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2015-2016 Matthews Elementary School Improvement Plan Report
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
Matthews Elementary School Contact Information
School:
Matthews Elementary Matthews Elementary School
Courier Number:
447
Address:
200 McDowell Avenue
Phone Number:
980-343-3940
Matthews, NC 28105
Fax Number:
980-343-3944
Learning Community
East
School Website:
https://schools.cms.k12.nc.us/matthewsES/Pages
Principal:
Jessica Blanchard
Learning Community Superintendent:
Kondra Rattley
Matthews 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
Jessica Blanchard
8/14
Assistant Principal Representative
Alexis Picciano
8/14
Dean of Students Representative
Layla Stanley
8/14
Teacher Representative
Kathleen Nieman
8/14
Teacher Representative
Liisa Crane
8/14
Teacher Representative
Mary Patrick
8/14
Teacher Representative
Marde Burgess
8/14
Teacher Representative
Kristen Williams
8/14
Teacher Representative
Dawn Edwards
8/14
Teacher Representative
Julie Moffat
8/14
Inst. Support Representative
Nancy Keziah
8/14
Special Area Representative
Amy Adler
8/14
Parent Representative
Cara Hunter
8/14
Parent Representative
Tracey Lederer
8/14
Parent Representative
Gina Qasim
8/14
Parent Representative
Angela Duerr
8/14
Parent Representative
Jen Snider
8/14
Parent Representative
Mary Sternberg
8/14
Parent Representative
Alissa Lodahl
8/14
Parent Representative
Chris Lucas
8/14
Parent Representative
Ryan Perry
8/14
Parent Representative
Toby Holloway
8/14
Parent Representative
Megan Drulard
Vision Statement
District: CMS provides all students the best education available anywhere, preparing every child to lead a rich and productive life.
School: Matthews Elementary is focused on learning that is rigorous, relevant, collaborative, differentiated, positive, and promotes character in order to prepare our students for the 21st century.
Mission Statement
District: The mission of CMS is to maximize academic achievement by every student in every school.
School: WILL (Work Interdependently to Live Learning) with an emphasis on willing what we want for our school, students, and self.
Matthews Elementary School Shared Beliefs
Every student should be provided the resources and services needed to be successful.
Every student learns in different ways and should be provided with a variety of instructional strategies and evaluative tools to support their learning.
Every student learns best when they are actively engaged in the learning process with appropriate opportunities for success.
Every student needs to demonstrate their understanding of essential knowledge and skills and to be actively involved in solving problems and producing quality work.
Every student is a valued individual whose self-worth is enhanced by positive relationships and mutual respect.
A safe and physically comfortable environment promotes student learning.
With students as the first priority, teachers, administrators and other staff members must be knowledgeable about students and their learning needs.
Teachers, students, parents, administrators and community members share the responsibility for advancing the schools mission.
The commitment to continue improvement is imperative if our school is going to enable students to become confident, self-directed, lifelong learners.
Matthews Elementary School SMART Goals
Provide duty-free lunch period for every teacher at least two of four weeks per month as approved by the School Leadership Team.
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.
Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and harassing behaviors.
Increase student attendance with 85% of students obtaining fewer than ten absences per year.
Increase the proficiency percent of African American students who are reading at or above grade level to 40.4% (up from 38.2% last year) as measured by the End of Grade reading assessment in grades 3-5 during the 2015-2016 school year.
Increase the overall composite percentage of all students at or above grade level from 70.8% to 73.8% as measured by the End of Grade assessment in grades 3-5 during the 2015-2016 school year.
Matthews Elementary School Assessment Data Snapshot
Matthews Elementary School Profile
Matthews Elementary School is located in southeastern Mecklenburg County in the incorporated town of Matthews. Matthews Elementary dates back to 1907. This long historical presence has laid the foundation for an extremely strong school and community bond. As a high achieving K-5 school, Matthews Elementary promotes success for every student. Our total enrollment at Matthews Elementary School at the beginning of the 2015-2016 school year is approximately 1,000 students in pre-kindergarten through fifth grade. A typical grade level has seven to eight classes. The student population of Matthews Elementary is made up of the following: 7% Asian, 18% African American, 11% Hispanic, 2% Multi-Racial, 62% White.
Our school staff has 98 members including, 63 certified staff members (classroom and support teachers), nine teacher assistants, two academic facilitators, one assistant principal, one dean of students, one psychologist and one principal. The staff is very experienced and stable, with little turnover from year to year. We have thirty staff members who have a Masters Degree and fifteen who hold National Board Certifications. Additionally, Matthews Elementary School has over 2700 hours of volunteerism by parents, corporate sponsors, and community leaders each year.
Our school maintains current technology with computers in every classroom. This year, all fifth grade students have been issued a Chromebook to use for instruction and practice. All second, third, fourth and fifth grade classrooms are equipped with Smartboards for the delivery of core curriculum as well as remediation and enrichment instruction. Kindergarten and first grade classrooms are equipped with iPads and LCD projectors. All classrooms are equipped with document cameras.
Our school will is a professional learning community that focuses on using data to make sound instructional decisions. We regularly use current data and the Data Driven Instruction process to positively impact student achievement as we strive to reach our school goals.
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
IV. School performance improvement
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
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:
Recruit, develop, and retain a premier workforce.
Strategic Plan Focus Area:
Recruit and retain teachers.
Data Used:
Analysis of master instructional schedule.
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
(StartEnd)
Interim Dates
1. Provide teachers with duty free lunch when possible while providing adequate cafeteria safety and supervision.
Utilize two district allocated lunch assistants to support student supervision.
Use instructional assistants to provide additional supervision of students.
Layla Stanley, Dean of Student
Alexis Picciano, Assistant Principal
Jessica Blanchard, Principal
Grade Chairperson at each grade level.
Master Schedule
Safe and orderly environment where students are free of risk.
None
Teachers
Cafeteria monitors
Cafeteria Manager
Custodial Staff
Instructional Assistants
10-15-6/16
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:
Maximize academic achievement in a personalized 21st century learning environment for every child to graduate career and college ready.
Strategic Plan Focus Area:
High academic achievement.
Data Used:
Analysis of master instructional schedule.
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
(StartEnd)
Interim Dates
1. Provide teachers adequate planning time through the school year in order to maximize student learning while maintaining a safe and orderly school environment.
Provide teachers with a 50 minute planning block four times a week.
Provide teachers with one 100 minute planning block one day per week.
Jessica Blanchard, Principal
Layla Stanley, Dean of Students
Alexis Picciano, Assistant Principal
Veronica Terrana, Literacy Facilitator
Master Schedule
Total planning average of roughly 5 hours per week
Grade level planning agendas
Maximize academic achievement of every student
None
Teachers
Instructional Assistants
Facilitators
8/15-6/16
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:
Promote a system-wide culture of safety, high engagement, customer service and cultural competence.
Strategic Plan Focus Area:
Physical safety, social and emotional health, high engagement.
Data Used:
Incident summary report
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
(StartEnd)
Interim Dates
1. Bully Liaison / Bully-prevention
Implement Whole Brain Teaching in the classroom. Train teachers on the big seven including class-yes and five classroom rules.
Provide regular coaching and feedback in the use of Whole Brain Teaching.
Ashley Brown, Counselor
Lauren George, Counselor
Students will be provided a risk-free learning environment and taught how to problem solve.
Reduction in number of reported incidents of bullying.
None
Classroom Teachers
School Counselor
8/15-6/16
Monthly check points
2. Character Education
Incorporate community and parent partnerships to encourage demonstration of positive character traits.
Student ambassadors.
Safety Patrol.
Ashley Brown, Counselor
Lauren George, Counselor
Don Warren, School Resource Officer
Whole Brain Teaching Committee
Students will develop character traits that will equip them for the 21st century.
None
Classroom Teachers
School counselors
8/15-6/16
Monthly Check In
3. Healthy Active Child 30 min.
Provide teachers with tools for active engagement during indoor recess due to inclement weathers.
Create a master schedule with at least 30 minutes of required physical activity.
Eric Campagna, PE Teacher
Aaron Wendel,
PE Teacher
100% of students will have 30 minutes of recess per day.
None
Classroom Teachers
PE Teacher
8/15-6/16
Monthly Check In
4. School Health Team
Create a cross functional team that represents all facets of school health.
Jennifer Carter, School Nurse
The team will respond to all school health related issues in a timely manner (within 24 hours).
None
School health team members
8/15-6/16
SMART Goal (4):
Increase the proficiency percent of African American students who are reading at or above grade level to 40.4% (up from 38.2% last year) as measured by the End of Grade reading assessment in grades 3-5 during the 2015-2016 school year.
Strategic Plan Goal:
Maximize academic achievement in a personalized 21st century learning environment for every child to graduate college and career ready.
Strategic Plan Focus Area:
Closing achievement gaps.
Data Used:
EOG subgroup and AMO data
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
(StartEnd)
Interim Dates
1. Differentiate instruction for students experiencing target deficit reading skills as determined by multiple assessments.
Utilize RtI workshop for instructional block.
Use LLI (Leveled Literacy Instruction) intervention resource for instructional support.
Utilize the theory of Balanced Literacy for instruction.
Utilize Words Their Way and other word work instruction to build vocabulary and orthography.
Use Guided Reading strategies.
Utilize strategy group instruction.
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 the Teachers College professional development.
Implement text dependent questions.
Focus on implementing a writing program that requires students to respond to what they have read and utilize evidence to support their arguments.
Continuation of the Data Driven Instruction process in literacy for students in second through fifth grades.
Jessica Blanchard, Principal
Alexis Picciano, Assistant Principal
Layla Stanley, Dean of Students
Annette Clary, Math Facilitator
Veronica Terrana, Literacy Facilitator
MAP growth assessment data to be measured at MOY and EOY.
Common assessment data from the Data Driven Instruction process.
TRC data demonstrating student levels and specific areas of strength/need.
None
Classroom Teachers
Facilitators
8/15-6/16
Monthly Check In
2. Analyze assessment data in order to develop appropriate instructional strategies for all children.
Include differentiation strategies in lesson plans.
Pre-assess to determine needs for each unit of study.
Utilize flexible groupings for instruction.
Identify students who will receive extra support through research based reading interventions (LLI).
Implement the co-teaching model for talent development students in grades 3-5 in order to provide challenging curriculum and higher order thinking activities.
Provide curriculum compacting to further challenge TD students through the use of choice menus, contracts, problem solving strategies, and research skills.
Utilize inclusive practices through the co-teaching model, still using pullouts as indicated by students Individualized Education Plans.
Identify ESL students working closely with classroom teachers to provide strategies that will maximize language development, as well as reading, writing and work skills.
Develop common assessments to drive instructional decisions.
Conduct peer observations and learning walks with a focus on enhancing teaching strategies.
Implement a science lab in which all students attend on a weekly basis providing hands-on activities to enhance and reinforce grade-level content taught in the classroom.
Implement a computer lab in which all students attend on a weekly basis providing technological opportunities and reinforcement for grade-level content.
Jessica Blanchard, Principal
Alexis Picciano, Assistant Principal
Layla Stanley, Dean of Students
Annette Clary, Math Facilitator
Veronica Terrana, Literacy Facilitator
Natalie Moore, Psychologist
Ashley Brown, Counselor
Lauren George, Counselor
Beth Hertzfeld, Speech Pathologist
Carrie Hickey, Talent Development Teacher
Amy Adler, English as a Second Language Teacher
Jill Patterson, Exceptional Childrens Teacher
Kelli Hill, Exceptional Childrens Teacher
MAP growth assessment to be measured at MOY and EOY.
Reading level increase by student.
District funding provided through use of MAP assessment and 3D/DRA2 assessments
.
Administrator
Classroom Teachers
Facilitators
Support Staff
8/15-6/16
Monthly Check In
Learning cycle check in
SMART Goal (5):
Increase the overall composite percentage of all students at or above grade level from 70.8% to 73.8% as measured by the End of Grade assessment in grades 3-5 during the 2015-2016 school year.
Strategic Plan Goal:
Maximize academic achievement in a personalized 21st century learning environment for every child to graduate college and career ready.
Strategic Plan Focus Area:
Closing achievement gaps.
Data Used:
EOG data composite profile.
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
(StartEnd)
Interim Dates
1. Align instruction practices to rigor of Common Core.
Pre-assess to determine needs for each unit of study.
Utilize flexible groupings for instruction.
Implement do nows and exit tickets each day created by classroom teachers and reviewed by facilitators.
Implement multi-step equations daily in order to increase critical thinking.
Incorporate higher order questioning in class discussions, and both oral and written response to literature.
Administration meets with teachers to monitor progress of students and recommend interventions.
Implementation of Kathy Richardson math in grades kindergarten through second grade.
Implement Do the Math during the RtI block as a math intervention for students that need additional support.
Implement LLI in grades K-5.
Create unit pacing guides that align to the percentage of weighted tested items.
Create a vertically aligned math and literacy departments in grades 3-5 to minimize gaps throughout the progression of grade levels.
Provide intervention resources to supplement gaps in understanding. Examples include Do the Math and LLI.
Send academic facilitators to regular facilitator meetings in order to glean pertinent information.
Jessica Blanchard, Principal
Alexis Picciano, Assistant Principal
Layla Stanley, Dean of Students
Annette Clary, Math Facilitator
Veronica Terrana, Literacy Facilitator
Ashley Brown, School Counselor
Lauren George, Counselor
Natalie Moore, School Psychologist
80% mastery as indicated on data tracking sheets used for do now and exit tickets.
MAP growth assessment to be measured at MOY and EOY.
Common assessment and assignment results.
None
Administrator
Classroom Teachers
Facilitators
Counselor
Psychologist
8/15-6/16
Monthly Check In
Learning cycle check in
2. Analyze assessment data to align student learning to the rigor of the Common Core.
Utilize released items from North Carolina and other states as questions posed to students.
Administration meets bi-weekly with teachers to monitor progress of students and recommend interventions.
Track results of do nows and exit tickets each day and hold students to an expectation of 80% mastery.
Create end of unit assessments aligned to Common Core assessment.
Track data with data tracking sheet organized by subgroup.
Teachers implement common assessments and assignments throughout a unit and hold data conversations.
Jessica Blanchard, Principal
Alexis Picciano, Assistant Principal
Layla Stanley, Dean of Students
Annette Clary, Math Facilitator
Veronica Terrana, Literacy Facilitator
Ashley Brown, School Counselor
Lauren George, Counselor
Natalie Moore, School Psychologist
80% mastery as indicated on data tracking sheets used for do now and exit tickets.
MAP growth assessment to be measured at MOY and EOY.
Common assessment and assignment results.
Administrator
Classroom Teachers
Facilitators
Counselor
Psychologist
10/15-6/16
SMART Goal (6):
Increase student attendance with 85% of students obtaining fewer than ten absences per year.
Strategic Plan Goal:
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:
School Attendance Summary Report
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
(StartEnd)
Interim Dates
1. Teach classroom attendance lessons emphasizing the importance of prompt daily attendance and its impact on student achievement.
Beginning of year lesson would outline procedures and discuss the impact.
Mid-year meeting/lesson based on classroom specific data (suggestions for improvement).
End of year reflection for teachers, parents, and students.
Ashley Brown, School Counselor
Lauren George, Counselor
Nicole Kelly,
Registrar
Jessica Blanchard, Principal
Alexis Picciano, Assistant Principal
Layla Stanley, Dean of Students
Natalie Moore, School Psychologist
Classroom teachers
Decrease in student absences (unexcused and excused) compared to 2014-15 school year.
Decrease in student tardies compared to 2014-15 school year.
None
Administrators
Classroom Teachers
Counselors
Psychologist
8/15-6/16
2. Improve home-school communication around attendance.
Parent contact logs/records.
Email notifications for attendance.
Phone calls.
Curriculum Night presentation-emphasis on impact and outline of new procedures.
Formal attendance letters (after 3/6 unexcused absences).
Jacket Journal (newsletter) tip of the week from student services.
Home visits.
Ashley Brown, School Counselor
Lauren George, Counselor
Nicole Kelly,
Registrar
Jessica Blanchard, Principal
Alexis Picciano, Assistant Principal
Layla Stanley, Dean of Students
Natalie Moore, School Psychologist
Classroom teachers
Increase in parent communication reporting student absences.
Decrease in 3 and 6 day attendance letters due to unreported/unexcused absences.
None
Administrators
Classroom Teachers
Counselors
Psychologist
8/15-6/16
3. Develop individual attendance plan based on data gathered to meet individual student needs.
Legal process
504 plans
Home visits
Medical plans
Ashley Brown, School Counselor
Lauren George, Counselor
Jessica Blanchard, Principal
Alexis Picciano, Assistant Principal
Layla Stanley, Dean of Students
Natalie Moore, School Psychologist
Classroom teachers
School Attendance Summary data indicates an increase in student attendance (monthly check ins) for students on an individual attendance plan.
None
Administrators
Classroom Teachers
Counselors
Psychologist
8/15-6/16
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:
Common assessment data
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
(StartEnd)
Interim Dates
1. Common assessments
Pre- and post- assessments created in School Net aligned to objectives
Annette Clary, Math Facilitator
Veronica Terrana, Literacy Facilitator
Grade Level Chairs (Hatley/Lutz, McEwan, Owens/Wade, Battista/Burgess, Flynn/Lemmond, Calkin/Thomas/ Witherspoon)
Review of pre and post common assessments created in SchoolNet aligned to grade level standards
Teachers will adhere to school-wide data calendar
Grade level planning discussions centered around grade specific standards and creation of related pre and post assessments
None
Classroom Teachers
Facilitators
8/15-6/16
Weekly Planning Sessions
2. Data disaggregation
Process of monitoring student achievement by objective in order to facilitate remediation/intervention plans (i.e. RTI)
Jessica Blanchard, Principal
Alexis Picciano, Assistant Principal
Layla Stanley, Dean of Students
Annette Clary, Math Facilitator
Veronica Terrana, Literacy Facilitator
Ashley Brown, Counselor
Lauren George, Counselor
Natalie Moore, Psychologist
Data tracking sheets
Conferring notes
Progress monitoring data (AIMS web, DIBELS, Reading 3D)
DDI Meetings with administrators on a bi-weekly basis
Formal/informal assessment
Student observation
None
Classroom Teachers
Facilitators
8/15-8/16
Weekly Planning Sessions
Bi-weekly DDI meetings
3. Flexible grouping
Process of grouping students according to academic need by objective.
Classroom Teachers
Annette Clary, Math Facilitator
Veronica Terrana, Literacy Facilitator
Natalie Moore, Psychologist
Grade level data spread sheets
MAP instructional reports from NWEA
mClass instructional reports
None
Classroom Teachers
Facilitators
8/14-6/15
Monthly grade level meetings
Ongoing within the classroom
4. Additional learning opportunities
Process of holding students accountable for learning via re-teaching, re-assessment and assigning a final value (i.e. 80%)
Alexis Picciano, Assistant Principal
Layla Stanley, Dean of Students
Grade book review
Grade verification reports
None
Classroom Teachers
Administrator
8/15-8/16
Bi-weekly
5. Late and make-up work
School expectations for holding students accountable for completing assignments
Alexis Picciano, Assistant Principal
Layla Stanley, Dean of Students
Grade book review
Reminders in weekly Jacket Journal (staff communication)
None
Classroom Teachers
8/15-8/16
Monthly reminders
Grade level planning sessions
Quarterly
6. Grade reporting
Set expectations for the timeliness of recording grades in PowerSchool (initial grades and final grades after retest if applicable)
Alexis Picciano, Assistant Principal
Layla Stanley, Dean of Students
Grade verification reports
Reminders in weekly Jacket Journal (staff communication)
None
Classroom Teachers
Administrator
Quarterly
Monthly Check In
Matthews 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.
Approval of Plan
Quarter 2 Review
Quarter 3 Review
Quarter 4 Review