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School:

Military and Global Leadership Academy

Principal:

Mr. Lawrance Mayes

Title I Specialist:

NA

Address:

3351 West Griffith

Charlotte NC 28203

Courier Number:

364

Phone:

980-343-0006

Learning Community:

NE Zone

Area Superintendent:

Mr. Scott Muri

BELIEFS

• Increase student achievement and understanding of the value of secondary and higher education

• Appreciate ethical values and principles that underlie good citizenship which include integrity, responsibility, and respect for authority.

• Develop leadership potential with the abilities to live and work cooperatively with others as member of a civilian or military team

• Communicate effectively and logically • Appreciate the importance of physical fitness and maintaining good health • Develop management skills including goal setting, positive self- talk an time

management.

MISSION STATEMENT The Military and Global Leadership Academy’s mission and purpose is to offer a program for middle school and high school students that provide young men and women with excellence in academics, citizenship and character development to first increase academic

performance, second increase abilities and attitudes for responsible leadership position finally emphasize international of values.

VISION

The Military and Global Leadership Academy will focus on a well structured academic day with all activities designed to instill self-discipline, self reliance, citizenship communicative skills, appreciation for physical fitness, leadership and managerial skills. The program will promote the value of education, high school completion and advancement t higher education and preparation for the world of work and living. It will cultivate students’ interests in the military and how involvement in the military develops potential in academics, physical, social and emotional development.

OUTCOMES OF FOCUS

Based upon analysis of data and needs assessment, our focus will be upon the following outcomes: • Student Achievement • Culture and Climate • Teacher Retention/Creation of PLCs

SCHOOL PROFILE

This narrative should include a description of student and staff demographics, recent achievement, and staff qualifications. The Military and Global Leadership Academy at Marie G. Davis in a 6-11 Middle/High School located near downtown Charlotte NC. It is currently in the first year of operation and is serving approximately 387 students. With the addition of grade 2011 the school will eventually populate to approximately 800 students. The school serves as a county wide magnet with a focus on the JROTC program and Global Studies. The school represents the Charlotte Community with 61.8% African American, 15% White, 14.2% Hispanic, 2.6% Asian, 5.9% Multi Racial and .5% American Indian. The Military and Global Leadership Academy is focused in High Academic Rigor where students are required to take and pass Honors Level Courses as well as World Languages in order to continue in the program. The staff is dedicated to improving student achievement through working to improve themselves professionally – currently certified 100% of the staff hold Bachelors degree and 62% hold Masters. Currently the MGLA offers Honors level courses in MS Math and Language Arts and HS Honors in Math, English, Science and Social Studies additionally we are offering course in AP US History, AP Government, AP English Language, AP English Literature, and AP Spanish. We also work to expand student learning opportunity by having students enrolled in NC Virtual and will have students enrolled in UNCGI school in Spring 2011.

ASSESSMENT DATA SNAPSHOT – Middle School

EOG Reading Math Science

08-09 09-10 10-11 (target)

08-09

09-10 10-11 (target)

09-10 10-11 (target)

ABC Prof

AYP Prof Growth ABC

Prof AYP Prof Growth ABC

Prof

AYP

Growth ABC Prof

AYP Prof Growth ABC

Prof AYP Prof Growth ABC

Prof

AYP Growth

ABC Prof

ABC Prof

All 50.4 M -.096 68.4 M .0660 78.4 M 1.14 61 NM -.18 79.8 M .039 88 M 1.10 40.9 65 AA 44.6 M -.138 62 M .0780 72 M 1.16 54.9 NM -.18 74.7 MSH .085 88 M 1.17 35.7 65 Asian 50 ID -.167 83.3 ID .167 93 ID 1.11 100 ID 0 83.3 ID 0 93 ID 1.12 0 65 H 45.8 ID -.083 67.6 ID -.032 77 ID 1.13 54.2 ID -.25 85.3 ID -.129 95 ID 1.11 0 65 W 69.4 ID .097 91.7 ID .0610 >95 ID 1.03 80.6 ID -.065 91.7 ID .030 >95 ID 1.04 84.6 >95 AI 4 ID .333 100 ID -1.0 >95 ID .95 75 ID -.33 100 ID 1.0 >95 ID .95 100 >95 MR 63.2 ID -.118 70 ID .176 80 ID 1.14 73.7 ID -.33 85 ID -.059 95 ID 1.11 0 65 LEP 21.4 ID .143 61.1 ID .067 72 ID 1.17 64.3 ID .07 77.8 ID .067 87 ID 1.12 0 65 SWD 33.3 ID -.050 22.2 ID .125 72 ID 3.24 41.7 ID -.048 77.8 ID 0 87 ID 1.12 50 65 ED 32.1 M -.129 54.4 M .027 72 M 1.32 28.2 NM -0212 58 M .04 88 M 1.51 30 65 Female 49.4 NA -.082 74.7 NA .043 84 NA 1.12 58 NA -.164 77.3 NA .057 88 NA 1.13 25 65 Male 50.8 NA -.102 65.7 NA .075 75 NA 1.15 62.3 NA -.0188 80.8 NA .031 90 NA 1.12 47.8 65

ASSESSMENT DATA SNAPSHOT – MGLA HIGH SCHOOL

2008-09 2009-10 2010-11 (target)

ABC Perf.

Comp

AYP Growth Grad

Rate ABC Perf.

Comp

AYP Growth Grad

Rate ABC Perf.

Comp Growth Grad

Rate Reading Math Reading Math Part Perf Part Perf Part Perf Part Perf

All 59.7 ID ID ID ID .070 NA 65.8 M 57.5 MSH 61.5 .026 NA 80 1.21 100

AA 54.2 ID ID ID ID .008 NA 58.3 ID ID ID ID -.156 NA 80 1.37 100 Asian 100 ID ID ID ID .000 NA 77.8 ID ID ID ID -.333 NA 87.8 1.12 100

H 50 ID ID ID ID .083 NA 72.9 ID ID ID ID .333 NA 82.9 1.13 100

W 50 ID ID ID ID .529 NA 80.6 ID ID ID ID .231 NA 90 1.11 100

AI NA ID ID ID ID NA NA NA ID ID ID ID NA NA NA NA 100

MR 50 ID ID ID ID .000 NA 100 ID ID ID ID 1.00 NA >95 1.00 100

LEP 59.6 ID ID ID ID .167 NA 48 ID ID ID ID .100 NA 80 1.66 100

SWD 60.9 ID ID ID ID .143 NA 38.5 ID ID ID ID -.125 NA 80 2.07 100

ED 50 ID ID ID ID .053 NA 51 ID ID ID ID -.026 NA 80 1.56 100

Outcome (1): Student Achievement Strategic Plan 2010 Goals: School Quality Review Criteria:

High Academic Achievement Safe and Orderly Schools Achievement Leadership/Management Effective Educators Freedom and Flexibility Curriculum Learning Environment Adequate Resources/Facilities World-Class Service 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 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. Implement an effective and efficient

master schedule that embeds 90 minute block periods on an A-Day/ B-Day schedule and allows for all students to show growth.

• The schedule will be centered in 90

minute block courses. • Students will placed in appropriate

courses based on past performance in classes, EOGs & EOCs and teacher recommendation.

• The schedule will provide common planning periods for core teachers science, social studies, math and LA/English

• The schedule will allow grade level planning in Middle school.

• Offer Honors Language Arts to all students in MS.

• The schedule will allow time for the Accelerated Reader Program (AR) in all MS grades.

• Implement full inclusion model to serve EC students.

• Offer courses and assistances for

Principal Mr. Mayes, AP Laszewski, AP Laszewski,Counselors Peeler & Fey LA Teachers MSAF Bilotta EC Teacher Mrs. Emphram

ESL Teacher Mrs. Datta

Copy of master schedule PLC training copy of team SMART goals Bi Weekly AR Results EC students schedule, grades

Strategic Instructional Instructional Instructional Instructional Instructional

Aug 2010

ESL and LEP students. • Offer online courses from NCVPS

and UNCGI I for students who want to challenge themselves and are capable of keeping up with current face to face classes.

• Offer AP US History and Government as well as AP Lit and Language to all Juniors and Seniors.

• 40 minutes of Enrichment/Tutoring time will be offered M,W,F weekly, students falling below 80% average in any class will be assigned to Tutoring by the classroom teacher.

• Students failing to do HW assignments will be assigned to Study Hall during enrichment time.

• Spring EOG/ EOC Blitz April – May to be held during the Enrichment period.

2. The MGLA graduation rate in 2010 -

2011 will be 100%. - Counselors will actively work

with students when they enter MGLA to communicate graduation expectations(credit, coursework and commitment).

- MGLA staff will work to have planned College Fair visits and field trips that promote post graduation plans.

- HS Counselor will invite College Recruiters to speak to HS students.

- Teachers will communicate frequently with the counselor, parents and students regarding student progress in class and implement authentic PEPs

LEA /Counselor Ms. Peeler Social Studies and English Teachers AP – Laszewski and all Classroom Teachers AP – Laszewski, counselors and all Classroom Teachers

ESL students schedules/grades Emails and communication with online teachers, parent contacts and student grades AP Syllabi Progress notes, TAMS, Test Data, Sign in Sheet 4 Year Plans in NCWISE Easy PEP Progress Notes Schedule of

Instructional Instructional

Sept. 2010

April 2011

Nov. 2010

Nov

2010-March 2011

Oct

30,2010

when appropriate - The school will implement a

remedial/tutoring time with in the school day to assist students who are falling behind and need assistance with coursework.

- Counselor and IAF will monitor HS Gateway Testing Issues so interventions will be addressed promptly through assignments to summer school or through in house remediation for the portfolio process.

3. Implementation of the formal Datawise process.( continued 2009) - Continue to work with datawise

team members to incorporate data conversations in core and grade level PLC meetings

- Individual Teacher sessions centered in data analysis and planning next steps

- Reviewing results from data action plans and revising when needed.

- Systematic and standardize test will be given at 3 week intervals for all core areas using the CPS units to give immediate feedback and data to analyze for mastery.

4. Improve the Quality of learning/rigor

in the school for all subgroups and individuals through utilization of PLC’s at the Grade level and Core Areas. - Staff Learning Walks – with

post debriefing utilizing SQR standards.

- PLC focus on Active Learning

Admin Team, data team and teachers – Tech Facilitator Admin Team, data team and teachers

Tutoring sign in sheets and progress notes Copy of Gateway Action Plan, Check in Dates with API Teacher Data folders, Evass, ISPARTA, value added, formative CPS Data PLC Minutes hung on the IDrive for all to view Learning

Goals Added as a result of the SQR Visit

Sept. 2010

Dec. 2011

January 2011

Styles and implementation in lessons

- PLC Sessions focused in Group Work and Questioning

- PLC sessions in what “ Active Learning” looks like – lead teachers will model and coach others on staff.

- PLC Sub Plans focused in Essential Standards for each grade level and core department.

Walk Forms Subplans for each PLC

Dec. 2010

Outcome (2): Culture and Climate Strategic Plan 2010 Goals: School Quality Review Criteria:








• Funding


1. Establish a disciplined and proactive learning environment using the military model with emphasis on JROTC.

• Establish Cadet “Chain of Command/Responsibility” for executing the daily information flow and activities of the Corps of Cadets.

• Establish a 8th grade school Junior Cadet Corps for the middle school which executes a character development curriculum

• Establish a Staff Leadership Department headed by the Commandant to ensure coordination and synchronization of the JROTC and Junior Cadet Corps Curriculum

• Conduct daily Cadet Corps morning formation for the purpose of accountability, uniform inspection and presentation of awards.

• Establish a leadership centric Cadet Corps intramural program

• Establish JROTC Color Guard, Drill and Academic Teams

• Compete in the CMS Superintendent Cup competition

Principal Mr. Mayes, COL.. Cloy, SGM Leach, Teachers Department Head JROTC PE Teacher

Cultural Instructional Managerial Culture Instructional External External

October

2010

Outcome (2): Culture and Climate Strategic Plan 2010 Goals: School Quality Review Criteria:








• Funding


1. Implement our school discipline plan to ensure a safe and orderly environment for all Cadets and staff.

• Distribute and teach the Rights and Responsibilities and Code of Conduct as well as JROTC Cadet handbooks to all Cadets.

• Develop and teach Character Education • Implement Bully Prevention Plan • Develop duty rosters and supervision

schedules. • Develop and implement an Emergency

Management Plan (including Crisis) • Implement Peer Mediation. • Perform in-house safety surveys and audits. • Analyze Suspension data quarterly to assess

and address areas in need of improvement. • Maintain a high level of cleanliness.

Principal, Mr. Mayes, Homeroom and JROTC Teachers, Counselors Custodial Staff

Instructional Instructional Managerial Instructional Managerial Managerial Managerial

August 2010

Outcome (2):

Culture and Climate

Strategic Plan 2010 Goals: School Quality Review Criteria: High Academic Achievement Safe and Orderly Schools Achievement Leadership/Management Effective Educators Freedom and Flexibility Curriculum Learning Environment

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







• Funding


1. Implement parental involvement to involve the parent community in the success of our students.

• Organize and conduct Parent/Student Orientations.

• Establish PTSO • Conduct PTSO Open Houses and

Meetings. • Communicate daily using the morning

Cadet Corps formation and Cadet • Connect Ed, newsletters and meetings

to parents. • Invite parents to join committees. • Update Websites weekly for all

classroom teachers.

Principal Mr. Mayes, AP Laszewski, Teachers, Principal

Managerial Managerial Managerial Managerial Managerial Managerial Managerial

Sept 10 – June 11

Outcome (3): Hiring and Retention of Staff Strategic Plan 2010 Goals: School Quality Review Criteria:








• Funding


Implement our Professional Development workshops to increase teacher knowledge on current best practice strategies and program information.

• Series of Technology In-services – credit in MYPD

- Discovery Ed - Study Island - Easy PEP - THINKGATE

• Conduct Monthly Mentor/Mentee Meetings

• Quarterly Learning Walks in which

teachers will visit other classes and have professional conversations about teaching and learning.

• Lead teachers will attend meetings and return to instruct their departments.

• Provide teacher recognition to promote a positive working environment.

Principal Mayes, Academic Facilitators Bilotta, Anderson AP Laszewski, Lead Teachers Admin Team

Teacher Feedback forms Reg.Teacher utilization an implementation of these programs Quarterly Mentor Verification Forms, and Mentor Logs Observations and implementation of strategies in classroom lesson delivery. Connection to the appraisal system. Reflections by teachers who implemented various strategies. Lesson plans developed during the

Instructional Instructional Managerial External

August 2010 – June 2011 Sept. 2010-Nov. 2010 Sept. 2010 Nov. 2010-April 2011 Nov. 2010

sessions. Reflections submitted by each new teacher at the culmination of their observation day. Copy of rosters from My PD Crystal Apple Award

Outcome (3): Hiring and Retention of Staff Strategic Plan 2010 Goals: School Quality Review Criteria:








• Funding


Staff will incorporate inclusion, diversity, and differentiation in their daily plans.

• Participate in Closing the Gap and Diversity Training.

• Conduct Training in the new ESL program on Cultural backgrounds of students, strategies, for use in the regular classroom, and language instruction for communication.

• Conduct training on differentiation through models of teaching.

Principal ESL /LEP team Teachers Academic Facilitator

Teacher survey data, reduction of the gap between white and black students. Teacher survey of ESL student in regular education classes. Models of Teaching

Train the trainer model – teams of teachers will participate in PD events and then return to train staff.

Jan 2011

Charlotte-Mecklenburg School Quality Review School Self-Evaluation Form

Name of principal: Lawrance D. Mayes Sr.

Name of school: The Military and Global Leadership Academy at Marie G. Davis

Please complete with as much detail as you can, use the completion as a professional development exercise if appropriate and send it to your lead reviewer (electronically) two weeks before the review. Completing this form will help you prepare for some of the discussions which will take place both before and during the review. It will also help the review team get to know you and your school and to understand how well the school community knows itself. Guidance on completing the form: • Please be evaluative, rather than descriptive, and make your focus outcomes for students. • Include references to where the evidence of your self-evaluation can be found, e.g."excellent boys’ results

in state math tests as shown in annual report to the state”, “parents’ questionnaires from 2006”. • Be concise; (for example, use bullet points or note form). • Aim to confine your response to no more than eight pages. • Please place an X against the grade (1-4), which most accurately reflects your judgment of overall quality

in response to the questions. • You are advised to complete section B last. This section is summative and draws on your

evaluations elsewhere in the self-evaluation report. • Please omit sections where you feel that you are not in a position to respond. How should evaluations be made? • You are strongly encouraged to refer to the Quality Criteria, sub-criteria and rubrics and as you

complete the evaluations. These are included within the Notes of Guidance for the School Quality Review and should be kept close at hand as you complete the evaluations.

What approach should we take? Schools have adopted different approaches. In some schools the principal and the leadership team have completed the form as a part of one of their regular meetings. Other schools have devoted part of a faculty meeting as a way of involving all members of staff; this is highly recommended as a means of engaging the whole staff, helping them to prepare for the review and gathering evidence which reflects the work of the whole school. Whichever approach you adopt, we recommend that you do not make this an onerous task but that you take the opportunity to stop, reflect and record your immediate perceptions.

School Profile School name and number: The Military and Global Leadership Academy at Marie G. Davis School address: 3351 Griffith Street Charlotte NC 28203 School telephone number: 980-343-0006

#

%

Grades: 6-12 Number of students enrolled: 348

Number of general education students: 308 88% Number of EC students: 19 7%

Number of LEP students: 17 5% Principal suspensions: 9 2%

Superintendent suspensions: 0 0% Percentage of students eligible for Free or Reduced-Price

Lunch: 229 66%

Ethnic make-up of the students (by percentage): African American 231 66.4%

White 39 11.2% Asian 6 1.7%

Hispanic 58 16.7% American Indian 2 .6%

Multi Racial 12 3.4% Total 348 100%

A. What is distinctive about your school?

MGLA is a county wide magnet program created to promote the values of good citizenship through service to the local and

global community. Through service learning, character based classes and a focus on world languages and culture the school

works to groom its students to be citizen leaders. All cadets enrolled in the Military and Global Leadership Academy are placed

on a college preparatory track with requirements to take honors level courses, world language and leadership/JROTC classes at

every grade level. The Academy provides opportunity for the cadets to enhance their leadership ability. Through drill and

ceremony, school formation, class leader roles or intramurals cadets are trained to lead and follow instruction when appropriate.

The Academy holds public ceremonies with guest speakers for promotion and awards for school achievements. These awards

presentations allow the cadets to learn the protocols and formality of life events.

B How effective is your school overall?

4 3 2 1

School Self-Evaluation: High quality (4) x Undeveloped (1) How do you know?

- Students are making progress with academic achievement – made double diligent improvement with our overall school composite result.

- AYP met in 2009-10 17/17 areas met. School did not make AYP first year 13/17 met. What are its notable strengths?

- Protocols and Procedures – the school is very formal in process and students fully understand expectation and consequences for failing to meet them.

- Parent support – parents understand that MGLA is a school where learning is at the center of the school. They support the program and are eager to know how their cadet is doing in all classes.

- Student centered leadership model – where the cadets run areas of the school such as formation, class leaders and intramurals.

What are its main areas for improvement?

- MS/HS Science - MS/HS Math - English I

1. How effective is your school in ensuring high quality achievement for students in all grades,

especially in the core subjects? 4 3 2 1

School Self-Evaluation: High quality (4) x Undeveloped (1) How do you know?

- MGLA is made double digit progress in student achievement data from 08/09 to 09/10 school years

- MGLA made AYP 17/17 areas in 09/10 – we did not make AYP 08/09 In which subjects and grades do students do best, and why?

- 6th Grade students in Core areas

-

– cohesive team effort that works consistently to target the needs for the transition from Elementary in Secondary school. This team contacts parent consistently and appropriately, works to create authentic PEPs and keep parents involved every step of the way. 8th Grade Math

-

– Strong teacher, who uses data to drive her instruction. She is organized and build a safe and orderly classroom in which all cadets work to excel. 10th Grade Writing

-

– Season Veteran who understands clearly the expectations of the 10th grade writing assessment and works diligently to prepare the cadets to pass. She hold high expectations for all of her students and verbalizes her vision to the cadets daily. 10th Grade Civic and Economics

– Vigilant and Creative teacher who utilizes data, professional development and collegial support to improve his instruction. He is always asking for tips and ideas to make the content more relevant and exciting to the students in his class and his results are proven two year.

In which subjects and grades is improvement needed, and what action is being taken? - 8th Grade Science – Hired a second 8th grade Science teacher to reduce class size and provide

more individualized attention to the 8th grade science program. Additionally we have created a math and science enrichment class offered opposite PE – in this course students focus on how to do projects and understand more clearly science and math standards.

- 6th/7th Grade Math and HS Math( Focus on ALG I) – Although the school math team met and work well together as a team last year there were some areas we saw that could be tightened and improved. With the assistance and guidance of the 8th grade Math teacher Ms. Martin teachers are adopting more of her successful practices to ensure improvement in achievement.

- MS LA – Spearheading this area is Mrs. Bilotta the MS AF – we are continuing the use of AR however we are monitoring more closely those students who regularly take test and succeed. The team is also utilizing programs like Readers Theater to help bring relevance to the curriculum.

- HS Science Biology – After 2 years of unacceptable results the admin team believed we must change teachers – the teacher currently assigned to Biology made High Growth the previous year in Physical Science. She is also in the 90th percentile in the Value Added module for effective teachers in CMS.

- English I - Classes are small which will give the teacher to have more one on one attention to students. We are also working to give this teacher more target supports.

Is there evidence of disparities in student achievement by subgroups? If so, what action is being taken? Although in MS we made growth in all subgroups we are still falling behind in many areas of HS additionally we have a large gap between white and black students that we recognize and are working to develop plans through our PLC groups to address. How is the school addressing the specialized needs of EC and LEP students?

- Teachers are given copies of IEPs at the start of the school year and the school’s EC teacher works with the staff to help them to understand how to provide assistance, monitor progress and drill instruction down to the student. We made high growth in MS with this subgroup however we did not meet even growth in HS.

- MGLA follows an inclusion model – unfortunately given our limitation with only one EC teacher a true co-teaching model is not possible.

- The teacher How does the school use student performance data to take and adjust actions to improve student achievement?

- We share the data with school personnel and discuss areas of strengths and wekanesses. - We look at performance data in our PLC groups and grade level teams to discuss and

implement plans to change learning outcomes. How does your school allocate available resources to improve student learning and achievement?

- When allocating resources from teachers to supplies – we look at first the areas that are weak – we judge this based on test scores, student performance, and teacher success. We then take and give supports as necessary – supplies additional teachers etc…examples include 6th grade LA/Math supports, 8th grade Science change, Biology change.

2. How effective is your school in providing a relevant and appropriate curriculum for all students,

grades and sub-groups?

4 3 2 1

School Self-Evaluation: High quality (4) x x Undeveloped (1) How do you know?

- Improvement in student achievement on state tests - We work closely with C&I to discuss ideas and plans for master schedule and instruction

before implementation How is alignment with the NCSCOS ensured?

- Lesson plan collection and classroom monitoring. - AF instruct and give access to new staff to the instructional web and NCSCOS so all members of the

staff know to instruct for the SCOS. How does the school ensure a broad range of learning experiences?

- Through Core Area Common Planning and PLC groups teachers work to share strategies, ideas and best practices with each other.

- The school promotes the use of technology such as Promethean and SMART boards. - The school promotes utilization of online learning and helpful study and mastery learning

sights such as Study Island, Discovery Ed. And Castle Learning - The school instructs and supports staff working to expand professional development activities

–for example datawise training, differentiation training and Arabic Culture training. - The school also promotes in house training and is currently working with teachers during

planning time to promote a potpourri of technology in the classroom training sessions.

3. How effective is the quality of teaching and instruction in ensuring high quality learning, progress and achievement?

4 3 2 1

School Self-Evaluation: High quality (4) x x Undeveloped (1) How do you know? Because MGLA is a 6-12 program there are many variable to look at when answering this part of the assessment – we see many bright spots of instructional practice within our program however they are at times overshadowed by areas where teaching and learning are frankly weak at times. These weaker areas are being addressed through coaching, mentoring, monitoring and at times directed action plans. Which are the strongest features of teaching and learning and why?

- Teachers at MGLA know the content they teach, they work to learn more about their practice through independent PD and working with the CMS structure to attend summer institutes and alliance meetings.

What aspects of teaching and learning most need improvement and what action is being taken?

- Less teacher talk - More student as worker – more teaming from student perspective - RIGOR and Differentiation!!!!! – We know form the value added data that our level ¾ are not

growing and actually are losing in the growth models – however we are growing our ½ students.

How do teachers assess students’ achievement of learning objectives and adjust instruction with assessment information?

- Teachers use formal assessment aligned with the NCSCS – some are advanced in this in that they will target test questions and specifically aligned them to objectives they then will break down data objective by objective. Even through we see pockets of this we have not seen it on a widescale as some have been slow to adopt this practice.

- This year it has been a mandate to begin organizing tests in this fashion as we are working to learn embrace and utilize full THINKGATE testing technology to better assess student progress.

- Teachers utilize other practices assessment – through warm up data, Q/A and hands-on activities to

4. How effective is the school in ensuring high quality leadership and management?

4 3 2 1

School Self-Evaluation: High quality (4) x Undeveloped (1)

How do you know? Parent Survey, Teacher Survey Student Survey, Which are the strongest aspects and why?

- Working with teams of teachers to mobilize a variety of efforts instructionally and well as extra curricular.

- Driving PLC and working to embed into the culture of the school What most needs improvement and what action is being taken?

- We have difficulty with following through as a faculty fro example once a decision is made as a school we have had a history of one or two faculty members not complying with the consensus and expectation – we as a staff tend to get easily frustrated, however we do not work to address the issue head as a PLC. Instead many times when these issues occurs our faculty expects the administrative team to step in at once. What the Admin team is working to build is a PLC culture that allows for colleges to address each other professionally when they work outside the agreed upon behavior.

5. How effective is the school in creating a high quality learning environment?

4 3 2 1

School Self-Evaluation: High quality (4) x Undeveloped (1) How do you know? Parent survey, student survey, attendance rate Which are the strongest aspects and why? Students understand our expectations as a school – they know they are help to the standard and we work closely with parents to ensure the behavior and academic standard is being met. Students are given opportunity to enhance and build leadership skills through JROTC, Class leaders, Formation leaders, cadet presenters etc.. What most needs improvement and what action is being taken?

- Communication and planning long term

6. How effective is the school in establishing a high quality partnership with parents, other schools and the community?

4 3 2 1

School Self-Evaluation: High quality (4) x Undeveloped (1)

How do you know? - PTSO membership – 57 and 122 volunteers - SLT Membership – 10 parents - Worldview – School Symposium Presentation - Charlotte World Affairs Council – Visits from Journalists, Luncheons - IBM Mentors Partnership – German Exchange with Berlin Herder School

Which are the strongest features of communication between home/school about the school’s work and about each student’s achievement? Why?

- Phone calls and emails - Parent Conference – annual Fall and Spring conferences, additional conference with grade level team

are ongoing throughout school year. - School Website and required teacher pages – updated Monday 5pm weekly - Parent Assistant Update Monday 5pm - Parent Letters from the Principal

What most needs improvement and what action is being taken? - The school goal is to have quarterly Principal Letters sent home and hung on Webpage. - To establish more frequent meeting schedule for the parent part of SLT

What aspects of the school’s work to involve parents/guardians and the community in the life of the school work best? Why?

- Magnet Compact - Student Focused activity – such as open house, PTO meetings that are concurrent with Band

Concerts, Parades - Events that have parents and students celebrating time at the school – Father Son Basketball,

Grandparent Luncheons What needs improvement and what action is being taken?

- Communication of the Events – Webpages, more than one connect ed events, newsletters to parents from various school organizations

7. What other information, if any, do you feel it would be important for the reviewers to know prior to

the review? (For example: principal recently appointed previous month)

Our school lost over 100 cadets as a result of a change in our start time and the instituting of shuttle stops by the district this school year. Many cadets and parents were disappointed to have to return to their home school however the changes made it impossible for them to maintain a seat with our program. Currently our school is being targeted for change next school year – the proposal is to change the 6-12 program to a K-12 program. As a result there is some anxiety in the building as we all await to see what the outcomes of this change will be.

Bullying Prevention Outcome:

To define, make aware and prevent bullying at MGLA and the outside community through communication, accountability and monitoring by students, staff and parents.

Strategies/Rationale • Task

Point Person

Evidence of Success Names of Participants

(Add names to titles where appropriate)

Information related to task as indicated

Timeline

Outcome Measures

1. School leadership training • School leadership is aware of CMS’s

district-wide plan, provided w/ the Safety and Respect for All BP manual, and provided with train-the-trainer materials.

Mr. Mayes – Principal Mrs. Laszewski – API School Counselors Staff

School leadership will be prepared to lead BP efforts at their school.

Mr. Mayes – Principal Mrs. Laszewski – API School Counselors

Staff

Principal and AP will receive on-line training. Liaisons will attend a group training.

Between 8/18 to 9/30

2. School staff training • School leadership will provide

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

Mr. Mayes – Principal and MS Counselor Helen Fey Officer Roddey - SRO

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

All school staff


3. Establish a BP taskforce • A taskforce is created to assist in the

implementation and communication of BP efforts. The following stakeholders should be included: School administrator; BP liaison; parent(s), student(s); counselor, teacher(s), other as indicated by principal.

Mr. Mayes – Principal and MS Counselor Helen Fey

A taskforce representing all stakeholders establishes clear objectives as indicated by Safety and Respect for All district plan.

Mr. Mayes – Principal and MS Counselor Helen Fey Officer Roddey – SRO HR/Leadership Teachers

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


4. Review/Share policy of expectations and processes with students and parents

HR Teachers

Parents and students will have an understanding of expectations and BP efforts and discipline management at the school.

Teachers will share information with parents at open house. BP Taskforce will share information with parents and students at PTA meetings and with students on closed circuit TV or assembly.


5. Administer on-line BP Survey • Survey will provide immediate

information of school climate regarding bullying, type of bullying, and places where bullying is taking place so that

Mr. Mayes – Principal and MS Counselor Helen Fey Officer Roddey – SRO HR/Leadership

A diverse sample (10%) of 7th and 9th grade students provides immediate information to BP Taskforce regarding bullying at school to inform BP efforts.



school staff is aware of hot-spots and issues in school.

Teachers

6. Initiate school-wide Bullying Prevention Month Activities

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


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


www.pacer.org/bullying/index.asp

10/1 to 10/31

7. Submit this form with final SIP plan • Copy of this form should be submitted to

[email protected]. Please include the name of your school.


BP SIP form is filled out with the names of all the stakeholders and information requested.


Please indicate here whether you are using the Safety and Respect for All manual, or describe what plan/strategy you are going to use.

10/29

8. First semester Bullying-Prevention activities begin with Mix-It Up Day

• Mix-It up day is a national event to promote better relationships across all segments of the student population (and staff).


School environment is greatly improved when students have established at least some basic knowledge and communication with someone from a different background.

Point person Mr. Ross and Ms. Fey

www.mixitup.org

11/09

9. Second semester bullying-prevention activities begin

• Bullying activity and discipline issues tend to increase during the last semester of school. It is important to reconnect with stakeholders and sustain BP efforts.


Discipline referrals related to bullying and school environment continues to improve. BP Liaisons meet to compare best practices and support.


1/26/11

10. Completion of bullying-prevention activities for 2010-2011


Schools will report on how effective BP efforts were through on-line survey and group gathering.


5/27/11

http://www.pacer.org/bullying/index.asp�

http://www.pacer.org/bullying/index.asp�

mailto:[email protected]�

http://www.mixitup.org/�

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

364 – Military & Global Leadership at Marie G. Davis

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 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.

schoooll p oiimmprrovveemmeenntt ppllaann ......• develop leadership potential with the abilities...

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