CMS School Improvement Plan 2010-12

Matthews Elementary School 2011-12

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

1

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School: Matthews ES

Principal: Michael Miliote

Address: 200 McDowell Avenue

Matthews, NC 28105

Courier Number: 447

Phone: 980-343-3940

Learning Zone: East Zone

Zone Superintendent: Kelly Gwaltney

CMS School Improvement Plan 2010-12

Matthews Elementary School 2011-12

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

2

BELIEFS

All students can learn and learning is the chief priority for the school.

Each student is a unique and valued individual whose self worth is enhanced by positive relationship and mutual respect.

Students should be provided the resources and services needed to be successful.

Students learn in different ways and should be provided with a variety of instructional strategies and evaluative tools to support their learning.

Students learn best when they are actively engaged in the learning process with appropriate opportunities for success.

Students need to demonstrate their understanding of essential knowledge and skills and to be actively involved in solving problems and producing quality work.

A safe and physically comfortable environment promotes student learning.

With students as the first priority, teachers, administrators and other staff members must be knowledgeable about students and their learning needs.

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

The commitment to continuous improvement is imperative if our school is going to enable students to become confident, self-directed, lifelong learners

MISSION STATEMENT

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

School: Matthews Elementary is dedicated to helping each child reach his or her full potential.

VISION

District: CMS provides all students the best

education available anywhere,

preparing every child to lead a rich

and productive life.

School: All students can learn and learning

is the chief priority for the school.

Each student is a unique and valued individual whose self worth is enhanced by positive relationship and mutual respect.

Students should be provided the resources and services needed to be successful.

Students learn in different ways and should be provided with a variety of instructional strategies and evaluative tools to support their learning.

Students learn best when they are actively engaged in the learning process with appropriate opportunities for success.

Students need to demonstrate their understanding of essential knowledge and skills and to be actively involved in solving problems and producing quality work.

A safe and physically comfortable environment promotes student learning.

With students as the first priority, teachers, administrators and other staff members must be knowledgeable about students and their learning needs.

Teachers, students, administrators, parents, and the community share the responsibility

SMART GOALS

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

A minimum of 60% of all students will make at least expected growth in reading as measured by the NC EOG test.

At least 90% of students will score at or above grade level in reading as measured by the NC EOG Test.

Increase the number of formal opportunities available to students to exercise leadership and demonstrate character to promote student engagement.

CMS School Improvement Plan 2010-12

Matthews Elementary School 2011-12

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

3

ASSESSMENT DATA SNAPSHOT

Subject/Measure # in Membership

# Tested

% Tested

# In Performance Composite

# Proficient

% Proficient

# in Growth

Composite

# Making Growth

% Making Growth

Growth Sum

Avg. Growth

Growth Status

High Growth Ratio

High Growth Status

EOG Grade 03 Math 157 155 98.7 155 148 95.5

EOG Grade 03 Reading 157 155 98.7 155 130 83.9

EOG Grade 04 Math 174 172 98.9 172 165 95.9 158 117 74.1 42.973 0.2720 Met 2.85 Met

EOG Grade 04 Reading 174 171 98.3 171 156 91.2 157 85 54.1 11.973 0.0763 Met 1.18 Not Met

EOG Grade 05 Math 166 164 98.8 164 157 95.7 150 85 56.7 10.145 0.0676 Met 1.31 Not Met

EOG Grade 05 Reading 166 163 98.2 163 152 93.3 148 71 48.0 -1.563 -0.0106 Not

Met 0.92 Not Met

EOG Grade 05 Science 166 164 98.8 164 151 92.1

EOG Math Total 497 491 98.8 491 470 95.7 308 202 65.6 53.118 0.1725 Met 1.91 Met

EOG Reading Total 497 489 98.4 489 438 89.6 305 156 51.1 10.410 0.0341 Met 1.05 Not Met

EOG Science Total 166 164 98.8 164 151 92.1

EOG Total 1,160 1,144 98.6 1,144 1,059 92.6 613 358 58.4 63.528 0.1036 Met 1.40 Not Met

School Composite 1,160 1,144 98.6 1,144 1,059 92.6 613 358 58.4 63.528 0.1036 Met 1.40 Not Met

CMS School Improvement Plan 2010-12

Matthews Elementary School 2011-12

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

4

SCHOOL PROFILE

Matthews Elementary School is located in southeastern Mecklenburg County in the incorporated town of Matthews. Matthews

Elementary dates back to 1907. This long historical presence has laid the foundation for an extremely strong school and community bond. As a high achieving K-5 school, Matthews Elementary promotes success for every student. Our total enrollment at Matthews Elementary School at the beginning of the 2011-2012 school year is 995 students in pre-kindergarten through fifth grades. A typical grade level has between six to ten classes. The student population of Matthews Elementary is made up of the following:7% Asian, 14% African-American, 9% Hispanic, 4% Multi-Racial, .3% American Indian and 66% White.

Our school staff has 87members including, 64 certified staff members (classroom and support teachers),10 teacher assistants, two academic facilitators, one dean of students, one assistant principal, and one principal. The staff is very experienced and stable, with little turnover from year to year. We have twenty five staff members that have either master’s degrees or advanced certificates/degrees. Seventeen teachers hold National Board for Professional Teaching Standards status. Additionally, Matthews Elementary School has over 970 parents, corporate sponsors, and host of community leaders as volunteers each year.

Matthews Elementary has been cited as a North Carolina School of Excellence each year since the 2001-2002 school year, with the exception of the 2008-2009 school year. During the 2002-2003, 2006-2007. 2009-10, and 2010-11 school years, we were also awarded the coveted Honor School of Excellence award. Our school maintains current technology with computers in every classroom. Also all second, third, fourth and fifth grade classrooms are equipped with Smartboards for the delivery of core curriculum as well as remediation and enrichment instruction. In order to maintain this momentum, our school will focus on creating a professional learning community that focused on using data to make sound instructional decisions. We will use this data to positively impact student achievement as we strive to regain the status of being an Honor School of Excellence.

CMS School Improvement Plan 2010-12

Matthews Elementary School 2011-12

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

5

SMART GOAL (1): A minimum of 60% of all students will make at least expected growth in reading as measured by the NC EOG test.

Data Used: In the 2009-2010 school year, 45.8% of students met expected growth in reading as measured by the NC EOG Test. In

2010-11 school year 51.1% of students met expected growth in reading as measured by the NC EOG test. SP 2014 Tactic: (#1.1.4.1) - Develop training for PreK-12 teachers to provide a variety of instructional strategies, so that all student needs are met (Differentiation Academy).

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. Differentiate instruction for students experiencing

target deficit reading skills as determined by Multiple assessments

Utilize RTI Workshop Instructional Block

Use Guided Reading Strategies

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

Implement Intensive Reading Model

Provide students with complex text that is on grade level, but provide supports when needed.

Implement strategies gleaned from the Differentiation Academy.

Implement text dependent questions.

Complete a text complexity inventory.

Implement a comprehensive vocabulary program that focuses on developing academic vocabulary.

Focus on implementing a writing program that requires student to respond to what they have read and utilize evidence to support their arguments.

Utilize and implement information gleaned

Academic Facilitators -Fry -Terrana Grade Chairs

-80% mastery of teacher made common assessments sorted by student by objective (approved by administrative team).

-$1200 to send faculty to the Differentiation Academy - Source: PD Allotment

Faculty

8/1 – 6/8

8/1/11

11/2/11

2/3/12

CMS School Improvement Plan 2010-12

Matthews Elementary School 2011-12

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

6

from Big 5 of Reading professional development.

2. Analyze assessment data in order to

develop appropriate instructional strategies for all children.

Include differentiation strategies in lesson plans

Pre-assess to determine needs for each unit of study

Utilize flexible groupings for instruction

Identify students who will receive extra support through research based

reading interventions.

Utilize teacher assistants to meet with students during workshop

Implement the co-teaching model for talent development students in grades 3-5 in order to provide challenging curriculum and higher order thinking activities

Provide curriculum compacting to further challenge TD students through the use of choice menus, contracts, problem solving strategies, and research skills

Utilize inclusive practices through the co-teaching model, still using pullouts as indicated by students’

individual education plans

Identify ESL students, working closely with classroom teachers to provide strategies that will maximize language development, as well as

reading, writing, and word skills

Develop common assessments to

Academic Facilitators -Fry -Terrana -Data Team

-80% mastery of teacher made common assessments sorted by student by objective (approved by administrative team).

-District Funding Provided through use of Thinkgate Platform.

Faculty

8/1 – 6/8

8/1/11

11/2/11

2/3/12

CMS School Improvement Plan 2010-12

Matthews Elementary School 2011-12

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

7

drive instructional decisions.

Conduct peer observations and learning walks with a focus on enhancing teaching strategies.

Provide time for quarterly long

range planning sessions for each grade level.

Implement Reading Comprehension Toolkits

Implement Cesar’s English

CMS School Improvement Plan 2010-12

Matthews Elementary School 2011-12

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

8

SMART GOAL (2): Increase the number of formal opportunities available to students to exercise leadership and demonstrate character to promote student engagement by 5% as noted by the indicators listed below on the student survey. Data Used: Qualitative data from SQR last year indicated a weakness in student ownership of learning and student leadership opportunities. While challenging questions were posed, most classroom discussions were teacher-led and teacher- driven. Additionally, the CMS student survey results for students indicated only 21.7% “always” like the work they are doing in school and only 82.6% felt they could “always” or” sometimes” talk to someone at school about problems.

SP 2014 Tactic: (#1.1.4.4) Design and implement training for teachers that focuses on parent involvement and how to effectively engage

families in the learning process.

Strategies:

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. Begin process to become a “National School of

Character” :

Create a timeline for roll out.

Invite and coordinate parents to teach character lessons.

Develop monthly newsletters and wiki to keep parents abreast of progress.

Engage parents as volunteers for family read- a- thon.

Provide staff training on monthly character traits.

Academic Facilitators -Fry -Terrana Counselor -Carnaggio Psychologist

-N.Moore

10% increase (from 38.5% to 48.5%) in parent response “very satisfied” on the CMS family survey relating to question: “The opportunities available for you to support or volunteer at your child’s school”.

Faculty

8/1 – 6/8

8/1/11

11/2/11

2/3/12

2. Implement Positive Discipline in the Classroom

Train teachers on the 8 building blocks of Class Meetings

Provide regular coaching and feedback in the use of class meetings

Academic Facilitators -Fry -Terrana Psychologist

-N. Moore

10% increase in the number of students responding “always” or “sometimes” on the CMS student survey question: I feel ok talking to my teacher or someone else at my school if I have a problem.

$100 for Positive Discipline books funded by PTO.

Faculty

8/1 – 6/8

8/1/11

11/2/11

2/3/12

CMS School Improvement Plan 2010-12

Matthews Elementary School 2011-12

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

9

Counselor -Carnaggio Teachers -Grade Chairs

3. Increase opportunities for student led discussion within the school day.

Implement Literature Circles

Increase use of Socratic seminars

Facilitate a staff book study on 19 Minutes by Jodi Piccoult to increase staff sensitivity to student diversity and encourage them to give students voice.

Academic Facilitators -Fry -Terrana Counselor -Carnaggio Teachers -Grade Chairs

20% increase (from 21.7 to 41.7%) in students responding “always” to the student CMS survey question I like the work I am doing at my school.

$600 funded in 10-11 school year for staff development books.

Faculty

8/1 – 6/8

8/1/11

11/2/11

2/3/12

4. Increase number of extracurricular activities available to students:

Implement student council to increase leadership opportunities

In addition to Math Olympiad, create Science Olympiad team

Create “Journalism and Lore” club for students with interest in writing.

Maintain Odyssey of the Mind, Art, Environmental, and Spanish clubs.

Academic Facilitators -Fry -Terrana Teachers -Shaddock -Cabana Parents -Brookshire Counselor -Carnaggio Teachers -Grade Chairs

20% increase in student involvement in extracurricular activities up from 140 last year to at least 168 this school year.

Faculty

8/1 – 6/8

8/1/11

11/2/11

2/3/12

CMS School Improvement Plan 2010-12

Matthews Elementary School 2011-12

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

10

SMART GOAL (3): At least 90% of K-2 students will score at benchmark according to the End of Year DIBELS assessment. Data Used: During the 2008-2009 school year 86% of students scored at benchmark on the EOY DIBELS assessment. During the 2009-2010 school year 86.7% of students scored at benchmark according to the EOY DIBELS assessment. During the 2010-11 school year 84.7% of students scored at benchmark according to the EOY DIBELS assessment. SP 2014 Tactic: (#1.1.4.1) - Develop training for PreK-12 teachers to provide a variety of instructional strategies, so that all student needs are met (Differentiation Academy).

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. Differentiate instruction for students experiencing

target deficit reading skills as determined by Multiple assessments

Utilize RTI Workshop Instructional Block

Use Guided Reading Strategies

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

Implement Intensive Reading Model

Provide students with complex text that is on grade level, but provide supports when needed.

Implement strategies gleaned from the Differentiation Academy.

Implement text dependent questions.

Complete a text complexity inventory.

Implement a comprehensive vocabulary program that focuses on developing academic vocabulary.

Focus on implementing a writing program that requires student to respond to what they have read and utilize evidence to support their arguments.

Academic Facilitators -Fry -Terrana Teachers -Grade Chairs

-80% mastery of teacher made common assessments sorted by student by objective (approved by administrative team).

-$1200 to send faculty to the Differentiation Academy - Source: PD Allotment

Faculty

8/1 – 6/8

8/1/11

11/2/11

2/3/12

CMS School Improvement Plan 2010-12

Matthews Elementary School 2011-12

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

11

Utilize and implement information gleaned from Big 5 of Reading professional development.

2. Analyze assessment data in order to

develop appropriate instructional strategies for all children.

Include differentiation strategies in lesson plans

Preassess to determine needs for each unit of study

Utilize flexible groupings for instruction

Identify students who will receive extra support through research based

reading interventions.

Utilize teacher assistants to meet with students during workshop

Implement the co-teaching model for talent development students in grades K-2 in order to provide challenging curriculum and higher order thinking activities

Provide curriculum compacting to further challenge TD students through the use of choice menus, contracts, problem solving strategies, and research skills

Utilize inclusive practices through the co-teaching model, still using pullouts as indicated by students’

individual education plans

Identify ESL students, working closely with classroom teachers to provide strategies that will maximize language development, as well as

reading, writing, and word skills

Develop common assessments to

Academic Facilitators -Fry -Terrana Teachers- Grade Chairs

-80% mastery of teacher made common assessments sorted by student by objective (approved by administrative team).

-$1200 to send faculty to the Differentiation Academy - Source: PD Allotment

Faculty

8/1 – 6/8

8/1/11

11/2/11

2/3/12

CMS School Improvement Plan 2010-12

Matthews Elementary School 2011-12

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

12

drive instructional decisions.

Conduct peer observations and learning walks with a focus on enhancing teaching strategies.

Provide time for quarterly long

range planning sessions for each grade level.

Implement Reading Comprehension Toolkits

Implement Text Talk

Charlotte-Mecklenburg School Quality Review School Self-Evaluation Form

Name of principal: Mike Miliote

Name of school: Matthews Elementary School

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

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

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

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

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

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

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

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

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

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

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

School Profile

School name and number: Matthews Elementary School #447 School address: 200 McDowell Avenue Matthews, NC 28105 School telephone number: 980-343-3940

#

%

Grades: PreK-5 100%

Number of students enrolled: 1025 100%

Number of general education students: 987 96.1%

Number of EC students: 38 3.9%

Number of LEP students: 51 5.2%

Principal suspensions:

Superintendent suspensions: 0

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

Unknown 28.5%

Ethnic make-up of the students (by percentage): African American – 14.8% White 64.9% Asian 7.6% Hispanic – 8.8% American Indian .3% Multi-racial – 3.6%

A. What is distinctive about your school?

Highly Qualified Staff

100% of staff is fully licensed

Over 35% of staff are Nationally Board Certified

19 staff members have Masters Degrees

Professional Learning Community

Grade Chairs

Data Representatives

Technology Representatives

Building Leadership Team

New Teacher Support

45 extra minutes of instructional time for enrichment or remediation

90 minutes weekly instructional grade level planning

Professional Development

Provide on-site by data team (teachers)

PLC’s that make Data Driven Instruction

Job embedded

Make and take approach

Differentiated teacher led PD using a breakout session model

High Academic Achievement

Met all AYP goals

School of Excellence

Met expected growth

Parent Communication

Weekly Tuesday folder

Marquee

Closed-Circuit TV

Connect Ed messages

Bi-Weekly newsletters

Parent Conferences and meetings

Signage

Student Development

Character Education

Bullying Prevention program

Positive student recognition

Terrific Kid

Super Stinger

Class meetings

Community Involvement

Kiwanis Club

Martin Luther King, Jr. Contest

Matthews Police

Butler High School

Family Dollar

Matthews Help Center

Young’s Flower Shop

Instructional Strategies

Kathy Kennedy workshop approach

High level questioning

Read-alouds

Intensive reading program

Cooperative learning

Emphasis on spelling and vocabulary with Words their Way

Discovery Education

Study Island

Orchard

Accelerated Reader

M3 curriculum

B How effective is your school overall?

4 3 2 1

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

How do you know?

High academic achievement on a yearly basis.

High student engagement.

Flexible grouping of students to meet individual needs of students.

School of Excellence as noted by the state of North Carolina.

Bridged the gap between African American students and White students.

High parent involvement as seen through approximately 470 hours of volunteerism.

Schools safety is high as 93+% of student indicated

Community partnerships with other schools such as Butler High School, Kiwanis Club, Matthews Township, Matthews Police, Matthews Help Center, etc.

Implementation of RTI strategies for struggling learners.

State report cards indicate high performance.

Met AYP, by meeting all goals.

Parent, Teacher, and Student Survey Results

E-Learning grant recipient

What are its notable strengths?

CAP team

Intervention Team

MTPO – Parent Involvement

Technology

Time dedicated to reteaching or enriching educational experience built into master schedule.

Communication

Reflection and assessment to drive instruction

Staff collaboration

Use of standard course of study

Safe school environment

Warm, inviting, nurturing school environment

Embrace diversity

Best Practices such as cooperative learning, thinking maps, and use of manipulatives

K-3 Intensive Reading program

What are its main areas for improvement?

RTI Workshop

Use of data to differentiation of instruction

Communication across teams vertically

Incorporating 21st century skills

Students take responsibility for their learning

Enhance professional learning community

Increase academic proficiency with EC and LEP students

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

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

How do you know?

EOG scores

Data chart in conference room

Making of AYP

Standardized test results

DIBELS assessment data

Formative assessment results In which subjects and grades do students do best, and why? Math is an overall strength according to known data sources listed below:

Implementation of Investigations program

Professional development time was dedicated to math throughout the year last year. In which subjects and grades is improvement needed, and what action is being taken? Reading is an overall area that needs improvement

45 minute time dedicated to RTI Workshop on master schedule.

3-5th grade departmentalization

Use of Comprehension Tool Kit in grades 3-5

Use of technology to engage students in instruction

Flexible grouping

Reading tutors / pals

Fine tune the focus of planning to focus on the Standard Course of Study, objectives, data, and needs of students.

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

There is not a gap between African American students and Caucasian students. EC, LEP, and Asian students are performing lower than the average however, they do not categorize as a subgroup

Meet all AYP subgroup criteria.

EC

Change in model to push the inclusion model

Emphasis on co-teaching

Speech teacher begins to work with primary students on phonemic awareness skills

ESL

Change in model to pull out during second half of literacy, science, social studies, or RTI Workshop.

Use of avenues program

Increase in collaboration between classroom teacher and ESL teacher.

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

See above

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

Use of Think Gate data

Pre/Post assessments data is used to adjust pace of curriculum

Implementation teacher built and district provided common assessments for formative purposes

Use of data chart in planning room

Note: The data sources above help teachers alter pace, instructional practices, groupings of students based on what students learned and did not learn. Teachers follow the Datawise Process and begin to alter instruction during all parts of the day, specifically during relooping.

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

Change in philosophy of use of teacher assistants. Instead of teacher assistants only be assigned to kindergarten, they are now assigned to all teachers during the workshop portion of instruction.

Purchasing of Comprehension Took Kits for various teachers.

Purchasing of M3 curriculum for higher performing students in math.

Special area teachers tutor students during additional planning blocks.

Book Nook resources have been created to differentiate instruction.

Purchase of Smartboards (all 2-5 classes), Senteo student response systems, and document cameras.

Americas Past Interactive Notebooks

Purchase of Words their Way for vocabulary instruction

Debbie Diller workshop professional development

Kathy Kennedy workshop professional development

On Course lesson planner

Sent various staff members to professional development offered throughout the district and conferences.

Rigor is not a Four Letter Word

EOG math study booklets

Teach Like a Champion book study

Classroom Assessment for Student Learning (1 book per grade level)

Short Cycle Assessment (1 book per grade level)

Jay McTighe “Understanding by McTighe”

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

4 3 2 1

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

How do you know?

Met all AYP subgroup goals

School of Excellence

High levels of student engagement

Student work samples

Common formative assessments

92.6% of students are at or above grade level

Top 15 school in CMS How is alignment with the NCSCOS ensured?

Lesson plans based on objectives

Teachers follow pacing guide

Weekly team planning meetings

Objectives posted on boards in rooms daily How does the school ensure a broad range of learning experiences?

Through differentiated learning

Flexible grouping

Grade level planning

Student collaboration

Girls on the Run

Odyssey of the Mind

Williamsburg field trip

Raleigh field trip

Math Olympiad

Special Area teachers incorporate core content

Character Education

Kiwanis Club

Thinking Maps

Cooperative learning

William and Mary

Accelerated Reader

Project-based learning

Arts Teach

Diamond Dell

Field trip in your backyard

Duke Energy Project

Junior Achievement

Spanish Club

3. How effective is the quality of teaching and instruction in ensuring high quality learning, progress and achievement?

4 3 2 1

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

How do you know?

Students make great gains in achievement

Formative and summative data

DIBELS assessments

Student work samples

Recognized as an NC School of Excellence

92.6% of students are proficient

Met expected growth according to state criteria

Quality lessons ensure high-level engagement thus minimal student suspensions Which are the strongest features of teaching and learning and why?

Identifying needs of students and implementing interventions.

RTI Workshop

Student centered learning

Curriculum driven instruction

Continual assessment of learning and reteaching

Dedicated staff who is willing to learn and implement new approaches

Assistants trained in best practices

Certified teachers as instructional assistants What aspects of teaching and learning most need improvement and what action is being taken?

Implementation of 21st century learning practices

Reflecting and learning how to use data to drive instruction.

Teachers becoming the facilitator of learning

Use of instructional time for differentiated instruction during workshop How do teachers assess students’ achievement of learning objectives and adjust instruction with assessment information?

Checklists

Common assignments

Common assessments

Formative assessments

Rubrics

Pre/post assessments

Observations

Higher order questioning

Anecdotal records

Workshop

They use these different measures to reloop, reteach, remediate, and enrich.

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

4 3 2 1

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

How do you know?

Observation

Morale

Growth in student achievement

Highly qualified staff is hired

Annual NC Standardized Test

North Carolina Working Conditions Survey

NC Schools Report Card

CMS Teacher and Teacher Assistant Survey

Feedback from teachers

Grade chair meetings

Teachers are empowered to be professionals Which are the strongest aspects and why?

Treated as professionals – given flexibility in classroom to make instructional decision based upon data.

Emphasis on community

Big picture oriented

Encouraging, positive feedback

Strong listener and communicator

Encourage use of data. - Use data to make instructional decisions to impact student achievement

Lead teachers are selected by their peers - To represent them as a group of advisors to the administrative staff

A collaborative culture - Encourage teachers to voice issues and to secure solutions to those issues

Introduction of Professional Learning Community concept - To focus on learning and successful results

What most needs improvement and what action is being taken?

Vertical teaming for PD

Hands on approach to PD rather than theory

Redefine our focus as a PLC

Continue to implement the use of data to make instructional decisions.

Note: All of these topics will be addressed in the year long professional development, grade chair meetings, grade level planning, and time dedicated from make and take sessions.

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

4 3 2 1

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

How do you know?

Results from safety audits

Student survey results

Student achievement data

Parent survey

NC Working Conditions Survey

Annual State Disciplinary Data Report

NC Report Card

Quarterly assessment results

Which are the strongest aspects and why?

Student engagement

Collaboration in groups in class

Collaboration in grade level planning

Smartboards

Book Nook

High expectations of students

Inviting family oriented atmosphere

Student behavior

Motivated learners

Support staff

High awareness of safety protocols

Student ownership of learning These are the strongest aspects because they have the greatest impact on student performance.

What most needs improvement and what action is being taken?

Meeting needs of our diverse learners

Implementing RTI Workshop – strategies to reteach

Less planning time but, more is expected

Note: This will be addressed during the year long professional development plan

6. How effective is the school in establishing a high quality partnership with parents, other schools and the community?

4 3 2 1

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

How do you know?

High attendance in all school sponsored

Active MPTO

Mentor program with Butler High School

Butler tutor program

Parent Survey

Student Survey

Over 500 hours of volunteerism

Kiwanis Club partnership

Matthews Police involvement with DARE program

Matthews Community Center partnership

Regular visits from Mayor

Matthews Help Center

UNC-C service learning

Wingate University clinical partnership

Queens University clinical partnership

UNC-C clinical partnership

Grand Canyon clinical partnership

App. State clinical partnership

Published in My School Rocks Magazine Which are the strongest features of communication between home/school about the school’s work and about each student’s achievement? Why?

Matthews School website – regular updates

Grade level websites – updated biweekly

Grade level newsletters

Biweekly newsletter from principal

Mid-quarter progress reports

Regular parent conferences

CAP involvement with parents

NC Report Cards

NC Wise Online program

Connect-Ed phone system

School Leadership Team – minutes

Student Agendas

Personal Education Plans

Home visits

Tuesday Folder – weekly take home folder

Reading project at public library

AR reports

STAR reader reports

Parent Assist

Regular emails from teacher to parents

Room parent involvement

Curriculum Nights

Super Stinger Award ceremony

Terrific Kid Award ceremony

Tears and Cheers for kindergarten parents

Meet and greet open house

Intervention team

Data Dashboard

Parent University

Spirit Night

Movie Night @ Stumptown park

These are effective strategies because they keep parents abreast of not only academic performance, but social and emotional development of students. Our communication is all encompassing and strives to inform parents about all happenings involving the school. What most needs improvement and what action is being taken?

Include more minority families – effort to create new multicultural committee

Regular day of communication – creation and implementation of Tuesday folder What aspects of the school’s work to involve parents/guardians and the community in the life of the school work best? Why?

Student Performances

Beginner’s day

MPTO sponsored events

Stingerfest

Literacy/math family nights

Curriculum Nights

Terrific Kid

Dare program

Tears and Cheers for kindergarten parents

Music concerts

Student art work displayed throughout the community

ESL cultural night These aspects are the strongest because students are the leaders in these events therefore, attracts greater parent participants. What needs improvement and what action is being taken?

Improve multicultural and international parent awareness of the community and school. The creation of a multicultural committee that is teacher and parent driven.

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)

Michael Miliote was assigned to the principalship at Matthews Elementary School on January 13

th, 2010. He is

the process of completing his second full year as a principal. When he took over the principalship, 88.6% of students are on grade level, making Matthews a School of Distinction. At the end of the year, Matthews was a School of Excellence by having 92.6% of the student body proficient. Matthews went through a difficult year last year due to the reduction in force. The administrative staff was forced to be creative to implement new systems in order to continue to function at high levels. It has been difficult for staff to learn the new systems and methods. They haven active participants in developing the new systems which has lead to the development of increased leadership throughout the school. We are in the infant stage of building capacity within our staff in order to meet the changing needs of our population.

Bullying-Harassment Individual School Action Plan (BHISAP)

Bullying Prevention Outcome: Provide a safe learning environment free of bullying and harassing behaviors

Strategies/Rationale

• Task

Point Person

Evidence of Success Names of

Participants

(Add names to

titles where

appropriate)

Information related to task

as indicated

Timeline

Outcome Measures

Establish a Bullying Prevention Committee

Counselor

Team will be assembled to review current polices and identify needs.

Principal, Assistant Principal, Dean of Students, Psychologist and Counselor

-Committee will review the bullying prevention policy and revise as needed.

On-going

though out

the 2011-

2012 School

Year

Implement the district-wide bullying prevention

and character education process

Counselor

-Teachers/Staff will use ideas/examples from “When Mondays Count” to promote a safe educational environment within the classroom

Matthews personnel (teachers, counselor, psychologist and related staff), Student Body

-Matthews will use the text “When Mondays Count” to guide the character education program

On-going

though out

the 2011-

2012 School

Year

Implement a school-wide Character Education

program

Dean of Students, Counselor and Psychologist

- Students and Staff will have an understanding of the Monthly Character Traits

-Students and staff will work together on activities to promote respect,

Matthews personnel (teachers, counselor, psychologist and related staff),

-Classroom lessons will be given to address monthly character traits (Respect, Citizenship, Responsibility, etc.)

-Terrific Kids Ceremony will be held monthly to

On-going

though out

the 2011-

2012 School

responsibility and good character in the classroom.

Student Body recognize students who are displaying good character

Year

Conduct weekly class meetings

Dean of Students, Literacy Facilitator, Psychologist

-Students will have a safe place to discuss their concerns.

-Students will be able to openly express their feelings/concerns and receive positive feedback on how to resolve issues.

Matthews personnel (teachers, counselor, psychologist and related staff), Student Body

-Teachers will hold weekly class meetings to discuss issues within the classroom including bullying, respect and responsibility.

On-going

though out

the 2011-

2012 School

Year

Provide character education through classroom

guidance lessons

Counselor

-Students will be provided with the necessary tools to address issues within the classroom.

-Program will foster personal and educational growth among students

Teachers, Student Body

-Counselor will provide classroom guidance lessons related to character development, conflict resolution, etc.

On-going

though out

the School

Year

Provide tip of the week every Monday

Psychologist

- Students will be provided with the necessary tools to address issues within the classroom.

-Program will foster personal and educational growth among students

Matthews personnel (teachers, counselor, psychologist and related staff), Student Body

-Every Monday the School Psychologist will present a tip of the week on Matthews Messenger that will address Character Education and/or Bullying Prevention

On-going

though out

the 2011-

2012 School

Year

School Liaison: Shalan Fry, Natalie Moore, Veronica Terrana, Andrea Carnaggio