CMMS SC OSCHH OOLL N IIMMPPRR OVVEEMMEENTT PPLLAANN RREEPPORRTT Improvement Plans 201… · ·...

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School: Montclaire Elementary

Principal: Paul B. Barnhardt

Title I Specialist:

Address: 5801 Farmbrook Drive

Charlotte, NC 28210

Courier Number: 459

Phone: (980) 343 - 3635

Learning Zone: Central Elementary

Zone Superintendent: Tyler Ream

CMS School Improvement Plan 2010-12

Montclaire Elementary School 2011-12

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BELIEFS

High expectations for All

All member of the school community are treated with dignity and respect

Adults operate with a sense of urgency about student achievement

Data guides instructional and school level decisions

Our instructional program is rooted in the NCSCOS and 21st Century Learning

Standards

Every child can learn and achieve at high levels when presented with a rigorous, high quality, and purposeful instructional program.

High school graduation and college are an expectation for every child.

MISSION STATEMENT

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

School: Closing and eliminating the achievement gap by ensuring a year and a half worth of academic growth for every child.

VISION

District: CMS provides all students the best

education available anywhere,

preparing every child to lead a rich

and productive life.

School: A school community where every

child learns and is supported by a community

of caring adults committed to ensuring that

high school graduation and college are not

just a possibility but a reality!

SMART GOALS

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

Receiving a high growth designation in reading with .222 as the average growth and 60% of students scoring a III or IV on the Reading EOG.

Receiving a high growth designation in math will .222 as the average growth and 90% of students scoring a III or IV on the Math EOG.

Increase Average Daily Attendance by 1% and decrease office referrals by 5%.



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ASSESSMENT DATA SNAPSHOT

Import desired data report in MS Word from Principal Portal: http://mfp.cms.k12.nc.us and paste here.

School Composite

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

Subgroup Perf.

Comp. Avg.

Growth AYP

Reading AYP Math

Grad. Rate

Perf. Comp.

Avg. Growth

AYP Reading

AYP Math

Grad Rate

Perf. Comp.

Avg. Growth

AYP Reading

AYP Math

Grad Rate

Perf. Comp.

Avg. Growth

AYP Reading

AYP Math

Grad Rate

African-American 69.1 0.121 Insuf Data Insuf Data ~ 59.0 0.071 Insuf Data Insuf Data ~ 62.6 0.096 Not Met Not Met ~ 70 0.222 MET MET ~

Asian 66.7 -0.05 Insuf Data Insuf Data ~ 100.0 0.377 Insuf Data Insuf Data ~ 90.9 0.085 Insuf Data Insuf Data ~ 100 0.222 MET MET ~

Hispanic 56.2 0.077 Met Met ~ 60.6 0.147 Met Met ~ 67.1 0.047 Not Met Met ~ 72 0.222 MET MET ~

Multi-Racial 80.0 -0.41 Insuf Data Insuf Data ~ 100.0 0.293 Insuf Data Insuf Data ~ 50.0 -0.33 Insuf Data Insuf Data ~ 100 0.222 MET MET ~

Native American 100.0 ~ No Data No Data ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~

White 73.3 0.424 Insuf Data Insuf Data ~ 62.5 0.103 Insuf Data Insuf Data ~ 85.0 0.076 Insuf Data Insuf Data ~ 88 0.222 MET MET ~

LEP 50.9 0.074 Met Met ~ 50.2 0.134 Met Met ~ 60.4 0.028 Not Met Met ~ 70 0.222 MET MET ~

SWD 41.9 -0.00 Insuf Data Insuf Data ~ 37.0 0.156 Insuf Data Insuf Data ~ 45.2 -0.13 Not Met Not Met ~ 55 0.222 MET MET ~

ED 58.5 0.105 Met Met ~ 62.1 0.141 Met Met ~ 67.1 0.058 Not Met Met ~ 75 0.222 MET MET ~

EOG Total 59.3 0.091 Met Met ~ 62.2 0.138 Met Met ~ 67.5 0.055 Not Met Met ~ 75 0.222 MET MET ~

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

School Composite 59.3 0.091 Met Met ~ 62.2 0.138 Met Met ~ 67.5 0.055 Not Met Met ~ 75 0.222 MET MET ~

Kindergarten Grade 1 Grade 2

Reading RComp Math Reading RComp Math Reading RComp Math

Our School 79.17% 63% 100%* 87.3% 31% 95.38% 28.12% 33% 69.44%

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

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

Montclaire Elementary School serves children in pre-kindergarten through fifth grade with a current student enrollment of 600. Our student body consists of 51% male and 49 % female with 70% Hispanic, 21% African-American, 8% Caucasian, and 1% Asian. As of September 2011, 94% of our student population is identified as economically disadvantaged. Students are heterogeneously mixed into homeroom classes with those students identified as LEP, EC, or TD receiving supplemental and support services. As a school community we embrace an inclusionary model for supporting all of our students and their learning goals. The Montclaire staff consists of thirty-two classroom teachers, five exceptional children teachers, five ESL teachers, two speech-language pathologists, one counselor, one media specialist, one art teacher, one music teacher, one physical education teacher, a part-time TD teacher, a part-time school psychologist, twelve teacher assistants, three EC assistants, one assistant principal, and one dean of students. Title I funds have also been used to provide students and families with support through the following positions: one interpreter/translator, one family advocates, one technology associate, and one behavior management technician. All certified staff members are designated as highly qualified as defined by the No Child Left Behind legislation. Fifty percent of the faculty holds advanced degrees and twenty-five percent are nationally board certified. The aggregate average years of teaching experience is equal to ten years. In order to increase our students‟ levels of reading proficiency and close the achievement gap, our school has adopted the following practices: a ninety minute weekly planning block, new teacher mentoring program, embedded SIOP coaching, and ongoing professional development for the 2011-2012 school year (Teaching as Leadership, PEAK Strategies, Reading Instructional Strategies, and Common Core Standards). Our school‟s two academic facilitators provide guidance for grade level planning, model best teaching practices, monitor the implementation of guided reading, and provide daily instructional support for teachers. Our professional development for the 2011-2012 school year will include sessions on Teaching as Leadership, PEAK Strategies, Reading Instructional Strategies, and Common Core Standards. The school will also infuse this ongoing professional development with targeted PD in vocabulary development and guided reading, while using data to guide instruction and teacher effectiveness.



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School-wide decisions on the spending of funds and position allocations are guided by student achievement results, survey data, and the school needs assessments. During the 2011-2012 school year the EOG assessment resulted in 83 % proficient in mathematics and 50% proficient in reading. The school made AYP in math, but did not make AYP in reading. The schools six primary subgroups included all students, Hispanic students, African-American students, economically disadvantaged, SWD and LEP students. The following are composite achievement results for each subgroup: Hispanic - 67%, African-American – 63, Economically Disadvantaged – 67%, SWD – 45% and LEP – 60%. A persistent achievement gap exists for our students identified as LEP or SWD. During the 2011-2012 school year our K-3 students will be assessed using the district‟s Thinkgate Formative Assessment, Reading 3D, and common assessments. Student progress will be monitored on a monthly or quarterly basis depending on the type of assessment, and parents will be notified through conferences, progress reports, and report cards. In order to address the achievement gap that exists for our LEP population as well as our performance in all subgroups several strategies are being implemented. The Sheltered Instruction Observation Protocol (SIOP) is being implemented throughout the building and is being used to directly support our LEP population. Classroom teachers are receiving ongoing SIOP support as well as ongoing weekly coaching from one of our ESL teachers. The Math Investigations series is in its third year and is being used to encourage students to think critically about solving problems and utilizing multiple approaches to tackle their thinking around math. A nightly reading program is in place to encourage students to read, meet their AR Goal, and work with their parents on comprehending the text. Parents receive updates on their child‟s progress through receiving weekly notes, quarterly mid-term reports, and quarterly report cards. Through the school‟s intervention team students who are struggling receive additional support with targeted interventions and wrap around services that parents receive information about. Our English Language Learners are identified and monitored through their performance on the WIDA/W-APT and the ACCESS test. LEP students are then assigned an ESL teacher that will work with them on becoming more proficient in reading, writing, and speaking English. Students may receive an EC designation by going through the intervention team and IEP team and meeting the guidelines outlined by the reauthorized IDEA Policy. Our 2nd – 5th grade classrooms have SmartBroads that they are able to use to improve students understanding through the use of technology. All of the classrooms at Montclaire received new computers in 2010-2011. We know that transitioning from Pre-K to elementary and from elementary to middle school can be a daunting or stressful time for children and parents alike. During the month of April, Montclaire hosts a beginner‟s day to help students and their



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families become more familiar and comfortable with our school and its support services. Our school counselor and administration coordinate a meeting between area middle schools and our fifth grade students. This meeting helps them to understand more about the expectations of being in middle school and what to expect. At the end of the school year the school community celebrates the accomplishments of its kindergarten and fifth grade children through a recognition program. In addition to our ninety minute planning block during the 2011-2012 school year teachers will have a 45 minute data review block where they will discuss and analyze their student level data to determine if there are trends. Teachers subsequently use the data that they have reviewed from formative and common assessments to guide their progress through the NCSCOS. School administration participates in the planning and data sessions as well as monitoring student progress through the districts pay for performance portal. Montclaire continues to see ways to better support and encourage parents and families to be involved in their child‟s education and the school. While direct parent involvement through volunteering is relatively small, we have a committed group of parents who work relentlessly to support our school and its instructional program. The School Leadership team meets to discuss school needs, identify resources, and plan for upcoming events. Our school community also offers parents the opportunity to participate by becoming involved in CPCC sponsored English classes, Parent University, the parent resource center, and parent coffees. All of our communication both verbal (ED-Connects and Events) and written (newsletter, flyers, and handouts) are provided in both English and Spanish. We work to ensure that events for parents are scheduled at a variety of times and days of the weeks to ensure that every parents has an opportunity to participate. Our school is very blessed by the numerous partnerships we have with local business, faith, and community organizations. Last year Montclaire received a partnership with Communities In Schools that is being funded by the Belk Foundation which has provided us with a full time site coordinator. The Site Coordinator assists students and families by serving as a community outreach liaison that is aimed at improving attendance, academics, and conduct. This year we will receive targeted support through A Child‟s Place for our McKinney-Vento students. This past summer St. Andrews, Selwyn Avenue, and Belk funded Montclaire‟s first Freedom school and St. Jyles hosted soccer and sports clinics for students. Our school also receives tutoring, lunch buddies, and beautification from a wide variety of volunteer from across the community.

Charlotte-Mecklenburg School Quality Review School Self-Evaluation Form

Name of principal: Paul B. Barnhardt

Name of school: Montclaire 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.



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School Profile School name and number: Montclaire Elementary School; 459 School address: 5801 Farmbrook Drive, Charlotte, NC School telephone number: 980-343-3635

#

%

Grades: PreK,K,1,2,3,4,5

Number of students enrolled: 600

Number of general education students: 540

Number of EC students: 60

Number of LEP students: 275

Principal suspensions: 20

Superintendent suspensions: 0

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

93%

Ethnic make-up of the students (by percentage): Asian 1% Hispanic 70% African-American 21% White 8%



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A. What is distinctive about your school?

Title I – 93% Economically Disadvantaged

Highest percentage of LEP and Hispanic students in the district

Communities in Schools site

A Child‟s Place School site

Partherships: Belk Inc., Belk Foundation, St. Andrews, St. Jyles, Selwyn Avenue

Staff dedicated to meeting the social, emotional, and physical needs of students

Guided Reading

Writers Workshop

School-Wide SIOP Initiative

ESL Push-in Model

Teach For America, TEACH Charlotte, NLNS trained members on the staff

Numerous advanced degrees and National Board Certifications earned by staff

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 school has maintained a pattern of making minor progress towards increasing student achievement results on the EOG. The average percent improvement over the past two years in reading has been negligible while the math results have reflected incremental improvements. During the 2010-2011 the school measured high growth in reading for the first time in several years.The bright spot has been in science where student proficiency results showed a double-digit increase. The school met AYP in math but did not meet AYP in reading during the previous school year.

Discipline referrals have leveled off and incidences of bullying decreased during the 2010-2011 school year, which was the result of an increased amount of time being focused on behavior management. This addition of a dean of students and BMT over the past two years has led to the improvements of our schools discipline issues. We anticipate during the 2011-2012 school year that we may see a decline in behavior issues

Our school improvement efforts during the 2011-2012 school year are focused on improving reading instruction and reading student achievement, as well as working to decrease the number of discipline referrals in the building. While our faculty and staff is very committed to meeting the needs of the “whole” child we must become more focused and driven to meet the academic needs of our students. Operating with a sense of urgency is a must in the subsequent academic years.

What are its notable strengths?

Significant improvements in science EOG results.

Math Instruction and Achievement

Montclaire‟s Intervention Team

Dedicated and compassionate teachers

A wealth of school and community resources

Ongoing Professional Development



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What are its main areas for improvement?

Quality, meaningful, and engaging instruction in reading

SWD instruction and support

Reducing the frequency of discipline, attendance, and bullying issues

Meeting the language and instructional needs of our LEP population

Instilling a sense of urgency in the faculty and 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? Montclaire met expected growth in math and high growth in reading during the 2010-2011 school year. SWD, LEP Students, and the school as a wholes continue to struggle with achieving high levels of proficiency in reading which resulted in our school not meeting AYP. Teachers‟ instruction is grounded in the NCSCOS and uses SIOP methods to meet the needs of LEP students. Grade level teams participate in grade level planning once a week to determine the objectives and subsequent assessments that will guide the instructional program. Our teachers are receiving ongoing professional development in Teaching as Leadership, PEAK Instructional Strategies, and literacy instruction. As a school we are still working on maximizing our instructional time and operating with a sense of urgency. In which subjects and grades do students do best, and why? Our students tend to show the greatest growth and perform the best in Math. With the Investigations Curriculum our students are being encouraged to think about math more and use a variety of approaches to work with problems. The math curriculum also poses fewer language barriers for our LEP students which is an added reason for better results. In which subjects and grades is improvement needed, and what action is being taken? Reading is consistently the subject area across all grade levels that is in need of the greatest improvement. Our students continue to struggle in developing the literacy skills that they need to be proficient readers. As a school the following steps are being taken to solicit improvement:

On-going Professional development in Teaching as Leadership, Literacy, and PEAK strategies..

Shared planning time with each grade level that is managed by a literacy facilitator.

Accelerated Reader program in 1st – 5

th Grade

Teacher assistants, ESL, and EC teachers on board with guided reading.

Nightly reading logs and goals for every child (K-5)

Smaller class sizes in upper grades

Tutors and Reading Clubs

Improving the quality of books available to students

Implementing Writer‟s Workshop

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

Our LEP students continue to underperform compared to their English speaking counterparts in both Reading and Math. We are working to reinforce language acquisition by providing push-in and pull-out ESL support, infusing ESL teachers into grade level planning, and proving ongoing SIOP coaching.

Our SWD population continues to struggle in demonstrating proficiency on the EOG. This year we added another EC teacher to assist the veteran members of the team.



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

Allocating time and resources to ensure that staff members that serve these populations receive intensive support and professional development. Closely monitoring the level and quality of instruction that these groups of students receive. Reducing class sizes when possible in grade levels with high numbers of EC and ESL students.

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

This year, Montclaire teachers will use EOG, Formative, Reading 3D and Common Assessments to monitor the progress of their students. Teachers will create a common assessment with their grade level team that will be used to measure student mastery of core content objectives in reading, math, and science. Grade levels will then determine the appropriate enrichment or remediation that is needed to assist students in mastering objectives where they are struggling.

How does your school allocate available resources to improve student learning and achievement? All resources are allocated in order to support student achievement and academic growth. Human resources are dispersed in a manner that best reaches the needs of the largest number of students and are in line with our school improvement plan. Monetary resources are allocated for resources, professional development, and needs that will impact students, teachers, and parents in the learning process.

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? Our instructional program is grounded in the NCSCOS and teachers work collaboratively to devise relevant instruction for all students. The core of the instructional planning process includes the identification of core curricular objectives and the development of common assessments to evaluate the progress of students towards the mastery of those objectives. The administration works to ensure that instruction is appropriate by conducting focused walkthroughs and longer formal observations. As a school, more work is needed in increasing student engagement and differentiating to meet the needs of diverse groups. How is alignment with the NCSCOS ensured? Facilitators and grade level chairs are responsible for ensuring that lessons are linked to a NCSCOS objective. Planning notes and lesson plans must reflect the NCSCOS objective that is being covered. How does the school ensure a broad range of learning experiences?

Core classroom instruction in reading, math, science, and social studies.

EC and ESL support for identified students.

Enrichment through P.E., Technology, Media, Art and Music

Discovery Education through the Smart Board

Character Education with a monthly focus

Curriculum aligned field trips

Weekly Adult ESL classes

Exposure to current events

Use of SmartBoard Technology



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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? Through grade level planning that is managed by a facilitator and frequent classroom walkthrough observations by administration, teachers receive feedback and suggestions that are intended to promote high levels of student learning. Our school continues to make basic growth in both reading and math, but our LEP and SWD grops are consistently struggling to make significant progress towards proficiency. Which are the strongest features of teaching and learning and why? Our grade level planning is directly correlated to the objectives outlined in the NCSCOS and teachers are encouraged to create common assessments to monitor student‟s progress towards mastery. Grade level teams receive planning support for modifications and differentiation strategies by a representative from the Special Area classes, the ESL department and the EC department. This year we are trying to facilitate a mindset that places student data as the driving force behind instructional decisions in the building. Unfortunately, some grade levels do a less effective job than others in maximizing planning time. Therefore, we are working this year to standardize the look and feel of grade level planning across the board. What aspects of teaching and learning most need improvement and what action is being taken?

Quality Differentiation ESL, EC, and Special area teachers participating in grade level planning.

Clearly Developed Objectives more feedback to teachers through facilitators and administrators

Increased emphasis on assessments and data use of Thinkgate and other resources to create common and formative assessments

Limited instructional interruptions streamlined master schedule; limited intercom; few school-wide events.

Literacy focus on word study, vocabulary development, and creating background knowledge experiences.

How do teachers assess students’ achievement of learning objectives and adjust instruction with assessment information? The school is using a hybrid model of the Data Wise and Data Driven Instruction models to use data to evaluate student mastery, quality/effectiveness of teaching, and next steps. Facilitators and our assistant principal govern this process and work with teachers as well as the intervention team to support struggling learners. This is an ongoing process that teachers are becoming comfortable with, but continued fine tuning will be needed.

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

4 3 2 1


How do you know? The Montclaire administration is in its second year during the 2011-2012 school year. All administration team members are committed to seeing a drastic improvement in the effectiveness of our instructional program and the learning outcomes of our children. We have fine tuned the master schedule, provided a clear set of instructional guidlines, and made a concerted effort to be visible in the classrooms and throughout the building. We are continuing to provide forums for all stakeholders to share their concerns and suggestions of how to make our school a better place for children to learn. This year we have added a new facilitator that brings strong leadership and instructional skills.



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Which are the strongest aspects and why?

Increased visibility in classrooms, hallways, and duty posts.

A list of guidlines that teachers are accountable for maintaining.

Revised master schedule with a focus on chunks of uninterrupted instructional time.

The use of data to drive instruction and building level decisions.

What most needs improvement and what action is being taken?

Ongoing professional development in effective teaching practices that lead to measurable student growth.

Develop teacher leaders in the building that can effectively communicate our goals, mission and strategy for improvement.

Aligning our time, energy, and resources in the most meaningful way to impact student achievement.

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

4 3 2 1


How do you know? Our school recognizes the teaching and learning are important, and some improvements were made to make it a top priority during the last school year. The tremendously dedicated faculty and staff consistently work to meet the “needs” and are beginning to take steps to ensure that their care and compassion for students does not lower their expectations. Which are the strongest aspects and why?

A dedicated and caring faculty and staff.

A tremendous amount of human capital and instructional resources.

Administration and Facilitators team that is focused on making dramatic improvements to the school.

What most needs improvement and what action is being taken?

Teachers having high expectations for students and what they are able of achieving academically.

An instructional program that is tailored to meeting our students‟ unique learning needs rather than one focused on a basal program such as Imagine It.

Buy-in from all stakeholders including office staff, custodial staff, and support personnel.

An unwavering focus on learning and student achievement by all adults in the building.

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? Montclaire has numerous faith, community, and business partnerships that support our students and the school. These partners include: CIS, Belk, Hands On Charlotte, St. Andrews, Selywan Avenue Presbyterian, and St. Jyles. Two examples of the outstanding importance of our school partnership include the partial funding of the fifth grade trip to Washington D.C. and the establishment of Montclaire‟s first Freedom School during the summer of 2011. While our partnerships are well developed and established we struggle as a school community to effectively involve our parents in the school community. In order to be more successful as a school, it is imperative that we do a better job of harnessing our parents as an active partner in our school and our student‟s academic achievement.



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

Interpreter Translator

Communities In Schools

A Childs Place

Bilingual Family Advocates

Montclaire‟s Monthly newsletter the “Hornet Express”.

Connect-Ed

The Montclaire Website What most needs improvement and what action is being taken?

Consistent involvement with parents in school activities and events.

Effective and frequent communication with parents concerning student progress.

More opportunities for parents to receive suggestions on how to support their students learning.

Improve parents comfort with being involved at the school by decreasing fear of INS involvement and deportation.

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

Monthly Parent Coffee

All communication provided in a bilingual format

Book Bucks

Events that include children in performances What needs improvement and what action is being taken?

Consistent involvement with parents in school activities and events.

Effective and frequent communication with parents concerning student progress.

More opportunities for parents to receive suggestions on how to support their students learning.

Improve parents comfort with being involved at the school by decreasing fear of INS involvement and deportation.

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)

Jennifer Harrison has become a new facilitator at Montclaire during the summer of 2011 and our veteran facilitator Nancy Breeyear joined the strategic staff initiative at ARES. We may also add a math facilitator to our school leadership team.



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

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SMART GOAL (1): Receiving a high growth designation in reading with .222 as the average growth and 60% of students scoring a III or IV on the Reading EOG during the 2011-2012 school year, and greater than 80% of kindergarten, first and second grade students making a year and a half worth of growth on the READING 3D assessment in fluency and comprehension. Data Used: EOG Data; Reading 3D Data; Formative Data; Observational Data SP 2014 Tactic: (# 1) – Effective Teaching and Leadership

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. Implement PEAK Strategies in classrooms

Professional Development

Modeling

Coaching

Monitoring

Ms. Hale, AP

Increased EOG Scores Increased proficiency on

district summative Improved engagement

$10,000 (Title I)

Administrators Facilitators Teachers

Summer 2011 – Summer 2012 Oct. 30 Jan. 30 April 30 June 30

2. Utilize SIOP Strategies during instruction

Provide Training through PD

Provide Coaching and Support

Highlight Best Practices

Monitor with walkthroughs

Ms. Pratt, ESL Team

LEP Students Proficiency LEP Students Performance

on ACCESS assessment Decrease in Montclaire‟s

LEP Achievement Gap

- ESL Team New Teachers

August 2011 – March 2012

Sept. 30 Dec. 15 Feb. 28

3. Explore Teaching As Leadership Professional Development Strategy conversations Peer Walkthroughs

Barnhardt Hale

Holbrook Harrison Stanley

Improved Instructional Strategies

Student Engagement Improved Assessment

Results

$1,000 (Title I)

ALL faculty and Staff

October 2011 – May 2012 Dec. 15 March. 15 June 10

4. Writers Workshop


Resource Purchases

Monitor Planning

Monthly Focuses with Kristen & Erin

Barnhardt Harrison

Improved Writing and Planning

Ability to analyze text and articulate thoughts

Improved Literacy Skills

$18,000 (Title I)

Administrators Facilitators Teachers

Summer 2011 – Summer 2012 Oct. 30 Jan. 30 April 30 June 30




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5. Foster independent reading with AR

Individual Student Goals

Quarterly STAR Assessment

Monitored by Teachers and Administrators

EOY Reading Celebration

Quarterly Awards Program

Increased Literacy Time

Nightly Reading Log

Hale Harrison

Improved independent reading and comprehension skills

Incentive to read more

Students can track their progress

$7,000

Hale Harrison Ramirez Nikrooz

Teachers

Sept. 2011- June 2012

Nov. 1

Feb. 1

March 1

6. Redefine Montclaire‟s Approach to Balanced Literacy

Word Study

Shared Reading

Guided Reading

ESL/EC Push-In Support

TA across the grade levels


Purchase resources (as needed)

Barnhardt Hale

Holbrook Harrison Stanley

Improve students reading proficiency

Expose students to a variety of reading content

Students supported by ESL/EC experts

$3,000 Faculty and Staff

Sept. 2011- June 2012

Nov. 1

Feb. 1

March 1




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SMART GOAL (2): Receiving a high growth designation in math will .222 as the average growth and 90% of students scoring a III or IV on the Math EOG during the 2011-2012 school year, and greater than 80% of our kindergarten, first, and second grade students identified proficient on the district summative assessment. Data Used: EOG Data; Reading 3D Data; Formative Data; Observational Data SP 2014 Tactic: (# 1) – Effective Teaching and Leadership


Task

Task

Task (PD)




Personnel involved


Interim Check Dates

1. Utilize Math Investigations Curriculum

Develop cooperative skills that support discussions, divergent thinking, and team work.

Send home quarterly math suggestions for parents to use with their students at home.

Highlight the curriculum during curriculum nights and conferences

Adhere to the district Investigations pacing guide

Infuse Math concepts into special area instruction.

Harrison Stanley

EOG and Summative Performance

Improved ability to problem solve and mathematically reason

Increase students interest in math

-

Facilitators Teachers

Sept. 2011- June 2012

Nov. 1

Feb. 1

March 1

June 15

2. Develop students automaticity with addition, subtraction, multiplication and division facts

Provide nightly practice

Assess students towards proficiency progress

Communicate with parents the importance of working on math facts through monthly newsletter.

Celebrate student progress towards mastery

Harrison Stanley

Students demonstrate ease and comfort in using math facts

EOG and Summative Performance

Parents working with children on academic concepts

$300

(School Funds)

Facilitators Teachers




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3. Extended Day Funds for Tutoring

Support 3rd

– 5th Grade students with Math

Skills

Targeted EOG PREP

Targeted for students scoring a 1 or 2 on the EOG

Barnhardt Harrison

Storie

Targeted Support for Students struggling with Math

Improved mathematical reasoning skills

Small group/one on one

$11,000 (Extended

Day Funds)

Administrators Facilitators

Tutors 3

rd – 5

th Grade

Teachers

October 2011 – May 2012 Dec. 15 March 15 June 15




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SMART GOAL (3): Increase Average Daily Attendance by 1% and decrease suspension by 15% during the 2011-2012 school year. Data Used: Attendance and Discipline Data SP 2014 Tactic: (# 3) – Increase the Graduation Rate


Task

Task

Task (PD)




Personnel involved


Interim Check Dates

1. Improve Parent Involvement Parent Coffees Parenting Workshops Curriculum Nights Partnerships with faith groups Book Books PTA & SLT Variety of Volunteering Opportunities Monthly Newsletter Agendas

Hale Holbrook Deluna

Stronger relationship between school and home

Increased attendance rates More communication

between home and school

$ 400 (CIS)

$ 3000 (Title I)

ALL

August 2011- June 2012

Oct. 28 Jan. 31 March 30 June 15

2. Character Education Lessons Volunteers and Partnerships Quarterly Recognition Spotlight in the Newsletter Principal‟s „100‟ Award

Whitton Students will exhibit positive character

Decrease in office referrals and suspensions

$300 (School Funds)

ALL



3. Celebrations & Recognitions Quarterly Perfect Attendance Awards Good Citizenship Award Principal‟s „100‟ Award School Mail

Hale Whitton Deluna

Build esteem and positive self-image

Encourage others to attend school

Support positive behavior traits

$300 (School Funds)

ALL






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4. Safety Patrol and Morning News Recognize 4

th & 5

th grades who

demonstrate character and attendance Recognition at programs School Ambassadors

Storie McKoy

Highlight Students who model the “Montclaire Way”

Provide Role Models for younger students

Instills responsibility

$800 (School Funds)

Hale Holbrook

Storie McKoy



5. Personnel: Interpreter; Translator/Family Advocate; & BMT

Build partnership between school and home

Ensure clear and accurate communication Support students with behavior needs Resource to teachers and families

Barnhardt Support families and children with unique needs

Ensure clear communication between home and school as it relates to academics, attendance, and conduct

Aide teachers in working with families and students

$100,000 (Title I Funds)

Caraballo Deluna McKoy






21

School: __Montclaire Elementary School___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

PARTICIPANTS

Why needed?

Funding

Sources

Cost Timeline

Point Person Evaluation/Follow-up

1. PEAK

All Teachers Goal 1 – page 7

Goal 2 – page 9

Goal 3 – page 11

Title I $15,000 Summer 2011-Summer 2012

October 31

February 28

May 31

Barnhardt

Hale

Harrison

Observations

Formatives, DIBELS, TRC, EOG, Access

ADA

Discipline Reports

2. Teaching As

Leadership

All Staff Goal 3 – page 11 Title I $1,500 Oct. 2011-April 2012

January 31

Barnhardt ADA

Discipline Reports

3. SIOP Select Teachers Goal 1 – page 7

Goal 2 – page 9

District - Ongoing & As Needed Stanley Formatives, DIBELS, TRC, EOG; Access

4. Reading 3D

All Staff Goal 1 – page 7

State - Ongoing & As Needed Harrison

Stanley

DIBELS, TRC, Vocabulary

5. Literacy Instruction

Guided Reading

Vocabulary

AR

Comprehension

All Teachers Goal 1 – page 7

District

State

Title I

$5,000 Summer 2011-Summer 2012

October 31

February 28

May 31

Barnhardt

Harrison

Stanley

Observations


Planning

PDP

6. Writer’s Workshop

Select Teachers Goal 1 – page 7

Title I $18,000 Summer 2011-Summer 2012

October 31

February 28

May 31

Barnhardt

Harrison

Observations


Planning

7. New Teacher

Mentoring

Teachers in Years (1

– 4)

Goal 1 – page 7

Goal 2 – page 9

District

State

- Aug. 2011-June 2012

December 15

Hale Observations

Surveys




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Title I Action Plan

Family/School Partnerships

School Name: Montclaire Elementary School Title I Allocation for Parent Involvement: Approximately $4300 Note: Any activities that support Epstein’s six keys to building successful family/school partnerships are based on research that substantiate the fact that student

achievement is directly linked to parent involvement. **Note: Please show flexible meeting times and various meeting locations to meet the needs of all families.

Goal 3 – page 11 April 1 Staff Retention

8. Reading Association

Conferences

Select Teachers &

Facilitators

Goal 1 – page 7

Title 1 $4,000 Spring 2012 Stanley Observations


9. Parent Workshop Parents Goal 1 – page 7

Goal 2 – page 9

Goal 3 – page 11

CIS

Title I

$1,000 Sept. 2011 – May 2012

November 30

February 28

De Luna Parent Surveys


Discipline Reports

Name of Activity

(Include a brief

summary of

activities that meet

the requirements

under parental

involvement, along

with any

instructional

materials that need

to be purchased.)

Date/Time

Goal # (from

SIP)

Funding

Sources/Costs

(Title I,

contributions,

partnerships,

etc.)

Which of Epstein’s six keys of building

successful partnerships does this activity

support?*

Will

refreshments

be served?




23

P

aren

tin

g

Co

mm

un

icatio

n

Volu

nte

ering

Lea

rnin

g

at

Hom

e

Decisio

n

-

Mak

ing

C

om

mu

n

ity

Colla

bor

atio

n

Yes

No 1. Monthly Parent Coffee Sept. 2011 –

May 2012

Goal 3 $300

(Partners)

X X X X X

2. Hornet Express

Newsletter

Sept. 2011 –

May 2012

Goal 1, 2,

& 3

--- X X X

3. Parenting Class

Sept. 2011 –

May 2012

Goal 3 $800

(CIS and Title I)

X X X X

4. Family Advocate

2011 – 2012

School Year

Goal 1, 2,

& 3

$33,000

(Title I)

X X X X X

5. Interpreter Translator

2011 – 2012

School Year

Goal 1, 2,

& 3

$33,000

(Title I)

X X

X

6. Annual Title I

meeting & Annual

Review

Sept. 20ll &

May 2012

Goal 1, 2,

& 3

--- X X X X X

7. Summer Bridge

Workbooks

June – Aug.

2012

Goal 1 & 2 $1,500

(Title I)

X X

8. Open House; Parent

Conferences;

Curriculum Nights

Compacts

2011 – 2012

School Year

Goal 1, 2,

& 3

--- X X X

9. Student Agendas Sept. 2011 –

June 2012

Goal 1, 2,

& 3

$2,250 X X X X

10. Book Buck Nights

Aug.-June

2010-2011

Goal 1 $450

(Partners & Grants)

X X X




24

2011 – 2012 Title I Parent Involvement Funds: $4,400

The parent involvement plan for Montclaire Elementary encourages each parent to be involved in his or her child’s

education. This outlines the parent involvement activities that will be conducted during the school year of 2011-

2012.

Parents will receive a copy of the Parent Involvement Policy (this document) – which describes the on-going

activities that are held to inform and involve parents in their child’s education.

Parents will receive a copy of the Parent- School Compact (English and Spanish); this is an agreement between the

home and school outlining everyone’s responsibility for supporting student learning.

A school Open House will be held in August 23, 2011.

A Title I annual parent meeting will be held on September 15, 2011.This meeting will cover:

Montclaire Elementary

Title I Parent

Involvement Policy

2011-12




25

The results of the annual review meeting from last spring,

What activities children will be involved in,

How children will be assessed to determine growth,

How and when the assessment information will be sent home to the parents.

This meeting will also give parents the opportunity to actively participate and have input into the Title I School

wide program.

The following is a list of programs, and activities that Montclaire Elementary is actively involved-in to increase

parent involvement:

♦ Each child in 2-5 grade are provided with an agenda, and children in K-1 are provided with a communication folder,

that parents and teachers utilize to communicate daily regarding student’s day to day progress.

♦ Monthly newsletters will include suggestions on how to work with your child, calendar of up-coming events,

current issues, the Principals Corner, Health column, as well as other information to keep parents well informed

concerning school activities. We strive to ensure that all communications to parents are in English and Spanish to

meet our parent’s needs.

♦ Monthly “Parent Coffee’s” are held to provide parents an additional avenue to bring up any questions, comments or

concerns them may have related to their child’s education or other school happenings. It will also be a forum for

mini workshops related to parent involvement etc.: creating an environment at home conducive to homework,

character building, health awareness, child safety, and other programs.

♦Parent-Teacher conferences are scheduled for Oct. 28 with the goal of conferencing with 100% of our parents.

However, above mentioned dates are not exclusive. We at Montclaire understand that work and time restraints is




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a hindrance to attendance and therefore have accommodated other dates and times to better facilitate 100%

participation.

♦ Most of our school population consist of non-English speakers (primary language is Spanish), therefore not only is

communication between parents and the school hindered, but also parent involvement is affected, thus an

additional full time bilingual Parent Advocate has been hired to facilitate parental involvement. Also, we have a

full-time bilingual Site Coordinator from Communities in School to facilitate and encourage parental involvement

among other things.

♦To better serve our large, Spanish speaking population at events, special programs, conferences, and activities,

Montclaire has taken full advantage of ensuring that CMS interpreters, as well as High school Spanish Honor

student assist us in meeting the interpretation, needs of our Spanish speaking population.

♦ A Parent Resource Center has been created to provide materials for check-out, and to assist/enable parents to

help their children in the learning process at home. The Parent Resource Center also provides another opportunity

to access staff that are dedicated to helping them not only with the immediate needs to assist their child with

homework, but also to guide them to materials, resources or referrals to help them understand their child’s

disabilities, health issues and/or parenting concerns.

♦ System wide Parent University courses will be marketed and made available to Montclaire families via massive

communications such as school bulletins, website, newsletter, meetings, and messages sent through Ed Connect.

♦ The “Book Bucks” is an incentive program designed to promote participation in school related activities. Parents

are given a Book Buck, a one dollar denomination, anytime parents attend conferences, PTA functions, field trips, or

any other school related activity. Parents save the Book Bucks to purchase books at one of our 2 Book Buck Night;

no US Currency is accepted.




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♦ Montclaire will continue to maintain partnerships with Right Moves for Youth, Selwyn Avenue Presbyterian

Church, St. Andrews, St. Giles, Endhaven Elementary, Belk, and CIS in an effort to meet the needs of our families,

and other groups that help support a wide variety of parental programs.

♦Several in-house programs will continue to be implemented such as Family Curriculum Nights, Family Fun & Fitness

Night, musical performances, Annual Reading Celebrations, and quarterly awards assemblies.

♦ Mass communication methods will be used to reach all parents: school bulletins, website, newsletter, meetings,

and Ed Connect.

♦ A survey will be given to parents in the spring of the year, that will provide another way for parents to voice

their opinions about the Title I School wide program. We look to our parent for suggestions and/or

recommendations to improve our Title I program.

♦ An annual review meeting is held each year in the spring to review the Title I School wide program, which parents

are encouraged and welcomed to attend. The results from the parent survey, as well as teacher input, will be

considered when planning for the following school year. The results of this annual review meeting will be shared

with parents at the annual parent meeting in the fall. Also, the results of the CMS School Quality Review Team

concluded that Montclaire delivers high quality parent involvement programs and resources, and involves the

surrounding community in meeting the needs of our families for this school year 2011-12.

♦ At the end of the school year, parents will be provided a grade level appropriate workbook with language arts and

math activities that parents can do with their child over the summer. The activity directions are in both Spanish

and English. A special event is coordinated prior to the start of the new school year to reward students that have

completed their summer assignments.




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We invite parents to call the school, or the child’s teacher at any time during the year to ask any questions they

may have, or to schedule a visit or meeting. It is our hope that the children of our parents will have wonderful

experiences learning at Montclaire elementary.

We would like your ideas and feedback on our Parent Involvement Plan. Please take the time to share with

us any ideas you would like to see us implement to engage you, the parent, in the school as a whole and in

your child’s education.

----------------------------------------------------------

Please detach and return to school. Contact Nancy De Luna, Family Advocate or Paul Barnhardt, Principal.

Comments/Suggestions:

_________________________________________________________

_________________________________________________________

_________________________________________________________

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