CMSS SSCCH OOLL M RII MPPROOVVEEMEENNTT · PDF fileCMSS SSCCH OOLL M RII MPPROOVVEEMEENNTT...

CMS School Improvement Plan 2010-12

Greenway Park Elementary 2011-12

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

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CCMMSS SSCCHHOOOOLL IIMMPPRROOVVEEMMEENNTT PPLLAANN RREEPPOORRTT

School: GREENWAY PARK ELEMENTARY Principal: Sophia Hazlehurst

Title I Specialist: N/A

Address: 8301 Monroe Road

Charlotte, NC 28212

Courier Number: 398

Phone: 980-343-5060

Learning Zone: EAST

Zone Superintendent: Dr. Kelly Gwaltney




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BELIEFS

We believe in…

A warm, supportive structured environment that will enable students to take responsibility for their behavior and learning.

Engaging all students in appropriate instructional activities to enhances their academic achievement.

Increasing student accountability in academic and character development.

Creating life-long learners.

MISSION STATEMENT

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

School: Our mission is to provide a nurturing, safe, learning community where creativity enhances academic achievement and fosters unique

learning experiences. Greenway Park students will exhibit positive character traits and become life-long learners.

VISION

District: CMS provides all students the best

education available anywhere, preparing

every child to lead a rich and productive

life.

School: Greenway Park strives to be a nurturing,

safe, learning community where creativity enhances academic achievement and fosters unique learning experiences. Our school will be led by dedicated, professional staff whose emphasis is on instilling positive character traits while encouraging life-long learning for all students.

SMART GOALS

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

Increase the percent of students meeting expected growth by 10% across all subgroups on state EOG assessments in reading.

Decrease achievement gap by five percentage points in reading and math on the End of Grade Test between both the LEP and EC subgroups and the highest achieving subgroup.

A school wide average of 75% of students (K-5) will produce a writing sample at benchmark as measured by the Common Core Writing Standards.




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ASSESSMENT DATA SNAPSHOT




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SCHOOL PROFILE

This narrative should include a description of student and staff demographics, recent achievement, and staff qualifications.

Greenway Park Elementary is a PreK - 5 elementary school with a diverse student population. It draws the majority of its students from the southeastern part of Mecklenburg County. Within this zone there are approximately ten area apartment complexes; therefore, the numbers of students we serve often fluctuates. We have approximately 70 students in our PreK program and 615 in K – 5, which brings the total to 685 students. The student make-up is socially, ethnically, and economically diverse and consists of 22% white and 50% African-American. The Asian, Multi-Racial and American Indian groups form approximately 28% of the total student enrollment. Our Hispanic population continues to grow each year and has increased to 27%. Almost seventy-five percent of our students receive free or reduced lunch meals and although we were Title I last year, since that time we dipped below 75 percent and do not qualify to be a Title I this school year. We have students participate in the Academically Gifted program, and approximately fifty students in grades K – 5 receive Exceptional Children services. Our school also has English as a Second Language (ESL) program with approximately110 students identified as Limited English Proficient.

The 2010 – 2011 End of Grade results for grades 3 – 5 indicated Greenway Park made Expected Growth and the school met 15 out of 23 targets for Adequate Yearly Progress. We did make high growth in math. Our focus this year will be for all subgroups to show growth in reading and to reduce the achievement gap for our EC and ESL students in reading and math. Another goal is to focus on the Common Core Standards for Writing. The data from the End of Grade results, formative assessments and other ongoing assessments will be used to determine targeted subgroups, determine class groupings and how to individualize reading instruction. In grades kindergarten through three, students will receive additional intensive reading instruction during the school day. Grade level teams and support staff members will review assessments and other relevant data to ensure alignment with the standard course of study and provide research-based instructional strategies that promote student growth and achievement. Our faculty consists of 41 certified teachers. We have four certified PreK teachers and four assistants working with our Bright Beginnings program. Ten teacher assistants support the K – 5 classroom teachers. Assistants support the delivery of our instructional program and assist with our Intensive Reading program in grades K-3 and during the individualized Workshop time. Support staff includes: full-time art, music, media and PE specialists, a part-time TD catalyst teacher, one assistant principal, two and one-half EC teachers, an EC assistant, one speech pathologist, two and one half ESL teachers, one school counselor, an itinerant school psychologist, a math facilitator and a literacy facilitator. Based on faculty data, twenty-eight percent of the staff holds advanced degrees and 9 teachers are Nationally Board Certified. The average years teaching is thirteen years, with eighty percent having 4 or more year’s experience.




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SMART GOAL (1): Increase the percent of students meeting expected growth by 10% across all subgroups on state EOG assessments in reading. Data Used: EOG scores, DIBELS data, school-based benchmark assessments, CMS formative/summative assessments, student work samples

SP 2014 Tactic: Effective Teaching and Leadership: B. Develop a measure for a year’s worth of growth for every subject and grade level. 1. Create and use periodic tests throughout the year (local formative assessments)to measure student learning in reading and math for grades three

through eight, science in grades five.

D. Provide access to training that is tailored to student and teacher learning needs. 6. Use professional learning communities throughout CMS. Professional learning communities focus on student learning, working collaboratively

and emphasizing results.

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. Differentiated Instruction

Provide tiered instruction.

Continued development of PLCs to increase the effectiveness of grade level planning.

Provide curriculum resources and strategies to promote higher-level comprehension skills for all students.

Develop baseline and ongoing assessments to identify students’ needs for remediation and/or enrichment.

Monitor progress through the use of assessments and adjust instruction accordingly

Use the Inclusion model for students as appropriate to ensure EC students

Literacy facilitator/ Dilly

85% of students in grades K-2 will be at or above benchmark as measured by DIBELS at EOY 85% of students in grades 3-5 will be at or above benchmark at EOY Data planning notes PEPs IEP goals Tutor schedules

N/A: School-based

Admin Team Hazlehurst, Bowman and Bower Classroom Teachers/ PreK-5 TD teacher, EC staff, teacher assistants, tutors

8/25 – 6/8

9/25

11/25

1/25

3/25




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are receiving grade level instruction in reading.

Utilize tutors to work with students who have not met growth and who are identified as at risk.

2. Literacy Strategies used in addition to Imagine It!

Support emerging readers with Guided Reading groups and Early Reading Tutor

Cluster accelerated students, use the William & Mary curriculum and other research based strategies to provide rigor.

Develop differentiated lessons based on students’ needs


Progress monitor students to determine instructional effectiveness and adjust strategies as appropriate.


All students will show evidence of growth in reading by EOY using assessment data and students work samples. Lesson plans

N/A: School-based


3. Data Wise/RtI

Analyze test data with staff to determine strengths and weaknesses in student performance in reading inventories, unit assessments, and DIBELS.

Provide and utilize weekly Data/Pre-Intervention grade level planning time to review student data and discuss appropriate strategies to improve

School Counselor/Terrell

Staff members will utilize RtI techniques and provide evidence of students’ progress. Student data sheets Pre-intervention notes PEPs

School based inservice from PLC groups Extended Day funds

Admin Team Hazlehurst, Bowman and Bower Classroom Teachers/ PreK-5




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student growth and achievement.

Maintain data notebooks to monitor students’ progress, set goals, and discuss effective strategies.

Set student goals for Accelerated Reader, fluency, sight word recognition, and other appropriate literacy benchmarks.

Provide additional inservice/training for staff members in RtI.

Use Extended Day funds to hire a tutor and purchase materials to support math, vocabulary development and reading comprehension for Level 1 and Level 2 students in grades 4 and 5.

TD teacher, EC staff, teacher assistants, tutors, School Psychologist, School Counselor




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SMART GOAL (2): Decrease achievement gap by five percentage points in reading and math on the End of Grade Test between both the LEP and EC subgroups and the highest achieving subgroup. Data Used: EOG subgroup data, student work samples, CMS formative/summative data

SP 2014 Tactic: Teacher Effectiveness and Leadership B. Develop a measure for a year’s worth of growth for every subject and grade level.

2. Provide teachers with student work samples to gauge the rigor of student work in all subjects and grade levels.

3. Develop assessments for all subjects and grade levels that provide measures of teacher effectiveness.


Task

Task

Task (PD)




Personnel involved


Interim Check Dates

1. Differentiated Instruction

Provide tiered instruction.

Continued development of PLCs to increase the effectiveness of grade level planning.

Monitor implementation of 504s and IEP/LEP accommodations that are utilized in the classroom and during testing sessions.

Provide curriculum resources and strategies to promote higher-level comprehension skills for all students.

Develop baseline and ongoing assessments to identify students’ needs for remediation and/or enrichment.


Use the Inclusion model for students in reading and math, as appropriate, to ensure EC students are receiving

Literacy facilitator/ Dilly Math facilitator/ Bower

Students identified as LEP and EC who are performing below grade level will show evidence of more than one year’s growth/high growth by EOY. Walk-thru data shows evidence of differentiated tasks/activities in the classroom. School schedules for EC, ESL and TD. Tutor schedules for Duckett and Frankel.

N/A: School-based

Admin Team Hazlehurst, Bowman and Bower Classroom Teachers/ PreK-5 TD teacher, EC staff, ESL teachers, teacher assistants, tutors

8/25-6/8

9/25

11/25

1/25

3/25




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grade level instruction.

Utilize tutors to work with students who have not met growth and who are identified as at risk.

2. Literacy Strategies used in addition to Imagine It!

Support emerging readers through the use of Early Reading Tutor and small group instruction.

Develop differentiated lessons based on students’ needs using guided reading, literature circles and TD curriculum.


Progress monitor students to determine instructional effectiveness and adjust strategies as appropriate.

ESL teachers will assist with guided reading instruction in second thru fifth grade classes.


Collected data and benchmark assessments will show evidence of growth/progress of targeted subgroups. Lesson plans

N/A: School-based


3. Math Strategies used in addition to Investigations

Use Kathy Richardson Assessing Math Concepts materials to identify student weaknesses in K-3 math.

Collect and analyze Thinkgate and other data points to determine student progress and needs.

Develop and deliver targeted and intensive math interventions.

Math facilitator/ Bower Math lead teachers

Assessment data Student work samples

N/A: School-based

Admin Team Hazlehurst, Bowman and Bower Classroom Teachers/ PreK-5




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TD teacher, EC staff, teacher assistants, tutors, School Psychologist, School Counselor

4. Data Wise/RtI

Analyze test data with staff to determine strengths and weaknesses in student performance in reading inventories, unit assessments, and DIBELS.

Provide and utilize weekly Data/Pre-Intervention grade level planning time to review student data and discuss appropriate strategies to improve student growth and achievement.

Maintain data notebooks.

Set student goals for Accelerated Reader, fluency, sight word recognition, and other appropriate literacy benchmarks.


Data notebooks Student data sheets Assessment data Student work samples Planning schedules Benchmark data Data planning notes

N/A: School-based





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SMART GOAL (3): A school wide average of 75% of students (K-5) will produce a writing sample at benchmark as measured by the Common Core Writing Standards. Data Used: Student work samples, benchmark assessments

SP 2014 Tactic: Effective Teaching and Leadership D. Provide access to training that is tailored to student and teacher learning needs. 6. Use professional learning communities throughout CMS. Professional learning communities focus on student learning, working collaboratively

and emphasizing results.

7. Design and implement a Response to Instruction (RtI) model for CMS that will help teachers adjust instruction as needed for struggling

students.

8. Implement the Big6 inquiry-based research model in kindergarten through 12th grade.


Task

Task

Task (PD)




Personnel involved


Interim Check Dates

1. Writing Strategies used to support the

Common Core Writing Standards

Implement a form of Writer’s workshop at all grade levels to encourage and support student writing.

Provide instruction in Media using the Super 3 and Big 6 to support student writing and inquiry-based research projects.

Display student writing samples at all grade levels.

Utilize the Being a Writer curriculum in grades 3 – 5.

Literacy Facilitator/ Dilly Media Specialist/Riggs

Increased percentage of students will achieve benchmark standards throughout the year, to be 75% at EOY. Student work samples. School schedules and lesson plans.

Stage Works grant for third grade writing project/instruction


8/25 – 6/8

9/25

11/25

1/25

3/25




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2. Professional Development

Attend district writing training (3-5)

School-based PD related to Common Core Writing Standards

Writer’s workshop

Principal/ Hazlehurst

My PD/sign in sheets Lesson plans

District/school-based training

3. Data Wise/RtI

Analyze data with staff to determine strengths and weaknesses in student performance in writing.

Examine student work samples and develop lessons/activities to address strengths and needs.

Develop rubrics to assess writing samples.


Data notebooks Student data sheets Assessment data Student work samples

N/A: School-based


Bullying-Harassment Individual School Prevention Plan (BHISPP)

Greenway Park Elementary School Action Plan

Bullying Prevention Outcome:

Increase Bullying Awareness with staff/students and decrease reported bullying incidents across the school.

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. School staff training

• School leadership will provide information to all teachers and support staff selected by principal regarding the district-wide program, school efforts and BP awareness.

Principal or AP, & BP Liaison

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

All school staff

Between 9/25

and 11/30.

2. Maintain a BP taskforce

• A taskforce was created to assist in the implementation and communication of BP efforts.

Principal & BP Liaison

A taskforce representing all stakeholders establishes clear objectives as indicated by the district plan.

Lizzie Terrell, Counselor; Jill Pereira, teacher; Kameron Esslinger, teacher; Ursula King, teacher; Tamara Mays, teacher, Laura Milavec, teacher; Monica Jones, teacher; Anne Thomas, assistant; Mondrae Williams, Music

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

Monthly

meetings

September -

May

3. Administer on-line BP Survey

• Survey will provide immediate information of school climate regarding bullying, type of bullying, and places where bullying is taking place so that school staff is aware of hot-spots and issues in school.

BP Taskforce A diverse sample (20%) of 2nd and 4th grade students provides immediate information to BP Taskforce regarding bullying at school to inform BP efforts.

N/A N/A Initial survey

given 10/15

to 11/15.

Follow up

survey given

4/10 – 4/30

4. Initiate school-wide Bullying Prevention

Month Activities

• This is a national event that will help establish school culture and set tone for rest of year.

BP Taskforce Activities during this month will promote student integration, a culture of respect and awareness of the impact of bullying.

Counselor and BP Task Force

Guidance lessons delivered to class on peer pressure/saying no/responding to bullying, Bully Prevention Week and Red Ribbon Week Activities

10/1 to 10/31

School Liaison: Elizabeth Terrell

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