School Improvement Plan - Charlotte-Mecklenburg...
Transcript of School Improvement Plan - Charlotte-Mecklenburg...
School Improvement Plan
2016-2017
School Improvement Plans remain in effect for two years, but a School Leadership Team may amend as often as necessary or appropriate.
Draft Due: October 3, 2016 Final Copy Due: October 18, 2016
2016-2017 Metro School School Improvement Plan Report
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Metro School Contact Information
School: Metro School
Courier Number: 454
Address:
405 South Davidson St.
Phone Number: 980-343-5450
Charlotte, NC 28202
Fax Number: 980 – 343-5607
Learning Community Central Learning Community
School Website: http://schools.cms.k12.nc.us/metroEC/Pages/Default.aspx
Principal: Valerie Todd
Learning Community Superintendent: Gina Smith
Metro School School Improvement Team Membership From GS §115C-105.27: “The principal of each school, representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants assigned to the school building, and parents of children enrolled in the school shall constitute a school improvement team to develop a school improvement plan to improve student performance. Representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants shall be elected by their respective groups by secret ballot....Parents serving on school improvement teams shall reflect the racial and socioeconomic composition of the students enrolled in that school and shall not be members of the building-level staff.”
Committee Position Name Email Address Date Elected Principal Valerie Todd [email protected] 8/23/16
Assistant Principal Representative Cel St. Pierre [email protected] 8/23/16
Teacher Representative Pre-K and Elementary Andrenia Reyna [email protected] 8/22/16
Inst. Support Representative Samantha Pierce [email protected]
Teacher Assistant Representative Ponpasert Vongvilay [email protected]
Teacher Representative High School Jenna Raber [email protected] 8/22/16
Teacher Representative Middle School Miranda Goodman [email protected] 8/22/16
Teacher Representative Transition Amanda Bell [email protected] 8/22/16
Parent Representative Jane Douglas – PTO President [email protected] N/A
Parent Representative Mariame Boujlil [email protected] 5/4/2016
Parent Representative Alease Acker [email protected] 5/4/2016
Parent Representative Kathy Taylor [email protected] 5/4/2016
Parent Representative Willa Strong [email protected] 5/4/2016
Parent Representative Russell Sumrall [email protected] 5/4/2016
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Vision Statement District: CMS provides all students the best education available anywhere, preparing every child to lead a rich and productive life.
School: We, the parents, staff and community of Metro School will work collaboratively to provide our students a high quality, challenging, and personally relevant
education, with a specialized emphasis on providing them the knowledge, skills, and tools needed to be successful and productive members of our global
community.
Mission Statement District: The mission of CMS is to maximize academic achievement by every student in every school.
School: Metro School will provide a comprehensive personally relevant educational environment challenging each student to develop his or her abilities, skills and
talents by providing instruction that assures access to the grade level curriculum including access to general curriculum materials and resources. Metro faculty,
parents, and caregivers will work together improve the community’s focus on our students’ capabilities and integrate our students into our larger community so that
they may lead productive and fulfilling lives.
Metro School Shared Beliefs We believe in the right of each individual student to receive a comprehensive,
challenging, age appropriate and personally relevant education, ensuring access to the grade level curriculum supported through the Expanded Forerunners of the OWL Curriculum, Extensions of North Carolina Common Core Standards which includes English, Language Arts, Math, and Literacy in History/ Social Studies, Science, Technical Subjects and the North Carolina Extended Occupational Course of Studies, Life Skills Curriculum, Unique Learning, and district goals/objectives, using current research and materials to support the development of instruction that is based on the analysis of student data and best practices.
We believe in the dignity of each student, and the right to be treated at all times with respect, in a safe, caring, and orderly school environment where behaviors are taught using positive interventions.
We believe that every student has the competency to learn skills that are personally relevant to his or her needs and support the grade level curriculum.
We believe in the collective strength of Metro School personnel, Professional Learning Communities, students, families, community partnerships and volunteers, as well as the leadership of CMS to assure equity in services and resources, high standards of instruction, and the provisions of quality programming at Metro School.
We believe in the provision of professional development to support all faculty in assuring that staff is prepared to provide Metro School students with comprehensive, challenging, age appropriate, personally relevant instruction to access grade level curriculum.
Metro School SMART Goals Provide a duty-free lunch period for every teacher on a daily basis. Ensure that 100% of certified staff will receive a duty free lunch daily for at least 30 minutes as measured by school-wide schedules.
Provide duty-free instructional planning time for every teacher under G.S. 115C-105.27 and -301.1, with the goal of proving an average of at least five hours of planning time per week, to the maximum extent that the safety and proper supervision of students may allow during regular student contact hours. Ensure that 100% of certified staff (classroom teachers) will receive duty free instructional planning for at least 5 hours per week as measured by school-wide schedules.
Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and harassing behaviors. Ensure that our school is a safe and caring environment that promotes and supports developing healthy responsible students as measured by the Spring Insight Survey question – Across my school, there are consistent expectations and consequences for student behavior, from 81% to 91%.
Increase professional development opportunities for all staff in order to maximize students’ academic achievement in a 21st century learning environment as measured by the Spring Insight Survey question – In the past six months, I have practiced teaching techniques in a professional development setting outside my own classroom, from 44% to 64%.
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Metro School Assessment Data Snapshot
School Composite
# Assessments Administered % Tested # Level I % Level I # Level II % Level
II # Level
III % Level
III # Level
IV % Level
IV # Level V % Level V
# Level III/IV/V
% Level III/IV/V
# Level IV/V
% Level IV/V
81 93.1 26 32.1 44 54.3 7 8.6 4 4.9 0 0.0 11 13.6 4 4.9
Grade 03 EOG Math
# Assessments Administered % Tested # Level I % Level
I # Level II % Level II
# Level III
% Level III
# Level IV
% Level IV
# Level V
% Level V
# Level III/IV/V
% Level III/IV/V
# Level IV/V
% Level IV/V
7 100.0 2 28.6 5 71.4 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0
Grade 04 EOG Math
# Assessments Administered % Tested # Level I % Level I # Level II % Level
II # Level
III % Level
III # Level
IV % Level
IV # Level V % Level V
# Level III/IV/V
% Level III/IV/V
# Level IV/V
% Level IV/V
4 100.0 2 50.0 1 25.0 0 0.0 1 25.0 0 0.0 1 25.0 1 25.0
Grade 03 EOG Reading
# Assessments Administered % Tested # Level I % Level I # Level II % Level
II # Level
III % Level
III # Level
IV % Level
IV # Level V % Level V
# Level III/IV/V
% Level III/IV/V
# Level IV/V
% Level IV/V
7 100.0 4 57.1 2 28.6 1 14.3 0 0.0 0 0.0 1 14.3 0 0.0
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Grade 04 EOG Reading
# Assessments Administered % Tested # Level I % Level I # Level II % Level
II # Level
III % Level
III # Level
IV % Level
IV # Level V % Level V
# Level III/IV/V
% Level III/IV/V
# Level IV/V
% Level IV/V
4 100.0 1 25.0 3 75.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0
Grade 05 EOG Math
# Assessments Administered % Tested # Level I % Level I # Level II % Level
II # Level
III % Level
III # Level
IV % Level
IV # Level V % Level V
# Level III/IV/V
% Level III/IV/V
# Level IV/V
% Level IV/V
3 60.0 1 33.3 2 66.7 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0
Grade 05 EOG Reading
# Assessments Administered % Tested # Level I % Level I # Level II % Level
II # Level
III % Level
III # Level
IV % Level
IV # Level V % Level V
# Level III/IV/V
% Level III/IV/V
# Level IV/V
% Level IV/V
3 60.0 2 66.7 1 33.3 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0
Grade 05 EOG Science
# Assessments Administered % Tested # Level I % Level I # Level II % Level
II # Level
III % Level
III # Level
IV % Level
IV # Level V % Level V
# Level III/IV/V
% Level III/IV/V
# Level IV/V
% Level IV/V
3 60.0 0 0.0 3 100.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0
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Grade 06 EOG Math
# Assessments Administered % Tested # Level I % Level I # Level II % Level
II # Level
III % Level
III # Level
IV % Level
IV # Level V % Level V
# Level III/IV/V
% Level III/IV/V
# Level IV/V
% Level IV/V
5 100.0 1 20.0 2 40.0 1 20.0 1 20.0 0 0.0 2 40.0 1 20.0
Grade 06 EOG Reading
# Assessments Administered % Tested # Level I % Level I # Level II % Level
II # Level
III % Level
III # Level
IV % Level
IV # Level V % Level V
# Level III/IV/V
% Level III/IV/V
# Level IV/V
% Level IV/V
5 100.0 1 20.0 3 60.0 0 0.0 1 20.0 0 0.0 1 20.0 1 20.0
Grade 07 EOG Math
# Assessments Administered % Tested # Level I % Level I # Level II % Level
II # Level
III % Level
III # Level
IV % Level
IV # Level V % Level V
# Level III/IV/V
% Level III/IV/V
# Level IV/V
% Level IV/V
8 100.0 2 25.0 6 75.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0
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Grade 07 EOG Reading
# Assessments Administered % Tested # Level I % Level I # Level II % Level
II # Level
III % Level
III # Level
IV % Level
IV # Level
V % Level
V # Level III/IV/V
% Level III/IV/V
# Level IV/V
% Level IV/V
8 100.0 3 37.5 5 62.5 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0
Grade 08 EOG Math
# Assessments Administered % Tested # Level I % Level I # Level II % Level
II # Level
III % Level
III # Level
IV % Level
IV # Level
V % Level
V # Level III/IV/V
% Level III/IV/V
# Level IV/V
% Level IV/V
3 100.0 1 33.3 1 33.3 1 33.3 0 0.0 0 0.0 1 33.3 0 0.0
Grade 08 EOG Reading
# Assessments Administered % Tested # Level I % Level I # Level II % Level
II # Level
III % Level
III # Level
IV % Level
IV # Level
V % Level
V # Level III/IV/V
% Level III/IV/V
# Level IV/V
% Level IV/V
3 100.0 0 0.0 3 100.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0
Grade 08 EOG Science
# Assessments Administered % Tested # Level I % Level I # Level II % Level
II # Level
III % Level
III # Level
IV % Level
IV # Level
V % Level
V # Level III/IV/V
% Level III/IV/V
# Level IV/V
% Level IV/V
3 100.0 0 0.0 2 66.7 0 0.0 1 33.3 0 0.0 1 33.3 1 33.3
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School EOG Math Composite
# Assessments Administered % Tested # Level I % Level I # Level II % Level
II # Level
III % Level
III # Level
IV % Level
IV # Level
V % Level
V # Level III/IV/V
% Level III/IV/V
# Level IV/V
% Level IV/V
30 93.8 9 30.0 17 56.7 2 6.7 2 6.7 0 0.0 4 13.3 2 6.7
School EOG Reading Composite
# Assessments Administered % Tested # Level I % Level I # Level II % Level
II # Level
III % Level
III # Level
IV % Level
IV # Level
V % Level
V # Level III/IV/V
% Level III/IV/V
# Level IV/V
% Level IV/V
30 93.8 11 36.7 17 56.7 1 3.3 1 3.3 0 0.0 2 6.7 1 3.3
School EOG Science Composite
# Assessments Administered % Tested # Level I % Level I # Level II % Level
II # Level
III % Level
III # Level
IV % Level
IV # Level
V % Level
V # Level III/IV/V
% Level III/IV/V
# Level IV/V
% Level IV/V
6 75.0 0 0.0 5 83.3 0 0.0 1 16.7 0 0.0 1 16.7 1 16.7
Grade 03 EOG Composite
# Assessments Administered % Tested # Level I % Level I # Level II % Level
II # Level
III % Level
III # Level
IV % Level
IV # Level
V % Level
V # Level III/IV/V
% Level III/IV/V
# Level IV/V
% Level IV/V
14 100.0 6 42.9 7 50.0 1 7.1 0 0.0 0 0.0 1 7.1 0 0.0
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Grade 04 EOG Composite
# Assessments Administered % Tested # Level I % Level I # Level II % Level
II # Level
III % Level
III # Level
IV % Level
IV # Level
V % Level
V # Level III/IV/V
% Level III/IV/V
# Level IV/V
% Level IV/V
8 100.0 3 37.5 4 50.0 0 0.0 1 12.5 0 0.0 1 12.5 1 12.5
Grade 05 EOG Composite
# Assessments Administered % Tested # Level I % Level I # Level II % Level
II # Level
III % Level
III # Level
IV % Level
IV # Level
V % Level
V # Level III/IV/V
% Level III/IV/V
# Level IV/V
% Level IV/V
9 60.0 3 33.3 6 66.7 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0
Grade 06 EOG Composite
# Assessments Administered % Tested # Level I % Level I # Level II % Level
II # Level
III % Level
III # Level
IV % Level
IV # Level
V % Level
V # Level III/IV/V
% Level III/IV/V
# Level IV/V
% Level IV/V
10 100.0 2 20.0 5 50.0 1 10.0 2 20.0 0 0.0 3 30.0 2 20.0
Grade 07 EOG Composite
# Assessments Administered % Tested # Level I % Level I # Level II % Level
II # Level
III % Level
III # Level
IV % Level
IV # Level
V % Level
V # Level III/IV/V
% Level III/IV/V
# Level IV/V
% Level IV/V
16 100.0 5 31.3 11 68.8 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0
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Grade 08 EOG Composite
# Assessments Administered % Tested # Level I % Level I # Level II % Level
II # Level
III % Level
III # Level
IV % Level
IV # Level
V % Level
V # Level III/IV/V
% Level III/IV/V
# Level IV/V
% Level IV/V
9 100.0 1 11.1 6 66.7 1 11.1 1 11.1 0 0.0 2 22.2 1 11.1
School EOG Composite
# Assessments Administered % Tested # Level I % Level I # Level II % Level
II # Level
III % Level
III # Level
IV % Level
IV # Level
V % Level
V # Level III/IV/V
% Level III/IV/V
# Level IV/V
% Level IV/V
66 91.7 20 30.3 39 59.1 3 4.5 4 6.1 0 0.0 7 10.6 4 6.1
Biology
# Assessments Administered % Tested # Level I % Level I # Level II % Level
II # Level
III % Level
III # Level
IV % Level
IV # Level
V % Level
V # Level III/IV/V
% Level III/IV/V
# Level IV/V
% Level IV/V
5 100.0 2 40.0 2 40.0 1 20.0 0 0.0 0 0.0 1 20.0 0 0.0
English II
# Assessments Administered % Tested # Level I % Level
I # Level II % Level II
# Level III
% Level III
# Level IV
% Level IV
# Level V
% Level V
# Level III/IV/V
% Level III/IV/V
# Level IV/V
% Level IV/V
5 100.0 2 40.0 3 60.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0
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Math I
# Assessments Administered % Tested # Level I % Level I # Level II % Level
II # Level
III % Level
III # Level
IV % Level
IV # Level
V % Level
V # Level III/IV/V
% Level III/IV/V
# Level IV/V
% Level IV/V
5 100.0 2 40.0 0 0.0 3 60.0 0 0.0 0 0.0 3 60.0 0 0.0
School EOC Composite
# Assessments Administered % Tested # Level I % Level I # Level II % Level
II # Level
III % Level
III # Level
IV % Level
IV # Level
V % Level
V # Level III/IV/V
% Level III/IV/V
# Level IV/V
% Level IV/V
15 100.0 6 40.0 5 33.3 4 26.7 0 0.0 0 0.0 4 26.7 0 0.0
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Metro School Profile
Metro School is the sole CMS school specifically serving only EC students, ages 3-22, all of whom are significantly
cognitively disabled. The majority of our students’ areas of EC certification include the areas of Mentally Disabled,
Moderate and Severe, Multi-handicapped, and Autistic. All students require constant supervision and a structured
educational environment. All classroom teachers (K-transition) are EC certified teachers, deemed Highly Qualified in the
EC Specialized Adapted Curriculum area. The pre-kindergarten teachers are highly qualified, with a Birth through
Kindergarten certification (B-K). Our support teachers (Art, Music, Adapted PE, Family and Consumer Sciences), are
certified in their general education content area. We also employ a full time Behavior Coordinator, two Behavior
Modification Technicians (BMTs), literacy and academic facilitators as well as three (3) Speech-Language Pathologists.
We also have a .33 time school psychologist, part-time ELL teacher, 2 itinerant teachers of the visually impaired, as well as
itinerant services provided by Occupational and Physical Therapists, Orientation & Mobility services, HI & VI. Students
attend support classes as scheduled into their classroom schedules. Our students’ instruction is planned, organized and
delivered as aligned with the Bright Beginnings Opening the World of Learning (OWL) Curriculum (preschool), the NC
Extended Common Core State Standard (grades K-11) , and the CMS Extended Occupational Course of Study with the
Unique Learning curriculum (grade 12 - transition) as well as their unique Individual Education Plan (IEP) goals. All
students have significant deficits in their academic skills; self-help skills, levels of independence, communication, and
social skills. Many of our students also have significant behavior deficits or require total care for all mobility, feeding,
bathroom skills, etc. Approximately 75-80% of all Metro School students are functionally nonverbal and use a Total
Communication approach in order to communicate. The building is twelve (12) years old, and was specifically designed
and built to meet the educational, physical, and behavioral needs of our students. We have a large number of volunteers
who support our school. Our staff is committed to our students and work to meet their instructional, physical, emotional,
social, behavioral, and personal care needs. Beginning in the elementary grades, our students engage in prevocational
skill training in the classroom, so that by the time they reach 9th grade, they are involved in both on and off-campus
Community-Based Instructions. In the transition years (ages 19-22), students are increasingly off campus more for
Community-Based age appropriate training. We provide off-campus Community-Based instruction to most students to
support the application of skills and content learned in the classroom to community settings. Our students participate in
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Special Olympics events, which include athletic teams such as, basketball, soccer, track and field, swimming, and
cheerleading. We hold special events such as a prom, a winter program, and many other special activities for our students,
faculty, families and community stakeholders. The PTO provides grants and support for staff and students. We have many
volunteers who are active and supportive of our school, including business partners, individuals, university, and corporate
partners. We have a close partnership with the Second Ward Alumni, an all African-American Alumni Association from the
former Second Ward High School. Metro has several students who have significant behavior concerns, including
aggression, self-injurious behaviors, and running from adults. Our classrooms are organized into grade level teams
(preschool, elementary, middle, high school, and transition), and teachers meet as Professional Learning Communities
(PLCs) to plan instruction, discuss student achievement, student placement and engage in on-going professional
development. Teachers maintain a classroom or program area Weebly page to which lesson plans, current classroom
events, and other information is posted. We broadcast our morning news, announcements and weather report from our on-
campus closed-circuit TV (WTGR) studio and students are involved in this daily production. Metro’s teachers and their two
classroom assistants have specific time in their weekly schedule to plan instruction together, to review data, and to support
continual classroom and school improvement initiatives.
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Strategic Plan 2018: For a Better Tomorrow
Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready Four focus areas:
I. College- and career-readiness II. Academic growth/high academic achievement
III. Access to rigor IV. Closing achievement gaps
Goal 2: Recruit, develop, retain and reward a premier workforce Five focus areas:
I. Proactive recruitment II. Individualized professional development
III. Retention/quality appraisals IV. Multiple career pathways V. Leadership development
Goal 3: Cultivate partnerships with families, businesses, faith-based groups and community organizations to provide a sustainable system of support and care for each child Three focus areas:
I. Family engagement II. Communication and outreach
III. Partnership development
Goal 4: Promote a system-wide culture of safety, high engagement, cultural competency and customer service Five focus areas:
I. Physical safety II. Social and emotional health
III. High engagement IV. Cultural competency V. Customer service
Goal 5: Optimize district performance and accountability by strengthening data use, processes and systems Four focus areas:
I. Effective and efficient processes and systems II. Strategic use of district resources
III. Data integrity and use IV. School performance improvement
Goal 6: Inspire and nurture learning, creativity, innovation and entrepreneurship through technology and strategic school redesign
Four focus areas: I. Learning everywhere, all the time II. Innovation and entrepreneurship
III. Strategic school redesign IV. Innovative new schools
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SMART Goal (1): Duty Free Lunch for Teachers
Provide a duty-free lunch period for every teacher on a daily basis. Ensure that 100% of certified staff will receive a duty free lunch daily for at least 30
minutes as measured by school-wide schedules.
Strategic Plan Goal: Goal 2: Recruit, develop, retain and reward a premier workforce.
Strategic Plan Focus Area: Proactive recruitment, Individualized professional development, Retention/quality appraisals, Multiple career pathways, Leadership development
Data Used: School-wide schedules
Strategies (determined by what data)
Task
Task
Task (PD)
Point Person (title)
Evidence of Success (Student Impact)
Funding (estimated cost / source)
Personnel Involved
Timeline (Start—End)
Interim Dates
1. Scheduling committee will meet during the summer and at the beginning of the school year to create the school-wide schedule to include duty free lunch for staff.
Appoint members of the scheduling committee
Schedule time for staff to review, question, and provide input into draft schedules
“Work” schedules for one week and ask for input.
Make changes, if necessary
Implement final school-wide schedules
Scheduling committee
Literacy Facilitator
Academic Facilitator
Secretary Assistant
Principal
Powerschool staff
All schedules completed and working effectively for the 2016-2017 school year
None Scheduling committee
Literacy Facilitator
Academic Facilitator
Secretary Assistant
Principal Powerschool staff
Sept., 2016 through
June, 2017
Quarterly
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SMART Goal (2): Duty Free Instructional Planning Time
Provide duty-free instructional planning time for every teacher under G.S. 115C-105.27 and -301.1, with the goal of proving an average of at least five hours of planning time per week, to the maximum extent that the safety and proper supervision of students may allow during regular student contact hours. Ensure that 100% of certified staff (classroom teachers) will receive duty free instructional
planning for at least 5 hours per week as measured by school-wide schedules.
Strategic Plan Goal: Goal 2: Recruit, develop, retain and reward a premier workforce.
Strategic Plan Focus Area: Proactive recruitment, Individualized professional development, Retention/quality appraisals, Multiple career pathways, Leadership development
Data Used: School-wide schedules
Strategies (determined by what data)
Task
Task
Task (PD)
Point Person (title)
Evidence of Success (Student Impact)
Funding (estimated cost / source)
Personnel Involved
Timeline (Start—End)
Interim Dates
2. Scheduling committee will meet during the summer and at the beginning of the school year to create the school-wide schedule to include duty free lunch for staff.
Appoint members of the scheduling committee
Schedule time for staff to review, question, and provide input into draft schedules
“Work” schedules for one week and ask for input.
Make changes, if necessary
Scheduling committee
Literacy Facilitator
Academic Facilitator
Secretary Assistant
Principal
EC depart.
All schedules completed and working effectively for the 2016-2017 school year
None Scheduling committee
Literacy Facilitator
Academic Facilitator
Secretary Assistant
Principal
Sept., 2016 through
June, 2017
Quarterly
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Implement final school-wide schedules
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SMART Goal (3): Anti-Bullying / Character Education
Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and harassing behaviors.
Ensure that our school is a safe and caring environment that promotes and supports developing healthy responsible students as measured by the Spring Insight Survey question – Across my school, there are consistent expectations and consequences for student behavior, from 81% to 91%.
Strategic Plan Goal: Goal 4: Promote a system-wide culture of safety, high engagement, cultural competency and
customer service
Strategic Plan Focus Area: Physical safety, Social and emotional health, High engagement, Cultural competency, Customer service
Data Used: Spring Insight Survey data
Strategies (determined by what data)
Task
Task
Task (PD)
Point Person (title)
Evidence of Success (Student Impact)
Funding (estimated cost / source)
Personnel Involved
Timeline (Start—End)
Interim Dates
1. Bully Liaison / Bully-prevention
Provide copies of the book: Crucial Conversations by Patterson, Grenny, McMillan and Switzler to all new certified staff.
Train new FAC members to act as facilitators that support staff with conflict resolution.
Maintain open communication between the administrative team and staff. Discuss Title IX and
Administrative team
FAC members
Media Specialist
Increase on the Spring
Insight Survey
Purchase of the book: Crucial Conversations at $20.00 per book - school donation funds
Administrative team
FAC members
Media specialist
SLT members
Sept., 2016 through
June, 2017
Quarterly
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bullying at all SLT meetings.
2. Character Education
Discuss monthly character traits on WTGR
Provide monthly character traits information in the Principal’s Newsletter
Maintain a character traits bulletin board
Provide monthly suggestions of books on character traits to parents
Display copies of monthly Character Trait books in main office
Administrative team
Media Specialist
Increase on the Spring Insight Survey
School instructional funds to complement
Media specialist
Administrative team
Sept., 2016 through
June, 2017
Quarterly
3. Healthy Active Child 30 min.
APE department will provide Healthy Active Kids activities for staff per the PE Weebly site.
Teachers will complete Healthy Active Kid activities/ lessons with students for at least three times per week for 30 minutes.
APE Staff
Administrative team
Increase on the Spring
Insight Survey
None APE Staff
Administrative team
Sept., 2016 through
June, 2017
Quarterly
4. School Health Team
Create a School Health Team (SHT) for the 2016-2017 school year
Meeting will take place two times per year
The SHT shall create a School Health action plan as part of the
Administrative team
SHT members
Cafeteria manager
Increase on the Spring
Insight Survey
None Administrative team
SHT members
Sept., 2016 through
June, 2017
Quarterly
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SIP
The SHT will ensure that students receive an adequate amount of health & physical education per classroom schedules
The SHT will inform the staff of the Healthy Active Child Policy
School nurse
APE Staff
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SMART Goal (4): Increase professional development opportunities for all staff in order to maximize students’ academic achievement in a 21st century learning environment as measured by the Spring Insight Survey question – In the past six months, I have practiced teaching techniques in a professional development setting outside my own classroom, from 44% to 64%
Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready.
Strategic Plan Focus Area: Academic growth/high academic achievement
Data Used: Spring Insight Survey
Strategies (determined by what data)
Task
Task
Task (PD)
Point Person (title)
Evidence of Success (Student Impact)
Funding (estimated cost / source)
Personnel Involved
Timeline (Start—End)
Interim Dates
1. Provide an in-house training on
the first Early Release Day
entitled, “Teaching Tools”. In this
half day training, staff will get to
learn about play based learning
and how it can be modified to
work with the students at Metro.
Staff will learn from the presenter
about three different 21st century
activities used to keep classrooms
engaged and learning. They are:
a) Go Noodle
Administrative team
APE Staff
Increase on the Spring Insight Survey
PTO
Title 1
School Funds
Administrative team
Teacher
Sept., 2016 through
June, 2017
Quarterly
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b) Goose Chase
c) Kahoot
Staff will then break into small
groups and share engaging
methods they use in their
classrooms. Groups will also
share with the whole group their
methods for student engagement.
Notes will be taken to be sent out
to the whole staff as a resource. A
survey will be presented at the
end of the class, giving
participants an opportunity to ask
for more training. This procedure
will allow more opportunities for
staff to share teaching techniques
in a professional development
setting outside their classroom.
2. Provide opportunities for professional development during Early Release Days:
a. October 12th – Teaching Tools
b. January 23rd – CPI Training
c. March 7th – CPI
Administrative team
Teacher
Increase on the Spring Insight Survey
None Administrative team
Teacher
Sept., 2016 through
June, 2017
Quarterly
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Training d. April 26th
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Metro School - 600 Waiver Requests
Request for Waiver
1. Insert the waivers you are requesting
Maximum Teaching Load and Maximum Class Size (grades 4-12) [required for all schools with grades 4-12]
2. Please identify the law, regulation or policy from which you are seeking an exemption.
115C-301 (c and d) Maximum Teaching Load and Maximum Class Size [required for all schools with grades 4-12]
3. Please state how the waiver will be used.
Class size will be adjusted to address student individual instructional needs through flexible grouping of students in the
most effective utilization of teaching teams. Maximum teaching load will be used to allow teachers in specific areas of
the curriculum to teach students designated for specific skill needs and to address the large number of students
requesting elective classes.
4. Please state how the waiver will promote achievement of performance goals.
This waiver will allow more flexibility in grouping students to meet their abilities and needs and thus should enhance their achievement on the performance goals.
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