CMMS SC OSCHH OOLL N IIMMPPRR OVVEEMMEENTT … Improvement Plans 2011... · 2012-11-28 · CMS...

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School: Hidden Valley Elementary

Principal: Tisha Greene

Title I Specialist:

Address: 5100 Snow White Lane

Charlotte, NC 28213

Courier Number: 412

Phone: 980-343-6810

Learning Community: Central Elementary Zone

Area Superintendent: Tyler Ream

CMS School Improvement Plan 2011-2013

Hidden Valley Elementary School 2011-12

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BELIEFS

All students can learn at high levels

Teachers and staff must function as a collaborative team

All students can learn and grow

Parental involvement supports the success of students

Continuous professional development is need to support professional growth

Professional Learning Communities should be nurtured and developed.

MISSION STATEMENT

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

School: Educate the whole child to reach his/her highest potential, become critical thinkers, productive citizens and life-long

learners in a global society.

VISION

Excellence Achievement Growth and Learning for Every

Student

OUTCOMES OF FOCUS

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

Increase overall student proficiency from 65.8 percent to 72.6 percent (an increase of 6.8 percent).

Increase reading proficiency from 56.2 percent to 64 percent (increase of 7.8 percent).

Increase math proficiency from 74.4 percent to 80 percent (increase of 5.6 percent).

Increase science proficiency from 68.8 percent to 74 percent (increase of 5.2 percent).

Increase the number of students on grade-level in grades K – 2 from 59.9 percent to 72 percent (increase of 12 percent).



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Grades 3 – 5 ASSESSMENT DATA SNAPSHOT

Hidden Valley Elementary - 600412

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 63.6 60.3 0.137 1.5 61.5 53.6

Grade 03 Math Grade Total 83.1 85.3 0.641 5.8 84.4 76.4

Grade 03 Total Grade Total 73.4 72.8 0.389 2.7 72.9 65

Grade 04 Reading Grade Total 43.1 35.4 -0.192 0.5 71.7 48.6 0.016 0.9 56.9 37 -0.237 0.6

Grade 04 Math Grade Total 59.2 43.8 -0.094 0.8 80.4 73.6 0.333 2.8 80.4 42.5 -0.102 0.7

Grade 04 Total Grade Total 51.2 39.6 -0.143 0.7 76.1 61.3 0.177 1.6 68.6 39.7 -0.170 0.7

Grade 05 Reading Grade Total 57.8 60.4 0.105 1.5 54.4 65.3 0.132 1.9 58 31.8 -0.193 0.5

Grade 05 Math Grade Total 75 45.8 -0.068 0.8 68.9 69.3 0.160 2.3 67 27.1 -0.213 0.4

Grade 05 Science Grade Total 48.4 48.9 68.8

Grade 05 Total Grade Total 60.4 53.1 0.018 1.1 57.4 67.3 0.146 2.1 64.6 29.4 -0.203 0.4

Reading Total Total 53.5 50.3 -0.004 1 62.6 57.2 0.076 1.3 56.2 34.2 -0.213 0.5

Math Total Total 70.9 58.7 0.167 1.4 78.1 71.4 0.245 2.5 74.4 34.2 -0.162 0.5

Science Total Total 48.4 48.9 68.8

EOG Total Total 60.6 54.5 0.082 1.2 67.3 64.4 0.161 1.8 65.8 34.2 -0.187 0.5

School Composite Total 60.6 54.5 0.082 1.2 67.3 64.4 0.161 1.8 65.8 34.2 -0.187 0.5

Grades K - 2 ASSESSMENT DATA SNAPSHOT

Kindergarten Grade 1 Grade 2

Reading RComp Math Reading RComp Math Reading RComp Math

Our

School

77.86% 68% 53.12% 62.5% 27% 92.31% 39.5% 34% 46.34%

CEZ 76.76% 68.81% 60.64% 80.75% 45% 92.62% 46.6% 53.71% 63.15%

District 86.0% 70.33% 74.992% 91.07% 47.8% 94.18% 60.80% 54.58% 74.94%



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SCHOOL PROFILE

Hidden Valley Elementary School is a kindergarten through fifth grade neighborhood school of approximately 746 students. Students

and parents have access to a talented and caring staff, a structured and orderly environment, advanced technology, and extended

learning opportunities through field trips, tutorials, and enrichment clubs. Hidden Valley is committed to serving our families and

offer programs and services through our Parent Center, school Social Work team, partnership with A Child’s Place and Communities

in Schools, and through community outreach and faith partnerships. The building is filled with children and adults who value one

another and the importance of each day as an opportunity for learning and growing.

The staff consists of 53 full time teachers, nine teacher assistants and 12 support and administrative staff. Forty-one percent of staff

members are White, 55% are Black, and 5% percent is Hispanic. There are four members on the administrative team, seven

kindergarten teachers, seven, first grade teachers, six, second grade teachers, seven, third grade teachers, five, fourth grade teachers,

and five, fifth grade teachers. There are seven special area teachers. There are nine members of the academic support team including

four full-time ESL teachers, three full-time EC teachers, one speech pathologist and full part-time Talent Development teacher. There

are six members of the student support team including two full time social workers, one part time school psychologist, Communities

in Schools (CIS) liaison and an interpreter. There are nine instructional assistants, three custodians, six cafeteria staff and two

secretaries.

The student demographics are as follows: White, 1.7%, Black, 50.8%, Hispanic, 44.8%, Asian 1.2% multiracial 1.2%. Fifty percent

of the students are female and 50% of the students are male. The neighborhood is made up of primarily single-family homeowners and

renters with several apartment complexes. The Hidden Valley community consists of approximately 12,000 people. Approximately

three-fourths of our students live with one parent. Hidden Valley is a Title I school with the majority of students receiving free or

reduced lunch (96 percent). The students in the school speak primarily Spanish and English.

We have five Adequate Yearly Progress (AYP) subgroups, All Students, African-American, Hispanic, Free and Reduced Lunch ,and

Limited English Proficiency. We did not make Adequate Yearly Progress (AYP) last year. Based on DIBELS data and district

formatives, kindergarten teachers consistently have an average of above 90% of their students on grade level. This is based on their

knowledge of letters and sounds. First and second grade students have struggled based on DIBELS and district formative data in

reading and math and only 62.5 percent of students in first grade and 39.5 percent of students in second grade are meeting

comprehension and reading proficiency levels based on district formative data.



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We will continue to target our minority, poverty and Limited English proficiency students. We will use data to create fluid groups to

support students in reading and math skills and objectives. Students will participate in targeted small group instruction based mastery

of power standards. Teachers will also differentiate instruction in the classrooms.

Based on the guidelines of No Child Left Behind, all teachers and paraprofessionals are highly qualified. Several of the staff members

have a degree at the master’s level and others are National Board Certified. We are in our fourth year of implementation of

Professional Learning Communities (PLCs) and the staff will participate in Professional Development geared towards our goals of

improving reading, math and science achievement. We have planned professional development for new teachers, grade-level and

department chairpersons, ESL teachers and as a school will focus on guided reading and word study training as well as continued

implementation of Performance Excellence for All Kids (PEAK). PLC discussions will guide our decisions for professional growth

and development. Grade level teams will continue use of the Data Wise model to collect and analyze data for the academic and

professional growth at team planning meetings twice each week. In addition, we are implementing a new common assessment model

called parallel assessments across all grade-levels to better match skill/objective mastery with differentiated instruction.

We will continue to support our novice and early career teachers with a school-based mentoring program. Twenty-first Century

concepts will be emphasized through the utilization of technology, experiential learning and authentic assessments. We will also

provide all teachers with instructional laptops through a laptop refresh and provide access to LCD projectors, Averkeys, and

Promethean boards.

Our school will continue its focus on Science, Technology, Engineering and Math (STEM) through the use of technology and

implementation of science as a special area for grades K – 5. Promethean boards have been purchased for all classrooms in grades

three through five with the exception of one fourth grade classroom, as well as the computer lab. The staff has been trained and we

will continue to train new staff. The hands-on, interactive technology that the boards provide will help to address the needs of all AYP

groups. All students spend at least one hour in the computer lab using technology to enrich their learning. Students in grades three

through five will have access to the technology throughout the day.



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Transition Plan

To help Pre-K students’ transition into elementary school we will hold parent events and student transition meetings. These programs

will occur throughout the spring and be tied to our current parent involvement plans and policy. We will identify future Hidden Valley

students, provide transition activities, and allow them the opportunity to tour the school. We will work with our current families and

local child care facilities to identify our upcoming kindergarteners and invite them to Hidden Valley. We want to familiarize

upcoming families with our school and get them excited about joining us. We hope to also continue to offer a summer transition

program for rising K – 5th

grade students, to serve as enrichment, so that students do not have a regression over the summer.

We will have on-going discussions to help our 5th grade students’ transition into middle school. The staff will talk with students

formally and informally about the expectations in middle school. The guidance counselor will also discuss the transition to middle

school. This will be done in class, at school-wide assemblies and during announcements. In addition, we hope to continue existing

partnerships with Martin Luther King Jr. Middle School and other middle schools to support the transition experience for our students.

Parents are invited to quarterly grade level meetings to discuss curricular issues as well as transition concerns. The fifth grade staff

will discuss expectations in middle school, answer questions and offer contact information to the middle school we feed into. The

middle school boys are invited to participate in the Men Counts event at Hidden Valley to mentor fifth grade boys. Staff and students

from the middle school also visit our fifth grade students in the spring to prepare them for the next step. In addition we will arrange

tours and opportunities for current middle school students who attend our feeder schools to mentor our fifth grade students.

Professional Development Plan

Assessment data, staff observations, staff surveys and the administrative team observations shows there is a need for targeted

professional development to improve student performance. As a result, we will continue the implementation of Professional Learning

Communities (PLCs). Our teachers will meet as PLCs weekly during common team planning. Targeted professional development will

occur in the areas of guided reading, Performance Excellence for All Kids, differentiation and new teacher support. These professional

development opportunities will occur through school, district, state and national professional development opportunities. An identified

group of teachers will attend the district Differentiation Academy and provide school-based training and modeling on differentiation.

A group of teachers will also attend Performance Excellence for All Kids (PEAK) training in the summer or when it is offered in the

district to focus on content-based rigor and authentic/parallel assessments. Rigor training will occur throughout the year and we will

continue “rigor learning walks” to identify the level of rigor based on classroom observations and student work product assessment.



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Staff will be required to sign in at staff meetings and professional development activities. Staff members who attend outside

professional development will be required to bring the strategies/activities and ideas back to their grade-level and/or the entire staff.

Strategies learned will be shared with staff during grade level planning, staff, School Leadership Team meetings and through school-

wide programs. We also have a teacher/mentor program that allows veteran teachers to mentor new teachers. They meet to determine

goals and work throughout the year on meeting those goals. Professional development will be evaluated through staff surveys, use of

new and effective instructional strategies in the classrooms, discussions during grade level planning meetings, and through informal

and formal observations. The staff will measure the impact professional development has on student achievement through various data

sources. Growth will be measured by teacher observation, student work samples, DIBELS, Accelerated Reading scores, math

assessments based on objectives, district-wide formative assessments, grade level common assessments and End of Grade tests.

Parental Involvement Plan

School Leadership Team Meeting – September 13

Annual Title I Meeting – September 8

Displays of Learning – October 18 and 20

Parent University “Positive Discipline and Behavior” – September

22

School Leadership Team Meeting – October 18

Parent Teacher Association (PTA) Meeting – October 21

Hispanic Heritage Program – October 12

Parent-Teacher Conferences – October 28 (throughout the month of

October)

School Leadership Team Meeting – November 22

1st Quarter Recognition Rally – November 18

Parent Teacher Association (PTA) Meeting – November 17

Science Fair – December 1

Winter Concert – December 8

Men Count – February 10

Displays of Learning – January 24

Displays of Learning – January 26



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Parents and staff will be involved in school-wide planning through School Leadership Team meetings, staff meetings, Parent meetings

and parent workshops. Hidden Valley is a Title I School and the involvement of parents is crucial to the success of the students. It is

important that all parents are heard and feel invited to the school. There is an open door policy with administration and support staff to

discuss concerns. There is also a suggestion/question box in the main office that is available to our parents. The box is monitored and

checked frequently. Parents will be solicited to participate in several aspects of the school including activities planned for parental

professional development. The parent professional development will give parents the skills necessary to maintain an effective PTA,

work in the cafeteria during breakfast and lunch, as well as activities to do with students during organized outside time. A parent

meeting was be held the in September to discuss Title I and the status of the school with regard to the NCLB Initiative and AYP. The

Parent Involvement Policy, NCLB status, AYP, ABC data, as well as targets for the upcoming school year will be explained and

available to all parents. The status of non-HQ staff members will be discussed and letters will be sent home notifying them of any non-

HQ staff members. The State ABCs Initiative, NCLB, AYP data results and the SIP will be discussed. Parents will be encouraged to

join the School Leadership Team and other programs. Our parent liaisons will work closely with our parents to develop leadership

capacity in the School Leadership Team and through volunteer opportunities that allow them to learn new skills and use them in our

school. Parent meetings will be held at various times to accommodate the schedules of our parents. At each of these meetings we will

solicit feedback from our parents and staff about school improvement and needs. In addition, we will provide support services to

parents through child care and enrichment during curriculum meetings, conferences and PTA meetings. We will also provide parents

with community support opportunities at these meetings. Parental Involvement funds will be reserved through the Title I budget for

training and resources for our parents. Below is a sample list of scheduled events:

Charlotte-Mecklenburg School Quality Review School Self-Evaluation Form

Name of principal: Tisha Greene

Name of school: Hidden Valley Elementary

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.



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School Profile

School name and number: Hidden Valley Elementary School address: 5100 Snow White Lane School telephone number: 980-343-6810

#

%

Grades: K - 5 100

Number of students enrolled: 766

Number of general education students: 707 92.3

Number of EC students: 59 7.7

Number of LEP students: 193 25.2

Principal suspensions:

Superintendent suspensions: 0 0

Number of economically disadvantaged students: 96%

Ethnic make-up of the students (by percentage): African American – 50.7% White – 1.8% Asian – 1.3% Hispanic – 44.8% American Indian - .3% Multiracial – 1.2%



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A. What is distinctive about your school?

Hidden Valley is a neighborhood school with a high number of Black and Hispanic students. Over the past two years our school enrollment has grown by over 140 students. Approximately 96 percent of our students receive free or reduce-priced lunch. Our school has many resources both material and human. We have 4 bilingual staff members, a full-time Talent Development Teacher, A full-time science teacher, reading teacher and a literacy and math coach. We also have an administrative team member dedicated mainly to data and its use in our school. We have two full-time social workers and a Communities in Schools liaison here full-time. Our school promotes character education through the implementation of Eagle’s Expectations, Do the Right Thing nominations, Character Education nominations, and a Decision Dollar system for students who consistently make good choices. Our school has numerous community resources including a partnership with the YMCA for Y Readers, the Girl Scouts and B and B Dance Studios. This year to further support our students, we have also built dedicated remediation and enrichment time into the master schedule to support the growth of students.

B How effective is your school overall?

4 3 2 1

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

How do you know?

Testing data from 2010-2011 shows that we had a general decline in student growth and scores from 2009-2010. In addition, goals were not met in Reading and Math and we did not make AYP with our Black and Economically disadvantaged subgroups. We also did not have any students qualify for TD (Talent Development) services for the 2011-2012 school year. Growth in grades K-2 declined in math and while it increased in kindergarten literacy, there were large gaps in first and second grade according to district summative test data.

What are its notable strengths?

We made growth with our Exceptional Children’s students. We also had a 19 percentage point increase in fifth grade science EOG scores. We met Adequate Yearly Progress with our Hispanic and LEP students.

What are its main areas for improvement?

Moving as a school to a balanced-literacy program and providing adequate support to students who need both remediation and enrichment. We also need to target our Black subgroup this year to ensure that students are successful and meeting growth expectations.



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

4 3 2 1


How do you know? In which subjects and grades do students do best, and why? Students are performing best in math and science. Math is a universal language and we have improved science scores by scheduling science as a Special Area class and focusing on daily science instruction in all grade-levels. Students in kindergarten and fourth grades as well as our Exceptional Children’s subgroup have shown the most progress from beginning of year to the end of year. Students also improved in fifth grade reading, but did not make growth based on the previous year’s fourth grade scores. We are meeting growth expectations with our Hispanic and LEP subgroups. In which subjects and grades is improvement needed, and what action is being taken? Reading/Writing and literacy in all grades (1, 2, 3, 5). We are implementing a balanced literacy program focusing this year on guided reading and vocabulary instruction/word study. We are also using a district-supported writing program (Being A Writer) in grades 3 – 5 to better integrate writing into the curriculum. In addition, teachers are in need of targeted professional development to address the new balanced literacy approach. We are conducting guided reading training throughout the year to sustain their understanding of guided reading as well as their use of the writing program.

Is there evidence of disparities in student achievement by subgroups? If so, what action is being taken?

Our Black students are still performing significantly lower than their Hispanic peers (50.6 percent proficient in reading for Black students and 66.3% proficient for Hispanic students). In mathematics, 66.9 percent proficient vs. 87.1 percent proficient. Our Hispanic students met AYP, in both reading and math but our African American students did not make AYP. In addition, we met math proficiency with our LEP students (83.1 percent proficient). We met AYP with both Hispanic students and LEP students in both reading and math.

We will continue to address attendance of our students as well as provide opportunities for enrichment and support to our Black students.

How is the school addressing the specialized needs of EC and LEP students?

We currently have four ESL teachers and we have added an additional EC teacher (3 teachers total). We are working on improving EC/Inclusion and ESL/Inclusion as well as co-teaching practices. In addition, we are sending several teachers to Sheltered Instruction Observation Protocol training and are implementing SIOP school-wide through the use of two school-based SIOP coaches.

How does the school use student performance data to take and adjust actions to improve student achievement?

We have a data and vertical alignment team that meets monthly to review data and determine the school’s progress towards meeting the goals set forth in our School Improvement Plan, individual department plans and our literacy and math plans. We will also review student work samples to evaluate rigor and work samples.

How does your school allocate available resources to improve student learning and achievement? We have allocated additional positions this year to support the following (Spanish instruction, Talent Development Instruction, Reading Instruction and Technology Instruction). We have hired full-time certified



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teachers in each of these areas.

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

4 3 2 1


How do you know? There are new common-core standards that the teachers in K-2 are working to understand and implement. In addition, while the staff has begun planning to meet the needs of students Black students are still underperforming their Hispanic peers. Teachers regularly use common assessments and power standards to drive instruction. Currently, those standards must be re-aligned in grades K – 2 for reading and math. Rigor and differentiation are also areas where improvements are needed in order to meet the needs of Black students. How is alignment with the NCSCOS ensured? Alignment is ensured through a review of NCSCOS and Common Core standards and their alignment to power standards. Evaluation of alignment is made through the use of common assessments in each grade-level for literacy and math. How does the school ensure a broad range of learning experiences? Our school provides students with opportunities to attend field trips as offered by the district and community partnerships (Starbase, Latta Plantation, Hezekiah Alexander House, JA Biztown). In addition, we provide students with the latest in technology (promethean and smart boards, active votes systems, the use of document cameras, flip cameras, televised morning news). We also provide students with the opportunity to have Spanish, Science and technology as a special area class and have hired a full-time TD teacher to improve our rigor and differentiation for students.

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

4 3 2 1


How do you know? While we have dedicated staff committed to teaching and learning and to planning instructionally with their team to ensure the success of all students, we do have pockets where instruction is weak and needs improvement. Specifically, in grades 1 and 2, our students are not achieving at the same levels as kindergarten and students are generally entering the next grade level even further behind. Which are the strongest features of teaching and learning and why? Teachers plan together and review data to make data-driven instructional decisions. Additionally, on most teams teachers take responsibility for the learning and progress of all students, not just theirs. Teachers also are receptive to opportunities for growth and development and are willing to attend professional development



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and bring it back to the school. What aspects of teaching and learning most need improvement and what action is being taken? Differentiation and rigor are areas where improvements are needed. Each grade-level has been asked to identify a problem of practice, which will be the focus of learning walks for each grade-level. These learning walks will provide vertical articulation among teams and provide each team with an opportunity to address rigor concerns. We are also working to meet monthly to share data and discuss vertical articulation. Quarterly planning days have been planned to provide teachers with additional planning opportunities to strengthen and better align instruction to student needs. We have encouraged teachers to utilize flexible grouping in literacy and math workshop to better differentiate instruction for students and provide remediation and support. How do teachers assess students’ achievement of learning objectives and adjust instruction with assessment information? Grade-levels create common assessments and regroup students based on performance on common assessments. The common assessments address power standards from the NCSCOS and Common Core Essential Standards.

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

4 3 2 1


How do you know? Teachers and staff are involved in the hiring process of new teachers and support staff. Teachers are also provided with the opportunity to mentor and receiving mentoring. In addition, teachers assume a wide-variety of leadership roles from coach to mentor to the head of clubs/organizations among the school. Also, generally while survey results were not as high as they could be, teacher survey results were mainly favorable. Which are the strongest aspects and why? PLCs among the grade-levels are strong and there are pockets of very strong leadership among teachers as well as opportunities to seek additional leadership responsibilities within the school. There is also a coaching model for new teachers or teachers who are struggling. What most needs improvement and what action is being taken? Capacity building among teams is an area for improvement. Currently, there are teams with leadership gaps and in general, a path for leadership opportunities needs to be developed among staff members interested in being facilitators, coaches or lead teachers.

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

4 3 2 1


How do you know?



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All of our students are not achieving or growing from year-to-year. Specifically, we are not reaching our Black students. We also had a high number of suspensions last year, specifically among Black males. Which are the strongest aspects and why? Our Hispanic and LEP students are making growth and they have been successful. Additionally, we have improved science scores greatly from the previous year.

What most needs improvement and what action is being taken?

We need to focus on our African American students. To do so, we are working on improving rigor and differentiation as well as focusing on character education. We are working to identify alternative disciplinary options and have hired a Behavior Modification Technician to implement proactive measures to combat student behavior.

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

4 3 2 1


How do you know? We had the highest attendance of any school at a CMS Parent University event. We have also hosted programs and opportunities for all of our students, including our Hispanic Heritage program and we were able to reinstate our PTA. We have a large number of community and faith partnerships and we receive numerous resources including human, materials and financial donations from these partners. Which are the strongest features of communication between home/school about the school’s work and about each student’s achievement? Why? We have three bilingual staff members and a parent newsletter, website and we send home a quarterly letter to parents. We send Connect Ed messages for events for staff. What most needs improvement and what action is being taken? We need additional support for Black families and need to find ways to get our Black families involved in school-based events. We also need to find ways to better communicate attendance problems and update our phone numbers for parents. We also need to conduct more home visits and be more vigilant with attendance. What aspects of the school’s work to involve parents/guardians and the community in the life of the school work best? Why? We have a lot of parents who attend our school-based events and have found ways to communicate with our staff through the use of Social Workers, Communities in Schools , an interpreter and other members of the administrative team. What needs improvement and what action is being taken? We need to improve communication among our Black families and find ways to better engage them. We also need a more cohesive system for tracking, logging and communicating with our volunteers for the school year.



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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)

Hidden Valley is comprised of a talented, enthusiastic, and dedicated staff that embraces the education of every child. This is the second year for the current principal and assistant principal. The former literacy facilitator is now the Dean of Students and a former teacher is now the Academic Facilitator. We have worked this year to have more clear policies and routines and to streamline efforts for efficiency of time, energy and finances.



* 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.

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Outcome (1): Increase math proficiency among African American students by 12 percentage points from (66.9 percent to 78.9 percent) in grades 3 – 5 and by 12 percent in grades K-2 from (63.9 percent to 75.9 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

Point Person (title/name)

Evidence of Success Leadership Standard*

Responsibilities

Prof. Dev. Focus

Participants

Funding Source

Parental Involvement

Activity

Funding

Timeline End Date

ck date

ck date Process Outcome

Example: 1. Differentiate instruction for each subgroup

Include differentiation strategies in lesson plans

Academic Facil/Smith

Dept Planning Agenda, Lesson Plans

SQR 3.1, 3.2 – “Teaching is high quality, well paced and challenging for all students." Walk-throughs

Instructional (2)

Monitor

Evaluate

Differentiation

Faculty

PDC

Supply Material

None

PTSA

6-10-11

11-3-10

1-24-11

4-4-11

1. Use assessment data to form small groups in mathematics to target specific skill supports

Develop data notebooks with individual student data

Utilize data from unit/objective pre-tests, common assessments, Study Island assessments, End-of-Grade tests and district formative assessments.

Target student sub groups (male students, African American students)

All Teachers, Administrators, Math Coach Academic Facilitator

Grade-level planning, intervention team minutes, assessment data, lesson plans

1.1 Observations, feedback

1.3 Results of assessment data and walk-through observations

2A – Instructional Leadership

Data Wise training, Quantile Framework training, Math Foundations training, Investigations training

Math workshops for parents

On-going (monthly

discussions, planning meetings.

2. Provide remediation for identified students with math skill deficiencies.

Implement an after school tutoring program for students in grades 3 – 5

Provide small group instruction using formative data to group students

All Teachers, Administrators, Math Coach

Grade-level planning, intervention team minutes, assessment data, lesson plans

1.2 Observations, feedback 1.3 results of assessment data and walk-through observations


Data Wise training, Quantile Framework training, Math Foundations training, Investigations training

Math workshops for parents

On-going (monthly

discussions, planning meetings.





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3. Provide math enrichment opportunities through extracurricular activities (Math Olympiad, Chess Club, Odyssey of the Mind)

Organize monthly/bi-weekly meetings

Plan a parent interest meeting

Encourage student participation

Club sponsors, Math Coach

Meeting/Club activities, sponsor planning meetings, tournament, Student Participation

2.3 – Student Roster, agenda 3.5 – Observation and activities


District representative training

Parent interest meetings. Participation forms, parent attendance at tournaments.

10-3-11 On-going Bi-weekly meetings Checkpoints (October, January, April).

4. Provide math remediation and tutoring through an after school/extended day program

Staff will plan lessons based on the needs of the students

Staff will use assessment data to determine targeted objectives

Staff will place students in fluid tutoring groups based on the objectives

All teachers, tutor Administrators, Math Coach

Weekly Planning, Lesson Plan, Assessment data

1.3 – Common AssessmentsObservations Student Work Products 3.7 – Lesson Plans, WalkthroughsObservations Agendas 3.8 – ObservationsLesson Plans Student Work Products


All staff – sharing instructional strategies (No Cost)

Discuss during grade level planning meetings (on-going) Groups during Math block Check point dates

5. Develop Personalized Education Plans (PEPs) for students that are performing below grade level in math

Use data to determine who is below grade level in math

Communication to parents

Participation in tutoring opportunities

Grade Level, EC & ESL teachers, Administration, Math Coach

Grade level planning - analyzing assessment data and student work products

1.3 – Common AssessmentsObservations Student Work Products 1.4 – observations, results of assessment data, walkthroughs


All teaching staff, PEP team will be trained by the district and will train the staff (No Cost)

Parents will be informed of the PEP, Meet with parents to help develop PEP (No Cost)

Discuss during grade level planning meetings





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6. Implement a school-wide math plan to address targeted areas for math growth

Identify grade-levels and subgroups where growth is needed

Utilize School Leadership Team to approve the plan

Math Coach, Administration, School Leadership Team

Grade-level teams analyze assessment data, data wise team

1.3 Common Assessments/Observations


Discuss at monthly SLT meetings and Admin team meetings monthly from 10-3-2011

Outcome (2): Increase reading proficiency of African American Students by 15 percentage points from (50.6 percent to 71 percent) in grades 3 – 5 and by 15 percentage points from (59.9 percent to 74.9) in grades K-2.


Strategies

Task

Task



Responsibilities

Prof. Dev. Focus

Participants

Funding Source


Activity

Funding

Timeline End Date

ck date


1. Use assessment data to form fluid small groups in literacy

Collect weekly data from pre-tests, Accelerated Reading, Study Island, Grade Level Common Assessments (Think Gate)Formative Assessments, DIBELS, 3-5 EOGs and EOYs K-2 Assessments

All Teachers, Administrators, Literacy Coach, Academic Facilitator

Grade level planning - analyzing assessment data, lesson plans,

1.1 – observations, feedback 1.3 – Results of assessment data, walkthrough 1.4 – observations, results of assessment data, walkthroughs


Data Wise Training School-wide – Data team will train staff on the effective use of the data wise process (No Cost)

Discuss monthly at school-wide staff meetings Use process when analyzing data during grade level planning meetings (





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Strategies

Task

Task



Responsibilities

Prof. Dev. Focus

Participants

Funding Source


Activity

Funding

Timeline End Date

ck date

ck date

2. Implement a school-wide literacy plan to address targeted areas for literacy growth

Identify grade-levels and subgroups where growth is needed

Utilize School Leadership Team to approve the plan

Literacy Coach Administration, School Leadership Team

Grade-level teams analyze assessment data, data wise team

1.3 Common Assessments/Observations


Discuss at monthly SLT meetings and Admin team meetings monthly from

3. Implement K-3 Intensive Reading as well as a remediation/tutoring program for grades 3 - 5

Staff will plan lessons based on the needs of the students

Staff will use assessment data to determine targeted objectives

Staff will place students in fluid tutoring/ intensive and strategic groups based on the objectives

All teachers, tutor Administrators, Literacy Facilitator, Lead Literacy Teacher

Weekly Planning, Lesson Plan, Assessment data

1.3 – Common AssessmentsObservations Student Work Products 3.7 – Lesson Plans, WalkthroughsObservations Agendas 3.8 – ObservationsLesson Plans Student Work Products


All staff – sharing instructional strategies (No Cost)

Discuss during grade level planning meetings (9/10-05/11) Groups during literacy block

4. Develop PEPs for student that are performing below grade level in literacy

Use data to determine who is below grade level in literacy

Communication to parents (see outcome #4)

Grade Level, EC & ESL teachers, Administration, Literacy Facilitator

Grade level planning - analyzing assessment data and student work products

1.3 – Common AssessmentsObservations Student Work Products 1.4 – observations, results of assessment data, walkthroughs


All teaching staff, PEP team will be trained by the district and will train the staff (No Cost)

Parents will be informed of the PEP, Meet with parents to help develop PEP (No Cost)

October 2011 and on-going





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Strategies

Task

Task



Responsibilities

Prof. Dev. Focus

Participants

Funding Source


Activity

Funding

Timeline End Date

ck date

ck date

5. Use assessment data form skill-based literacy groups

Collect weekly data from pre-tests, Accelerated Reading, Study Island, Grade Level Common Assessments Formative Assessments, 3-5 EOGs and EOYs K-2 Assessments and Reading 3D progress monitoring

All Teachers, Administrators, Literacy Facilitator

Grade level planning - analyzing assessment data, lesson plans,

1.1 – observations, feedback 1.3 – Results of assessment data, walkthrough 1.4 – observations, results of assessment data, walkthroughs


Data Wise Training School-wide – Data team will train staff on the effective use of the data wise process (No Cost)

Discuss monthly at school-wide staff meetings Use process when analyzing data during grade level planning meetings Check point dates Check point dates

Outcome (3): Decrease unexcused absences among African American students (88.2 percent) and Hispanic students (75.7 percent) by 15 percent to (73.2 and 60.7 percent).


Strategies

Task

Task



Responsibilities

Prof. Dev. Focus

Participants

Funding Source


Activity

Funding

Timeline End Date

ck date


1. Engage parents through the use of multiple methods of communication for student absences

Connect Ed messages will be sent for tardy or truant students.

Three, six, and ten day letters will be sent home for absences.

Conduct home visits by teachers, social workers and administrators.

Principal, CIS Coordinator, Interpreter, Administrative Team

Connect Ed Log, Creating Newsletters and flyers, Observations of student agendas

6.1 – Newsletters, Website, ConnectEd logs, Surveys 6.3 – School Leadership Team Minutes

6A – External Development Leadership

All parents (Title I)

Daily/Weekly communications (Title I)

On-going.





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2. Establish Truancy Court to improve student attendance

Meet with parents and students once per month

Provide incentives for consistent attendance.

Provide support for parents through community resources

Principal, Parent Liaison, Truancy Court Team

Monthly meetings with parents and students

6.1 –Surveys, Sign-in sheets 6.3 – Feedback forms

6A/B – External Leadership

Identified students and parents

Parents will attend truancy court and other school-based events monthly

Once per month

3. Grade level teams will host “student displays of learning” quarterly to keep parents informed of what students are learning and strategies to use at home.

Work samples will be used during the meeting

A time for questions during and following the meeting

Focus on one subject at each meeting

Use students to help demonstrate what is being learned

Administration, Grade Level Chairs, Grade Level Teachers, Academic Facilitator

Agendas, Parent/Student Activities, Sign-in Sheets

6.1 –Newsletters, Website, ConnectEd logs, Surveys, Sign-in sheets 6.3 – Feedback forms


All Parents- Provide parents with an opportunity to see their child(ren) demonstrate learning

Parents will attend the grade level meetings. Title I Parental Involvement Funds ($800)

Once per academic

quarter beginnin

g October

2011

4. Provide parent skills workshops (resume writing, interviewing, literacy workshops, English (speaking) workshops) as well as family nights

Provide interpreter services during workshops

Provide access to computers/technology

Use parent surveys to determine workshop needs.

Provide light refreshments and child care services.

Educate parents on educational issues and advocacy rights

Administration, Parent Liaisons, Support Services Team

Agendas, Surveys, Sign-in Sheets

6.1 – Newsletters, Website, ConnectEd logs, Surveys 6.3 – School Leadership Team Minutes, Parent Testimonies


All Parents – Work in collaboration with Hidden Valley to provide parents with the tools to help improve academic performance.

Parents will attend the sessions. Title I Parental Involvement Funds ($1500)

Event dates

(monthly) Check point dates and

quarterly.





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5. Strengthen the school Parent Teacher Association (PTA)

Provide interpreter services during meetings

Provide district/state training opportunities.

Use parent surveys to determine interest.

Administration, Parent Liaisons, SLT, Community Partnerships

Agendas, Surveys, Sign-in Sheets

6.1 – Newsletters, Website, ConnectEd logs, Surveys 6.3 – School Leadership Team Minutes, Parent Testimonies


All Parents and staff members/community partners work to strengthen the PTA

Event dates

(monthly) Check





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School: _Hidden Valley Elementary_____________________Year:__2011-2012__________

TITLE I: HIGH QUALITY & ONGOING PROFESSIONAL DEVELOPMENT PLAN

Plan includes all training, in-services, mentoring, & learning for all members of the school community.

All PD is grounded in scientifically-based best practices (SBR is on file in crate).

All documentation is on file in crate.

Required documentation of PD: 1. Maintain sign-in sheets & agendas, handouts, notes 2. Provide renewal credit through MyPD (when appropriate) 3. Teacher

feedback on PD (surveys, questionnaires, ect.) 4. Documentation that shows what was learned is being implemented correctly 5.

Documentation that shows PD is impacting student achievement 6. Analyze effectiveness & decide what next

Ongoing Professional

Development Conferences, workshops, in-service,

mentoring, planning, courses

PARTICIPANTS

Why needed? Tie to needs assessment &

Goal/strategy from SIP pg. # &

if applicable-

How will this help remove from

improvement?

Funding

Sources State or local

Prof. Dev.

Money, Title

I, grants…

Cost

Timeline When &

Effectiveness

Check-points

Point Person

Evaluation/Follow-up State specifics ex: # 4 lesson plans,

observation, work sample…

#5 Progress Monitoring results in

ORF, AR diagnostic Reports, tests,

EOGs …

1. Performance Excellence for

All Kids (PEAK)

First year teachers

and mentors

This training incorporates

content best practices with

assessment strategies and

building relationships. It

focuses on goals 1 and 2 of

our SIP.

Title I

State

$6,000 December/Jan

uary and

Summer 2012

(June – July)

Vanita

Beavers

Lesson plans, observations, End-

of-Grade tests and district

formative/summative

assessments.

2. Guided Reading Training

1 teacher from each

grade-level

To address our failure to meet

AYP in reading and to

improve our reading program

to a balanced-literacy

program.

Title I

State

$800 October 2011

– February

2012

Anne

Zdrojew

ski

Progress Monitoring in DIBELS

3D, End-of-Grade tests, District

formative and summative

assessments.

3. Quarterly Planning All grade-levels, EC To review data, so that plans Title I $5,000 October 2011 Tiffany Quarterly planning surveys,

For schools in improvement: PD mandatory 10% set aside for school in $____________ _______________improvement.





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and ESL can be made to remediate and

enrich students in math and

literacy.

State January 2012,

March 2012

Alston teacher observations, District

formative/summative

assessments, common

assessment data, EOG scores,

DIBELS data.

4. Ron Clark Academy Visit

10 teachers (5 new

teachers and

5mentors)

To address not making AYP in

literacy and math, teachers

will learn strategies to engage

and motivate students in these

subjects.

Title I $4,000 December

2011 or

January 2012

Tisha

Greene

Lesson plans, observations and

student work samples.

5. Differentiation I and II

Academy

3 – 6 teachers To address a problem of

practice identified in our

School Improvement Plan for

literacy and math

Title I $600 When offered

by Teacher PD

Department

Brenda

Hews

Walk-through and formal

observations, student work

samples, lesson plans, improved

use of data to drive instruction.

6. Sheltered Instruction

Observation Protocol (SIOP)

4 – 8 teachers To improve instructional best

practices among staff

members and integrate

strategies proven to be

affective with our ELL

Students

Title III

State

Title I

$1000 When offered

by ESL

Department

Kimeny

a Ramet

Walk-through and formal

observations, student work

samples, lesson plans, formative

and summative assessments,

DIBELS data and End-of-Grade

tests.





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Hidden Valley Elementary Bullying-Harassment Prevention Action Plan 2011-2012

Goal: Students will be taught how to deal with bullying. Students will learn to look at bullying from multiple perspectives

(bully, victim, and bystander) to gain an understanding of everyone’s role in bullying acts. Students will be taught the social

skills needed to help prevent future bullying incidents and teachers will learn how to identify and report acts of bullying.

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.

Tisha Greene, Principal Kimenya Ramet, AP Vanessa Sealey, BP Liaison

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

Tisha Greene, Principal Kimenya Ramet, AP

Vanessa Sealey, BP Liaison

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.

Teachers Kimenya Ramet, AP Kanathia Narcisse, SW Bertha Crawford, SW Federico Rios, CIS Coordinator

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






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

Teachers Kimenya Ramet, AP Kanathia Narcisse, SW Bertha Crawford, SW Federico Rios, CIS Coordinator

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

All staff 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.


CMMS SC OSCHH OOLL N IIMMPPRR OVVEEMMEENTT … Improvement Plans 2011... · 2012-11-28 · CMS...

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Transcript of CMMS SC OSCHH OOLL N IIMMPPRR OVVEEMMEENTT … Improvement Plans 2011... · 2012-11-28 · CMS...