School Improvement Plan...2015-2016 Montclaire Elementary School Improvement Plan Report 4...

School Improvement Plan

2015-2016 2015-2016 through 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: September 28, 2015 Final Copy Due: October 26, 2015

2015-2016 Montclaire Elementary School Improvement Plan Report

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Montclaire Elementary School Contact Information

School: Montclaire Elementary

Courier Number: 459

Address:

5801 Farmbrook Drive Charlotte, NC 28210 Phone Number:

980-343-3635

Fax Number:

980-343-3737

Learning Community

West Learning Community (Berry/Harding)

School Website: http://schools.cms.k12.nc.us/montclaireES/Pages/Default.aspx

Principal: Emily Miles

Learning Community Superintendent: Curtis Carroll

Montclaire Elementary 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 Emily Miles [email protected] 8/1/15

Assistant Principal Representative Kimberly King [email protected] 8/1/15

Teacher Representative Allie Romanoff

[email protected]

9/2/15

Inst. Support Representative Sean Carberry

[email protected]

9/2/15

Teacher Assistant Representative Roxane Bishop

[email protected]

9/2/15

http://schools.cms.k12.nc.us/montclaireES/Pages/Default.aspx

mailto:[email protected]









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Parent Representative Sherry Gill [email protected] 9/2/15

Parent Representative Nataliya Gurina [email protected] 9/21/15

Parent Representative LaToya Brown [email protected] 9/21/15

Vision Statement

District: CMS provides all students the best education available anywhere, preparing every child to lead a rich and

productive life.

School: Through character development, use of data, and self-reflection, Montclaire teachers and students will

collaborate to create an environment where students are self-directed learners and leaders that set high academic and social-emotional goals and take an active role in achieving both.

Mission Statement

District: The mission of CMS is to maximize academic achievement by every student in every school.

School: Inspire Every Child to Find Their Path to Leadership & Learning

Montclaire Elementary School Shared Beliefs High expectations for all

All members of the school community treated with dignity and respect

Adults operate with a sense of urgency about student achievement

Data guides instructional and school level decisions

The instructional program is aligned to the CCSS and 21st Century Learning Standards

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

High school graduation and college are an expectation for every child


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Montclaire Elementary SMART Goals

Smart Goal 1: Provide a duty-free lunch period for every teacher on a daily basis.

Smart Goal 2: Provide duty-free instructional planning time for every teacher under G.S. 115C-105.27 and -301.1, with the goal of providing 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.

Smart Goal 3: Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning

environment free of bullying and harassing behaviors

Smart Goal 4: Increase school wide reading proficiency based on End of Grade tests from 19% to 30%

Smart Goal 5: Increase school-wide math proficiency based on End of Grade tests from 32% to 38%

Smart Goal 6: Increase student achievement of LEP population in literacy by 10 percentage points through a focus

on SIOP best practices in grades PK-5


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Montclaire Elementary School Assessment Data Snapshot

Assessment Subgroup

2014-2015 (UNOFFICIAL) 2013-2014 2012-2013

% GLP % CCR % GLP % CCR % GLP

Grade 03 EOG Composite All

39.6 29.1 25.5

Grade 03 EOG Math All 35.9 25.2 41.8 34.1 32.6

Grade 03 EOG Reading All 26.8 17.5 37.4 24.2 18.5


39.6 28.0 30.0




34.3 22.2 22.9



Grade 05 EOG Science All 45.2 31.2 39.0 19.5 21.3


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School EOG Reading Composite All 24.5 15.5 30.9 18.9 18.2

School EOG Math Composite All 39.9 31.8 43.6 35.2 34.3

School EOG Science Composite All 45.2 31.2 39.0 19.5 21.3

EOG Composite All 34.3 25.0 37.5 26.0 25.5

School Composite All

37.5 26.0 25.5


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Montclaire Elementary School Profile

Montclaire is a neighborhood, Title I school close to the South Park area of Charlotte that serves children in Pre-K through 5th grade. We are located in the Montclaire Neighborhood between South Blvd. & Park Rd. and off of Archdale Rd. The current enrollment for Montclaire Elementary is 485 students in K-5. The student body is majority Hispanic with 394 (81%) and 91 (19%) Non-Hispanic. The breakdown of races include: 67 (14%) African American, 119 (25%) White, 6 (1%) Asian, 12 (3%) Multi-racial, and 275 (57%) American Indian. The LEP (Limited English proficient) population accounts for 48% of the population. The student population is 47% male and 53% female. Our building was built in 1957-1958 and sits on a large, beautiful campus with a new playground and soccer and baseball fields. We are a community school that serves a diverse population including the surrounding neighborhood families and the families that live in the apartment complexes off of the South Blvd. corridor.

Montclaire continues to focus on authentic family engagement and has a small team of parents that serve on the PTO Board. We put new procedures in place to recruit more parents to join the School Leadership Team and have an active SLT that meets monthly to discuss the vision & mission of the school and collaborates to create an action plan that will lead to continuous improvement for the school. A major priority of the school is to implement strategies to improve parental involvement and the school has a committee comprised of staff members that plan family events throughout the year. A parent advocate has been hired using Title I funds to help see this vision through. We have the outside agency, Communities in Schools, that provides support to our families by providing an agency liaison that works in the school daily. We have bilingual staff members that translate and interpret for our Spanish speaking families to ensure we provide nothing but the best customer service for our families. One hundred percent of classroom teachers have clear initial or clear continuing licenses in all license areas at our school. In addition, 100%of classes at Montclaire are taught by Highly Qualified teachers as defined by federal law. We have ten National Board Certified Teachers and 51% of our teachers have advanced degrees. Our school also has a 7% turnover rate of teachers which is evidence that this school is a great place for teachers to work.

Montclaire uses a balanced literacy framework as our curriculum for teaching reading. The majority of our teachers and administrative staff have been trained in NYC at Columbia University for providing literacy instruction based upon best practices for all students. Our school is also a member of the second cohort of Personalized Learning (PL) schools. The


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Personalized Learning philosophy in CMS aims to develop the whole child and empower them to take ownership of their learning by providing them with multiple pathways to demonstrate mastery learning in order to be successful and productive 21st century citizens in an ever-changing world. We have a strong PL design team that supports our teachers in the planning and implementation of personalized learning. We have a full-time reading teacher that works with small groups of students to provide extra reading instruction. She also serves as a teacher coach that supports and mentors our teachers by helping incorporate strategies that will help improve instructional practices in the classrooms. We have a committee of staff members that work on our Character Education program at Montclaire. The Culture Committee works proactively with staff and students to maintain student safety and monitor discipline and behavior expectations at Montclaire. The instructional leadership team (Principal, AP, 2 PL facilitators, and reading teacher) is responsible for incorporating the use of data into our daily practice by helping with assessments and analyzing data to help our teachers individualize instruction to meet our diverse learners’ needs. Our goal at Montclaire is to ensure that we are preparing our students to be successful throughout their academic careers and lives and are college and career ready upon leaving CMS.

Montclaire has a solid base of community partnerships that include both faith-based and business organizations. Our staff works closely with the members of the St. Andrew’s, Selwyn Presbyterian and St. Giles’ staff throughout the year. We are fortunate to have many volunteers come to the school to tutor and mentor our students. We have literacy tutors from the St. Augustine Project, Book Buddies from South Charlotte Rotary Club, and a strong partnership with Heart Tutoring that provides one-on-one tutoring for math. Our church partners also help raise money so that Montclaire is able to have the Freedom School summer program for our students to ensure our students continue learning throughout the summer months. Montclaire has intramural activities for both boys and girls including a basketball team and cheerleading team. We also have a garden that is maintained by students, staff, and community members.


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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

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


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IV. School performance improvement III. Strategic school redesign IV. Innovative new schools

SMART Goal (1): Duty Free Lunch for Teachers

Provide a duty-free lunch period for every teacher on a daily basis.

Strategic Plan Goal:

Provide a duty-free lunch period for every teacher on a daily basis.

Strategic Plan Focus Area: Goal 2: Recruit, develop, and retain a premier workforce.

Data Used: Recruitment & retention

Strategies (determined by what data)

Task

Task

Task (PD)

Point Person (title/name)

Evidence of Success (Student Impact)

Funding (estimated cost / source)

Personnel Involved

Timeline (Start—End)

Interim Dates

1. Hire qualified lunch monitor based on allotted hours from the district.

Principal -Good Attendance

-Orderly Cafeteria

-Reduction of Discipline Referrals

-Positive Feedback

CMS Cafeteria Monitor Budget

Lunch

monitor – Lonnie Russell

Sept. 2015-June 2016

2. Revise lunch schedule and use proactive incentive plans by grade levels.

AP

Parent Advocate

-Orderly Cafeteria

-Noticeable Noise Reduction

-Reduction of Discipline Referrals

-Positive Feedback

n/a Lunch monitor

Teachers



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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.

Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st century learning environment for every child to graduate career and college ready.

Strategic Plan Focus Area: Academic growth/high academic achievement Access to rigor Closing achievement gaps

Data Used: Formative assessment data (MAP, Reading 3D, teacher made assessments)


Task

Task

Task (PD)




Personnel Involved


Interim Dates

1. 90 minute team planning for teachers 3 out of every 4 weeks (1 week with 3 hours), plus daily planning (team or individual) during 45 minute special

Miles-Principal King-AP

Evidence of rigorous, relevant instruction in classrooms and increased performance on MAP, Reading 3D, and EOGs

n/a Classroom teachers, TAs, special area teachers, facilitators

August 2015-June 2016

2. ½ day (3 hour) team planning

one day per month (facilitated by administration) devoted to data analysis and grade level discussions around personalized instruction for students.

Miles-Principal King-AP

Long-term plans, pre- and post- assessments, evidence of rigorous, relevant instruction in classrooms and increased performance on MAP, Reading 3D, and EOGs

n/a Classroom teachers, TAs, special area teachers, facilitators

August 2015-June 2016


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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.

Strategic Plan Goal: Goal 4: Promote a system-wide culture of safety, high engagement, customer service, and cultural competence.

Strategic Plan Focus Area: Physical Safety, Social and Emotional Health

Data Used: Student Survey, Discipline Referral Data


Task

Task

Task (PD)




Personnel Involved


Interim Dates

1. Bully Liaison / Bully-prevention

Bully Prevention classroom lessons

Small Group/Individual sessions as needed

Implement classroom meetings. Train teachers on the components of class meetings.

Provide regular coaching and feedback in the use of class meetings.

Administration response to bullying situations

Counselor

Parent advocate

Teacher leaders

-Student Survey Results

-Discipline Referral Data

n/a Classroom teachers

School counselor

Parent advocate

Admin. team



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2. Character Education

How Children Succeed: 7 Traits

Leadership Theme Character Celebrations Fitness Finders necklaces

Silver-Culture Committee lead

Culture Committee members

Counselor

-Character ed. embedded in classroom communities, Student Survey Results, Discipline Referral Data

-Seven character traits program implementation & PD: grit, zest, optimism, curiosity, social-intelligence, gratitude, self-control

Title I PD funds

All Staff Sept. 2015-June 2016

3. School-wide behavior plan Behavior Matrix:

expectations for school-wide behaviors, routines, and procedures set; additionally, expectations articulated for various areas/times (e.g. playground, café, gym)

Daily Meetings: Daily class schedule includes 15 min/ day to review character through direct instruction, discussion, and role play.

Principal AP Counselor Parent advocate Teachers

-Classroom Walkthroughs -Informal/ formal observations -Observational data -Lesson plans

n/a Principal Counselor Parent Advocate Culture Committee

4. Healthy Active Child 30 min. Ensure 30 minutes of PE

each day Provide options for indoor

PE movement games

PE teacher -Student Survey n/a Classroom teachers, PE teacher



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SMART Goal (4): Increase school wide reading proficiency based on End of Grade tests from 19% to 30%.

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: I. Academic growth/high academic achievement III. Closing achievement gaps

Data Used: EOGs, MAP tests, Reading 3D Data, Mastery Connect data


Task

Task

Task (PD)




Personnel Involved


Interim Dates

1. Focus on Word Study

All Grade Levels utilizing Words Their Way as the full word study program.

Principal

ILT members, Teachers

Teacher Leaders

(classroom labs)

-Growth of students on Reading Benchmarks (Formative Assessments, DIBELS, Reading 3D, and MAP, Spelling Inventories) -Positive feedback from teachers on growth seen during data conversations

Title I Staff Sept. 2015-June 2016

2. Foster a Collaborative Culture

Empower teacher leaders to find leadership opportunities

Strategically coach all teachers to continuously strengthen practices

Principal

AP

ILT members

-Employ a combination of PD, peer observation, and lab sites to develop strong balanced literacy practices across the school

-Increased performance on

Professional Development

Admin. team, facilitators, classroom teachers



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through frequent walkthrough feedback.

Reading 3D and MAP tests

3. Provide targeted instruction for students experiencing target deficit reading skills as determined by multiple assessments.

Follow school-wide RtI plan Use LLI (Leveled Literacy

Instruction) intervention resource for instructional support.

Implement Balanced Literacy framework for core instruction.

Use guided reading and strategy group strategies.

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

Utilize data from MAP assessments, Reading 3D, and common assessments to plan targeted instruction.

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

Implement strategies gleaned from Teachers

Principal

AP

ILT members

Teachers

-Growth of students on Reading Benchmarks (Formative Assessments, DIBELS, Reading 3D, and MAP, Spelling Inventories)

-Positive feedback from teachers on growth seen during data conversations

n/a All Staff Sept. 2015-June 2016


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College professional development.

Implement close reading and text dependent questions.

To incorporate various aspects of vocabulary to increase reading comprehension

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

4. Analyze assessment data in order to develop appropriate instructional strategies for all children.

Include differentiation strategies in lesson plans as evidenced in online lesson plan platform (lessonplan.com)

Utilize flexible groupings for instruction.

Identify students who will receive extra support through research based reading interventions

-Growth of students on Reading Benchmarks (Formative Assessments, DIBELS, Reading 3D, and MAP, Spelling Inventories)



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Utilize inclusive practices through the co-teaching model for both ESL and EC students, still using pullouts as indicated by students’ IEP & LEP plans.

SMART Goal (5): Increase school-wide math proficiency based on End of Grade tests from 32% to 38%.

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: I. Academic growth/high academic achievement III. Closing achievement gaps

Data Used: Mastery Connect interim assessment data, MAP data, Kathy Richardson assessments, Dreambox data


Task

Task

Task (PD)




Personnel Involved


Interim Dates

1. Become leaders and learners of the Personalized Learning Initiative.

Provide opportunities for students to analyze their data and set/monitor personal learning goals.

Regular use of rubrics/contracts to design

Principal

AP

ILT members

PL Design Team

-Growth of students on Reading Benchmarks

(Formative Assessments, DIBELS, Reading 3D, and MAP, Spelling Inventories)


Title I All Staff Sept. 2015-June 2016


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personal pathways to set high standards for completed work.

Utilize performance appraisal (evaluations/informal walkthrough data) and professional development to seek performance feedback and enhance teaching skills.

Teachers

2. Utilize DDI (data driven

instruction) strategies to ensure

student growth in math.

Principal

King-AP

ILT members

PL Design Team

Teachers

-Growth of students on Reading Benchmarks

(Formative Assessments, DIBELS, Reading 3D, and MAP, Spelling Inventories) -Positive feedback from teachers on growth seen during data conversations


3. Keep a “whole child” philosophy and pedagogy as drivers for improved academic achievement.

Principal

AP

ILT members

PL Design Team

Teachers

-Student survey regarding personalized learning

-Parent surveys

-Insight survey

n/a All Staff Sept. 2015-June 2016


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4. Utilize Heart Tutoring program to target struggling math students.

ILT members -Increased student performance on formative assessments

n/a ILT members

Volunteers

October 2015-May 2016

SMART Goal (6): Increase student achievement of LEP population in literacy by 10 percentage points through a focus on SIOP best practices in grades PK-5.

Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st century learning environment for every child to graduate career and college ready.

Goal 3: Cultivate partnerships with families, businesses, and faith-based or community organizations to provide a sustainable system of support and care for each child.

Goal 4: Promote a system-wide culture of safety, high engagement, customer service, and cultural competence.

Strategic Plan Focus Area: Academic Growth/High Academic Achievement, Communications, High Engagement

Data Used: End of Year Assessments, Common Formative and MAP Assessments


Task

Task

Task (PD)




Personnel Involved


Interim Dates

1. Implement school-wide best practices in LEP instruction across all content areas (SIOP)

Provide on-going SIOP

Principal

AP

ILT members

-Observation of teaching practices through formal observations and walkthroughs



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professional development Collaborate with district

SIOP coaches to support teachers in implementation of SIOP strategies.

Develop a schedule that maximizes instructional time for students in grades K-5 to allow ESL teachers to participate in inclusion, co-teaching and pull-out service models.

Differentiate reading workshop with a focus on guided reading and multiple touch points for students with the greatest need

Observe teachers weekly and provide coaching/feedback.

ESL Teachers

Classroom teachers

-Master schedule with maximal time for co-planning & support

-Student growth in TRC levels and other measures within LEP subgroup

2. Increase the level of involvement of the LEP Committee in the school-wide program

Plan regular presentation at staff meetings (SIOP strategy).

Increase collaboration between ESL and EC

Principal

AP

ILT members

ESL Teachers

EC Teachers

Classroom

-Master schedule/calendar with planned time for collaboration, shared planning, and PD workshops

-ESL teachers having ownership over most or all of a team, participating in those planning sessions, intervention meetings, IEP



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teams through regularly scheduled meetings.

Increase ESL teacher participation in grade level planning.

Provide planning time for ESL teachers to analyze data and discuss strategies

Increase ESL teacher participation in intervention team meetings.

Provide whole staff professional development in interpreting WIDA and WAPT scores and utilizing the school’s WIDA report card as needed.

teachers meetings


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Mastery Grading Procedures Plan – Required for All Schools

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:


Task

Task

Task (PD)




Personnel Involved


Interim Dates

1. Common assessments Pre- and post- assessments

created in Mastery Connect aligned to objectives

Dean of Students, Facilitator

Targeted classroom instruction, increased student performance

N/A Classroom teachers, admin team, ILT

September 2015-June 2016

2. Data disaggregation Process of monitoring student

achievement by objective in order to facilitate remediation/intervention plans (i.e. RTI)


Increased student achievement, increased percentage of students qualifying for EC (not being referred if Tier 2 or 3 interventions are successful)

N/A Classroom teachers, school counselor, ILT


3. Flexible grouping Process of grouping students

according to academic need by objective


Classroom Teachers

Targeted use of support staff to hit students’ needs, increased student achievement

N/A ESL team, ILT, classroom teachers,



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5. Late and make-up work School expectations for

holding students accountable for completing assignments


Increased student proficiency and mastery

N/A Classroom teachers, admin team, facilitators



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Montclaire Elementary 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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School Improvement Plan...2015-2016 Montclaire Elementary School Improvement Plan Report 4...

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