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School: Myers Park Traditional School Principal: Paul A. Bonner Title I Specialist: Address: 2132 Radcliffe Av. Charlotte, NC 28207 Courier Number: 464 Phone: 980-343-5522 Learning Community: Central Area Superintendent: Joel Ritchie

BELIEFS

• An Environment for learning must have discipline, respect for authority, and children who are motivated to achieve.

• We believe that children are curious about their environment and that this curiosity will flourish in an atmosphere that is structured, challenging and pleasant.

• Children, in order to learn, must search for possible answers, test and formulate conclusions. Therefore, the classroom environment must offer stimulation and have a teacher who encourages curiosity.

• Teachers are a central part of the school experience, seeking new ways to impart knowledge, enrich areas of need and challenge the exceptional student.

• We promote a school community where parents and teachers work together to help each child develop and mature.

• Promoting an atmosphere of mutual respect, boys and girls are provided the opportunity to advance in character as well as wisdom.

• While the traditional school is founded in the basics, we act to take advantage of modern advances in teaching and technology

• • • • • • • • •

MISSION STATEMENT • Myers Park Traditional School is devoted to developing responsible, respectful, and cooperative citizens. We strive to empower students to think

critically, instill and model principled character, promote leadership, and embrace awareness in our diverse and inclusive community. We instill values of service, cooperation, and commitment in all students. We make learning a lifelong goal.

VISION

• Myers Park Traditional School will use proven research-based methods of teaching to enable the adaptation of lifelong learners to a technology-rich society that is constantly changing. We will foster collaboration with the entire school community.

OUTCOMES OF FOCUS

Based upon analysis of data and needs assessment, our focus will be upon the following outcomes: • Close the achievement gap to 20% between our white and African- American population along with our ED and Non-ED • % of students reaching growth expectations in math from 55% to 65% • Enhance parent understanding of EOG expectations through targeted communication strategies as a means to improve EOG performance • Implement School Anti-Bullying Plan • • •

ASSESSMENT DATA SNAPSHOT

Myers Park Traditional Elementary School

CMS School Improvement Plan EOG Summary

Number and Percent At/Above Grade Level - Three Year Summary

Detailed summaries for each test can be found by clicking the number under the '# Tested' Column.

Subject

2007-2008 2006-2007 2005-2006

# Tested # At/Above Grade Level

% At/Above Grade Level

# Tested

# At/Above Grade Level

% At/Above Grade Level

# Tested

# At/Above Grade Level

% At/Above Grade Level

EOG Math 327 260 79.5 303 253 83.5 285 227 79.6

CMS School Improvement Plan WRITING Summary

Number and Percent At/Above Grade Level - Three Year Summary

Detailed summaries for each test can be found by clicking the number under the '# Tested' Column.

Subject

2007-2008 2006-2007 2005-2006

# Tested # At/Above Grade Level

% At/Above Grade Level

# Tested

# At/Above Grade Level

% At/Above Grade Level

# Tested

# At/Above Grade Level

% At/Above Grade Level

Writing 111 85 76.6 89 74 83.1 100 60 60.0

Read This!

EOG Math Percent Passed Summary For Math MYERS PARK TRADITIONAL ELEM. SCHOOL 4464

Number Passed

Category Grade Enrolled Exempt Absent Regular EOG NCCLAS EXTEND2 EXTEND1 Percent

Passed African-American All 126 0 0 74 0 0 0 59%

White All 179 0 0 169 0 0 0 94%

Asian All 6 0 0 6 0 0 0 100%

Hispanic All 5 0 0 2 0 0 0 40%

American Indian All 0 0 0 0 0 0 0

Multi-Racial All 11 0 0 9 0 0 0 82%

Male All 160 0 0 134 0 0 0 84%

Female All 167 0 0 126 0 0 0 75%

ED All 90 0 0 48 0 0 0 53%

Not ED All 237 0 0 212 0 0 0 89%

SWD All 34 0 0 6 0 0 0 18%

Not EC All 178 0 0 139 0 0 0 78%

Gifted All 115 0 0 115 0 0 0 100%

Gifted SWD All 4 0 0 4 0 0 0 100%

LEP All 8 0 0 7 0 0 0 88%

EOG ABCs Growth Summary For Math MYERS PARK TRADITIONAL ELEM. SCHOOL 4464

Not LEP All 319 0 0 253 0 0 0 79%

All Total 327 0 0 260 0 0 0 80%

Category # In

Growth Cohort

# Making Growth

Average Growth

Met Expected Growth

High Growth Ratio

Met High

Growth

School 320 176 0.06 Y 1.22 N

Grade 3 130 61 -0.01 N 0.88 N

Grade 4 108 50 -0.06 N 0.86 N

Grade 5 82 65 0.31 Y 3.82 Y

Grade 6 0 0 nsd nsd

Grade 7 0 0 nsd nsd

Grade 8 0 0 nsd nsd

Category # In

Growth Cohort

# Making Growth

Average Growth

Met Expected Growth

High Growth Ratio

Met High

Growth

African-American 122 60 -0.04 N 0.97 N

White 178 106 0.12 Y 1.47 N

Asian 6 4 0.44 Y 2 Y

Hispanic 3 2 -0.05 N 2 Y

American Indian 0 0 nsd nsd

Multi-Racial 11 4 -0.04 N 0.57 N

Category # In

Growth Cohort

# Making Growth

Average Growth

Met Expected Growth

High Growth Ratio

Met High

Growth

Male 156 87 0.09 Y 1.26 N

Female 164 89 0.03 Y 1.19 N

Category # In

Growth Cohort

# Making Growth

Average Growth

Met Expected Growth

High Growth Ratio

Met High

Growth

SWD 27 11 -0.06 N 0.69 N

Not EC 178 87 -0.02 N 0.96 N

Gifted 115 78 0.2 Y 2.11 Y

Gifted SWD 4 3 0.03 Y 3 Y

Category # In

Growth Cohort

# Making Growth

Average Growth

Met Expected Growth

High Growth Ratio

Met High

Growth

Economically Disadvantaged 86 37 -0.06 N 0.76 N

Not ED 234 139 0.1 Y 1.46 N

Category # In

Growth Cohort

# Making Growth

Average Growth

Met Expected Growth

High Growth Ratio

Met High

Growth

LEP 0 0 nsd nsd

Not LEP 320 176 0.06 Y 1.22 N

CMS School Improvement Plan AYP/ABC's Growth - 2008 Myers Park Traditional Elem

AYP

ABC's EOG: Grade 3

Subgroup Reading Math EOG Composite ABC's Growth

# In Cohort Growth # In Cohort Growth # Status

African American ~ ~ 45 -0.1763 -0.1763 Not Met

Asian ~ ~ 4 0.6155 0.6155 Met

Hispanic ~ ~ 2 -0.1420 -0.1420 Not Met

Multi-racial ~ ~ 7 -0.0617 -0.0617 Not Met

White ~ ~ 72 0.0914 0.0914 Met

Female ~ ~ 72 -0.0708 -0.0708 Not Met

Male ~ ~ 58 0.0947 0.0947 Met

Free/Reduced Lunch

~ ~ 43 -0.1711 -0.1711 Not Met

Paid Lunch ~ ~ 87 0.0891 0.0891 Met

Gifted ~ ~ 45 0.3449 0.3449 Met

Non-EC ~ ~ 75 -0.1612 -0.1612 Not Met

SWD ~ ~ 10 -0.3034 -0.3034 Not Met

Non-LEP ~ ~ 130 0.0030 0.0030 Met

Grade Total ~ ~ 130 0.0030 0.0030 Met

ABC's EOG: Grade 4

Subgroup Reading Math EOG Composite ABC's Growth

# In Cohort Growth # In Cohort Growth # Status

African American ~ ~ 43 -0.1792 -0.1792 Not Met

Asian ~ ~ 1 -0.0210 -0.0210 Not Met

Hispanic ~ ~ ~ ~

Multi-racial ~ ~ 4 0.0313 0.0313 Met

White ~ ~ 60 0.0362 0.0362 Met

Female ~ ~ 52 -0.0592 -0.0592 Not Met

Male ~ ~ 56 -0.0420 -0.0420 Not Met

Free/Reduced Lunch ~ ~ 21 -0.1976 -0.1976 Not Met

Paid Lunch ~ ~ 87 -0.0147 -0.0147 Not Met

Gifted ~ ~ 39 0.0676 0.0676 Met

Non-EC ~ ~ 53 -0.1687 -0.1687 Not Met

SWD ~ ~ 16 0.0548 0.0548 Met

LEP ~ ~ ~ ~

Non-LEP ~ ~ 108 -0.0503 -0.0503 Not Met

Grade Total ~ ~ 108 -0.0503 -0.0503 Not Met

ABC's EOG: Grade 5

Subgroup Reading Math EOG Composite ABC's Growth

# In Cohort Growth # In Cohort Growth # Status

African American ~ ~ 34 0.3599 0.3599 Met

Asian ~ ~ 1 0.2460 0.2460 Met

Hispanic ~ ~ 1 0.1540 0.1540 Met

White ~ ~ 46 0.2992 0.2992 Met

Female ~ ~ 40 0.3532 0.3532 Met

Male ~ ~ 42 0.2921 0.2921 Met

Free/Reduced Lunch ~ ~ 23 0.2870 0.2870 Met

Paid Lunch ~ ~ 59 0.3356 0.3356 Met

Gifted ~ ~ 27 0.2037 0.2037 Met

Non-EC ~ ~ 50 0.4004 0.4004 Met

SWD ~ ~ 5 0.1752 0.1752 Met

Non-LEP ~ ~ 82 0.3219 0.3219 Met

Grade Total ~ ~ 82 0.3219 0.3219 Met

ABC's EOG: School Total

Subgroup Reading Math EOG Composite ABC's Growth

# In Cohort Growth # In Cohort Growth # Status

African American ~ ~ 122 -0.0279 -0.0279 Not Met

Asian ~ ~ 6 0.4478 0.4478 Met

Hispanic ~ ~ 3 -0.0433 -0.0433 Not Met

Multi-racial ~ ~ 11 -0.0279 -0.0279 Not Met

White ~ ~ 178 0.1265 0.1265 Met

Female ~ ~ 164 0.0363 0.0363 Met

Male ~ ~ 156 0.0988 0.0988 Met

Free/Reduced Lunch ~ ~ 87 -0.0564 -0.0564 Not Met

Paid Lunch ~ ~ 233 0.1127 0.1127 Met

Gifted ~ ~ 111 0.2131 0.2131 Met

Non-EC ~ ~ 178 -0.0057 -0.0057 Not Met

SWD ~ ~ 31 -0.0414 -0.0414 Not Met

Non-LEP ~ ~ 320 0.0668 0.0668 Met

Total ~ ~ 320 0.0668 0.0668 Met

2009-2010 EOG Test Results Myers Park Traditional Elem School Summary

Cumulative - Regular and Retest I Results

Grade Level # Enrolled

# Exempt

# Tested

% Tested

Level I Level II Level III Level IV Level III/IV Gateway

# % # % # % # % # % # Met

% Met

Grade 03 Math 126 0 126 100.0 0 ~ 16 12.7 53 42.1 57 45.2 110 87.3 119 94.4

Grade 03 Reading 126 0 126 100.0 9 7.1 8 6.3 58 46.0 51 40.5 109 86.5 112 88.9

Grade 04 Math 127 0 127 100.0 3 2.4 13 10.2 56 44.1 55 43.3 111 87.4 119 93.7

Grade 04 Reading 127 0 127 100.0 4 3.1 15 11.8 50 39.4 58 45.7 108 85.0 117 92.1

Grade 05 Math 123 0 123 100.0 1 0.8 9 7.3 38 30.9 75 61.0 113 91.9 119 96.7

Grade 05 Reading 123 0 123 100.0 1 0.8 14 11.4 61 49.6 47 38.2 108 87.8 113 91.9

Grade 05 Science 123 0 123 100.0 6 4.9 9 7.3 34 27.6 74 60.2 108 87.8 114 92.7

All Grades Math 376 0 376 100.0 4 1.1 38 10.1 147 39.1 187 49.7 334 88.8 357 94.9

All Grades Reading

376 0 376 100.0 14 3.7 37 9.8 169 44.9 156 41.5 325 86.4 342 91.0

All Grades Science

123 0 123 100.0 6 4.9 9 7.3 34 27.6 74 60.2 108 87.8 114 92.7

All Grades Composite

875 0 875 100.0 24 2.7 84 9.6 350 40.0 417 47.7 767 87.7 813 92.9

2009-2010 Preliminary AYP Results as of 7/6/2010 MYERS PRK TRD E met 17 out of 17 targets (100.00%). All Econ. sch Name target Students Amer.-Indian Asian Black Hispanic Multi-Racial White Disadv LEP SWD 464 MYERS PRK TRD E Reading Participation Met Insuf. Data Insuf. Data Met Insuf. Data Insuf. Data Met Met Insuf. Data Insuf. Data

464 MYERS PRK TRD E Reading Proficiency Met Insuf. Data Insuf. Data Met Insuf. Data Insuf. Data Met Met Insuf. Data Insuf. Data

464 MYERS PRK TRD E Math Participation Met Insuf. Data Insuf. Data Met Insuf. Data Insuf. Data Met Met Insuf. Data Insuf. Data

464 MYERS PRK TRD E Math Proficiency Met Insuf. Data Insuf. Data Met w CI Insuf. Data Insuf. Data Met Met w CI Insuf. Data Insuf. Data

464 MYERS PRK TRD E OAI Attendance Met

2009-2010 NC ABC's Summary Results Myers Park Traditional Elem

Subject/ Measure

# In Membership

# Tested

% Tested

# In Performance Composite

# Proficient

% Proficient

# In Growth

Composite

# Students Making Growth

Growth Sum

Average Growth

Growth Status

High Growth Ratio

High Growth Status

Grade 3-EOG Math 126 126 100 126 110 87.3

Grade 3-EOG Reading

126 126 100 126 109 86.5

Grade 4-EOG Math 127 127 100 127 111 87.4 123 84 29.86675 0.24282 MET 2.15385 MET

Grade 4-EOG Reading

127 127 100 127 108 85 121 58 1.492 0.01233 MET 0.92063 NOT MET

Grade 5-EOG Math 123 123 100 123 113 91.9 116 100 62.9007 0.54225 MET 6.25 MET

Grade 5-EOG Reading

123 123 100 123 108 87.8 118 74 18.3769 0.15574 MET 1.68182 MET

Grade 5-EOG Science

123 123 100 123 108 87.8

School Total-EOG Math

376 376 100 376 334 88.8 239 184 92.76745 0.38815 MET 3.34545 MET

School Total-EOG Reading

376 376 100 376 325 86.4 239 132 19.8689 0.08313 MET 1.23364 NOT MET

School Total-EOG Science

123 123 100 123 108 87.8

School Total-EOG Total

875 875 100 875 767 87.7 478 316 112.63635 0.23564 MET 1.95062 MET

School Composite 875 875 100 875 767 87.7 478 316 112.63635 0.23564 MET 1.95062 MET

SCHOOL PROFILE

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

Myers Park Traditional Elementary School is a K-5 full magnet school with students admitted by lottery. The campus is at 2132 Radcliffe Avenue, just behind Queens University of Charlotte. The school has an active partnership with Queens University sharing both facility and human resources. We are in our first year as a Professional Development School with Queens. In 2008-09 we are celebrating 80 years as an elementary school with CMS and 34 years as a Traditional Magnet.

The student population has increased from 712 students in 2007-08 to 756 as a result of an increasing wait pool and Hearing Impaired program. With those increases we now have five kindergarten classes, five first grade classes, six second grade classes, six third grade classes, five classes in fourth grade and an additional class to now make five in the fifth grade. Our current student population consists of 250 African-American, 447 White, 20 Hispanic, 13 Asian, and 266 Multiracial. 59 % are white and 41% minority with 22% free and reduced lunch. We also have 27 PreK – fifth grade self-contained hearing-impaired students. MPTS has 203 students in special education and 120 of our students in Grades 3-5 are Talent Development certified.

In 2007-08 all teachers at Myers Park Traditional were fully certified with 29% of our teachers having a Master’s Degree and 67% of our teachers having four or more years of experience with an average of 9.4 years. We currently have 13 % of our teachers with National Board Certification. 15% of our staff is African-American. MPTS experienced a 13% teacher turnover rate for 2007-08, with two moving out of the district, one transferring to another CMS school , and three choosing to stay home with new babies.

Family Surveys from 2007-08 indicate that 70% of parents surveyed would give us an “A” and 26% a “B”. At Myers Park Traditional; 91% feel their children look forward to coming to school; 96% feel that their child is learning to be a good citizen; 94.2% feel that our teachers have high expectations for their students; 94.8% of our parents feel their children are safe at school.

Myers Park Traditional achieved Adequate Yearly Progress with 11 out of 13 categories. On the North Carolina End of Grade Test, 79.9% of our students scored at or above grade level in math as we met expected growth.

Myers Park Traditional

School Profile

Myers Park Traditional Elementary School is a K-5 full magnet school with students admitted by lottery. The campus is at 2132 Radcliffe Avenue, just behind Queens University of Charlotte. The school has an active partnership with Queens University where we have had a Professional Development School relationship since the spring of 2008.

The student population is 732 students including our self contained Hearing Impaired program. Over the past two years our wait pool has been over 350 students. We have balanced our student population to 120 students per grade level maintaining a staff allotment of 5 teachers per grade level. Due to budget cuts we lost our Spanish position, a historic part of our Traditional program, and one grade level teacher. Our current student population consists of 230 African American, 439 White, 22 Hispanic, 15 Asian, 3 American Indian and 24 Multiracial. 59.9 % are white and 40% minority with 24.3% free and reduced lunch. We also have 14 PreK – fifth grade self-contained hearing-impaired students. MPTS has 62 students in the exceptional children’s’ program with 93 of our students in Grades 3-5 Talent Development certified.

In 2010 all teachers at Myers Park Traditional are fully certified with 34% of our teachers having a Master’s Degree and 90% of our teachers having four or more years of experience with an average of over 10 years experience. We currently have 9 % of our teachers with National Board Certification. MPTS experienced a 9% teacher turnover rate for 2009-2010.

Family Surveys from 2007-08 indicate that 78% of parents surveyed are very satisfied and 16% are satisfied. At Myers Park Traditional; 92% are very satisfied with their child’s teacher and 6% are satisfied. 100% of our parents feel their children look forward to coming to school; 97% of our parents feel that MPTS offers a high level of educational quality; 100% feel that our teachers have high expectations for their students; and 94.8% of our parents feel their children are safe at school.

Myers Park Traditional achieved Adequate Yearly Progress in 2009-10. On the North Carolina End of Grade Test, 88.8% of our students scored at or above grade level in math, 86.4% in reading, 87.8% in science and 87.8% overall. In 2009-10 we were designated a North Carolina School of Distinction with High Growth for the second year in a row. In 2010, MPTS was recognized as a Magnet School of Distinction by Magnet Schools of America and along with Queens University, received the Award for Exemplary Professional Development School Achievement from the National Association of Professional Development Schools.

Outcome (1): Reduce the composite achievement gap to 20% between our white and African- American population Strategic Plan 2010 Goals: School Quality Review Criteria: X High Academic Achievement Safe and Orderly Schools X Achievement Leadership/Management

Effective Educators Freedom and Flexibility Curriculum X Learning Environment Adequate Resources/Facilities World-Class Service X Learning/Teaching Parent and Community Parent/Community Connections Strategies • Task • Task

Point Person (title/name)

Deliverables/Assessments (evidence-SQR rubric)

Leadership Standard* • Responsibilities

Prof. Dev. Focus • Participants • Funding

Parental Involvement

• Funding

Timeline End Date • ck date • ck date Process Outcome

Example: 1. Differentiate instruction for each subgroup

• Include differentiation strategies in lesson plans

Academic Facilitator

Dept Planning Agenda, Lesson Plans

SQR Observations

Instructional (2) • Monitor • Evaluate

Differentiation • Faculty • PDC

Supply Material • PTSA

6-10-09 • 11-3-08 • 1-23-09 • 3-27-09

1. Ability Grouping Strategies in Math and Workshop

• Homogeneous grouping of high achieving students

• Heterogeneous grouping of grade level and low achieving students

Admin./ Academic Facilitator/ Grade Level Teachers/ TD Teacher

Grade Level Agenda/ minutes/ rosters/ Schedules/ Ongoing evidence of roster adjustments

Class observations/ data monitoring/ formative /EOG growth/PEP artifacts

Strategic

Queens University • PDS (Prof.

Dev. School) committee

• MPTS Faculty CMS • PDC

Consultation • SLT

9/13/10

according to student needs

2. Strategic Scheduling of Math and Workshop classes.

Grade Level Teachers/ EC Teachers/ Acad. Fac./ Administration

Assistants assigned by instructional need/ Grade level Schedules

assessment monitoring/ Progress Monitoring

Instructional

Tutors • Queens • Parents • Specials

Teachers

Resources 1.Wordly Wise 2.Curriculum Associates 3.Classical Roots 4. Imagine-it workbooks 5.Story Works

9/13/10

3. After School Tutoring • Coordinate according the

availability of staff and other resources.

• Use of Extended Day Funds (approval pending)

• Coordination with ASEP/DIBELS/America Reads(Queens University)

PDS Committee/ Admin./ Academic Facilitator/ 3-5 Teachers

Grade Level Agenda/ minutes/ Vertical Teaming and staff minutes/Tutoring Rosters and logs Extended Day Time Sheets Tutoring committee

Assessment Results (formative and EOGs)

Instructional

Conferences • Staff Initiative • PDS

Tutoring Coordination • PTA

9/10-5/11

4. Tutoring by Specials Teachers • Assigned targeted students • Specials teachers assigned specific

grade levels.

Admin. Specials Teachers

progress monitoring, participation logs

GLC Consultation, In House Surveys/Implementation Minutes

Human resource Management

Professional Learning Community Revision

Parent Communication

9/10-5/11

5. PLC Implementation • Weekly Grade Level Planning • Monthly vertical team planning • Minutes format for committee

Administration/ Support Staff/Teachers

Principal, AP, staff and Faciilitator Training, EOG Summer Summit

Meeting Minutes/ Training Activities

Cultural

PDC/ CMS and CLC training

PTA Funding for Staff Development

8/10-6/11

6. Common Assessment Strategies • New Teacher Portal Training • Half –day data planning after each

local assessment. Including re-teaching and strategic grouping strategies.

• Continued use of Mini-Assessments.

Administration/Academic Facilitators

Grade Level Planning/ Monthly Vertical Teaming

Meeting Minutes

Instructional

PDS, Literacy Training for Administrators and Facilitators, PLC training

PTA/ Queens 8/10-5/11

7.. Teacher Training • Professional development based on

best practices and needs identified by data.

• Focus on Literacy and Manners Curriculum through Curriculum Design Initiative

Administration/ Support Staff/ Teachers/ Queens Univ. Collaboration

PDS Activities/ PDS Manual/ Vertical Teaming/PDS Committee/ Combined ETES collaboration

PDS Minutes/ Grade Level Minutes/ PDS workshops and National Conference Presentation/longitudinal data for Queens tutors and summer reading program.

Strategic/ Instructional

PDS Committee and grant

SLT PTA Resource allotment Manners Curriculum

7/26/10-6/2/10

8. Enhanced use of available technology • Smart Boards • Internet Resources • DIBELS • PDA • River Deep

Connor/ Graham

Grade Level Planning/ Technology Training/ PDS Manual

PDS Manual/ PDS Schedule/ Grade Level Minutes

External Development

PDS Committee/ Queens University

PTA Funding Technology Support

8/11/10-6/10/11

• Discovery Ed • “Elmo” Devices • LCD projectors directly from

computers on white boards

9. Continued AYP Revisions (Although EC Sub-Group not numerical sample missing AYP Targets is a concern)

• Practice literacy strategies for math to enhance comprehension of problems through drawing strategies, underlining key words, and read aloud with small groups or one on one.

• Reinforce understanding of concrete concepts through manipulatives such as ten strips and tens blocks along with new Investigations adoption.

• Modify behavior plans for targeted students to increase time on task through consistent rewards and redirection.

• Orton-Gillingham Phonics and Fluency Program

• Reading Foundations instructional application

• CO-Teaching Third Grade Math • Whole and small group

instruction • Math and Literacy Integration

through inclusion.

EC Staff Administration/Academic Facilitator/ Regular Ed. Teachers

Progress monitoring/ notification IEPs/Formative Results

EC Minutes/ Grade Level Minutes/ Formative Data

Instructional PDS/ -Creating Academic Tasks --Books Study: The Differentiated Classroom: responding to the Needs of All Learners Investigations Training

IEPs 8/25/09- - 6/08/10

Italics: 2010-11

Outcome (2): Outcome (2): Increase % of students reaching composite growth expectations in Reading from 58% to 65% (as identified by EOG results) Strategic Plan 2010 Goals: School Quality Review Criteria: X High Academic Achievement Safe and Orderly Schools X Achievement Leadership/Management

Effective Educators Freedom and Flexibility Curriculum Learning Environment Adequate Resources/Facilities World-Class Service X Learning/Teaching Parent and Community Parent/Community Connections

Strategies

a. Task b. Task

Point Person (title/name)

Deliverables/Assessments (evidence-SQR rubric)

Leadership Standard* • Responsibilities

Prof. Dev. Focus • Participants • Funding

Parental Involvement

• Funding

Timeline End Date • ck date • ck date Process Outcome

1. Ability Grouping Strategies in Math • Homogeneous grouping of high

achieving students • Heterogeneous grouping of grade

level and low achieving students

Admin./ Academic Facilitators/ Grade Level Teachers

Grade Level Agenda/ minutes

Class observations/data monitoring/ Progress Monitoring/ formative assessment monitoring

Instructional

PDS Curriculum Design: Literacy

SLT - Communication - Advisory PTA - Funding - Advisory

Start Date 8/25/10-6/10/11

2. Strategic Staffing • Focus teachers in identified areas

according to data results. • Assistants assigned low performing

students for supplemental support • Specials Tutoring

Admin./ Grade Level Teachers/ Support Staff

Formative and targeted assessments

Class observations/data monitoring/ Progress Monitoring/ formative assessment monitoring

Strategic

PDS -Examining Language Arts Strategies PDS/ Investigations Training

SLT - Communication - Advisory PTA - Funding 1.Wordly Wise 2.Curriculum Associates 3.Classical Roots 4. Imagine-it workbooks 5.Story Works

8/25/10-6/10/11

3. Enhance strategies for teachers of targeted students.

• Increase targeted EOG resources/Curriculum Associates • Accelerated Math/ Problem

solvers/math superstars • K-1 enrichment • New Formative and Teacher Portal • ½ day grade level data meetings (3)

Admin./ Academic Facilitators/ Queens University/ TD Teacher

Tutoring assignment and execution

Effective Grouping - Formative Results - EOG Results/ Growth/ Targeted Parent Activities

Managerial/ Human Resource Management

PDS -Kindergarten Teachers Working with Parents to Prevent Summer Reading Loss -Creating Academic Tasks -Organizing a Parent Night -Using Movement in the Classroom

PTA Funding

8/10-6/11

4. PLC Implementation • Weekly Grade Level Planning • Monthly vertical team planning • Minutes format for committee • EOG Summer Review • Curriculum Design Meetings for

Literacy

Administration/ Support Staff

Principal, AP, staff and Faciilitator Training,

Meeting Minutes/ Training Activities

Cultural

PDC/ CMS and CLC training PDS (Queens)

PTA Funding for Staff Development

7/10-6/11

5. Common Assessment Strategies • New Teacher Portal Training • Half –day data planning after each

local assessment. Including re-

Administration/Academic Facilitators

Grade Level Planning/ Monthly Vertical

Meeting Minutes

Instructional

PDS, Literacy Training for Administrators and

PTA/ Queens 8/10-5/11

teaching and strategic grouping strategies.

• Continued use of Mini-Assessments.

Teaming Facilitators, PLC training

6. Parent information • Parent Nights (2 evening events,

fall and spring, that cover study skills, 2nd to 3rd grade academic transition, Middle School transition, EOG basics and brain development)

• Academic field trips for targeted families(Aim High :see outcome 3)

Admin./ SLT/ Teaching Staff

PDS Classes and Participants/ meeting

Parent Nights/ Aim High(Initiative to introduce targeted students with parents to long term benefits of achievement)

External Development

PDS -Kindergarten Teachers Working with Parents to Prevent Summer Reading Loss Creating Academic Tasks -Organizing a Parent Night

PTA Funding 11/10-4/11

7. Technology • Smart Boards Increasing from 8 to fifteen installed. • Internet Resources

Discovery Ed. Science and Soc. St Exploration Study Island On-Line Assessment practices available to familes River Deep NCDPI resource for planning Instruction DIBELS

Use of PDAs to monitor K-2 With Fluency

• “Elmo” Devices • LCD projectors directly from

computers on white boards

Connor/ Graham/ Adoryan/ Dodds

Grade Level Planning/ Technology Training/ PDS Manual

PDS Manual/ PDS Schedule/ Grade Level Minutes Data Team Review

External Development

PDS Committee/ Queens University -Working with Technology to Enhance Teaching -- Strategies for Science Education

PTA Funding Technology Support

8/10-6/11

8. Continued AYP Revisions to meet future AYP mandates(Although EC Sub-Group not numerical sample missing AYP Targets is a concern)

• Practice literacy strategies for math to enhance comprehension of problems through drawing strategies, underlining key words, and read aloud with small groups or one on one.

• Reinforce understanding of concrete concepts through manipulatives such as ten strips and tens blocks along with new Investigations adoption.

• Modify behavior plans for targeted students to increase time on task through consistent rewards and redirection.

• Orton-Gillingham Phonics and Fluency Program

• Reading Foundations instructional application

• CO-Teaching Third Grade Math • Whole and small group

instruction • Math and Literacy Integration

through inclusion.

EC Staff Administration/Academic Facilitator/ Regular Ed. Teachers

Progress monitoring/ notification IEPs/Formative Results

EC Minutes/ Grade Level Minutes/ Formative Data

Instructional PDS/ -Creating Academic Tasks --Books Study: The Differentiated Classroom: responding to the Needs of All Learners Investigations Training

IEPs 8/25/10- - 6/08/11

Outcome (3): Increase parent understanding of academic expectations through targeted communication and family activity strategies, thereby enhancing school performance and individual student growth as determined with EOGs and grade performance. Strategic Plan 2010 Goals: School Quality Review Criteria: X High Academic Achievement Safe and Orderly Schools X Achievement X Leadership/Management

Effective Educators Freedom and Flexibility Curriculum Learning Environment Adequate Resources/Facilities World-Class Service Learning/Teaching X Parent and Community

X Parent/Community Connections

Strategies c. Task d. Task

Point Person (title/name)

Deliverables/Assessments (evidence-SQR rubric)

Leadership Standard* • Responsibilities

Prof. Dev. Focus • Participants • Funding

Parental Involvement

• Funding

Timeline End Date • ck date • ck date Process Outcome

1. Parent Nights (2 evening events, fall and spring, that cover study skills, 2nd to 3rd grade academic transition, Middle School transition, EOG basics and brain development)

• Reading Strategies for Kindergarten

Parents • Academic field trips for targeted

families • Spring meeting with Parents to help

with studying at home. • Curriculum Nights • October Parent Conferences • Information for data

o NCDPI Link o CMS Link

2. Published Brochure on MPTS Academic Program

• Grouping Strategies

Administration/ SLT/ Staff Professional Development School (PDS) Committee Administration/ Support

SLT Agenda/ Minutes Discussion on student growth Pre-test and Post Test Of Parents at events Display of student artifacts White paper on EOG and NCSCOS expectations. Ongoing Grade Level

Parent night Agenda Parent contacts beyond volunteer pool Follow-up survey on parent under- standing of significance of student growth and expectations Published Brochure

Cultural Leadership External Development

PDS -Staff -Queens University Poverty Simulation for interested staff

SLT Implementation PTA Funding PTA Funding

1/10-4/11 Revised 9/10

• Enrichment offerings • Assessment Strategies

Staff/ Academic Facilitator

Planning/Vertical Interaction Minutes

PDS -Kindergarten Teachers Working with Parents to Prevent Summer Reading Loss Creating Academic Tasks -Organizing a Parent Night

3. Parent Feedback • Surveys designed to target the

effectiveness of EOG Parent Night Presentation

Administration Parent Night Events

Parent night Agenda Parent contacts beyond volunteer pool Follow-up survey on parent under- standing of significance of student growth and expectations

Micro Political/ Cultural

PTA Funding SLT Organizational Support

1/10-4/11

4. Aim High Initiative • Parents are included in work to

introduce targeted students to college and professional careers

Administration/ Counselor/ Facilitator

Scheduled monthly events including Field Trips

Ongoing Communication with parents on student progress and opportunities

Micro Political/ Cultural

PTA Funding and Resources ProfessionalParent Participation

9/30/10- 6/10/10

Outcome (4): Implement School Anti-Bullying Plan Strategic Plan 2010 Goals: School Quality Review Criteria:

High Academic Achievement X Safe and Orderly Schools Achievement Leadership/Management Effective Educators Freedom and Flexibility Curriculum X Learning Environment

Adequate Resources/Facilities World-Class Service Learning/Teaching Parent and Community X Parent/Community Connections

Strategies a. Task b. Task

Point Person (title/name)

Deliverables/Assessments (evidence-SQR rubric)

Leadership Standard* • Responsibilities

Prof. Dev. Focus • Participants • Funding

Parental Involvement

• Funding

Timeline End Date • ck date • ck date Process Outcome

Example: 1. Differentiate instruction for each subgroup

• Include differentiation strategies in lesson plans

Academic Facil/Smith

Dept Planning Agenda, Lesson Plans

SQR Observations

Instructional (2) • Monitor • Evaluate

Differentiation • Faculty • PDC

Supply Material • PTSA

6-10-09 • 11-3-08 • 1-23-09 • 3-27-09

1. Develop plan based on CMS mandate • Incorporate PBIS and character

standards • Articulate reporting standards • Monitor Data through SWIS • Administer student survey to

determine the pervasiveness of bullying at our school. Depth of program will be based on student feedback.

• Creation of Bullying Prevention Committee

Admin./ PBIS Committee/ SSS/ Guidance Counselor

Signed CMS Students Rights and Responsibility Handbook

Enhanced student safety

Strategic

Bullying -Admin Training -Staff Training

Communication -PTA -SLT

9/05/10

6/2010

2. Communicate Expectations to staff, students and parents

• Report Plan • Good Citizens • “Pro Awards” MPTS

announcements • Staff training • Counselor website will provide

parents with information and resources pertaining to bullying.

• Bullying Prevention Week

Admin./ PBIS Committee/ SSS/ Guidance Counselor

Reporting Procedures

Monthly Evaluation through PBIS committee

Cultural/ Micro Political

Initial: 9/10-Ongoing Ongoing 10/11-10/15

3. Guidance Strategies • Assemblies • Individual class lessons • Utilize activities from existing

resources and new district curriculum

Admin./ PBIS Committee/ SSS/ Guidance Counselor

Class Assemblies

Ongoing reporting to staff, students and parents

Strategic/ Human Resource

8/25/10-6/11/11

2101 10/08 School-Based Management and Accountability Program

Summary of School-Based Waiver Requests for 2010-2012 LEA: Charlotte-Mecklenburg Schools LEA code: 600 School Codes

Request for Waivers

464- Myers Park Traditional 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 to teacher specific content areas to students for specific skill needs.

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.