school improvement plan - charlotte-mecklenburg...

School Improvement Plan

2017-2018

School Improvement Plans remain in effect for two years, but a School Leadership Team may amend as often as necessary or appropriate.

Draft Due: October 3, 2017 Final Copy Due: October 17, 2017

2017-2018 Collinswood Language Academy School Improvement Plan

Report

2

Collinswood Language Academy Contact Information

School: Collinswood Language Academy Courier #: 344

Address:

4000 Applegate Rd. Phone Number: 980-343-5820

Charlotte, NC 28209 Fax Number: 980-343-5850

Learning Community: East Learning Community

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

Principal: Jennifer Pearsall

Learning Community Superintendent: Nancy Brightwell

Collinswood Language Academy 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


Report

3

Principal Jennifer Pearsall [email protected] 9/15

Assistant Principal Representative Jack McIver [email protected] 9/14

Dean of Students Representative Valerie Glenn [email protected] 9/16

Teacher Representative Adrienne P’Simer [email protected] 10/16

Teacher Representative Jacqueline Saavedra [email protected] 10/16

Principal Intern Karen Meadows [email protected] 9/17

Principal Intern Tabitha Miller [email protected] 9/17

School Counselor Representative Lillian Burgess [email protected] 10/16

Parent Advocate Representative Vickiana Cummings [email protected] 2/17

Inst. Support Representative Marta Duran [email protected] 9/14

Inst. Support Representative Jen LiBrizzi [email protected] 9/14

Teacher Assistant Representative Maria Basham [email protected] 9/17

Parent Representative Becca Kucera [email protected] 9/15

PTA President Representative Michelle Kelleher [email protected] 9/17

Parent Representative Rich Robles [email protected] 10/16

Parent Representative David Wales [email protected] 5/17

Parent Representative Lina Carpenter [email protected] 5/17

Parent Representative Rona Karacaova [email protected] 5/17

Parent Representative Diana Torres [email protected] 5/17


Report

4

Vision Statement

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

productive life.

School: Collinswood Language Academy students receive content instruction within a dual language program by a

highly qualified staff that equips students with the academic and cultural skills to be successful in the global community.

Mission Statement

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

School: The mission of Collinswood Language Academy is to provide each student with rigorous coursework in two

languages to teach them the 21st century skills necessary to think critically in order for the students to become bilingual

and biliterate in English and Spanish.


Report

5

Collinswood Language Academy Shared Beliefs

Learning

● Meaningful and active student learning is the number #1

priority for the staff of Collinswood.

● All students can learn when a variety of effective instructional

approaches, special services and appropriate resources are

used to support individual learning styles.

● Authentic assessment through a variety of means allows

students to demonstrate mastery of essential knowledge and

skills and enables teachers to adjust instruction to meet the

needs of students.

● Learning a second language leads to the acquisition of critical

thinking skills and cultural appreciation.

● Rigorous and relevant instruction is needed to prepare

students for the 21st century.

High Expectations

● Continuous improvement through ongoing professional

development and high expectations of staff and students

increases school performance.

● Students need to be actively involved in real-world solving

problems, producing quality work, and applying their

knowledge in new contexts.

Cultural Appreciation

● Diversity is valued and promoted at Collinswood as staff and

students share their own cultural backgrounds and languages

as well as unique gifts and needs.

● Exposure to diversity enhances the students’ acceptance of

individual differences as well as their appreciation of diverse

cultures.

Community

● Teachers, administrators, parents, and the community share

the responsibility for advancing the school’s mission and

helping to develop productive citizens.

Character

● A student’s character is enhanced by positive relationships,

use of proper etiquette, conflict resolution strategies, and

mutual respect between students and staff.

2017-2018 Collinswood Language Academy School Improvement Plan Report

6

Collinswood Language Academy SMART Goals

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

● 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.

● Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and

harassing behaviors.

● Implement the CMS Mastery Grading plan

● By June 2018, 3-8th grade students will demonstrate growth in Math on the EOG (2 points).

● By June 2018, 3rd-8th grade students will demonstrate growth in Reading on the EOG (2 points)


7

● By June of 2018, 3rd-8th grade Reading GLP and CCR will increase by 2% respectively as measured by the EOG test

● By June of 2018, 3rd-8th Math GLP and CCR will increase by 2% respectively as measured by the EOG test

Collinswood Language Academy Assessment Data Snapshot


8

School Performance Grade

Subject Ach Growth 2016-2017/2015-2016

+/- Perf Grade

Overall 72 68.3/62.8 +5.5 71 B

Reading 70 81.4/80 +1.4 72 B


9

Math 66 59.8/55.8 +4 65 C

Science 86

Math I 94


10

Assessment Subgro

up

2016-2017

% GLP

2016-

2017%

CCR

2015-2016 2014-2015

% GLP % CCR % GLP % CCR

Grade 03 EOG Math All 71.9 56.2 86.2 81.6 83.9 74.2

Grade 03 EOG Reading All 61.8 50.6 75.9 63.2 71.7 51.1


Grade 04 EOG Reading All 72.5 56 65.5 49.4 74.4 59.3



Grade 05 EOG Science All 82.0 66.3 91.8 85.9 88.2 77.6







11


Grade 08 EOG Science All 92.86 89.29 93.2 83.6 97.2 94.4

EOC Math I All 94 86 100.0 100.0 100.0 100.0

School EOG Reading

Composite

All 70.23 57.65 75.4 62.2 76.5 60.9

School EOG Math Composite All 65.69 55.86 68.7 61.4 76.1 68.1

School EOG Science

Composite

All 86.21 75.17 92.4 84.8 92.6 85.8

EOG Composite All 70.36 59.18 75.0 65.1 78.5 67.4

EOC Composite All 94 86 100.0 100.0 100.0 100.0

School Composite All 71.5 60.4 75.5 65.9 78.8 67.9


12

TRC Data


13

Collinswood Language Academy Profile

Student Demographic Data

Currently, 796 students are enrolled at Collinswood. Our school is rich with a culturally diverse student population comprised of 61%

Hispanic, 15.8% African-American, 19.5% White and 3.0% Other. Ninety three, 11.7% of our children, are speakers of a first language

that is not English and are identified as Limited English Proficient (LEP). Sixty-seven students (8.4%) currently qualify for services by

EC Resource Teachers and/or the Speech Clinician. Sixty-six students (8.3%) are identified as gifted and receive instruction from the

Talent Development teacher through the Catalyst Model. Three hundred and ninety-eight students (52.5%) qualified for free or reduced

lunch meals.

Staff Demographic Data

The entire staff at Collinswood works as an efficient, flexible team to provide quality instruction for all students. Staff members originate

from the United States and many Spanish-speaking countries, including Spain, Argentina, Bolivia, Chile, Colombia, Costa Rica, Cuba,

Dominican Republic, Ecuador, Venezuela, Mexico, Panama, El Salvador, Peru, Venezuela, Mexico, Korea, and Puerto Rico.

Seven hundred and ninety-six students are currently enrolled for the 2017-18 school year in grades K-8 with 12 primary classes, 12

intermediate classes and 12 middle school classes. Seven teacher assistants support the instructional program. The support staff at

Collinswood includes: two full-time music, media, two PE teachers, one and a half art teachers, two counselors, school nurse, .6 TD


14

teacher, 4 EC Resource teachers, two literacy facilitators, one full-time ESL teachers and one .5 ESL teacher, Magnet Lead teacher,

Dean of Students, assistant principal, and a principal. The speech-language clinician and school psychologist are shared with other

schools. We have one part-time school resource officer.

Teacher Qualifications

Collinswood Language Academy has thirty-six classroom teachers and a total of twenty-six other licensed staff. Six teachers have less

than three years’ experience, while the remaining licensed staff has been educators for three years or more. Thirty-four percent of the

staff currently holds advanced degrees. Five staff members are Nationally Board Certified Teachers.

School Programs and Schedules

Collinswood Language Academy is a Dual Language Program where students become bilingual and biliterate. Through the use of best

instructional practices, students at Collinswood are taught both the Common Core State Standards and Essential Standards curriculum.

Students at the K level are taught 90% of the day in Spanish and 10% of the day in English utilizing the Reader’s Workshop Model.

Students in grades 1-8 receive instruction 50% Spanish instruction in math, social studies, and Lectura (Spanish literacy). The other

50% of the day is instructed in English for reading, writing, and science. By the time students exit Collinswood, they are proficient in

reading, writing, speaking and listening in both Spanish and English.

We work together within a Professional Learning Community (PLC) to continue our effective implementation of the Reader’s Workshop

Model, EC Inclusive Practices, and our Bully Prevention Program. Teacher Assistants and Support Staff have flexible schedules to


15

support instruction. As a component of our MTSS model, we have included Tier 1 and Tier 2 PLC Grade Level Discussions to address

student needs.

Awards and Partnerships

● Local, State, and National Awards- Magnet Schools of America Merit Award- School of Distinction

● Grants Received- Lowe’s Toolbox for Education, Charlotte Hornets and Belk Innovation Lab.

● Community Involvement- Numerous artist residencies in special areas, Participation in off-campus events (art exhibitions and

choral performances), Martin Luther King, Jr. Contest

● Partnership- Compare Foods

Strategic Plan 2018: For a Better Tomorrow


16

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

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


17

III. Data integrity and use 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: Recruit, develop, retain and reward a premier workforce.

Strategic Plan Focus Area: Retention

Data Used: Staff Survey Data, District Survey Data, Pre-Conference and Post-Conference Data

Strategies (determined by what data) ● Task ● Task ● Task (PD)

Point Person (title)

Evidence of Success (Student Impact)

Funding (estimated cost / source)

Personnel Involved

Timeline (Start—End)

● Interim Dates

1. Continue to hire a lunch room monitor to supervise students at lunch

Jennifer Pearsall, Principal Jack McIver, Assistant Principal

Administer staff surveys each semester to obtain relevant feedback from stakeholders

N/A

Administration& support staff

09/2017-6/2018

11/17 02/18


18

2. Create a duty schedule for teacher assistants and support staff to cover the cafeteria.

Valerie Glenn, Dean of Students

Schedule for coverage N/A Teacher assistants, counselors, parent advocate

Monthly check-in

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: Recruit, develop, retain and reward a premier workforce.

Strategic Plan Focus Area: Retention

Data Used: Staff Survey Data, District Survey Data, Pre-Conference and Post-Conference Data


19

Strategies (determined by what

data) ● Task ● Task ● Task (PD)




Personnel Involved


● Interim Dates

1.Create a master schedule that provides teachers with 55 minutes of duty free instructional planning time on a five day “specials” rotation schedule (Elementary)

Jen LiBrizzi, 4-5 Facilitator

Administer staff surveys each semester to obtain relevant feedback from stakeholders

N/A Administration Support Staff

9/17-6/18

● 11/17

● 2/18

2. Provide coverage to special area teachers one morning a week from 8:30-9:15 (during morning arrival) to provide an additional 45 minutes of planning.

Jack McIver-AP

NC Teacher Working Conditions Survey

CMS Teacher Survey Feedback during post conferences

N/A Administration

Support Staff

10/17-6/18 ● 11/17

● 2/18


20

3. Middle School teachers receive one instructional block (55 minutes) of planning during electives

Jack McIver, AP CMS Teacher Survey (Insight) Feedback during post conferences

N/A Administration Support Staff

10/17-6/18

● 11/17 ● 2/18

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

Data Used: Student Survey Data, Staff Survey Data, Referral Data, Student Discipline Data, Intervention Team Data


21





Personnel Involved


● Interim Dates

1. Bully Liaison / Bully-prevention •Establish Collaborative Student Support Services Team (CSST)- Partner with Welcoming Schools to provide training for staff Provide Title IX Training to staff

Burgess and Malveaux (counselors); Stephanie Fleming (psychologist) Karen Meadows

Monitor and track reports and incidents of bullying; Reporting Website; Referrals(counselor) Committee Meeting Agendas/Minutes

N/A All Staff 9/17-6/18 •10/17 •3/18

-12/17 -1/13/18 -3/1/18

Character Education 2-Develop a PBIS Behavior/Culture and Climate Management System

Train teachers on Positive Behavior • Facilitate Friendship Meetings • Facilitate Bi-weekly Class Meetings

Burgess and Malveaux (counselors); Culture and Climate Committee Administrators-Jennifer Pearsall and

Committee meeting minutes; Meetings agendas Morning News Program Classroom Walkthroughs and Observations Staff Meetings

N/A N/A

All Staff 9/16-6/17 •10/16 •4/17


22

● Establish Culture and Climate Committee

Jack McIver Valerie Glenn, Dean of Students

Committee Meeting Minutes Decrease in disciplinary referrals

3. Healthy Active Child 30 min.

• Implement a school-wide recess policy and expectations for participation (K-8) as per State regulation. Elementary:150 min/week, Middle School: 225 min/week. Addresses issues such as obesity, cardiovascular disease, and type 2 diabetes • Create equitable recess schedule • Provide recess equipment

Classroom Teachers Jen LiBrizzi PE teachers-Dawn Brooks and Erick Castañeda

Master Schedule Grade Level Meetings (agendas, minutes) Staff Meetings

N/A All Staff 9/17-6/18 •11/17

4. School Health Team • Implement a Wellness Program for students and staff

PE teachers-Dawn Brooks and Erick Castañeda

Post-Conferences, Staff Meetings, Staff Surveys PE class data/observation

N/A All Staff 9/17-6/18 -11/17


23

SMART Goals: 90-Day Plan Goals.

Strategic Plan Goal:

Strategic Plan Focus Area:

Data Used:





Personnel Involved


● Interim Dates

1.

2.

See 90-Day Plan


24

The 90-Day Plan serves as a road map that provides clarity to specific priorities and actions that are most important during the next 90 days. The plan will help ensure the focus of all stakeholders toward an aligned understanding of the implementation and progress of our school’s continuous improvement initiative.

PURPOSE OF THE CONTINUOUS IMPROVEMENT INITIATIVE:

Articulate in a few sentences what you hope to achieve by participating in the continuous improvement initiative.

The mission of Collinswood Language Academy is to provide each student with rigorous coursework in two languages to teach them the 21st century skills necessary to think critically in order for the students to become bilingual and biliterate in English and Spanish

GOAL SETTING:

90-DAY ACTION

PLAN


25

Goals 2016-2017 RESULTS 2017-2018 GOALS GOAL INDICATORS (METRIC TO INDICATE PROGRESS)

4 By June 2018, 3-8th students will demonstrate growth in Math on the EOG (2 points).

59.8

61.8 Student growth on the NC End of Grade Test

Student growth on the Case Benchmark (interim

assessments)

5 By June 2018, 3rd-8th grade students will demonstrate growth in Reading on the EOG (2 points)

81.4 83.4 Student growth on the NC End of Grade Test


assessments)

6

By June of 2018, 3rd-8th grade Reading GLP and CCR will increase by 2% respectively as measured by the EOG test

57.65% CCR

70.23% GLP

59.65% CCR

72.23% GLP

Level 3, 4, 5 on End of Grade Test


assessments)

7 By June of 2018, 3rd-8th Math GLP and CCR will increase by 2% respectively as measured by the EOG test

55.84% CCR

65.69% GLP

57.84% CCR

67.69% GLP

Level 3, 4, 5 on End of Grade Test


assessments)


26

90-Day Action Plan – Priority #1

Continuous Improvement Initiative Focus Area (Big Rock): Continue to implement the Instructional Planning Approach with

a focus on supporting the use of small group, rigorous differentiated instruction.

School’s Priority: (Given the goals identified, what problem needs to be addressed to achieve these goals?)

Develop consistency of practices and capacity among all teachers in responding to data to design and deliver high quality instruction, intervention and enrichment through small groups, flexible grouping and personalized learning in both Spanish and English classrooms.

School Leader Responsible:

Jennifer Pearsall

Desired Outcome: (What will be different if you are successful in addressing this priority?)

Through strengthening PLC and assessment structures, teachers will build expertise in analyzing data to design

and deliver instruction that will ensure all children make at least a year's worth of growth in reading and math.

Root Cause(s) to Address Hypothesis of Priority: (What do you believe is at the heart of this problem? What evidence do you have to support this

hypothesis?) Inconsistent use of best practices Evidence: teacher observations, lesson plans, EVAAS analysis, comparison of partner teacher data

ACTIONS Critical Action to Address Root Cause & Achieve Desired Outcome

(Focus on teacher practice and systems & processes)

Person

Completing Action

Timeline Resources Needed / Source


27

Develop a comprehensive professional development plan to support teachers in using data driven, small group, and rigorous instruction.

McIver 10-18-17 *12-11-17

Instructional Leadership Team/Facilitators/Release Days

Develop a system and schedule for coaching all teachers and modeling of best practices

Pearsall 10-2-17 to 1/19/17 (In place by 10-16-17) *10-30-17 *12-11-17

Facilitator team

Facilitators will use data from classroom walkthroughs conducted by the administration to facilitate direct coaching support for teachers.

McIver 9-8-17 to 1-

19-17

(In place 9-8-

17)

*Every

Monday

Walkthrough Notebook, Standing

Agenda Item (Admin/Inst. Support)

Design a peer observation schedule that allows teachers to observe and provide non-evaluative feedback on observed best practices.

McIver 10-20-17 Teachers’ Instructional Schedules

Observation Template

Teachers will continue to build expertise in teaching to the standards, unpacking standards and defining what students must Know-Understand and Do.

LiBrizzi, Duran, Donaldson

9-8-17 to 1-19-18

(In place by 9-8-17) *Weekly PLC planning meetings

Facilitators to provide state and district unpacking documents

As part of the IPA process, all grade level teams will use a shared, targeted agenda to guide weekly grade level planning. The agenda will reflect modules 2, 3 and 4 of IPA (KUD, assessments, analysis of student data, and

McIver 9-8-17 to 1-19-18 (In place 9-8-

Unit Plans Agendas shared via Google Docs


28

the response to data). 17) *In weekly PLC meetings

Develop and deliver a PD on tracker set up, assessment creation,

assessment sharing, grading and analysis in Mastery Connect

LiBrizzi 9-13-17 to 10-20-17 (In place 9-13-17) *10-20-17

PD Schedule, Teacher Attendance, Survey of needs, PM Trackers

Coach teachers in development of formative assessment tasks that allow

students to demonstrate understanding at an application, analysis and

evaluative level.

LiBrizzi, Duran, Donaldson

9-8-17 to 1-19-18 *11-11-17 *12-6-17

Mastery Connect Student Exemplars Cycle Assessments Unit Plans

Rubrics

Teachers in grades K-8 will increase their level of understanding of rigor by

participating in targeted PD/coaching sessions reviewing student work

samples for evidence of rigor.

LiBrizzi, Duran, Donaldson, McIver

10-2-17 to 1-19-18 *Weekly PLC planning meetings

Revised Bloom’s Taxonomy Resources Lesson Exemplars Lesson Demos

Teachers in grades 3-8 will use Depth of Knowledge data from the Case

assessment and the analysis of student work to plan for and execute Level 5

instruction for all students.

McIver 10-27-17 1-17-18 *Quarterly Planning sessions 11-2-17-11-16-17

Case Data Analysis Reports Common Planning Time

Teachers will use a variety of tools to track student data. (Data Notebooks, Mastery Connect, Student Data Trackers)

LiBrizzi Donaldson

9-19-17 to 1-19-18

Mastery Connect PD Data Notebook Training


29

Duran Glenn

(In place by 10-30-17) *Weekly PLC planning sessions

Participate in cohort 4 of the district Personalized Learning initiative to implement Whole Child and Student Ownership components.

McIver LiBrizzi

9-8-17 to 1-19-18 (In place 9-8-17) *11-29-17 *12-6-17

PL Coaching Sessions with Jill Thompson Sub Committee Meeting Agendas

For each unit, teachers piloting our Personalized Learning initiative will create

student data trackers and train students to correctly utilize them as part of a

system of ongoing progress monitoring.

McIver

LiBrizzi

9-8-17 to 1-

17-18

(In place by

9-8-17)

*11-29-17

PL Coach Jill Thompson, PL

Resources, Canvas Modules

PROGRESS INDICATORS Indicator Date Evidence to Determine Progress Toward Achieving Desired Outcome Potential Adjustments

September-January

Admin will conduct walkthrough observations using a specific protocol to target teacher’s use of small group instruction, differentiation, planned rigor, alignment/unpacking of standards, and student talk

Walkthrough schedule and protocol adjusted based on need

Monday mtg

check-in

Coaching protocol and feedback from facilitators will be provided to administration during weekly Admin/Instructional Support meetings. *Built into weekly ILT meeting agenda.

Team members will refer to the Instructional

Coaching Feedback document that captures

individualized coaching efforts


30

Monday mtg

check-in

Instructional Support and Admin will analyze data from TRC, Case, student work (both languages) during weekly meetings to determine prescriptive courses of action.

Team members will refer to the data collection

segment in the shared IPT agenda

October-

December

Receive direct PL coaching feedback from Jill Thompson. Teachers will design own PL PD plan.

Teacher observation of student progress will

determine courses of action

Weekly Admin will preview PLC shared agendas prior to grade level meetings Feedback provided by instructional support team and

administration via Google Docs

November Collection of peer observation best practice checklists and next steps (post-observation)

Administrative follow up with teachers

Benchmark

assessment

dates

Teachers will use Case data analysis reports to determine next instructional steps from the Case Assessment.

Coaching conversations with individual teachers

Administrative review of lesson plans

On-going Administration and Instructional Support will collect and review Data Notebooks, Mastery Connect Reports, and Data Trackers.

Coaching feedback with individual teachers

On-going Administration will conduct both formal observations and walkthroughs to observe the implementation of best practices as a result of coaching efforts.

Modifications to observation schedule based on need

and priority


31

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:





Personnel Involved


● Interim Dates

1. Common assessments ● At minimum, 4 common formal assessments are given and are aligned to content standards. ● Assessment components will be broken down by objective ● PLC leaders will facilitate weekly meetings that focus on concepts of backward design and data analysis ● Academic Facilitators review

4-5 Facilitator-LiBrizzi K-3 Spanish Facilitator-Duran K-3 Facilitator Donaldson

Improved student performance of all common assessments through effective PLC planning and collaboration (Quarterly Planning/Data Dives) Vertical Teams

N/A Teachers Instructional Support Team Administration

8/17-6/18 ●10/17 ●12/17 ●2/18 ●4/18


32

and monitor PLC common assessments PLC pacing calendars for lesson design and assessments on Google Docs

2. Data disaggregation ● PD provided to aid PLC in analyzing data ● Data of student mastery is compiled through Mastery Connect and discussed in grade level department meetings. ● Students will analyze data to improve performance and set goals-Data Trackers ● Assessment data is analyzed to determine effectiveness of assessment questions ● Data used to group and differentiate instruction to meet individual student needs. ● Teachers will communicate with parents regarding skills that are not mastered ● EVAAS data is used for

3-5 Facilitator-LiBrizzi K-3 Spanish Facilitator-Duran AP-McIver Principal-Pearsall Dean-Valerie Glenn

Data used to plan for differentiated instruction. Common assessment data trackers demonstrate greater mastery among student population. Assessment quality will be continuously improved. Student data analysis will empower students to take ownership of their learning Student data tiers/leveled groups (Data Dives/Quarterly Planning) Teachers will consider EVAAS effectiveness data to


8/17-6/18 ●10/17 ●12/17 ●2/18 ●4/18


33

teacher reflection and planning

intentionally focus on the various student levels and make necessary adjustments to their instruction

3. Flexible grouping ● Remediation and extension period built into school day and to be driven by data results. ● Strategic scheduling based on EOG test scores by academic facilitators for Foundations classes ● Use Mastery Connect data to group students according to ability. Grade level teams create instruction to match each group’s specific needs. Incorporate this targeted instruction during remediation and extension period. ● Utilize Leveled Literacy Interventions for targeted support

Instructional Support Facilitators- Jen LiBrizzi Marta Duran Karen Donaldson Dean-Valerie Glenn Administrators- Jack McIver Jennifer Pearsall Facilitators EC Teachers ESL Teachers

Remediation instruction much more targeted and strategic to increase overall mastery. Students who have demonstrated mastery will be provided with strategic, rigorous, and meaningful learning opportunities.


8/17-6/18 ●10/17 ●12/17 ●2/18 ●4/18


34

4. Additional learning opportunities

PLC Lead Teachers

Teachers will provide students will qualifying work if students do not demonstrate mastery on a formal assessment

N/A Teachers PLC Leads Facilitators

8/17-6/18 ●10/17 ●12/17 ●2/18 ●4/18

5. Late and make-up work School Grading Policy- ● A student who misses homework or other assignments or due dates because of absences, whether excused or unexcused, must be allowed to make up work. ● It is the student’s responsibility to make arrangements for completing the work within five school days of the student’s return. ● A teacher may choose to provide extended time for a student to complete missing assignments. ● Students should be encouraged to attend tutoring with their teachers following an absence to ensure students get the academic support they need to stay current in their studies. ● If the student was present in

Instructional Support Facilitators- Jen LiBrizzi Marta Duran Karen Donaldson Administrators- Jack McIver Jennifer Pearsall Valerie Glenn

Greater student accountability to make-up work An understanding among all staff, students, and parents regarding CMS and school grading expectations


8/17-6/18 ●10/17 ●12/17 ●2/18 ●4/18


35

the class on the due date, the work may be given less credit.

6. Grade reporting Teachers will input grades

PLC lead teachers

Standing agenda item for weekly PLC meetings (PLC lead will remind team to input grades weekly)

N/A PLC Lead Teachers Teachers Facilitators

8/17-6/18 ●10/17 ●12/17 ●2/18 ●4/18


36

{School Name} - 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.


37

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.


38

Approval of Plan

Committee Position Name Signature Date

Principal Jennifer Pearsall

Assistant Principal Representative Jack McIver

Dean of Students Representative Valerie Glenn

Teacher Representative Jacqueline Saavedra

Teacher Representative Adrienne P’Simer

Principal Intern Tabitha Miller

Principal Intern Karen Meadows

Parent Advocate Representative Vickiana Cummings

Inst. Support Representative Jen LiBrizzi

Inst. Support Representative Marta Duran

School Counselor Representative Lillian Burgess

Teacher Assistant Representative Maria Basham

Parent Representative Becca Kucera

Parent Representative Rich Robles


39

Parent Representative David Wales

Parent Representative Dianna Torres

Parent Representative Lina Carpenter

Parent Representative Rona Karacaova

PTA President Michele Kelleher

school improvement plan - charlotte-mecklenburg...

Documents