CMMS SC OSCHH OOLL N IIMMPPRR OVVEEMMEENTT … Improvement Plans 2011...JV Washam Elementary School...

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School: JV Washam Elementary School

Principal: Raymond Giovanelli

Title I Specialist: N/A

Address: 9611 Westmoreland Road

Cornelius, NC 28031

Courier Number: 433

Phone: 980-343-1071

Learning Zone: Northeast

Zone Superintendent: Dr. Dawn Robinson

CMS School Improvement Plan 2010-12

JV Washam Elementary School 2011-12

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BELIEFS

Core Values

Academic Excellence

Character Development

Challenging Learning Experience

Creative Productivity

Welcoming & Safe Environment

Valuing Differences

Community partnerships

MISSION STATEMENT

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

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

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

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

VISION

District: CMS provides all students the best

education available anywhere,

preparing every child to lead a rich

and productive life.

School: J. V. Washam Elementary is a

partnership of educators, families, and

community members dedicated to

enriching the lives of all learners.

SMART GOALS

Outcome (1): We will prepare our students to become 21st century students and be able to critically think and problem solve in all areas of their academic program to better prepare our children for future graduation of high school. Our goal will be to continue to grow in all academic areas as well as incorporate more character and social lessons in to the school setting to improve decision making, confidence and overall institutional achievement. This year the CMS goal for graduation will be a 75% pass rate.

Outcome (2): Increase the number of students in grade K-5 who score above proficiency in reading instruction. Our goal will be to grow from 83.1 % proficient to 90% proficient (growth of 6.9%) in grades 3-5 and also above 95% of students meeting the standards on assessments in K-2 classrooms. We will also focus on our growth goal. This past year 64% of our 4-5 students showed growth in reading/math and our goal for this year will be for 70% of them to make growth overall.

Outcome (3): Reduce the gap between our subgroups (ethnic, race, and socio-economic) at JV Washam. At this time we have 79.2% Caucasian, 6% African-American, 6.5% Hispanic, 2.8% Asian, 5.2% Multi-Race and less than 1% American Indian. We also have 22% free and reduced lunch students which totals at 223 students (prior to all data being turned in). Our goal will to reduce all sub group gaps to within 10% points. Our 3 largest racial groups are Caucasian, Hispanic and African-American. In our overall composite we were inside of 10% points for these 3 groups, in math composite we also were within the 10% mark, in reading the gap was still 13% points, in 5th grade science the gap was also still at 13% difference. When looking at our students with disabilities population our composite was still 21% points off, in math we were inside 10%, in reading we showed our biggest gap of over 30% points, in science in 5th grade we showed a gap of just under 30% points for this population.



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ASSESSMENT DATA SNAPSHOT

J V Washam Elementary - 600433

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 84.3 52.7 0.122 1.1 78.9 79.9

Grade 03 Math Grade Total 92.5 80.6 0.417 4.2 95.3 92.4

Grade 03 Total Grade Total 88.4 66.7 0.269 2.0 87.1 86.1

Grade 04 Reading Grade Total 80.2 42.2 -0.084 0.7 86.5 45.6 -0.054 0.8 79.3 41.6 -0.098 0.7

Grade 04 Math Grade Total 92.4 66.4 0.250 2.0 95.0 80.0 0.368 4.0 88.5 46.4 -0.072 0.9

Grade 04 Total Grade Total 86.3 54.3 0.083 1.2 90.8 62.8 0.157 1.7 83.9 44.0 -0.085 0.8

Grade 05 Reading Grade Total 87.3 56.7 0.067 1.3 84.9 59.6 0.126 1.5 84.8 42.2 -0.068 0.7

Grade 05 Math Grade Total 93.7 64.4 0.167 1.8 92.9 70.6 0.222 2.4 95.5 47.5 0.008 0.9

Grade 05 Science Grade Total 86.5 87.3 93.2

Grade 05 Total Grade Total 89.2 60.6 0.117 1.5 88.4 65.1 0.174 1.9 91.2 44.9 -0.030 0.8

Reading Total Total 83.7 50.1 0.036 1.0 83.1 52.1 0.030 1.1 81.1 41.9 -0.085 0.7

Math Total Total 92.8 71.3 0.292 2.5 94.5 75.6 0.300 3.1 91.8 46.8 -0.037 0.9

Science Total Total 86.5 87.3 93.2

EOG Total Total 88.1 60.7 0.164 1.5 88.6 63.9 0.165 1.8 87.3 44.4 -0.061 0.8

School Composite Total 88.1 60.7 0.164 1.5 88.6 63.9 0.165 1.8 87.3 44.4 -0.061 0.8



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SCHOOL PROFILE

This narrative should include a description of student and staff demographics, recent achievement, and staff qualifications.

J.V. Washam is about to start the 6th

year of service to the Cornelius/Huntersville community (opened on August 27, 2007). This is

the home school to approximately 1009 students living in the Cornelius and Huntersville areas. The student population is as follows:

Grade Level Ethnicity

K-198 Caucasian- 77.9%

1st-157 African American- 7.3%

2nd

-163 Hispanic- 7.6%

3rd

-197 Asian- 3.8%

4th

-176 American Indian- 0

5th

-157 Multi Racial – 3.3%

ESL/LEP- J.V. Washam Elementary School has a population of approximately 48 total ESL/LEP students in the K-5 school. We have

K students (unknown at time of completion), 6- 1st graders, 11- 2

nd graders, 17- 3

rd grader, 12- 4

th graders and 2- 5

th graders.

The free and reduced lunch ratio is approximately 21% (218 students) which is holding steady this year. We are still in the

registration phase of the FRL program and this number should rise. Boys represent 50.4% of our population; girls represent 49.6%.

We have an LEP population of 48 students (4.6%) not counting our newest kindergarteners and we show 6.8% of our students w/

disabilities (not counting our newest children). Our TD population in 3-5 has increased from 5.7% to 6.3%.

J V Washam Elementary - 600433

School Composite

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

Subgroup Perf.

Composite

Avg. Growth

AYP Readi

ng

AYP Math

Grad. Rate

Perf. Composit

e

Avg. Growt

h

AYP Readin

g

AYP Math

Grad. Rate

Perf. Compo

site

Avg. Growt

h

AYP Readin

g

AYP Math

Grad. Rate

Perf. Composit

e

Avg. Growt

h

AYP Readin

g

AYP Math

Grad.

Rate

African-American 79.2 0.023 Insuf

Data Insuf Data ~ 75.4 0.181 Insuf

Data Insuf Data ~ 72.2 -0.13 Insuf

Data Insuf Data ~

Asian 95.0 0.153 Insuf Data

Insuf Data ~ 100.0 0.554 Insuf


Data Insuf Data ~

Hispanic 78.0 0.166 Insuf Data



Data Insuf Data ~

Multi-Racial 83.7 0.148 Insuf Data



Data Insuf Data ~

Native American 33.3 ~ No

Data No Data ~ ~ ~ ~ ~ ~ 75.0 ~ No

Data No Data ~

White 90.1 0.179 Met Met ~ 90.2 0.142 Met Met ~ 91.4 -0.03 Met Met ~

LEP 76.9 0.130 Insuf Data



Data Insuf Data ~

SWD 61.4 0.075 Insuf Data

Insuf Data ~ 62.5 0.087 Met Met ~ 55.5 -0.19 Not

Met Not Met ~

ED 75.7 0.136 Met Met ~ 77.6 0.241 Met Met ~ 76.5 -0.17 Met Met ~

EOG Total 88.1 0.163 Met Met ~ 88.6 0.164 Met Met ~ 87.3 -0.06 Met Met ~

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

School Composite 88.1 0.163 Met Met ~ 88.6 0.164 Met Met ~ 87.3 -0.06 Met Met ~


JV Washam E.S. 2011-12

6

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

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

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

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

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

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

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

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

91.8% (down from 94.5) of our students are on grade level in Math (3-5), 81.1% (down from 83.1) in Reading (3-5) and 93.2% (up

from 87.3) in 5th

grade Science.

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

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

challenging education that promotes high expectations.



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

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SMART GOAL (1): We will prepare our students to become 21st century ready and be able to critically think and problem solve in all areas of their academic program to better prepare our children for future graduation of high school. Our goal will be to continue to grow in all academic areas as well as incorporate more character and social lessons in to the school setting to improve decision making, confidence and overall institutional achievement. To measure our progress in preparing our students for 21

st century expectations and building a quality environment we

will use student survey data questions (Adults make sure students are kind to each other (92.9%), I know how I am supposed to act at school (97.1%), I feel comfortable talking to staff at school (78.6%),and what I am using at school is useful (75.7%). We will look for a 10% gain in each of these questions. This year the CMS goal for graduation will be a 75% pass rate. (As a team we will continue to review this and look at measurable changes we can make?) Data Used: Survey Results (parent, student)-CMS, Survey Results- Washam phone SP 2014 Tactic: (# 4 & 6 ) – Teaching and Learning through Technology and Parent and Community Connections

Strategies (determined by what data)

Task

Task

Task (PD)

Point Person (title/name)

Evidence of Success (Student Impact)

Funding (estimated cost and source)

Personnel Involved

Timeline Start–End

Interim Check Dates

Example: 1. Differentiate instruction for students

experiencing target deficit reading skills as determined by assessments

Use PALs

Use Orton Gillingham Strategies

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

Training teachers on Orton Gillingham strategies

Use of Fountas and Pinnell assessment system

Academic Facilitators Administration EC TD

-On DIBELS less than 5% of students will be below benchmark by EOY measures -On Running Records all students will be above a level H -On F & P, less than 5% of students will be below grade level expectations

-purchase of Fountas and Pinnell) Benchmark Kits ($2,000)

Whole Staff

September 2011

January 2012

June 2012

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

We will use the “How Full is Your Bucket” and “Raving Fans” books, the

Counselor Weekly Phone Survey to parents

Raving Fan feedback

Instruction funds for staff book ($2,000)

Whole Staff

October 2011 December 2011 March 2012 June 2012




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morning news, afternoon announcements and our guidance program to support quality character, problem solving and teaching students to work together.

2.

Use of technology in all areas of instruction (K-5), including classroom computers, SmartBoards, Senteos, web-based activities. All with the focus on preparing our students for the future (K-5 Goal).

Addition of the “Innovation” program to allow teachers additional time to work on projects and planning for technology integration during the school day.

classroom teachers technology teacher admin. team

Staff sign up for smart board training

Walk through visits seeing implementation

Use of “Innovate” strategy to bring more technology to classrooms

Teacher sharing of technology use in rubrics, wikis, websites

Evidence in lesson planning

Use of school funds to purchase technology ($12,000) Grant proposal to Jimmy Johnson foundation Set up advanced trainings for those that are ready

Technology Teacher Classroom Teachers Administration Facilitators





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SMART GOAL (2): Increase the number of students in grade K-5 who score above proficiency in reading instruction. Our goal will be to grow from 81.1 % proficient to 90% proficient (growth of 8.9%) in grades 3-5 and also above 95% of students meeting the standards on assessments in K-2 classrooms. We will also focus on our growth goal. This past year 45.1% of our 4-5 students showed growth in reading/math and our goal for this year will be for 65% of them to make growth overall. This information will be measured by the state EOG tests in grades 3-5. Data Used: EOG Data, Formative Assessments, Common Assessments (grade levels), Informal Assessment (classrooms), Fountas and Pinnell Benchmarks, Dibels SP 2014 Tactic: (# 1 ) – Effective Teaching and Leadership


Task

Task

Task (PD)




Personnel involved


Interim Check Dates

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

Identify clusters of students and their specific growth needs

Use the workshop model in K-5 classrooms to differentiate and meet student needs where they are

Use new formatives, common assessments and K-2 assessments, Dibels (for student fluency) , Fountas and Pinnell Benchmark assessments and a variety of other assessment tools to make sure students are showing growth during the year in not only fluency but also in comprehension and all NCSCOS skills.

In K-5 use new formatives, common assessments, pre/post assessments and grouping of students based on

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

Create common assessments PLC meeting minutes Strategic grouping Use of differentiated workshop model Post Data review Observation, anecdotal records, assessment data visual growth of students to show parents team discussion on growth scores formal formatives (CMS)

Purchased scanner ($200)

Classroom Teachers Facilitators Administration Teacher Assistants





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strengths and weaknesses (fluid groups) to best meet needs.

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

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

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

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

Use a new model for support staff in upper grades, giving one assistant to each grade level to work throughout the day to meet strategic needs.

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

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

Use extended tutoring during the day,

ESL teacher EC teacher TD teacher IRP teacher Facilitators Assistants Admin. Team SLT Certified Tutors

Review assessment data wth classroom teachers Design schedule to allow support staff to be used efficiently Assessment results showing continued growth Teacher observation and feedback Formal assessment data comparisons Progress on IEP’s and PEP’s showing mastery of skills Use of Buddy program and extended day tutors to show that with additional support all

Extended Day Funding ($8900)

Tutors (parents) Facilitators SLT Administration Classroom Teachers Support Teachers





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using 3 certified teacher tutors to work with students at-risk

children can meet expectations




12

SMART GOAL (3): Reduce the gap between our subgroups (ethnic, race, and socio-economic) at JV Washam. At this time we have 77.9% Caucasian, 7.3% African-American, 7.6% Hispanic, 3.8% Asian, 3.3% Multi-Race and less than 1% American Indian. We also have 21% free and reduced lunch students which totals at 218 students (prior to all data being turned in). Our goal will to reduce all sub group gaps to within 10% points. Our 3 largest racial groups are Caucasian, Hispanic and African-American. In 3

rd grade math Our gap in 3

rd grade math from the lowest

group 66.7% (AA) and our highest group 98.5% (C) was 31.8 points. In reading in 3rd

grade the gap between our lowest of 44% (AA/Hisp) and highest 86% (C) was 42 points. In 4

th grade math the difference between the lowest 57% (Hisp) and highest 92% (C) was 35 points. In 4

th reading

the difference between the lowest 28.6% (Hisp.) and highest 84.4% was 55.8 points. In 5th grade math the difference between the lowest 90%

(Hisp.) and highest 96.1% (C) was only 6 points. In 5th grade reading the difference between the lowest 50% (Hisp.) and highest 92.2% (C) was

42 points. In 5th science the difference between the lowest 60% (Hisp.) and highest 90.9% (C) was 30.9 points. It is important to note that in 3

rd

grade we had 9 African American Students and 10 Hispanic students, in 4th grade we had 14 African American students and 7 Hispanic, and in 5

th

grade we had 11 African American Students and 10 Hispanic students. These goals will be measured by AYP, ABC and EOG data at the end of the school year. Data Used: EOG Data, Formative Assessments, Common Assessments (grade levels), Informal Assessment (classrooms), Fountas and Pinnell Benchmarks, Dibels SP 2014 Tactic: (# 1 & 3 ) - Effective Teaching and Leadership and Increasing Graduation Rate


Task

Task

Task (PD)




Personnel involved


Interim Check Dates

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

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

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

Be cognizant of grouping to make sure

Admin. Team K-5 teachers Support Staff Facilitator Counselor

Achievement Gap dip on EOG’s Use results of formal and informal assessments to fluidly group Documentation of growth and improvement, if not, what should we do next? Data comparisons within and outside the school Use of RtI process and interventions consistently to meet student needs

None

Classroom Teachers Support staff Facilitators Administration





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all are treated fairly and are being challenged at high levels

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

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

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




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15

Charlotte-Mecklenburg School Quality Review School Self-Evaluation Form

Name of principal: Raymond Giovanelli

Name of school: JV Washam E.S.

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: JV Washam E.S. (#433) School address: 9611 Westmoreland Road, Cornelius NC School telephone number: 980-343-1071

#

%

Grades: K-5

Number of students enrolled: 1,055 100

Number of general education students: 863 85.4

Number of EC students: 78 6.8

Number of LEP students: 48 5.3

Principal suspensions:

Superintendent suspensions: 0 0

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

218 21

Ethnic make-up of the students (by percentage): Caucasian- 77.9%

African American- 7.3%

Hispanic- 7.6%

Asian- 3.8%

American Indian- 0

Multi Racial – 3.3%

The data and information enclosed in this document comes from information generated by our School Leadership Team and the staff at JV Washam Elementary School.




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A. What is distinctive about your school?

Strong PTO and overall parent support working in partnership with staff

Safe and nurturing school environment

Use of class meetings to build family and collaboration

Administration finds time both prior to school and throughout year to give teachers

additional planning time and collaboration time (morning planning/2 day long

sessions)

Large number of volunteers and parents are supportive of school

High math and science scores

Administration respected by staff and parents

Well managed building and resources used well

Quality TD program

Character Education integrated throughout the school

Big Brother/Big Sister partnerships

Community Partnerships

Global focus/preparing for the 21st century

Variety of afterschool extra-curricular activities for students (whole child)

Quality fine arts programs (music, physical education, art, technology, media)

Above system average in number of teachers getting Master’s Degree and/or National

Board Certification

Administrative team committed to high achievement

B How effective is your school overall?

4 3 2 1

School Self-Evaluation: High quality (4) 3.0 Undeveloped (1)

How do you know?

We know our school is effective based on test scores, parent surveys, and our

volunteer log. The school is viewed very highly by the school community and the

environment and culture is of quality.

Considered a school of high growth again this year.

Strong survey data (parents, students, staff) regarding culture and quality of school.

What are its notable strengths?

Our notable strengths are math and science, attendance, and an open door policy that

provides a variety of levels of interaction (see above- What is Distinctive?).




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What are its main areas for improvement?

Our main focus for improvement this year is literacy across the school. We also

continue to focus on adding technology and using data to drive instruction and

allowing for us to meet kids where they are academically.

We must work on differentiation at all grade levels.

Improve our vertical alignment and communication.

In addition to staff led PD, more outside presenters supporting instruction.

Finding ways to better meet our students 21st century needs and being more global in

our presentation to engage kids.

Using technology “with” our students vs. “to” our students. Helping them to learn how

to use it as a tool and resource.

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?

Continued growth in End of Grade testing, making high growth as a school, over

80+% of students at or above grade level.

Math is our strongest content area in our school possibly because it’s more clear-cut

than reading. Easier to measure growth and mastery.

Strong science program in grade 5.

Constant focus on differentiation in all grade levels to engage students.

We need to improve in reading. Professional development should focus on literacy.

There is evidence of disparities in student achievement in our EC and LEP

subgroups. We need to focus on the needs of our EC students and LEP students.

These students need smaller class sizes. Possibly implement a push-in model to

increase collaboration and improve achievement for special needs students (EC and

LEP students).

We use data to improve achievement through common assessments, consistency

across grade levels, use of tiered lessons, differentiating, and testing based on grade

level objectives.

In closing the achievement gap we need to focus on raising the “lower” level of the

gap and the “upper” level. In which subjects and grades do students do best, and why?

Math is our strongest Subject in our school possibly because it’s more clear-cut than

reading. Easier to measure growth and mastery.

Science in 5th

grade is strength due to continuity of team and focus on collaboration

and skills.




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In which subjects and grades is improvement needed, and what action is being taken?

We need to improve in reading. Professional development should focus on literacy.

Work with other schools on best practices- what is working?

Create and maintain a collaborative reading committee to look at ways to improve

our program.

Increasing expectations of student fluency based on National Standards and doing a

better job of sharing with parents.

We also need to look at EC instruction in reading and science as the learning gaps are

large vs. the regular education population.

Increase rigor

Integrate more curriculum across all contents

Better use of data sources to drive instruction

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

There is evidence of disparities in student achievement in our EC and LEP subgroups

especially in reading and science performance. We need to focus on the needs of our

EC students and LEP students. These students need intensive instruction using a

variety of methods of instruction. Implement a more consistent push-in model to

increase collaboration and improve achievement for special needs students (EC and

LEP students).

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

We use both pull-out and the inclusion model to make sure that we are meeting

student needs. This year we also have incorporated an expectation of weekly

planning to make sure that teachers are working together to support our EC students.

We have also set the expectation that communication is more consistent and work

that is being done is constantly pushing the children academically to make sure that

they are growing.

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

Common assessments, formative assessments, informal documentation and

observation are all used to guide instruction. We have created a Data Wise team to

further enhance this process. This year we are working as a small team to build

consistency in our vocabulary and focus and next year we will roll out to our entire

staff. Our main emphasis with teachers this year is giving them a variety of

assessment strategies, coaching to make sure they are documenting it and also

making sure they are using the information to create their lessons and monitor

progress at all levels.




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We are using system formative data (ThinkGate) to look at strengths and weaknesses

in math and reading. This allows us to see objectives that children may struggle with,

allows us to group our students and differentiate more.

Data is used in grades 3-5 to put children in “like ability” groups for math and

reading instruction to allow for additional support and/or acceleration based on needs

of children.

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

We look at the data each year and try to spread our support staff through all grade

levels to impact instruction. We also design our schedule to make sure that subjects

are staggered and so our support staffs (assistants, TD, EC) are able to get in to

reading and math appropriately to better support our teachers and students.

We use our instructional assistants to give extra support for teachers in the classroom

as they create smaller groups.

2 strong facilitators (math/reading)

We have purchased many resources and literature to help our teachers with best

practices and research based strategies (F and P Benchmark)

We continue to add technology to our school to give teachers another tool to help

engage students in instruction.

Use funds to send staff to workshops and seminars that are focused on content

instruction and staff growth as instructional leaders.

We survey our staff to see their needs and identify ways to use resources effectively.

Our PTO has a grant program to support innovative instructional ideas and classroom

literacy.

We have created a teacher resource room with leveled readers, teacher resources and

instructional materials.

The school uses Study Island, Discovery Education and Extended Day tutoring to

give students other access points outside the school day to increase success.




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

4 3 2 1

School Self-Evaluation: High quality (4) 2.75

Undeveloped (1)

How do you know?

Our schools alignment of NCSCOS. We need more vertical alignment among grade

levels. There are gaps and we can reduce overlapping of concepts.

Emphasis on NICKY– our 21st century learner.

Using PTO classroom teacher start up money to provide materials for learning

experiences.

Purchase of consistent assessment program for literacy (F and P)

Use of grade level team planning days.

Weekly, additional planning time for teams once a week.

Grade levels use planning time to forward plan and collaborate so that curriculum and

presentation is meaningful and engaging.

Use student and parent survey data to check progress. This has been positive.

Teachers are working harder to teach students through technology and other methods

to engage further and build problem solving and independence. How is alignment with the NCSCOS ensured?

Our schools alignment of NCSCOS and this is looked at weekly during collaborative

planning times.

Teachers have to turn in planning minutes to administration to show how they are

setting rigorous, high expectations and making sure to align their standards.

We are able to use Thinkgate to monitor progress on the alignment monthly.

Expectation is for lesson plans to be aligned to state standards and pacing guides. How does the school ensure a broad range of learning experiences?

Using PTO classroom teacher start up money to provide materials for learning

experiences.

The use of PD to give additional strategies to teachers to use in their classroom.

We have continued to add technology to create further resources for teachers.

We have offered many opportunities for technology training for teachers so they

understand technology best practices.

We have monitored and emphasized the use of differentiation in the classroom and

coach and give feedback to continue to enhance and improve instructional delivery.

Constant discussion of incorporating technology and diverse instruction in lessons to

build a more global perspective.

Collaboration amongst teachers to share ideas and strategies.




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Specialized services (EC, Speech, TD, ESL, Guidance) to meet student needs.

A greater focus on differentiation and making sure we are meeting student needs and

giving them choice in their learning.

Opportunities for field trips, a myriad of clubs, use of Buddy Classes.

Community service projects being used at all grade levels to create connections for our

kids.

Needs

Further talk about data as a school, where do we see patterns?

Greater use of vertical planning discussions (this has been added this year)

Need to make sure that our PLC discussions are focused on student centered learning-

what can be done to meet their needs.

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

Our strongest features of teacher and instructional quality are teachers reflecting more

on instruction and achievement of students, instructional flexibility for teachers, strong

specials program and arts, continued teacher learning, staff professional development,

increase in technology, grouping students based on needs (differentiation), buddy

classes (academic role models), service learning and real world experiences, and

collaboration opportunities.

We are proud of our Intensive Reading Program, Talent Development Program, use of

technology and SmartBoard training, and the recent resource of Discovery Education

in the classroom. These resources are great supports to teachers and are improving

engagement and success.

Math program is strong and teachers are doing a good job of spiraling the curriculum

accelerating and slowing down instruction to meet student needs. What aspects of teaching and learning most need improvement and what action is being taken?

We need to improve reading instruction through professional development, how we

use our data after assessing students (data wise), use plan time more efficiently




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through modeling, using anchors for whole school consistency, and more vertical

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

The types of assessments being used are pre/post test, common assessments,

observations, anecdotal records, formative assessments, rubrics, manipulatives and

inventories.

Fluency/Dibels

ThinkGate assessments

Star Test

Accelerated Reader

Technology (senteos)

Setting common standards to gauge grade level success on skills and then creating

assessments based on those skills.

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

4 3 2 1


How do you know?

We use teacher, parent and student survey data, use of meetings, grade level planning’s,

discussions with grade levels and key personnel and FAC discussions to monitor the

leadership of the staff and administration in the school. Teachers are also given many

opportunities to take leadership roles if they are interested and have the necessary background.

Management is effective with many school wide processes in place. The strong educational

support we get from the parent community is also a result of leadership.

Staff are held to high standards.

Quality hiring and recruitment of teachers.

Staff is given opportunities to lead PD and committees throughout the school.

School is run well and expectations are clear.

School is organized and safe.

Teachers have outlets to share concerns and feedback (FAC, monthly teacher meetings, staff

meetings, committees)

Teacher and parent survey data gives high ratings to administration and teacher leaders.




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Which are the strongest aspects and why?

The strongest aspects in leadership quality and management are leaders’ ability to

collaborate on instructional ideas and concerns and leadership responsiveness.

Our school has team leaders in each grade, team pods, flexible scheduling, and the

ability to offer alternative planning times.

School leaders promote a collaborative culture through flexibility and school wide

programs (bucket filling).

Teachers and parents feel that administration listens and works to give appropriate time

to plan

Staff feels administrative team supports instruction well.

Administration willing to do the same tasks that staff is asked to do.

Parents and staff feel that administration is response to concerns and have an “open

door” policy.

Strong communication with staff and community using a variety of channels.

Available when there are discipline problems or other concerns. What most needs improvement and what action is being taken?

School leaders (teachers and administration) need to improve their knowledge of

literacy instruction and curriculum.

Continue to encourage more leadership opportunities for staff members.

Find ways to protect classrooms from unnecessary interruptions.

Encourage more staff to “step up” in leadership roles.

Create opportunities for teachers to observe other colleagues.

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

4 3 2 1


How do you know?

Our school has high test scores, strong school communications, and a high level of

parent involvement.

Survey data shows students and parents excited about being at our school and that

children are enjoying learning.

Survey data shows that children are being met on their level and having needs met

appropriately.




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Quality, weekly communication from teachers to share school information.

Creating opportunities for partnerships with business, universities and parents to

support the goal of teaching children. Which are the strongest aspects and why?

Our strongest aspects of high quality learning is our use of technology, multiple

methods to increase home - school communication, school activities, high quality

teachers, staff driven professional development, good parent rapport, strong data

driven instruction, and our use of differentiation.

We have built a strong culture of character in our school that sets the stage for

academic success.

What most needs improvement and what action is being taken?

We need to improve our communication with parents by educating them on how to

interpret data collected concerning their child and by increasing the number of

computers in classroom to provide students with more educational opportunities using

technology.

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

Our strongest aspects of high quality partnerships with parents are through our

communication tools such as, the Hawkeye, Connect Ed, Facebook, weekly

newsletters and emails, and our PTO. Our parents are involved in SLT, PTO,

volunteering, open house night, curriculum/math nights, staff/parent football games,

and parent teacher conferences. Our strongest example of high quality partnerships

with other school is through workshops (Parent University) and activities (Davidson

staff basketball game).We have also recently started a partnership with Davidson

College to support our science program and creating an outdoor science area on

campus for teaching and learning. Our strongest example of partnerships with the




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community is through Eagle Scout projects, Dine out nights, Community service

projects, and Beautification events. What most needs improvement and what action is being taken?

We could improve our partnership with other school by partnering for more

professional development workshops and activities. Another improvement in

communication with parents would be through supplementing the primary report card

with additional information (we have begun to do this during this school year).

Teachers must continue to provide parents with assessment sheets that include more

information about each child’s progress, providing parents with a more detailed view

of their child’s progress and overall needs. What aspects of the school’s work to involve parents/guardians and the community in the life of the school work best? Why?

Constant communication from the teachers and administration regarding happenings

in the school and community involvement opportunities. This year we have also

created more opportunities for parents to work in the school (Math Night) and we

continue a variety of events to bring parents and teachers together. What needs improvement and what action is being taken?

N/A

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




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School-Based Management and Accountability Program

Summary of School-Based Waiver Requests for 2011-2012

LEA: Charlotte-Mecklenburg Schools LEA code: 600

School Codes

Request for Waivers

433 – J V Washam

Elementary School

Please enter codes of all schools

requesting the waiver described

on this form.

1. Insert the waivers you are requesting.

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

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

exemption.

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

3. Please state how the waiver will be used.

Class size will be adjusted to address student individual instructional needs

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

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

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

the large number of students requesting elective classes.

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

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

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

goals.




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Bullying-Harassment Individual School Action Plan (BHISAP)

J.V. Washam Elementary School 2011-2012

Bullying Prevention Outcome: A positive school climate whichcontinually promotes a safe learning environment free of bullying

and harassment. This will be quantified by showing an increase of 7.9% on the student survey (“Do I feel Safe at School”) and move

us to 95% in agreeance.

Strategies/Rationale

Task

Point Person

Evidence of Success Names of Participants

(Add names to titles where appropriate)

Information related to task as indicated

Timeline

Outcome Measures

1. School Leadership Training

BP Liaison will attend group training

and begin the development of the

school plan

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

Principal, AP & BP Liaison (school counselor)

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

Between 9/30/11 to 10/28/11

2. School Staff Training

School leadership/support team will

provide BP-Harassment training to all

teachers and support staff

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

Principal, AP & BP Liaison (school counselor

Following BP Liaison training, staff will be trained

On-going throughout school year

3. Establish a BP Taskforce

A school-based character committee

will meet to monitor the climate of the

school and to support the BP-

Harassment program of the school

BP Liaison Character Education Chairperson

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

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

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


4. Provide information regarding policy

and expectations to students and

parents

Students and parents will be informed

BP Liaison Principal

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

BP – Character Education Committee Staff

Open House Classroom Meetings Closed Circuit Administrative Presentations Principal Coffee Chats with parents Principal Weekly Newsletter





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of the CMS/school policy

Discuss bullying prevention on

morning news with principal

Make sure students understand

expectations of how to notify staff and

that they feel comfortable in letting

adults know of concerns.

Classroom Guidance Activities Student Survey Data

5. Implement Bullying-Harassment

Prevention Activities School-wide

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

Every Monday Matters: Character Development blended with Academics daily Activities (ex. Principal over closed circuit daily - classroom meeting discussions) Daily/Monthly recognition of Hawks with Character Morning news message about character and manners daily from principal Behavior/BullyingPrevention Lessons Behavior Rubric posted throughout the school


School Liaison: Lois Robinette




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CMMS SC OSCHH OOLL N IIMMPPRR OVVEEMMEENTT … Improvement Plans 2011...JV Washam Elementary School...

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