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School: Clear Creek Elementary School

Principal: Penni Beth Crisp

Title I Specialist: Not Applicable

Address: 13501 Albemarle Road

Charlotte, NC, 28227

Courier Number: #338

Phone: 980-343-6922

Learning Zone: East

Zone Superintendent: Dr. Kelly Gwaltney

CMS School Improvement Plan 2010-12

Clear Creek Elementary School 2011-12

2

BELIEFS We believe that all students can achieve and learn as they prepare for productive lives as adults

We believe in providing a safe, child-centered learning environment free from disruption

We believe in providing a challenging, motivating and creative atmosphere conducive to learning

We believe in providing experiences and instruction that allow for individual differences in each

student as they develop mentally, socially, emotionally, physically and creatively

We believe in creating a sound basis for continuing growth in self control while promoting a positive

self image and respect for others

We believe in developing a relationship of mutual understanding and cooperation between home and

school communication

We believe in providing opportunities for parents and teachers to work together to help enhance

each student’s progress through involvement in effective programs

We believe in providing an environment that values the cultural differences of our students and in

Providing opportunities for students to increase their awareness of diversity in our society as they

become lifelong learners and productive, responsible citizens of the 21st century

MISSION STATEMENT

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

School: Clear Creek will provide learning experiences that prepare students for life in the 21st century.

VISION

District: CMS provides all students the best education available

anywhere, preparing every child to lead a rich and

productive life.

School: Clear Creek Elementary will create an environment

that promotes success for all students by developing the

intellectual, social, emotional and physical attributes of all

students while servicing each individual's immediate

needs. Staff, students, families and the community will be

actively involved in the educational process to create a safe,

supportive environment where students are motivated to

learn and believe that success is attainable. Everyone will

honor and respect the difference and uniqueness of each

individual while developing a sense of responsibility toward

themselves, their school and the community at large.

SMART GOALS

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

Increase student proficiency in reading across all subgroups to a composite of 85.5% and in math to 96% as measured by the EOG reading and math tests in grades 3-5.

Increase the number of students scoring Level IV in Reading and Math by 5% across all subgroups and increase the scale score of those students currently scoring at Level IV in Reading and Math by 5 points across all subgroups, as measured by the EOG reading and math tests in grades 3-5.

Decrease the achievement gap between the highest performing subgroups (White and African-American) and the lowest performing subgroups (Hispanic, LEP, and SWD) as measured by the overall EOG proficiency.



3

ASSESSMENT DATA SNAPSHOT

.

Clear Creek Elementary - 600338

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 45.6 -0.002 0.8 77.7 78.3

Grade 03 Math Grade Total 92.2 67.0 0.215 2.0 87.6 87.5

Grade 03 Total Grade Total 88.3 56.3 0.107 1.3 82.6 82.9

Grade 04 Reading Grade Total 81.3 70.0 0.214 2.3 86.0 57.5 0.081 1.4 79.0 58.2 0.030 1.4

Grade 04 Math Grade Total 91.9 68.3 0.167 2.2 96.7 83.2 0.422 4.9 97.6 82.8 0.433 4.8

Grade 04 Total Grade Total 86.6 69.2 0.190 2.2 91.3 70.4 0.253 2.4 88.3 70.6 0.233 2.4

Grade 05 Reading Grade Total 82.1 51.6 -0.029 1.1 81.8 62.0 0.137 1.6 83.9 44.7 -0.006 0.8

Grade 05 Math Grade Total 92.9 80.0 0.328 4.0 93.4 70.6 0.196 2.4 96.8 70.5 0.296 2.4

Grade 05 Science Grade Total 78.6 83.5 87.9

Grade 05 Total Grade Total 84.6 65.8 0.149 1.9 86.2 66.3 0.167 2.0 89.5 57.7 0.147 1.4

Reading Total Total 82.6 55.7 0.062 1.3 81.8 59.7 0.108 1.5 80.4 51.2 0.012 1.1

Math Total Total 92.3 71.6 0.235 2.5 92.6 77.0 0.312 3.4 94.0 76.5 0.363 3.3

Science Total Total 78.6 83.5 87.9

EOG Total Total 86.2 63.7 0.149 1.8 86.7 68.4 0.211 2.2 87.3 64.0 0.189 1.8

School Composite Total 86.2 63.7 0.149 1.8 86.7 68.4 0.211 2.2 87.3 64.0 0.189 1.8



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SCHOOL PROFILE

Clear Creek Elementary School is a neighborhood elementary school serving approximately 715 students in prekindergarten through fifth grade.

Clear Creek has an experienced staff with most staff members having 15 or more years teaching experience. All certified teachers are highly qualified.

Approximately 43.4% of Clear Creek’s students are white, 33.2% are African-American, 17.9 % are Hispanic and 5.5 % are in other categories. Students

identified as gifted account for 3.2% of our population, while students with identified disabilities account for 9.4% of our population. Students with limited

English proficiency make up 11.7% of our student population. Clear Creek is committed to excellence in instruction. Modification of instruction based upon on-

going diagnostic performance data allows Clear Creek to implement an individual-centered program in a challenging educational environment. The child’s total

development is strengthened through the commitment of home, school, and community. The school has a strong community identity having been an integral part

of the Clear Creek community since 1924. Community and parental support is expressed through active volunteers and an involved PTA. Clear Creek students

have a strong achievement performance history. Supported by a strong committed staff, this past school year 94 % of Clear Creek students in grades 3-5

performed on grade level in math and 87.9% of our fifth graders performed on grade level in science. Our staff is committed to improving our students’

performance in reading as 80.4% of our students in grades 3-5 performed on grade level in reading. Clear Creek achieved High Growth on the North Carolina

ABC Program and achieved Adequate Yearly Progress under the federal No Child Left Behind legislation by meeting all 21 targets.



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

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SMART GOAL (1): We will increase student proficiency in reading across all subgroups to a composite of 85.5% (80.4% in 2010-2011 school year) and in math to 96% (94% in 2010-2011 school year) as measured by the EOG reading and math tests in grades 3-5. Data Used: Data from 2010-2011 EOG Scores SP 2014 Tactic: (# 1) –Effective Teaching and Leadership: Provide access to training that is tailored to student and teacher learning needs (6) Use professional learning communities throughout CMS. Professional learning communities focus on student learning, working collaboratively and emphasizing results. (1) Develop training for PreK-12 teachers to provide a variety of instructional strategies, so that all students’ needs are met. (2) Train all teachers in the effective use of data to monitor student learning.

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. Meet as Professional Learning Communities within grade level teams weekly to discuss ways to implement best practices and learning objectives as determined by reviewing student work samples, formative assessment data, common assessment data, teacher assessment data and observation by teachers

Grade level teams meet for 90 minute planning block each week

Meeting preparation and facilitation by members of team, grade level chair, and facilitator

Sharing best practices among colleagues

Lesson planning

Data review

Use of template to focus on four essential questions to focus discussion on student learning and needs

All staff members received PowerPoint presentation and expectations for team

Facilitators/Horne, Surratt

Common assessment data Formative assessment data DIBELS data Summative data EOG data

No cost

Faculty

8-18-6-10

10-28

1-20

3-29




6

planning in opening staff meeting for the year

“Deep Dives” into the Common Core and Essential Standards weekly in grade level planning through weekly discussions of curriculum guides and resources discussing how to blend the theme of argumentation into all areas of the curriculum, as well as how to blend the different standards being used this school year

2. Implement Imagine It! Reading Series, with an emphasis on workshop strategies that utilize differentiation, higher order thinking skills, and TD strategies, as well as remedial strategies for students below grade level to reteach skills which have not been mastered as determined by reviewing student work samples, formative assessment data, teacher assessment data, common assessment data and observation by teachers

Align units with Social Studies and Science units for integration of content areas

Discuss differentiation strategies in PLC meetings weekly

Sharing of strategies by TD teacher with all teachers for use within all classrooms

EC teachers participate in planning meetings weekly to share strategies

Implement Guided Reading across all grade levels

Teach Like a Champion Book Study with inclusion of topic of rigor

Facilitators/Horne, Surratt TD Teacher/ Perry EC Teachers/ Rice, Nease, Henson


Books were purchased from last year‟s PD funds

Faculty

8-18-6-10

10-28

1-20

3-29

PD to begin in 10-11 and end

in 4-12




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Big 5 Professional Development

Guided Reading Professional Development

How You Say It Matters—Language Development, Student Achievement, and Literacy Training through Parent University

Parent University Staff and Parents

November 2011

3. Focused Quarterly Data Review Sessions as determined by a review of the data collected throughout each quarter

Quarterly half-day data review planning session s for each grade level

Third quarter whole day planning session off-campus for grades 3-5

Third quarter half-day planning on campus for K-2

Create follow up plan for instruction based on review for following quarter

Use of Data Wise process to continue discussions among grade level teams regarding data across grade levels

Train staff on Data Wise process as the staff goes through the process

Principal/ Crisp Assistant Principal/ Nelson Facilitators/ Horne, Surratt


$1000 Source: PD funds for sub coverage

Faculty

10-11-4-12

Oct. „11

Jan‟11

March „11

4. Grade Level Curriculum Nights to help provide parents with ways to support students at home with topics as determined by a review of the survey data returned from parents soliciting parents’ needs

Present survey to parents regarding greatest needs for how to help students at home

Determine topics to be covered

Schedule night based on topics

Schedule and present curriculum night to parents

Grade Level Chairs/ Wells, Garagiola, Brookshire, Rockett, Davison, Jaynes Facilitators/ Horne,


Typically no cost

Faculty and Parents

All nights will be completed by the end of

the year; nights will be

scheduled based on topic

presented




8

Surratt

5. Small Groups Tutored By Special Area Teachers as needs are determined by formative assessment data, teacher observation, student work, and common assessment data

Create tutoring schedule for special area teachers based on teacher and support staff schedule

Identify students to be tutored from data

Create lesson plans for tutoring session

Continually review data as groups will be flexible

Facilitators/Horne, Surratt Special Area Teachers/ Daoust, McGee, Orrell, Davis, Biggers


No cost

Faculty

9-26-5-11

Groups will be

checked frequently

as students will be

added and removed based on

skills.

6. Monitor and implement programs and strategies that support standard CMS programs as determined by reviewing student work samples, formative assessment data, common assessment data, teacher assessment data and observation by teachers, as well as classroom observations by administrators

Implement and monitor AR Reading Renaissance Program

Use technology special area to support curriculum taught in classrooms

Use of Orchard computer program to support objectives taught within classrooms

Use of Discovery Education to support all

Principal/ Crisp Assistant Principal/ Nelson Facilitators/ Horne, Surratt Technology Facilitator

Common assessment data Formative assessment data DIBELS data Summative data EOG data AR Data

Cost of AR program is funded by PTA

Faculty Parent University Staff

8-25-6-10

10-28

1-20

3-29

October 2011




9

areas of the curriculum

Implement Math Investigations with fidelity while supplementing to fill “holes” in the curriculum

Math Investigations Training through Parent University

and Parents




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SMART GOAL (2): We will increase the number of students scoring Level IV in Reading and Math by 5% across all subgroups and increase the scale score of those students currently scoring at Level IV in Reading and Math by 5 points across all subgroups, as measured by the EOG reading and math tests in grades 3-5.

Data Used: Data from 2010-2011 EOG Scores SP 2014 Tactic: (#1) –Effective Teaching and Leadership: Provide access to training that is tailored to student and teacher learning needs (6) Use professional learning communities throughout CMS. Professional learning communities focus on student learning, working collaboratively and emphasizing results. (1) Develop training for PreK-12 teachers to provide a variety of instructional strategies, so that all students’ needs are met. (2) Train all teachers in the effective use of data to monitor student learning.


Task

Task

Task (PD)




Personnel involved


Interim Check Dates

1. All students will be organized throughout the day in order to provide challenging, differentiated instruction and enrichment as determined by reviewing student work samples, formative assessment data, common assessment data, teacher assessment data and observation by teachers

Develop a TD schedule that will enable maximum interaction of the TD teacher with her students as well as the homeroom teachers

Integrate enrichment strategies for targeted students daily

Provide curriculum compacting to further challenge students through use of book studies, problem solving strategies, Socratic seminars, literature circles, resources from the William and Mary curriculum, and other appropriate

TD teacher/ Perry Classroom teachers Facilitators/Horne, Surratt


Books purchased with PD funds from last year

Faculty

8-25-6-10

10-28

1-20

3-29




11

resources

Classroom teachers will extend targeted objectives when pretest common assessments show students have mastered the concepts to be taught

Within classroom, teacher provide questioning strategies aimed at extending higher level and critical thinking skills


Teach Like a Champion Book Study with inclusion of topic of rigor

Guided Reading Professional Development

2. TD teacher and classroom teachers will share and plan weekly together to ensure specific, focused instruction with higher order thinking skills based on student needs as determined by reviewing student work samples, formative assessment data, common assessment data, teacher assessment data and observation by teachers

Ensure time within the schedule for the TD teacher to share strategies with the homeroom teachers

Incorporate discussion of extension and differentiation strategies into weekly PLC meetings across all subject areas

TD teacher/ Perry Classroom teachers Facilitators/Horne, Surratt


No cost

Faculty

8-25-6-10

10-28

1-20

3-29




12

3. TD teacher will serve TD and catalyst students using pullout model in TD classroom addressing needs of students as determined by reviewing student work samples, formative assessment data, common assessment data, teacher assessment data and observation by teachers and based on curriculum discussions through team planning

Schedule set to address needs of students during workshop time of specific grade levels

Novels studies and curriculum taught will align and will be an extension of the curriculum taught in the classroom

Curriculum taught will be continued within the classroom on the days not served by the TD teacher, as planning time in previous strategy will be used to discuss this implementation

TD teacher/ Perry


No cost

Faculty

8-25-6-10

10-28

1-20

3-29




13

SMART GOAL (3): We will decrease the achievement gap between the highest performing subgroups (White and African-American) and the lowest performing subgroups (Hispanic, LEP, and SWD) as measured by the overall EOG proficiency(2010-2011 results: W: 91.5%, AA: 87.2%, H: 74.4%, LEP: 65.4%, SWD: 68.7%; Goal for 2011-2012: Close the gap to less than 10% between Hispanic and White/African-American while ensuring that the higher subgroups show increases; Close the gap to less than 15% for SWD and LEP students and White/African American students while ensuring that the higher subgroups show increases)

Data Used: Data from 2010-2011 EOG Scores SP 2014 Tactic: (# 1) –Effective Teaching and Leadership: Provide access to training that is tailored to student and teacher learning needs (1) Develop training for PreK-12 teachers to provide a variety of instructional strategies, so that all students’ needs are met. (2) Train all teachers in the effective use of data to monitor student learning. (7) Design and implement a Response to Intervention (RtI) model for CMS that will help teachers adjust instruction as needed for struggling students.


Task

Task

Task (PD)




Personnel involved


Interim Check Dates

1. Cluster SWD into classrooms in order to more effectively provide appropriate through CMS Inclusive Practices model as determined by a review of students’ IEP needs

Discuss teacher-student fit and hand select placements of SWD through consultation with EC team

Ensure students with similar needs are placed in classrooms so inclusion can be done

Create an EC inclusion schedule to meet the needs of SWD in the regular classroom when possible

Provide pullout in resource room as needed

EC teachers will plan with general

Principal/ Crisp EC teachers/ Nease, Rice Facilitators/Horne, Surratt

Progress on IEP goals Common assessment data Formative assessment data DIBELS data Summative data EOG data

No cost

5-11-9-11

Schedule

changes can occur

throughout the year based on student needs.




14

education teachers during the 90 minute planning block to align curriculum and assess needs of students

Inclusive Practices/Accommodations Training Provided to staff as needed

2. Provide appropriate levels of remediation for all below grade level students, focusing on students in the following subgroups, SWD, Hispanic, and LEP students, as determined by reviewing EOG data, student work samples, formative assessment data, common assessment data, and teacher assessment data

Implement K-3 Intensive Reading Model, including Corrective Reading, Reading Mastery, ERT, and PALS

Provide Kaleidoscope and Intervention strategies for students in grades 4-5 who are continuing to struggle with decoding and comprehension

Implement Great Leaps in grades 2-5


Utilize the Teacher Portal to review student data to develop flexible grouping strategies by analyzing student data and student work samples weekly in team planning

Provide additional tutoring through Extended Day funds and special area tutor schedule

Refer students to Intervention Team as appropriate

Train teachers in proper implementation of Guided Reading

Classroom Teachers Facilitators/Horne, Surratt

Progress on IEP goals Common assessment data Formative assessment data DIBELS data Summative data EOG data Student Work Samples PEPs

$1000 School funds/PTA

Faculty

8-25-6-10

10-28

1-20

3-29




15

PEP training for Parents through Parent University

Parent University Staff and Parents

9-27-11

3. Identified ESL students will be scheduled appropriately into the ESL program and the ESL teacher will work closely with the classroom teachers to provide strategies to maximize students’ success in the regular classroom as determined by reviewing EOG data, student work samples, formative assessment data, common assessment data, and teacher assessment data

Discuss teacher-student fit and placement of ESL students with ESL teacher

ESL teacher will plan with classroom teachers and share resources in grades K-5 during 90-minute planning block to ensure common curriculum

ESL teacher will work with all grades to schedule students as much as possible so that students are in the regular classroom during core subject areas—literacy and math—instruction

ESL teacher will be available to assist with parent/teacher conferences to support students and parents

LEP Committee will determine appropriate testing modifications for LEP students

Principal/ Crisp ESL teacher/ S. White, Bourguignon Classroom teachers

Growth on LEP tests Common assessment data Formative assessment data DIBELS data Summative data EOG data Student Work Samples PEPs

No cost

Faculty

5-11-9-11

8-25-6-10

10-28

1-20

3-29




16

4. The Intervention Team process will be effectively used to assist teachers and parents in providing appropriate interventions as determined by reviewing, PEP data, EOG data, student work samples, formative assessment data, common assessment data, and teacher assessment data

Classroom teachers identify students who are struggling to meet grade level expectations for academics/behavior

Interventions created to address student needs

Meetings held with team of staff members and parents through the intervention process

Testing conducted if interventions are not effective with parent permission

Counselor/ Salvi

Common assessment data Formative assessment data DIBELS data Summative data EOG data Student Work Samples PEPs Progress on Intervention Team Goals

None

Faculty and Parents

9-22-6-10

Meetings held throughout the

year

Charlotte-Mecklenburg School Quality Review School Self-Evaluation Form

Name of principal: Penni Beth Crisp

Name of school: Clear Creek Elementary

Please complete with as much detail as you can, use the completion as a professional development exercise if appropriate and send it to your lead reviewer (electronically) two weeks before the review.

Completing this form will help you prepare for some of the discussions which will take place both before and during the review. It will also help the review team get to know you and your school and to understand how well the school community knows itself. Guidance on completing the form:

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

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

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

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

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

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

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

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

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

School Profile As Of 10/3/2010

School name and number: Clear Creek Elementary School address: 13501 Albemarle Road, Charlotte, NC 28227 School telephone number: 980-343-6922

#

%

Grades: PreK-5 100

Number of students enrolled: 698 100

Number of general education students: 632 9.5

Number of EC students: 66 90.5

Number of LEP students: 82 11.7

Principal suspensions: 2 0.29

Superintendent suspensions: 0 0

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

N/A

N/A

Ethnic make-up of the students (by percentage): African-American 232 33.2% White 303 43.4% Asian 6 0.9% Hispanic 126 18.1% American Indian 6 0.9% Multi-Racial 25 3.6%

A. What is distinctive about your school?

Clear Creek is located in a rural/suburban area in eastern Mecklenburg county. The school has a long history in the community dating back to its inception in 1924. The building was renovated during the 2006-07 school year. Students who attend Clear Creek are from a variety of socioeconomic backgrounds with the majority from the middle class. Our student population is diverse, coming from many different cultures and backgrounds. There is strong community support for the school with active involvement of parents in their children’s education.

The staff is experienced and stable with little turnover. Most teachers on staff have in excess of ten years teaching experience. The staff is very supportive of each other and works well together, which helps our students to feel safe and supported, contributing to consistently high achievement. While the school has a student population of over 55% on free or reduced lunch, the students are still achieving at over 87% at or above grade level.

B How effective is your school overall?

4 3 2 1

School Self-Evaluation: High quality X Undeveloped

How do you know?

Achievement results on AYP and State ABCs (Math-94%, Reading-80.4%, Science-87.9%, Composite-87.3%)

Met High Growth

School of Distinction

Students show sustained growth over consecutive years

CMS Survey Results (student, parent, staff)

Low teacher turner

Strong PTA support

District Audits (Financial)

Results on K-2 assessments and DIBELS results

What are its notable strengths?

Effective teaching using known Best Practices

Experienced staff, including instructional assistants

Longevity of staff at this school

Willingness of staff to develop new instructional strategies

Supportive parents

Growth in low achieving students

Low incidents of severe behavior disruptions

Supportive literacy facilitators

Growth in Math performance

What are its main areas for improvement?

Increased achievement levels of EC, LEP and Hispanic students

Closing gap between highest performing subgroups (White/African-American) and subgroups mentioned above

Continued increase of rigor/higher level thinking skills for all students, but especially student in upper achievement levels

Develop additional community partnerships

Continue to work to differentiate instruction for students across all levels consistently

Growth in Reading scores

More access to technology and proper utilization for technology

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?

Achievement results on AYP and State ABCs (Math-94%, Reading-80.4%, Science-87.9%, Composite-87.3%)

High Growth in Math

Expected Growth in Reading

Achievement gap present between highest performing subgroups, White and African-American, and lowest performing subgroups, SWD, LEP, and Hispanic

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

Math in all grade levels—High expectations of students and a focused, consistent approach to teaching skills

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

Reading instruction across grade levels.

Concentration on NCSCOS and Common Core Standards, while ensuring proper pacing

Use of inclusive practices, co-teaching and fluid grouping of students based on skill development

Use of higher order thinking skills and novel studies

Guided reading in all grade levels

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

Yes. We’re addressing disparities in achievement for Hispanic, EC and LEP students with strategies mentioned above.

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

Division of EC classes for EC support based on student need and ability of teacher to support students’ needs

Inclusive practices and the incorporation of an EC teacher assistant

Teachers have copies of IEPs and implement modifications in the classroom

Guided Reading in all grade levels

Great Leaps

Reading Mastery/Corrective Reading

Small group instruction for LEP students/SIOP training

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

Flexible ability grouping

Small groups instruction based on data review

Concentrated and intensive attention to students with special needs

Implementation of the CMS Intensive Reading Model in K-3

Reteaching and enrichment based on review of data from common and formative assessments

How does your school allocate available resources to improve student learning and achievement? Resources are directed to instructional need after data analysis. Special area teachers are providing tutoring to students three days a week for 45 minutes.

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 x Undeveloped

How do you know?

AYP, ABC, EOG results, formative assessments, common assessments, and DIBELS assessment results

Team planning

EC program/accommodations

ESL program How is alignment with the NCSCOS ensured?

Team Planning discussions monitored by administrators and academic facilitators

Formal and informal walkthroughs and observations

Use of CMS pacing guides, Common Core guides, Essential Standards

Objectives noted in lesson plans and in the classrooms

Use of NCSCOS, Common Core, and Essential Standards to plan instruction How does the school ensure a broad range of learning experiences?

Team Planning discussion of differentiated activities to support student learning

Use of teacher assistants to support differentiated learning experiences

Compacting curriculum when necessary

Acquisition of additional instructional resources through PTA

Special Area classes (art, music, physical education, media, computer)—notes from weekly planning sessions are emailed to the special area teachers to help them plan lessons to support the curriculum

Extracurricular clubs: Chess, Math Olympiad, Student Council, Safety Patrol, Book Club, PE Club, Running Club

Field trips

Special programs through PTA

Tutoring from special area teachers during school day

Flexible grouping of students within classrooms and in small group tutoring

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?

Consistent growth of students seen with AYP, ABC, Formative Assessments, DIBELS results, and EOG results, especially in Math

High quality staff with experience and many with advanced degrees and National Board Certification

Although SWD subgroup has made great gains and the achievement gap is closing, the gap still exists

Highest achieving students are not making growth Which are the strongest features of teaching and learning and why?

Consistent approach to instruction following the NCSCOS

Collaboration among colleagues

Staff knowledge of strategies/skill level of teacher increase staff ability to meet student needs, especially of lower achieving students

Staff knowledge of content and students What aspects of teaching and learning most need improvement and what action is being taken?

Identifying students at risk early in the year and providing the necessary support for them to be successful

Use of Guided Reading within the classroom

Differentiating instruction to meet individual student needs on a consistent basis

Move toward planning with increased discussion of student learning issues instead of creation of instructional plans based on the PLC model—continued focus on four essential questions in team planning—each team selected team planning template to guide agenda with four guiding questions—focus on student learning

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

Use of periodic formative assessments, teacher made tests, textbook tests, teacher observation/anecdotal records, questioning of student learning

Discussion of student work and progress in team planning

Creation and analysis of common assessments

Provide remediation/reteaching or acceleration/enrichment; small flexible groupings formed and changed based on assessment results

Seek assistance when necessary through intervention team, EC team, and ESL teacher

Think Gate and Data Wise will be incorporated this school year into practice

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

4 3 2 1


How do you know?

CMS Surveys—staff, parent, and student

District audits (safety, financial)

Low teacher turnover

High teacher morale

School is well-organized and structured

Regular communication with staff and community

Weekly meetings/planning sessions with administrators and facilitators

Formal and informal observations Which are the strongest aspects and why?

Consistency in expectations and procedures

Providing relevant professional development opportunities relating to best practices and student achievement

Providing necessary materials and support to teachers to facilitate student learning

Encouraging collaborative teaming to increase student learning

Providing a positive work environment fostering professionalism

Empowerment of teachers to prescribe appropriate individualized instruction

Meetings are efficient

Willingness to help staff

Open door policy

Organization/structure/scheduling

Personal interactions

Communication with staff

Interactions with community/PTA

High expectations

Flexibility on how to deliver instruction within classrooms What most needs improvement and what action is being taken?

Continuing to develop the Professional Learning Community model through more effective team planning—focus on four essential questions and attendance by administrative staff members and literacy facilitators

As the new principal continues to develop new relationships with the staff, continue to allow staff input in decisions

Develop SLT that works as a self-standing leadership body

Increase feedback on formal and informal observations to support teacher growth—use of walkthrough walkthrough schedules

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

4 3 2 1


How do you know?

AYP and ABC results

School of Distinction with High Growth for 2 consecutive years

CMS Surveys—staff, parent, and student

Friendly, welcoming school

High expectations

Reputation within community

Enthusiastic and engaged students

Positive staff morale

Parent involvement with engaged PTA Which are the strongest aspects and why?

Continued development of best instructional practices

Knowledge of staff in addressing grade level needs for proficiency and growth

Highly qualified and effective teachers with advanced certifications, degrees, and experience

Use of variety of strategies to meet student needs, especially those students who have special needs; accommodations and interventions continuously provided

High expectations for staff, students, and parent involvement

Well-ordered and structured school environment

Good attendance by staff

Parent involvement and engaged PTA

Positive teacher/student relationships

PTA providing extra resources to teachers

What most needs improvement and what action is being taken?

Increased effort to increase achievement of all subgroups

Identifying at risk students and providing appropriate instructional experiences to increase their achievement

Implementation of the PLC process—concentration on four essential questions in team planning, collaboration, and focus on student learning through development of common assessments—introduced new team planning format this school year with template for team agenda focusing on essential questions

Differentiation—team planning discussions

Focus on meeting the needs of higher level students to help these students make growth

Increase rigor and higher-level questioning—professional development and team planning discussions

Increase technology within classrooms for student and teacher use—PTA is providing funds for technology within the classrooms

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?

Parent participation

Survey results

PTA support

Feedback from parents

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

Automated telephone and e-mail system to keep parents aware of special events

Continually updated school website

School newsletter

Teacher prepared progress reports, midterms, report cards and conferences

Bi-weekly grade level newsletters

“Tuesday folders”

Open door policy for all stakeholders

Ongoing communication between PTA and administration regarding needs of the school

Curriculum Nights provide valuable information for parents

Monthly PTA newsletter, Sparky’s Report

What most needs improvement and what action is being taken?

Developing additional partnerships with business and civic organizations in the community

Creating SLT which functions separately from PTA Board

Ensure timely communication regarding student performance for all teachers by administration

Ensure newsletters or websites are updated by teachers for parents What aspects of the school’s work to involve parents/guardians and the community in the life of the school work best? Why?

Open House

PTA coordinated volunteer opportunities

PTA sponsored events, such as Muffins for Mom, Doughnuts for Dad , Book Fair Evenings, Family Nights at local restaurants or venues (i.e., Monkey Joe’s)

Student performances

Awards Programs

Fun Run Fundraiser

Field Day

Activities that brings the community into the school increases the bond between community and school What needs improvement and what action is being taken?

Increasing the number and frequency of volunteers

Continue to provide strategies for parents to use at home with their students to increase student achievement

Lack of functioning SLT—more education on the role of SLT through a letter to parents from the principal—solicitation of parents to be on ballot to join leadership team

Continuing to develop the relationship between Clear Creek, Northeast Middle and Rocky River High so that there is smooth student matriculation and community support for each school in the feeder pattern.

Better communication with ESL students—PTA is working to translate all materials that go home to students

Work to incorporate activities involving the whole family—PTA has added SPRINGO BINGO, an activity for the whole family

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)

A new principal was assigned to the school in January 2011. A new assistant principal began in August 2011. The school gained two new pre-kindergarten classes for the 2011-2012 school year. This school year, the school also has eighteen new staff members due to a number of retirements of veteran teachers, as well as some new positions that were allotted to the school. The bell schedule for the school also changed this year from 9:15 AM-3:30 PM, to 7:45 AM-2:45 PM.

Bullying-Harassment Prevention Plan (BHISPP)

Clear Creek Elementary

2011-2012 Action Plan

Bullying Prevention Outcome: To support the cultivation of positive school climates promoting safe learning environments free of bullying and

harassing behaviors at Clear Creek Elementary School.

Strategies/Rationale • Task

Point Person Evidence of Success

Outcome Measures

Names of Participants Information related to task as indicated

Timeline

1. Establish a Bullying/Prevention PLC

S. Nelson, Assistant Principal Pat Salvi, BP Liaison

Planning Agendas/Monthly Assessment of Reports

S. Nelson, Assistant Principal Pat Salvi, BP Liaison Karlanna Twisdale-K/1 Rep Angela Hawley/Megan Hollo 2nd Grade Reps Amanda Harvell 3rd Grade Rep Kathy Shear 5th Grade Rep

AP and Counselor met to discuss existing programs that address bullying. PLC Team collaborated with Admin Team

Sept. 2011

2. Attend CMS Bullying-Harassment Implementation/Accountability Support Training

Pat Salvi, BP Liaison Pat Salvi shared info/resources with AP for further training

Pat Salvi, BP Liaison Additional information will be shared with PLC team

10/6/2011

3. Train PLC team on CMS Bully/Prevention Policy

S. Nelson, Assistant Principal

Agenda/PLC Team reviewed supporting documents of CMS policy

PLC Team PLC reps will share information with grade levels and solicit feedback on how to implement

9/26/2011

4. Develop a Bullying/Prevention Action Plan for school

S. Nelson/Pat Salvi P. Crisp, Principal

PLC solicited input from grade chairs on how Bullying Prevention will be implemented

Admin/PLC Teams PLC Team will review action plan and provide feedback on how to monitor

Sept. 2011

5. Develop system for tracking bullying incidents

S. Nelson, AP BP Notebook Student Behavior Contracts will be turned in for all students

S. Nelson, AP Follow up guidance lessons will be implemented as needed

9/2011-6/2012

6. Assess school on Bullying Prevention Procedures

S. Nelson/Pat Salvi Meeting Notes PLC Team PLC team will solicit plans from grade levels

9/26/2011

7. Share expectations and processes with students/parents

Admin /BP PLC Team Planning Agenda Newsletters

PreK-5 Teachers Bullying Tips will be highlighted biweekly

10/7/2011

Strategies/Rationale • Task

Point Person Evidence of Success

Outcome Measures

Names of Participants Information related to task as indicated

Timeline

8. Provide resources to assist school/inform parents of Bullying Prevention policy

Admin/PLC Team Copies of resources provided

Admin Team/K-5 Teachers Bullying Tips will be highlighted biweekly in newsletters

10/3/11-10/31/11

9. Initiate school wide B/P Activities:

Make Mondays Matter

Bullying Prevention Week

Grade Level Monthly BP 15-20 minute Lessons

Character Education Lessons

Do the Right Thing

Guidance Lessons

Newsletter Segments

P. Crisp, Principal S. Nelson, AP Pat Salvi, BP Liaison Angie Hawley Pat Salvi

Student Artifacts Newsletters Guidance Lesson Plans

Admin/PLC Team Teachers/Students

Quarterly reporting on grade levels

8/30/2011-6/2012

10. Develop a Resource Library S. Nelson/Megan Hollo Bully Prevention Resource Notebook

PLC Team Resources will be shared during instructional planning/intervention team meetings

10/7/2011-6/2012

CMMS SC OSCHH OOLL N IIMMPPRR OVVEEMMEENTT … · Third quarter whole day planning session...

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