone from a different background.

www.mixitup.org

11/09/11

9. 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.

1/24/12

10. 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.

6/1/12

http://www.pacer.org/bullying/index.asp�

http://www.pacer.org/bullying/index.asp�

http://www.mixitup.org/�

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