CMSS SSCHHOOOOLL IIMMPROOVVEEMMEEN … Improvement Plans 2011/Northeast Zone...5th grade chorus...

CMS School Improvement Plan 2010-12

<David Cox Road Elementary School> 2011-12

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

1

CCMMSS SSCCHHOOOOLL IIMMPPRROOVVEEMMEENNTT PPLLAANN RREEPPOORRTT

School: David Cox Road Elementary School

Principal: Dr. Ronald S. Dixon

Address: 4215 David Cox Road

Charlotte, NC 28269

Courier Number: 362

Phone: 980-343-6540

Learning Community: Northeast Learning Zone

Zone Superintendent: Dr. Dawn Robinson




2

BELIEFS

Our School has as its first priority the establishment of community.

We respect and value parents as their child’s first and most important teacher.

We value teacher empowerment as they share the leadership work of the school.

We believe literacy to be the first and most essential goal of learning and we define literacy

broadly to include words, numbers, and the arts as the essential tools for all learning.

We believe that students learn best when curriculum is organized around the common

experiences of all cultures and these common themes serve as a tool for integrating content

for deep learning.

We believe that student achievement is best measured using a variety of assessment tools in

addition to standardized assessments.

We support the use of rich resources to make learning come alive for students and we create

opportunities for students to experience learning through fieldtrips and the arts.

We believe it is our responsibility to serve the whole child, acknowledging that a child’s

physical, social, and emotional well-being relates to learning.

We are equally concerned with the ethical and moral aspects of our students and we teach

our students about a common set of character traits through the curriculum, acts of deeds

and service.

We take seriously our roles as teacher leaders, mentors, counselors, and nurses in order to

provide the kind of education worthy of our profession.

MISSION STATEMENT

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

School: All children who attend David Cox Road Elementary School are empowered through a partnership of nurturing, caring adults

to become confident and resourceful life-long learners with a focus on rigor and high academic expectations.

VISION

We work towards a school where David

Cox children are attending in a safe,

nurturing place that is the center of our

learning community. Our school will allow

all children to master the skills essential for

success in life. Parents and community

members will actively participate in the life

of the school and feel welcomed. Our

professional learning community will

evolve by adapting the facilities, staff and

resources necessary to meet the changing

needs of our students and community.

SMART GOALS

SNMART GOAL 1: To increase literacy/reading proficiency rates by 10% on the EOG tests and meet overall high growth targets (grades 4-5); by 10% in grade 3

and with an overall 90% readiness for the next grade level in grades K-2.

SMART GOAL 2: To increase math proficiency rates by 10% on the EOG tests and meet overall high growth targets (grades 4-5); by 10% in grade 3 and with an

overall 90% readiness for the next grade level in grades K-2.

SMART GOAL 3 : To improve the overall school culture in ways that will foster the needed academic growth. Student survey respondents

will show 5% growth from pre/post school -based survey (10 questions).




3

ASSSESSMENT DATA SNAPSHOT

David Cox Road Elementary - 600362

School Composite

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

Subgroup Perf.

Composite Avg.

Growth AYP

Reading AYP Math

Perf. Composite

Avg. Growth

AYP Reading

AYP Math

Perf. Composite

Avg. Growth

AYP Reading

AYP Math

Perf. Composite

Avg. Growth

AYP Reading

AYP Math

African-American

55.1 -0.03 Met Met 58.0 0.053 Met Not Met

59.3 -0.07 Not Met

Not Met

70 Meet Meet

Asian 89.4 0.208

Insuf Data

Insuf Data

68.4 0.055 Insuf Data

Insuf Data


Insuf Data

87 n/a n/a

Hispanic 54.8 0.094 Met Met 62.0 -0.02 Met Met 54.5 0.000

Not Met

Not Met

65 Meet Meet

Multi-Racial 77.6 0.046

Insuf Data

Insuf Data


Insuf Data


Insuf Data

85 n/a n/a

Native American


Insuf Data


Insuf Data


Insuf Data

100 n/a n/a

White 87.4 0.116 Met Met 84.4 0.143 Met Met 75.8 -0.02 Met Met 85 Meet Meet

LEP 66.0 0.148 Met Met 53.7 -0.09

Insuf Data

Insuf Data

54.1 0.005 Not Met

Not Met

65 Meet Meet

SWD 38.0 -0.23

Insuf Data

Insuf Data

35.3 -0.07 Met Not Met

28.4 -0.15 Insuf Data

Insuf Data

39 n/a n/a

ED 51.6 -0.00 Met Met 55.3 -0.00 Met Met 56.1 -0.07

Not Met

Not Met

66 Meet Meet

EOG Total 65.7 0.035 Met Met 64.6 0.070 Met

Not Met

63.0 -0.04 Not Met

Not Met

73 --- ---

EOC Total ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ n/a --- ---

School

Composite 65.7 0.035 Met Met 64.6 0.070 Met

Not Met

63.0 -0.04 Not Met

Not Met

73 --- ---




4

Charlotte-Mecklenburg School Quality Review School Self-Evaluation Form

Name of principal: Ronald Dixon

Name of school: David Cox Elementary #362

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.




5

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.




6

School Profile (as of 9/30/11)

School name and number: David Cox Road Elementary School address: 4215 David Cox Road, Charlotte, NC 28269 School telephone number: 980-343-6540

N Note: We have 2 Pre-K classes (32 students) not reflected below!

#

%

Grades: PK-5

Number of students enrolled: 877 (+32 PK students) Total: 909

Number of general education students: 803 91.6%

Number of EC students: 66 7.5%

Number of LEP students: 64 7.3%

Principal suspensions:

Superintendent suspensions:

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

517 59% (est.)

Ethnic make-up of the students (by percentage): African-American

Hispanic Multi-Racial

White Asian

American Indian

69.0% 11.5% 3.5 % 10.5% 4.4%

1.0 %




7

The following self evaluation is a collection of SEFs that were done by vertical teams at David Cox Elementary. Each team was asked to work through the evaluation and then the School Improvement Team analyzed the information and created the school improvement plan.

A. What is distinctive about your school?

David Cox’s school climate is friendly and family oriented. We have had the flexibility to integrate across the curriculum so that there is cohesion in instruction. Our school incorporates vertical team planning, a Family Flex Model, and team Village Meetings to meet the needs of our changing population. The staff is working on year-long professional development about children in poverty and meeting the needs of minority students.

Students: Our students are provided with many activities that enhance the whole child:

5th grade chorus –International Dancers-Math Olympiad-Science Olympiad-Chess Club-Girls on the Run-

monthly cultural arts programs-on and off campus field trips

Staff: Our staff turnover rate is extremely low. We are a collaborative staff that wants to teach the whole child. We have many teachers who have post graduate degrees, as well as National Board Certification. Several teachers are current or past members of Charlotte Teachers' Institute, as well as Professional Development Mentor Teachers. Staff professional development is done onsite for teachers and Instructional Assistants (IA’s). Our IA’s, EC, and TD teachers use the push-in model to assist in meeting the needs of all students.

Community: We incorporate many activities that involve the students, families, and community. A local church supplies our children with a clothes closet and onsite food pantry. Our FIN Club (Friends in the Neighborhood) provides community volunteers to assist students with social and academic skills. Our PTA holds many special activities to bring families together. We also have a strong partnership with UNCC through the Professional Development School. David Cox trains 12 student teachers at our campus each year. The students are supervised by DC teachers through a Project Supervisor program. Monthly seminars are held on campus to prepare student teachers for the classroom.




8

B How effective is your school overall?

4 3 2 1

School Self-Evaluation: High quality (4) 2.5 Undeveloped (1)

How do you know?

The DC staff remains focused on student learning by aligning instruction with the NCSCOS and the CCS.

PLC's work collaboratively to create common assessments to meet the individual needs of students.

DC has several committees to assist in meeting the goals of the SIP and creating quality instruction.

We are currently using the family flex model for math and reading in grades 1st-5th where the Instructional Assistants push into classrooms to assist with small groups.

A school-wide behavior plan has been implemented-ICMM

Use of the Dolphin Store as an incentive plan for students to go above and beyond expected behavior.

Accelerated Reader 1st-5th

What are its notable strengths?

strong PTA

sense of community

focus on ALL students

high level of community involvement

onsite professional development for teachers and IA’s




9

What are its main areas for improvement?

Increase proficiency rates

Achievement Gap among subgroups, including poverty

Technology

More parent involvement

Effective planning time

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

Reading 3D and DIBELS

Common assessments/assignments

Family Flex observations (progress monitoring individual students)

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

5th grade historically continues to outscore the other grade levels in EOG scores. Math scores tend to be overall 5-10% higher than reading scores. 70% of the 3rd grade teachers in 2010-2011 had significantly higher math scores than reading scores. In which subjects and grades is improvement needed, and what action is being taken?

Both Reading and Math EOG scores need to improve. Our School Improvement Plan, goal 1 and 2, state improvement in both EOG areas, as well as increasing readiness in grades k-2.

The Family Flex model has been implemented to assist in meeting the needs of students in both reading and math.

IA’s are working in the classrooms to assist teachers with instruction.

A reading specialist assists 3rd, 4th, and 5th grade “bubble” students to increase reading skills.

Bi-weekly Village Meetings take place to look at data from coming assessments, CMS




10

formatives, and common assignments.

A master Instructional schedule has been put in place to maximize instructional time.

Extended day funds will be used to tutor before/after school.

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

There continues to be a gap in minority achievement. Action: Flex model/professional development on working with diverse populations

There was a decrease in reading and math scores in the Hispanic population in 5th grade. Action: The ESL teacher will plan with the classroom teacher and practice the inclusive model.

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

The support team, via the school’s PLC vision, collaborate with the classroom teachers to provide student and teacher support. They also co-plan and co-teach along side of classroom teachers. The school follows an Inclusive Service Delivery Model where we cluster EC students (according to IEPs) and LEP students so that we can put appropriate personnel to provide student support inside of the general classroom. The support team also ensures proper accommodations and modifications are in place in the classroom and in testing.

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

The PLC model allows for the creation of common assessments. During Village Meetings and team planning, teams come together, look at data and begin to make data driven instructional decisions to meet the needs of all students. The teams practice the Family Flex model where students' needs are met through small group, focused instruction. Students are able to move in and out of groups based on their needs.

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




11

The SLT and committees, along with administration and grade level teams look at budgets, personnel, scheduling and the allocation of resources to support the classrooms. SLT helped determine the allocation of teacher assistants across the school, and committees have helped distribute funds from school and PTA accounts to support classroom needs.

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

4 3 2 1


How do you know?

Teams use the NCSCOS and the CCS to ensure alignment.

The teams chose essential standards and created year-long plans in all subject areas.

PLC's are using common assessments, district formatives, and common plans to create engaging, differentiated instruction.

Inclusive practices for EC, TD, and ELL students

How is alignment with the NCSCOS/CCS ensured?

PLC planning

Year-long plans

CMS pacing guides

Curriculum integration in connect classes

Pre and post assessments

How does the school ensure a broad range of learning experiences?

Family Flex model-book studies -technology integration-Discovery Education – Hands-on Science experiences– Variety of teaching strategies – Differentiation – Field trips (locally and overnight) – Integration of cultural arts performances –Community partnerships – Mentor program (FIN Club)-Read Across America tutors-UNCC student tutor partnership in all subject areas




12

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?

Pre/Post Assessment scores show growth on essential standards

Using data driven instruction

Sharing data in bi-weekly Village Meetings

Family Flex model in math and reading

Reading 3D, DIBELS, Accelerated Reader

Use of Guided Reading and Math

Use of small group, workshop based instruction in math Which are the strongest features of teaching and learning and why?

Using progress monitoring programs to find strengths and areas of improvement for students

Use of common assessment data to plan Family Flex model

Committees focused on ways to improve instruction What aspects of teaching and learning most need improvement and what action is being taken?

Improve differentiation in the classroom Action: using common assessment data to meet student needs

Accountability and academic focused team planning Action: teams created a common mission, norms and expectations

More focus on rigor and teacher expectations Action: Professional development and facilitator support in designing more lessons with rigor, and increasing teacher awareness

Supporting students who perform below a 3 on EOG tests Action: Implementation of PEPs with quality and fidelity.

The amount of testing required is excessive and takes away from instructional time Action: creating a new testing schedule to reduce instructional interruptions.




13

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

Pre/post assessments, common assessments and assignments, and district assessments

Bi-weekly Village Meetings to discuss grade level data

Use of Family Flex model where students are grouped by need and "flexed" in and out as needed.

Guided Reading and Math focuses on specific objectives based on a student's needs

Use of Study Island, Accelerated Reader, Reading 3D

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?

We are in a transitional stage with new leadership. As leadership continues to be more positive and empowers teachers, effectiveness will increase. Which are the strongest aspects and why?

Instructional leaders facilitate change in a positive way for staff, grade levels, and individuals.

Clear weekly memo

Administrative team is visible

Committees of vertical teams to help make decisions

Systems are in place to better hold staff members accountable

What most needs improvement and what action is being taken?

Continued focus on communication to/with staff on decisions and committees




14

Action: Weekly memos, staff meeting, emails

A feeling of trust amongst all groups (A-team, teachers, IA's, support)

Increased teacher empowerment Action: Administration has been open to feedback provided by the staff, FAC

A better understanding of elementary curriculum

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

4 3 2 1


How do you know?

Peer and Administrative observations and walk-throughs Parent/Student Surveys ICMM school-wide behavior plan

Which are the strongest aspects and why?

Teachers use data to create and implement the Family Flex model

Common instructional schedule to maximize IA support in the classroom

IA's are used to assist with instruction

Strong academic facilitators

Strong community partnerships to support academic and social needs-UNCC, UCUMC, Read Across America, FIN club

What most needs improvement and what action is being taken?

More professional Development to meet the needs of our changing population-Action: book studies, Poverty Simulation workshop

Increased character development

More technology Action: PTA fundraising, IYC

Increase rigor Action:TD teacher working with all teachers, not only inclusion classes




15

Increased decision making by the teachers

Planning needs to be catered to individual students in a classroom. There should be common objectives, but different approaches. Action: Leadership is having open conversations with teams during planning to discuss best practices for lesson plans.

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?

Strong community partnerships with UCUMC, UNCC, local businesses

FIN Mentoring Club

Monthly movie nights

PTA involvement

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

Parent Assist – Report Cards – Newsletters – Email – Dolphin News – ConnectEd phone calls – parent conferences

The level of communication between school and parents is strong in many ways. Teachers and parents are encouraged to talk before making decisions and/or getting administration involved. What most needs improvement and what action is being taken?

Increasing students’ involvement in programs in the school – working with the connect teachers to integrate performances and curriculum

Giving back to partnerships - generating a system to give back/thank the business partnerships

Diversity in leadership – increased recruiting of minority members on SLT and PTA executive board




16

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

The PTA – continues to be a strong support both volunteer and funding sources for the school

Mentors and Community Partners – 60+ volunteers taking on mentor roles in the school for students

Many events on the school calendar that bring parents into the school – Donuts with Dads, Volunteer Breakfast, Dad/Mom Dance, Math Night, Parent Workshops/

Parent University

FIN (Friends in the Neighborhood) mentoring program brings in many community volunteers to work with students

Professional Development School with UNCC-grant monies are allotted to our school through this partnership to better serve our staff and students

What needs improvement and what action is being taken?

More room parents Action: PTA board is working on recruiting and electronic forms of communication

Reaching out to minorities to reflect the population in leadership roles –

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)




17

New leadership after nine years

Three administrative changes made in 12 months The staff feels K-2 data is equally important in the overall success of the school.

SCHOOL PROFILE

David Cox Road Elementary School (DCRES) is a large school near the University Area of Charlotte. The school

was opened in 1994 and is now Pre-Kindergarten through Grade 5. DCRES initially opened as a pilot school for

the Carnegie Foundation project, The Basic School. The philosophy follows the C’s: Community, Climate for

Learning, Curriculum and Character Education. The school works closely with the University of North Carolina at

Charlotte as partners in professional development for students, teachers and staff.

The staff at DCRES consists of 56 certified teachers and 15 instructional assistants: 100% with clear licensure,

34% advanced degrees, 25% national board certified, 83% 4+ years teaching and an average teaching experience of

12.2 years. The school has a total enrollment of 877 K-5 students (with an additional 30 PK students),

approximately 60% free and reduced lunch, 10.5% white, 69% African-American, and 11.5% Hispanic.




18

In 2010-2011, DCRES was designated as a School of No Recognition, did not make AYP (met 15 of 25

targets) and did not improve proficiency rates.

In 2009-2010, DCRES made expected growth, did not improve proficiency rates, and did not make AYP (24

out of 27 targets).

In 2008-09, DCRES made both expected growth according to the NC ABC’s and AYP, according to No

Child Left Behind.

In 2007-2008, DCRES was recognized as a school of progress, making expected growth, but did not make

AYP.

In 2006-2007, DCRES was not recognized by the State Accountability Program (making expected growth in

math and not reading) and did not make AYP status.

SMART GOAL (1): To increase literacy/reading proficiency rates by 10% of the EOG tests and meet overall high

growth targets (grades 4-5); by 10% in grade 3 and with an overall 90% readiness for the next grade level in

grades K Data Used: EOG scores – Dibels EOY scores SP 2014 Tactic: Focus 1: Effective Teaching and Leadership and Focus 3: Increasing the Graduation Rate

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. Utilize grade level TEAM

planning/PLC times to plan quality

“literacy” instruction that includes a

balanced literacy program with

Administrators Facilitators

K-2 students will show 10% gain in proficiency on year-end Dibels testing 3-5 grade students will show 10% gain in proficiency on EOG Reading test

Staff retreat training $800 School

Staff

8/15-6/10

End of quarter checks Oct. 24 Jan 16 Mar 26 May 29




19

Word Work, Shared Reading,

Independent Reading and Writing

and that also incorporates

supplemental research-proven

literacy strategies.

Use facilitators and administrators to attend and monitor grade team meetings

Review lesson plans

Train staff on literacy strategies

funds

2. Develop and utilize frequent grade level

literacy based common assessments that

will be used to monitor learning and to

create more strategic differentiated

instruction

Use facilitators to train staff on developing quality common assessments

Use teachers to develop differentiated lessons based on results

Facilitators Teachers


Ongoing training No cost

Staff

8/15-6/10


3. Utilize a grade level family FLEX model

that focuses on instructional assistants

pushing into the classroom and

differentiated instruction based on student

mastery levels and results of ongoing

assessments. Develop master schedule for FLEX

Develop master schedule for




Staff

8/15-6/10





20

assistants

Teachers to develop differentiated lesson plans for FLEX

Train staff on Family FLEX model

4. Use Accelerated Reader school-wide and

monitor student progress more

strategically. Train new staff on AR usage

Include AR time in master schedule

Monitor each teacher’s adherence to AR guidelines

AR Staff Committee



Staff

8/15-6/10


5. Implement plan to focus more

strategically on students on the “bubble” of

being proficient as a means to increase

overall percentage of students performing

on grade level in literacy/reading.

AP to develop plan as part of AP

project

AP to give quarterly updates on

each student’s tracking towards

proficiency

Mitchell/AP



Staff

8/15-6/10


6. Provide professional development

geared towards strengthening instructional

rigor and meaningful differentiation in

Principal Facilitators

K-2 students will show 10% gain in proficiency on year-end Dibels testing

Ongoing training

Staff

8/15-6/10

End of quarter checks Oct. 24




21

literacy.

develop PD plan for year

monitor PD plan for effectiveness

3-5 grade students will show 10% gain in proficiency on EOG Reading test

No cost Jan 16 Mar 26 May 29




22

SMART GOAL (2): To increase math proficiency rates by 10% of the EOG tests and meet overall high growth

targets (grades 4-5), by 10% in grade 3 and with an overall 90% readiness for the next grade level in

grades K-2. Data Used: EOG scores – K-2 Math grade level readiness SP 2014 Tactic: Focus 1: Effective Teaching and Leadership and Focus 3: Increasing the Graduation Rate


Task

Task

Task (PD)




Personnel involved


Interim Check Dates

1. Utilize grade level TEAM planning/PLC

times to plan quality “math” instruction

that includes multiple problem-solving

strategies, fact fluency, writing and

technology and that also includes

supplemental research-proven math

strategies.

Use facilitators and administrators to attend and monitor grade team meetings

Review lesson plans

Train staff on literacy strategies


K-2 students will show 10% gain in proficiency on year-end math readiness testing 3-5 grade students will show 10% gain in proficiency on EOG Math test


Staff

8/15-6/10


2. Develop and utilize frequent grade

level math common assessments

that will be used to monitor

learning and to create more

strategic differentiated instruction.


K-2 students will show 10% gain in proficiency on year-end math readiness testing 3-5 grade students will show 10% gain in proficiency on EOG


Staff

8/15-6/10

End of quarter checks Oct. 24 Jan 16 Mar 26




23

Use facilitators to train staff on

developing quality common assessments

Use teachers to develop differentiated lessons based on results

Math test May 29

3. Utilize a grade level family FLEX

model that focuses on instructional

assistants pushing into the

classroom and differentiated

instruction based on student

mastery levels and results of

ongoing assessments.

Develop master schedule for FLEX

Develop master schedule for assistants

Teachers to develop differentiated lesson plans for FLEX

Train staff on Family FLEX model

Facilitators



Staff

8/15-6/10


4. Implement plan to focus more

strategically on students on the

“bubble” of being proficient AND

students in AYP subgroups as a

means to increase overall

percentage of students performing

Nix - Dean of Students



Staff

8/15-6/10





24

on grade level in math.

Dean of Students to develop plan as

part of AP project

Dean of Students to give quarterly

updates on each student’s tracking

towards proficiency

5. Provide professional development

geared towards strengthening instructional

rigor and meaningful differentiation in

math.






Staff

8/15-6/10





25

SMART GOAL (3): To improve the overall school culture in ways that will foster the needed academic growth.

Student survey respondents will show 5% growth from pre/post school -based survey (10 questions).

Data Used: 2011 CMS Student Survey SP 2014 Tactic: Focus 3: Increasing the Graduation Rate (3D)


Task

Task

Task (PD)




Personnel involved


Interim Check Dates

1. Develop and implement a school-wide

student behavior plan (ICMM – I Can

Manage Myself) and use a staff committee

to monitor effectiveness and needed

modifications.

Use principal to develop DRAFT Plan

Staff committee reviews and finalizes DRAFT plan

Staff committee monitors plan’s effectiveness

Principal ICMM Staff Committee

Student survey

respondents will show

5% growth from

pre/post school-based

survey (10 questions).

Overall decrease in office referrals from beginning to end of year


Staff

8/15-6/10


2. Use grade level TEAM planning/PLC

times to monitor the effectiveness of the

ICMM student behavior plan

Use principal to develop DRAFT Plan

Staff committee reviews and finalizes

Principal ICMM Staff Committee

Student survey


5% growth from




Staff

8/15-6/10





26

DRAFT plan

Staff committee monitors plan’s effectiveness


3. Provide staff with professional

development/activities geared towards

meeting the needs of our changing student

population (i.e. Poverty Simulation, books

studies, bus ride through neighborhoods,

etc…)




Student survey


5% growth from





Staff Approx: $3,000 School funds PDS funds

8/15-6/10


4. Implement a school-wide Dolphin Dollar

store which requires students to earn

school dollars for actions that go “over and

beyond” (Character education).

Dean of Students

Overall increase in student usage from beginning to end of year

$1,000 School, PTA and partnership funds

Staff Students

8/15-6/10


5. Develop/implement school-based

student and family spirit activities to foster

more family involvement.

Staff on PTA and SLT

Increased parent participation from beginning to end of year

Approx. $5,000 PTA funding

Staff Students Families PTA

8/15-6/10





29

School: David Cox Road Elementary School

Ronald S. Dixon – Principal Date: September 2011

AYP – 2011 (6 subgroups: All Students – Black – Hispanic – White – ECON DISADV - LEP)

No subgroups for: Amer. Indian – Asian – Multi-Racial – SWD (EC)

TARGET

ALL

STUDENTS BLACK HISPANIC WHITE

ECON.

DISADV LEP

Math

Participation Met Met Met Met Met Met

Math

Proficiency Not Met Not Met Not Met Met Not Met

Not

Met

OAI

Attendance Met

Reading

Participation Met Met Met Met Met Met

Reading

Proficiency Not Met Not Met Not Met Met Not Met

Not

Met

SUMMARY - MET 15 OUT OF 25 Targets (60%)

Identified targets/areas for growth as determined by the EOG data:

ALL

Black

Hispanic

Economically Disadvantaged

LEP




30

Strategies:

School Improvement Plan GOAL 2:

To increase math proficiency rates by 10% of the EOG tests and meet overall high growth targets.

1. Utilize grade level TEAM planning/PLC times to plan quality “math” instruction that includes multiple problem-solving

strategies, fact fluency, writing and technology and that also includes supplemental research-proven math strategies.

2. Develop and utilize frequent grade level math common assessments that will be used to monitor learning and to create more

strategic differentiated instruction.

3. Utilize a grade level family FLEX model that focuses on instructional assistants pushing into the classroom and differentiated

instruction based on student mastery levels and results of ongoing assessments.

4. Implement plan to focus more strategically on students on the “bubble” of being proficient AND students in the AYP

subgroups as a means to increase overall percentage of students performing on grade level in math.

5. Provide professional development geared towards strengthening instructional rigor and meaningful differentiation in math.




31

School-Based Management and Accountability Program

Summary of School-Based Waiver Requests for 2011-2012

LEA: Charlotte-Mecklenburg Schools LEA code: 600

School Codes

Request for Waivers

362 – David Cox Road

Elementary School

Please enter codes of all schools

requesting the waiver described

on this form.

1. Insert the waivers you are requesting.

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

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

exemption.

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

3. Please state how the waiver will be used.

Class size will be adjusted to address student individual instructional needs

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

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

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

the large number of students requesting elective classes.

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

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

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

goals.




32




33




27

Bullying Prevention Outcome: To improve the overall school culture in ways that will foster the needed academic growth.

Student survey respondents will show 5% growth from pre/post school-based survey (10 questions).

Strategies/Rationale

Task

Point Person

Evidence of Success Names of Participants

(Add names to titles where appropriate)

Information related to task as indicated

Timeline

Outcome Measures

1. Conduct Staff Training/Present BP

Plan to staff:

Plan staff training

Conduct staff training

BP Liaison (Lis)

Staff will have an understanding of school’s anti-bullying plan.

Staff

Principal and AP will receive training. BP Liaison will attend a CMS group training.

October 2011

2. Present plan to SLT:

BP Liaison will present info and policy to SLT

BP Liaison (Lis)

SLT will have an understanding of school’s BP efforts and expectations.

SLT members

BP Liaison will attend a CMS group training.

October 2011

3. Establish a BP taskforce

A taskforce is created to assist in the implementation and communication of the BP plan.

Principal BP Liaison (Lis)

A taskforce representing all stakeholders establishes clear objectives as indicated by Safety and Respect for All district plan.

Task Force: Principal BP Liaison SLT Staff SLT – Parents Safety Patrol Students Counselor

BP liaison will be provided with information on how to work with taskforce to promote and implement BP Plan.

October 2011

4. Share plan with students and

parents:

Teachers will share BP Plan with students and parents at curriculum night

Teachers

Parents and students will have an understanding of expectations and BP efforts and discipline management at the school.

Teachers Students Parents

Teachers will share information with students and parents.

November

2011




28

5. Implement school-wide BP

activities with students (including Every Monday Matters…).

CONNECT teachers will work with grade teams to develop BP activities for each quarter

BP Liaison

CONNECT teachers will develop and implement grade level appropriate BP activities with students.

CONNECT Teachers Students

Students will complete BP grade level activities in CONNECT classes.

Ongoing

throughout school year

6. Train designated 5

th grade

students as Peer Mediators

Line up training with R. McCarter

Implement training

Psychologist – Rob McCarter

5

th Grade Peer Mediators will

be trained to assist in helping students in conflict.

Psychologist

5

th Grade Peer

Mediators will be trained to assist in helping students in conflict

Training to be completed 1

st

Quarter 2011

Students

used as peer mediators

2nd

4th

quarters




34




35

CMSS SSCHHOOOOLL IIMMPROOVVEEMMEEN … Improvement Plans 2011/Northeast Zone...5th grade chorus...

Documents

Transcript of CMSS SSCHHOOOOLL IIMMPROOVVEEMMEEN … Improvement Plans 2011/Northeast Zone...5th grade chorus...