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School: Bain Elementary

Principal: John LeGrand

Title I Specialist: N/A

Address: 11524 Bain School Road

Charlotte, NC 28227

Courier Number: 314

Phone: 980-343-6915

Learning Zone: East

Zone Superintendent: Kelly Gwaltney

CMS School Improvement Plan 2010-12

Bain Elementary School 2011-12

2

BELIEFS

Student learning is the chief priority of the school.

All students can learn.

Students learn best when they are actively engaged in the learning process.

A safe and physically comfortable environment promotes student learning.

We believe that through the teaching of character education traits as an integrated part of the daily curriculum, we will help develop students who are respectful, responsible, and resourceful members of our school and community.

Curriculum and instructional practices should incorporate a variety of learning activities to accommodate differences in learning styles.

We believe that all teachers will use current best teaching practices to educate our students.

Teachers, administrators, parents, and the community share the responsibility for advancing the school’s mission.

MISSION STATEMENT

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

School: To Challenge and Prepare All Students for Future Success

VISION

District: CMS provides all students the best

education available anywhere,

preparing every child to lead a rich

and productive life.

School: We, the students, parents, staff and

community of Bain Elementary School, will embrace the school’s mission and beliefs as we commit ourselves to educational excellence.

SMART GOALS

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

Bain Elementary will obtain an increase of >5% in reading of each subgroup “making growth” as measured by the ABC Demographic Report from the previous school year’s report versus this school year’s report.

Bain Elementary will attain “high growth” composite scores in reading and mathematics in grades 4-5 as measured by predicted scores versus actual student scores on the NC EOG test.



3

ASSESSMENT DATA SNAPSHOT

Bain Elementary School - 600314

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 88.5 71.6 0.271 2.5 86.4 88.6

Grade 03 Math Grade Total 97.1 78.9 0.473 3.8 92.1 95.5

Grade 03 Total Grade Total 92.8 75.3 0.373 3.0 89.3 92.0

Grade 04 Reading Grade Total 91.5 59.4 0.184 1.5 88.3 58.1 0.085 1.4 87.0 56.4 0.092 1.3

Grade 04 Math Grade Total 94.7 68.4 0.254 2.2 93.3 84.0 0.437 5.3 94.0 74.5 0.298 2.9

Grade 04 Total Grade Total 93.1 63.9 0.219 1.8 90.8 71.1 0.262 2.5 90.5 65.5 0.195 1.9

Grade 05 Reading Grade Total 88.2 67.9 0.195 2.1 94.6 65.9 0.234 1.9 94.2 61.6 0.199 1.6

Grade 05 Math Grade Total 97.1 85.3 0.612 5.8 96.8 83.1 0.470 4.9 98.3 92.7 0.564 12.8

Grade 05 Science Grade Total 77.6 93.0 97.1

Grade 05 Total Grade Total 87.6 76.6 0.404 3.3 94.8 74.5 0.352 2.9 96.5 77.2 0.382 3.4

Reading Total Total 89.5 66.3 0.217 2.0 89.9 62.1 0.162 1.6 89.8 59.0 0.145 1.4

Math Total Total 96.2 77.3 0.441 3.4 94.1 83.5 0.454 5.1 95.9 83.6 0.431 5.1

Science Total Total 77.6 93.0 97.1

EOG Total Total 90.8 71.8 0.329 2.5 92.1 72.9 0.308 2.7 93.4 71.3 0.288 2.5

School Composite Total 90.8 71.8 0.329 2.5 92.1 72.9 0.308 2.7 93.4 71.3 0.288 2.5



4

SCHOOL PROFILE

Bain Elementary School has a long and distinguished history. It was originally founded as Bain Academy in 1889

by John Bain, who donated both the land and money to build the school. It was deeded to Philadelphia Presbyterian Church in 1924, then donated to Mecklenburg County for public use. Throughout its existence, the school has been organized as a 1-12, a 1-9, a 1-6, a K-6, and is currently a K-5 facility. Bain today houses over 67,000 square feet of learning space. The staff includes two administrators, three secretaries, one literacy facilitator, two EC resource teachers, one counselor, one psychologist, eleven instructional assistants, one speech clinician, one media specialist, four and one-half licensed special area teachers, and forty-four regular classroom teachers who provide instruction for over 960 students. 30% of teachers have a master’s degree or beyond, and 20% are certified by the National Board for Professional Teaching Standards. In addition, our music teacher is Orff certified. The North Carolina Standard Course of Study and formal and informal assessment data drive regular classroom instruction. Bain has demonstrated high growth in the ABCs of North Carolina as demonstrated on EOG scores in reading, math, and writing during the school years of 2006-07, 2007-08,2008-09,2009-10, and 2010-11. In addition, Bain was named an NC Honor School of Excellence with High Growth for the 2008-09, 2009-10, and 2010-11 school years. Bain’s demographics are as follows: white, 74.6%; African-American 9.4%; Hispanic 6.6%; Asian 4.4%; Native American 5.5%; and multiracial, 4.5%. Approximately 20.3% of our students receive free or reduced lunch. 2010-11 achievement is as follows: Third Grade- Reading, 88.6%/Math, 95.5%; Fourth Grade- Reading, 87.0%/Math, 94.0%; Fifth Grade- Reading, 94.2%/Math, 98.3%. In addition, our school’s overall High Growth Ratio was 2.52 for the 2010-11 school year. Bain offers a variety of special programs and clubs for student participation, which provide learning experiences throughout the year. These special programs and clubs include: Media Helpers, Safety Patrols, Lunch Buddies, Junior Achievement, Food Drives, Blood Drives, Music Club, Art Club, Chess Club, and Math Olympiad Club. Students participate in book fairs, Character Education Programs, Math Super Stars, Accelerated Reader Program, Accelerated Math Program, Computer Assisted Learning, Cross Curriculum Celebration Days, Field Trips, Writing and Art contests, WBAIN closed-circuit broadcasts, service projects, school-wide productions/performances, and tutorial programs. Bain’s PTA is very active and supports our students and staff by providing funds for instructional materials and equipment for classrooms. The PTA assists with special programs, health room supplies, providing school-wide volunteers and sponsoring family involvement activities.



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

5

SMART GOAL (1): Bain Elementary will obtain an increase of >5% in reading of each subgroup “making growth” as measured by the ABC Demographic Report from the previous school year’s report versus this school year’s report.

Data Used: ABC Demographic Summary

SP 2014 Tactic: (#1) – Effective Teaching and Leadership - Develop multidimensional measures of teacher effectiveness in

tested and non-tested subjects and grade levels.

Strategies (determined by what data)

Task

Task

Task (PD)

Point Person (title/name)

Evidence of Success (Student Impact)

Funding (estimated cost and source)

Personnel Involved

Timeline Start–End

Interim Check Dates

1. Establish and monitor specific measurable goals for

progress by each subgroup within the school.

Quarterly data mtgs by grade level

SIP Dev. Process (ongoing)

CMS and school-level assessments

Grade Level Mtgs Grade level pre/post tests (Thinkgate)

Principal-LeGrand Literacy Facilitator-K. Drye AP-Lowder TD-Whitelaw Reg. Ed Teachers-All EC-All

- Each subgroup will obtain an increase of >5% in reading as measured by the NC EOG.

N/A Faculty

8/1 – 6/10

8/1/11

11/2/11

2/3/12

2. Incorporate supplementary instructional activities within

and outside the regular instructional day

Intensive Reading

TD pullouts/push-ins

Reading Mastery Groups

Incorporate “Reading Comprehension Tool-kit” into literacy instruction (3-5)

Utilization of recently purchased “Leveled Reading Library”

Incorporate technology and technology programs such as “Discovery Ed”,


- <25% of students in Intensive Reading

program will be below EOY benchmark measures - Each subgroup will obtain an increase of >5% in reading as measured by the NC EOG.

N/A Faculty

8/1 – 6/10

8/1/11

11/2/11

2/3/12




6

3. Focus on providing teachers with instructional strategies

that will assist students with successfully reading/comprehending non-fictional texts

Administration will work with literacy facilitator to identify data proven strategies of effectively teaching reading skills in the non-fiction genre

Literacy Facilitator will design a series of professional development sessions that will be presented to teachers during designated literacy focused staff meetings.

Admin., facilitator, and teachers will monitor student progress by reviewing data from assessments given on non-fiction texts.

Principal-LeGrand Literacy Facilitator-K. Drye AP-Lowder TD-Whitelaw EC-All

- Each sub group will demonstrate growth (>5%) quarterly on common grade level assessments on non-fiction texts. - Each subgroup will obtain an increase of >5% in reading as measured by the NC EOG.

N/A Faculty

8/1 – 6/10

8/1/11

11/2/11

2/3/12

4. Focus on building PLC and staff collaboration that will assist teachers with sharing instructional strategies and with differentiating instruction for differing academic ability levels.

Agenda for school-wide grade level block planning meetings designed and implemented to promote teacher discussion surrounding the topic of differentiation of student instruction.

Teachers will be required to peer observe one teacher from their own grade level and one teacher from another grade level monthly followed by a peer discussion of strategies observed during the lesson.

Each teacher will create an individual personal goal to improve and enhance personal collaboration capacity among staff.

Further utilization of the school wiki will facilitate sharing of resources, strategies, and ideas among staff members.


- Each subgroup will obtain an increase of >5% in reading as measured by the NC EOG.

N/A Faculty 8/1 – 6/10

8/1/11

11/2/11

2/3/12




7

SMART GOAL (2): Bain Elementary will attain “high growth” composite scores in reading and mathematics in grades 4-5 as measured by predicted scores versus actual student scores on the NC EOG test. Data Used: ABC Summary Report

SP 2014 Tactic: (#1) – Effective Teaching and Leadership - Develop multidimensional measures of teacher effectiveness in

tested and non-tested subjects and grade levels.

Strategies (determined by what data)

Task

Task

Task (PD)

Point Person (title/name)

Evidence of Success (Student Impact)

Funding (estimated cost and source)

Personnel involved

Timeline Start–End

Interim Check Dates

1. Closely monitor and provide feedback on classroom

instruction by all certified staff.

Develop a strategic system for daily visits to all classrooms by administrative team

Develop system for documenting and giving productive feedback to individual teachers based on practices/ instruction observed during walk-throughs and formal observations

Provide professional development sessions throughout the school year to instructional staff that is designed to increase staff knowledge and repertoire of best practices and new instructional strategies to be incorporated into lessons

Principal-LeGrand Literacy Facilitator-K. Drye AP-Lowder

- Grades 4 -5 will attain “high growth” composite scores as measured by the NC EOG results

N/A Faculty

8/1 – 6/10

8/1/11

11/2/11

2/3/12

2. Monitor targeted student sub-groups (EC, ED, AA, etc.)

Admin and teachers systematically review composite student subgroup data from formative and other grade level common assessments.

Admin and instructional staff will collaboratively design instruction that will address data identified issues for any underperforming subgroup.



N/A Faculty

8/1 – 6/10

8/1/11

11/2/11

2/3/12




8

3. Identify low performing individual students and develop

strategies/interventions to facilitate the achievement of those students.

Differentiated groups between classrooms (3-5)

Differentiated groups within classrooms (K-5) EOG Pals – staff members and adult volunteers that serve as low performing students’ personal tutor/mentor as they prepare for the NC EOG


- Grades 4 -5 will attain “high growth” composite scores as measured by the NC EOG results - Each subgroup will demonstrate quarterly growth >5% as measured by grade level common assessments in the areas of reading and math

N/A Faculty

8/1 – 6/10

8/1/11

11/2/11

2/3/12

4. Focus on building PLC and staff collaboration that will assist teachers with sharing instructional strategies and with differentiating instruction for differing academic ability levels.

Agenda for school-wide grade level block planning meetings designed and implemented to promote teacher discussion surrounding the topic of differentiation of student instruction.

Teachers will be required to peer observe one teacher from their own grade level and one teacher from another grade level monthly followed by a peer discussion of strategies observed during the lesson.

Each teacher will create an individual personal goal to improve and enhance personal collaboration capacity among staff.

Further utilization of the school wiki will facilitate sharing of resources, strategies, and ideas among staff members.



N/A

Faculty

8/1 – 6/10

8/1/11

11/2/11

2/3/12

Bain Elementary 10/12/2011

Charlotte-Mecklenburg School Quality Review School Self-Evaluation Form

Name of principal: John LeGrand

Name of school: Bain 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: Bain Elementary School-314 School address: 11524 Bain School Road, Charlotte NC 28227 School telephone number: 980-343-6915

#

%

Grades: K-5

Number of students enrolled: 969

Number of general education students: 969

Number of EC students: 0 (self-c)

Number of LEP students: 50

Principal suspensions: 21 (total 10-11)

Superintendent suspensions: 0

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

18.5%

Ethnic make-up of the students (by percentage): See SIP/SPARTA

Group # Enrolled % Enrolled

African-American 113 11.7

White 718 74.1

Asian 49 5.1

Hispanic 66 6.8

American Indian 53 5.5

Multi-Racial 35 3.6

Total 969 100.0

* Click group name for roster. Group # Enrolled % Enrolled

Non-ED 784 79.9

ED 185 19.1

Total 969 100.0


LEP 50 5.2

Non-LEP 919 94.8

Total 1,011 100.0


SWD 58 5.9

Non-EC 846 87.4

Gifted 65 6.7

Total 969 100.0

http://isparta.cms.k12.nc.us/elementary/enrollment_roster.asp?schx=314&gdx=99&yrx=20092010&grpx=African-American

http://isparta.cms.k12.nc.us/elementary/enrollment_roster.asp?schx=314&gdx=99&yrx=20092010&grpx=White

http://isparta.cms.k12.nc.us/elementary/enrollment_roster.asp?schx=314&gdx=99&yrx=20092010&grpx=Asian

http://isparta.cms.k12.nc.us/elementary/enrollment_roster.asp?schx=314&gdx=99&yrx=20092010&grpx=Hispanic

http://isparta.cms.k12.nc.us/elementary/enrollment_roster.asp?schx=314&gdx=99&yrx=20092010&grpx=American%20Indian

http://isparta.cms.k12.nc.us/elementary/enrollment_roster.asp?schx=314&gdx=99&yrx=20092010&grpx=Multi-Racial

http://isparta.cms.k12.nc.us/elementary/enrollment_roster.asp?schx=314&gdx=99&yrx=20092010&grpx=Total

http://isparta.cms.k12.nc.us/elementary/enrollment_roster.asp?schx=314&gdx=99&yrx=20092010&grpx=LEP

http://isparta.cms.k12.nc.us/elementary/enrollment_roster.asp?schx=314&gdx=99&yrx=20092010&grpx=Non-LEP


http://isparta.cms.k12.nc.us/elementary/enrollment_roster.asp?schx=314&gdx=99&yrx=20092010&grpx=SWD

http://isparta.cms.k12.nc.us/elementary/enrollment_roster.asp?schx=314&gdx=99&yrx=20092010&grpx=Non-EC

http://isparta.cms.k12.nc.us/elementary/enrollment_roster.asp?schx=314&gdx=99&yrx=20092010&grpx=Gifted



A. What is distinctive about your school?

Traditions

Founded 1889

Sense of community

Low teacher turnover

Parental involvement

High community expectations

B How effective is your school overall?

4 3 2 1

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

How do you know?

Our students achieve high growth on the NCEOGs, Honor School of Excellence w/high growth,

collectively made high growth with ALL AYP subgroups (grades 3-5)

What are its notable strengths?

Overall High Growth Ratio in grades 3-5 of 2.52 in 2010-11.

All 17 student subgroups met AYP goals.

Quality of instructional assistant brigade is very high.

An experienced and knowledgeable staff with an average of over 12 years of teaching experience.

What are its main areas for improvement?

Reading comprehension (K-5), specifically “deeper” comprehension skills, with the goal of

increasing the amount of students “meeting growth” in reading by each each subgroup in 4th

and 5th

grades by 5%.

Reading fluency (K-5), specifically the effect of fluency on comprehension.

Instructional differentiation—scaffolding instructional efforts according to individual student needs.

Further developing PLC’s and collaboration among staff.


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?

Named Honor School Of Excellence with High Growth for 2008-09, 2009-10, and 2010-11.

High academic growth for all AYP subgroups (gr 3-5) in EOGs 2009-10 and 2010-11.

On-going reflection during PD and grade-level mtgs

In which subjects and grades do students do best, and why?

Math—95.7% proficiency in CMS in mathematics grades 3-5 with a high growth ratio of 5.23 in

2010-11.

Reading- 89.8 proficiency on EOGs (grades 3 & 5) 2010-11. Our teachers generally know the

curriculum, teach that curriculum, assess that curriculum, and use those assessments to inform

subsequent instructional decisions. In which subjects and grades is improvement needed, and what action is being taken?

Literacy -reading response journals, reader’s workshop, differentiated novel studies, school visits,

implementation of newly purchased “Comprehension Tool-Kit”, focus on teaching students to read

non-fiction texts effectively

Reading comprehension—school-wide (to reach SIP goal of 5% increase of each subgroup “meeting

growth”—Reading staff development (once monthly), school visits, staff book studies, assignment of

instructional assistants during Reader’s Workshop time, utilization of our newly purchased leveled

reading library.

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

All subgroup achieved “High Growth” status overall. However, all of our subgroups did not make

high growth in reading. Our goal is to achieve high growth with every subgroup and we are

addressing that by strategically allotting resources and personnel as well as placing a significant focus

for planning and further implementing differentiation of instruction.

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

See above/In addition, our Intervention Team process allows for ongoing identification and provision

of services for any students that present with learning difficulties.

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

Performance data drives ALL instructional decisions at Bain Elementary School. Our school data


team is also beginning to flourish and become a driving force with school-wide instructional

decisions.

How does your school allocate available resources to improve student learning and achievement?

Bain has an aligned specials and instructional schedule for the 2010-11 school year. In most cases,

all grade levels are following aligned classes, which allows for maximization of available resources to

push in to the various subjects. All grade levels receive instructional assistance during their Reader’s

Workshop block and Math Workshop block an average of four days/week, which allows for

instructional differentiation. In addition, instructional assistance can be flex-scheduled on any given

week, where we send more help to where it is needed based upon the current instructional foci.

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?

All instruction is based upon the North Carolina Standard Course of Study (NCSCOS) (grades 3-5)

and the new Common Core Standards (K-2). Teachers plan together to provide a rich and well-

developed delivery for grade level standards. Teachers are very in tune with the ability levels of their

students and plan accordingly. Teachers try to utilize various resources to enrich their curricular

delivery. Teachers and grade levels integrate their instructional delivery with cross-curricular

experiences (e.g. science through computer class; social studies through art classes, etc.). How is alignment with the NCSCOS ensured?

Grade-level meetings, classroom walk-thrus, observations, EOG/assessment results, administrative

participation in grade level meetings and PD. How does the school ensure a broad range of learning experiences?

See above.

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?

High academic growth in math and reading, Honor School of Excellence with High Growth, making

high growth with all AYP subgroups.


Which are the strongest features of teaching and learning and why?

Many of our teachers are extremely strong instructionally and consistently achieve high academic

growth year-in and year-out. In addition, many of our grade levels have worked with the same grade

level and group of teachers for several years. Our teachers and staff are very proud of their

accomplishments, and believe that their efforts are meaningful, worthwhile, and effective. Many are

very scientific in their approach to assessment and data, and know exactly what their students need to

be successful in their endeavors. What aspects of teaching and learning most need improvement and what action is being taken?

See above. How do teachers assess students’ achievement of learning objectives and adjust instruction with assessment information?

See above. In addition, CMS district-level formative assessments provide a barometer with similar

students and schools across the district. Formal and informal assessments (DIBELS, observation,

progress monitoring, pre- and post- tests in Investigations and post-tests in Imagine It, etc.) occur on

virtually a daily basis.

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

4 3 2 1


How do you know?

Our school leadership team is continuing to undertake more authority for decision-making and policy-

making processes within the school. Each grade level has identified teacher leaders for literacy, math,

science, social studies, data-analysis, to represent the grade level or department at district- and school-

level gatherings. Each constituent group is being tasked with meaningful responsibilities toward the

effective implementation of policy and curriculum throughout the school. Groups are given real

issues to render real decisions about, including procuring and expending resources towards increased

student achievement. Stakeholders developed the student handbook, the staff handbook, the school-

wide discipline plan, and the master schedule through these processes. Which are the strongest aspects and why?

Experience and passion for teaching are two of the greatest strengths of the Bain staff. In addition,

pride in the school, community, and the general accomplishments of the organization make this a

powerful instructional staff. Very few school staffs have the depth of curricular knowledge and

understanding that currently exist at Bain. What most needs improvement and what action is being taken?

Critical self-analysis of current instructional strategies and practices is Bain’s greatest need. “Best

practices” is an ever-developing and moving target that is under constant scrutiny and revision. All


members of the staff are being asked to honestly and critically evaluate their own personal current

level of performance, skills, and teaching philosophies, and to plan next professional steps

accordingly. Ongoing, never-ending professional growth is the goal of the new educational

professional in this age of global awareness and competition. Individual growth plans will be derived

from these analyses.

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

4 3 2 1


How do you know?

School surveys (parent, student, and teacher) are very strong. Bain has a very low number of

reportable disciplinary incidents (0 last year). Safety audits have been at or above 100% for the past

few years. Bain parents feel welcome and come into the school often. Bain protects instructional

time with minimized disruptions and announcements. The SLT has critically scrutinized and

designed an instructional schedule that maximizes aligned instructional time. Which are the strongest aspects and why?

See above.

What most needs improvement and what action is being taken?

Bain continues to stress that every minute at school is a learning opportunity, even before the tardy

bell. Bain has also developed a school-wide discipline plan as a preventative measure to uniformly

codify student behavioral expectations and limit student disruptions of and within the learning

environment.

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?

The surrounding community appears to possess a strong sense of ownership for Bain and seek

opportunities to make our institution stronger. Our “reportable” volunteer hours here at Bain were

over 4,500 last year, with over 700 registered volunteers. Furthermore, Bain probably had 4-5 times

that amount. Other schools visit Bain to examine strong instructional areas, and Bain responds in

kind. The Bain PTA is very active, and acts in concert with the school in financial and resource

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


Parent Assist (NCWise), Bobcat Bulletin Newsletter (bi-weekly), Teacher newsletters (bi-monthly,

minimum), Connect-Ed, parent phone calls, “home-school” folders, student agendas, and e-mail are

all utilized to maintain home-school communication. Our new Parent Assist component of NCWise

has offered a completely new level of interaction between student performance and constant parent

monitoring. Above all, face-to-face interactions between staff and parents have proven the most

effective method of communication between home and school. What most needs improvement and what action is being taken?

Grade levels will continue to develop quarterly (or otherwise regularly scheduled) curriculum-

focused parent information sessions on current topics of interest or concern, including math, reading,

study skills, etc.

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

Our staff has found that different techniques and venues work best for different groups of parents.

For example, fifth grade teachers have discovered that Math Curriculum Nights are most effective for

parents who do not understand the complexities and/or expectations of the fifth grade math

curriculum. All grade levels welcome and encourage parent volunteers to become involved in school

events and curriculum. Our parents and community seem to respond to any opportunity to help or

become involved in school events. What needs improvement and what action is being taken?

We are always actively seeking community partners to help Bain along in its instructional mission.

Bain consistently solicits new partnerships with local churches, businesses, schools, and the

community at large to provide services that enrich the mission of the school.

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)

N/A

Bullying-Harassment Individual School Prevention Plan (BHISPP)

Action Plan

Bullying Prevention Outcome: Implement the District Policy on Bullying Prevention as part of Safe Schools Plan in order to reduce referrals for bullying by 5%.

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

Establish a Bullying Prevention Committee to assist in the

development of the Implementation and Process Plan

addressing Safety and Respect for All.

Applicable EZ / CMS Training.

Implement School-Wide Bullying Prevention Week Activities

Establish support groups for bullies or victims as needed.

Provide weekly guidance as well as small groups based on individual student needs.

Provide staff with bullying trainings as needed and applicable.

Principal –

LeGrand

AP-Lowder

Guidance

Counselor-

Quattlebaum

Decrease referrals to administration

for Bullying Behavior

Improved responses on Student and

Parent Surveys regarding Safe

Schools

Improved achievement due to

feeling safe at school

Students

All Staff

Members

N/A August 1, 2011

– June 10, 2012

11-3-11

2-2-12

4-12-12

School Liaison: Twila Quattlebaum

CMMS SC OSCHH OOLL N IIMMPPRR OVVEEMMEENTT … Improvement Plans 2011... · CMMS SC OSCHH OOLL N...

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