Self Evaluation Form

2014-2015

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Metro School Self Evaluation FormMetro School Contact Information

School: Metro School Courier Number: 454

Address:405 South Davidson Street Phone Number: 980-343-5450

Charlotte, NC 28202 Fax Number: 980-343-5607

Learning Community: Central Learning Community School Website: http://schools.cms.k12.nc.us/metroEC/Pages/

Default.aspxPrincipal: Valerie Todd

Learning Community Superintendent: Gina Smith

# %Male Female Male Female

Total Students Enrolled: 241 (as of 7/30/14)

Race Non-Hispanic 138 103 57% 43%Hispanic 23 22 17% 22%

Ethnicity

African American 70 53 29% 22$American Indian 0 1 0 .41%Asian 6 3 2% 1%More Than One 5 0 2% 0Pacific Islander 0 0 0 0White 34 24 14% 10%

Exceptionality

General Education Students: 0 0 0 0Exceptional Children Students: 138 103 57% 43%Academically Intellectually Gifted Students 0 0 0 0Limited English Proficient Students: 13 3 5% 1%

McKinney Vento 1 0 .41% 0504 Plans 0 0 0 0Suspensions: 0 0 0 0Retentions: 0 0 0 0

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Metro School Self Evaluation Form

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Metro School Self Evaluation FormWhat is distinctive about your school?

Metro School serves approximately 251 students with significant disabilities who all have Individual Education Plans. Some students participate in state testing (Extend 1) and other are except from testing due to significant medical and/or behavioral

concerns. All students are taught using the extensions of the Common Core Curriculum (NCCCSS)and the Essential Standards - science and social

studies - (K-11), Opening the World of Learning (OWL) Curriculum (Pre-K) or the Occupational Course of Studies (OCS) Extended Curriculum (11 – transition) .

Partnership with Trinity School Aquatics program - two separate pools Student progress is monitored and reflected upon through IEP goals/objectives and data from the IEP Data Trackers Extended Literacy blocks, new reading initiative- “Metro Tigers ROAR for Reading”, UNCC Reading Grants (Go-Talk Phonics), increase in

technology use (IPADs, Chromebooks, HP Revolve, etc). Several forms of technology to include: iPad’s, SMARTboards, SMART table, PC’s, AAC devices of all forms, adapted keyboards, various

software (i.e. Boardmaker, writing with symbols) to reach each student based on their own individual physical and cognitive needs. Developmental Day site (pre-K through middle school) with a 5 star rating Title 1 school with parent participation Parent Advisory team On site specialists to assist the growth and development of the whole student to include: multiple Physical Therapists, Occupational

Therapists, Speech/Language Pathologists, VI professionals, and ESL professionals. Monthly parent/administrative team meetings – Table Talk with the Administrative team Technology Team that created and implemented a technology plan Leadership opportunities for all staff during staff meetings – PLCs chair all staff meetings including teacher assistants in the PLC will chair

teacher assistants meetings

How effective is your school?Based on the NC Teachers Working Conditions Survey and the CMS Insight surveys, Metro school is a very effective school for students with

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Metro School Self Evaluation Formsignificant disabilities.

How do you know?See responses below

What are your school’s notable strengths? On site specialists to assist the growth and development of the whole student to include: multiple Physical Therapists, Occupational

Therapists, Speech/Language Pathologists, VI professionals, and ESL professionals. Staff trainings in EC curricula, adaptive equipment, and implementation demonstrations. On site school psychologist and nurses to ensure wellness and health. On site Behavior Coordinator with two BMTs. Consultations with EC department on any questions that arises with students or instruction. Teachers practice language immersion concepts through picture to word print in two languages using software and environmental

print/posters which teaches greater cultural awareness and appreciation, supports an expansion of vocabulary in both languages, and increases interaction between diverse language groups.

Classroom walk- throughs and peer teacher observations. Monthly mentor/mentee program Developmental Day site (pre-K through middle school) with a 5 star rating Title 1 school Reading program – Reach Out And Read (ROAR) for pre-K through transition classrooms Parent Advisory Team and PTO Partnerships through Community Based Instructions & Community Based Training program Partnerships through the Horticulture program (recycling, fork to feed program, etc.) New teacher coffee with the administrative team. New lesson plan format which shows differentiation and reflection of practices as well as Bloom’s Taxonomy thinking skills. Plan within the PLC’s to cross connect the content areas in the lessons. Teach/re-teach method and provide additional time and individualization on concepts during academic enrichment periods. The administrative team members (principal, two assistant principals, literacy facilitator and academic facilitator), are not only highly

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Metro School Self Evaluation Formqualified in administration and management but also have many of the same teacher certifications as the classroom teachers

What are your school’s main areas for improvement? Continued use and understanding of technology devices/equipment Increase the amount of materials/equipment in classrooms Continued use and understanding of the Data Trackers

1. How effective is your school in ensuring high quality achievement for students in all grades, especially in the core subjects?Metro School serves approximately 251 students with significant disabilities who all have Individual Education Plans. Some of our students participate in state testing (Extend 1) and all students are taught using the extensions of the Common Core Curriculum (NCCCSS)and the Essential Standards - science and social studies - (K-11), Opening the World of Learning (OWL) Curriculum (Pre-K) or the Occupational Course of Studies (OCS) Extended Curriculum (11 – transition) . Student progress is monitored and reflected upon in order to better meet the needs of our students.

How do you know? Lesson plans

o Differentiation o Reflectiono Repetitiono Students’ choice makingo Research based (Bloom’s Taxonomy)o Professional researched –based articles from the Exceptional Children’s departmento Small group, whole group and individual instructiono Technologyo 21st Century Skills

Classroom walkthroughs and teacher observations Use of data tracker system to monitor student progress (IEP goals) and data driven IEP goals

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Metro School Self Evaluation Form PLC collaboration Parent/Teacher Communication

o Daily Contact Logo IEP Meetingso Weekly PLC newslettero Monthly Principal’s Newsletter

Classroom Team Meetings Weekly administrative team meetings In which subjects and grades do students do best, and why?

Due to the population Metro School serves, some of our students participate in Extend 1 testing. Last year 70 students out of 101 students participated in this testing. The results from this testing will be available in October 2014 In addition; student’s achievement is measured through IEP goals, CBT, and CBI using the data tracker system. Students also tend to so best in reading, paired with videos. Students seem to enjoy stories.

In which subjects and grades is improvement needed, and what action is currently being taken?Based on previous years, Extend I scores, students typically do better in the area of math than in reading. The following actions have been taken to improve reading instruction: extended Literacy block, reading initiative- “Metro Tigers ROAR for Reading”, UNCC Reading Grants (Go-Talk Phonics), increase in technology use (IPADs, Chromebooks, HP Revolves) and Myers Park Readers. High school readers that come to Metro one time per week. A teacher felt that math is a subject that needs improvement.

Is there evidence of disparities in student achievement by subgroups? If so, what action is being taken? There is no evidence, at this time, which shows disparities in student achievement at Metro School.

How is your school addressing the specialized needs of EC and LEP students? On site specialists to assist the growth and development of the whole student to include: multiple Physical Therapists, Occupational

Therapists, Speech/Language Pathologists, VI professionals, and ESL professionals. Staff trainings in EC curricula, adaptive equipment, and implementation demonstrations. On site school psychologist and nurses to ensure wellness and health. Consultations with EC department on any questions that arises with students or instruction. Teachers practice language immersion concepts through picture to word print in two languages using software and environmental

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Metro School Self Evaluation Formprint/posters which teaches greater cultural awareness and appreciation, supports an expansion of vocabulary in both languages, and increases interaction between diverse language groups.

Weekly newsletters and monthly principle newsletter in English and Spanish. District newsletters and notices in English and Spanish. Several forms of technology to include: IPad’s, SMARTboards, SMART table, PC’s, AAC devices of all forms, Big Mack’s, adapted keyboards,

various software (i.e. Boardmaker, etc. ) to reach each student based on their own individual physical and cognitive needs. Team on Positive behavior interventionists who assess behaviors and create plans to extinguish behaviors. Two on site compliance facilitators to ensure accuracy of all aspects of IEPs. Easy IEP training to ensure evaluations and testing are all completed within 90 days. Monthly compliance updates Specialized classes which contain materials purchased at the school and district level for the betterment of the school and learning. Implement state of the art DATA tracker.

How does your school use student performance data to take and adjust actions to improve student achievement? New lesson plan format which shows differentiation and reflection of practice. Plan within the PLC’s to cross connect the content areas in the lessons. Teach/re-teach method and provide additional time and individualization on concepts during academic enrichment periods. Specialized data tracker to track student performance on IEP goals. Teach students choice making skills Ongoing student work samples, student data, and observations. IEP progress reports to provide continuous monitoring of individual student performance. Classroom walk- throughs and peer teacher observations. Parent/teacher conferences, PLC’s, and weekly classroom teacher/TA meetings. EC Curriculum support meetings four times a year. Monthly training for teachers and for assistants.

How does your school allocate available resources to improve student learning and achievement? Yearly allotment for teachers to spend on instructional tools. Funds from fundraisers supply the school with instructional tools/supplies.

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Metro School Self Evaluation Form Grants provide IPad’s, a smart table, and other technology devices for students. School curriculum funds go to useful websites for teachers to implement and support instruction such as News-2-You, Unique learning, and

Brainpop. Achieved a five star rating with Developmental Day to keep much needed items always in place. Title 1 funds used to supplement classroom materials/equipment. Staff follow the materials needed process in PLC meetings and use the Material Needed notebook Teachers use the benefit for Classroom Central to provide additional items for the students and student learning and achievement. Partnerships with local businesses such as Fuel Pizza. They provide fresh herbs to show student’s the importance of the connection with the

community, economics, and to foster their sense of achievement by observing their efforts in their community.

2. How effective is your school in providing a relevant and appropriate curriculum for all students, grades and sub-groups?Our school is effective at providing a relevant and appropriate curriculum for all students, grades and sub groups.

How do you know? All staff provided copies of extensions of NCCCSS, OWL or OCC for his/her grade level. Staff provided research-based curriculum/materials that are aligned with extensions of NCCCSS, OWL or OCC (i.e. Pathways to Literacy,

ELSB, Early Numeracy, etc.). Unique Learning Teachers plan weekly in PLCs. All sections of lesson plans addresses alignment with extensions of NCCCSS, OWL and OCC as well as differentiation, etc. Literacy and Academic facilitators plan with PLCs in order to offer research-based suggestions in literacy and math. Support provided from related service providers and support staff. Weekly classroom team meetings conducted. How is alignment with the Common Core and Essential Standards ensured? Lesson plans must align with extensions of NCCCSS, OWL and OCC. Research-based curriculum/materials are aligned with NCCCSS, OWL and OCC. How does your school ensure a broad range of learning experiences?

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Metro School Self Evaluation Form Lesson plans address differentiation. Community-based Instruction, Community-based Training, and Field Trips Support classes align with classroom instruction Centers allow for individualized learning School-wide assemblies Healthy Active Kids (30 minutes per day) English as a Second Language program Related services (PT, OT, SLP, HI, VI, APE) Individual and small group instructions Technology team and increased technology

3. How effective is the quality of teaching and instruction in ensuring high quality learning, progress and achievement?The quality of teaching and instruction has been effective because of the use of data trackers, PLC meetings, adapting curriculum, using technology, and assessing each child’s knowledge of the content taught.

How do you know?Teachers have been consistently using data trackers to keep up with IEP goal progress. Teachers are bringing the data to IEP meetings, as well as PLC meetings to discuss progress and achievement with their colleagues. When meeting in PLC’s, teachers are given the opportunity to align lessons with the Extensions of the Common Core Curriculum to ensure that the quality of the lessons and teaching are in line with state standards. This is also true with the OWL curriculum for preschool and OCS for transition students.

Which are the strongest features of teaching and learning and why?Teachers are becoming increasingly stronger at adapting the curriculum to meet the needs of each student. This includes adapting materials for students with visual impairments, hearing impairments, severe cognitive impairments, behavioral impairments, and physical challenges. The use of technology has enhanced the quality of teaching by being able to incorporate 21st century skills into each lesson. The use of technology also enhances the student’s learning because it gives each student access to the curriculum in a way they may not have had before. Student choice making from a field of two, three or four has been successful for students with significant disabilities.

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

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Metro School Self Evaluation FormTeachers should be able to consistently differentiate the lessons to meet the needs of each student. Teachers, especially the newer members of the school, should have to opportunity to perform Learning Walks throughout their own PLC, as well as across all grade levels.

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

Teachers are able to assess students’ achievement by using the data trackers. The information given to them from the data trackers can then allow the teachers to make decisions on how to differentiate the lesson, and how to possibly change the way they teach to meet the needs of the student. PLC discussions on student achievement can allow all members of the team to brainstorm and create better ways to ensure the highest level of learning is taking place. Teachers are able to incorporate informal assessments into each content lesson to ensure that progress and achievement are being made.

4. How effective is your school in ensuring high quality leadership and management?Our school is very effective at ensuring high quality leadership and management.

How do you know?The administrative team members (principal, two assistant principals, literacy facilitator and academic facilitator), are not only highly qualified in administration and management but also have certification in the following areas: Principal (Valerie Todd) – Years of Experience – 28 – Certifications - Principal (K-12), Mentor, Birth through Kindergarten certification (B-K), Elementary education (K-6), Middle grades (6-9), Severely/profoundly handicapped (K-12), Mentally Handicapped (K-12), Exceptional Children Program Administration (K-12), Assistant Principal (Cecilia St.Pierre) – Years of Experience – 21 – Certifications - Middle School Science (6-9); Middle School Social Studies (6-9); Principal/School Administration (K-12); Curriculum & Instruction Assistant Principal (Cathy Yancey) – Years of Experience – 35 Certifications - Add on, Birth-Kindergarten, Elementary (K-6), Mentor, Reading (K-12) Literacy Facilitator (Holly Adams) – Years of Experience –11 Certifications - Mentally Handicapped (K-12) – Highly Qualified for Language Arts, Math, Science and Social Studies. National Boards Certification Academic Facilitator (Donna Belk) – Years of Experience – 13- Certifications - Mentally Handicapped (K-12)

Which are the strongest aspects and why?

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Metro School Self Evaluation FormThe additional certification of the administrative team qualifies them to effectively manage and lead the students and staff at Metro School.

What most needs improvement and what action is being taken?In regards to the teaching staff, a teacher felt that more district-wide professional development in specific content areas (EC teachers learn what regular education teachers are doing and adapt it for our population).

5. How effective is the school in creating a high quality learning environment?Our school is very effective at creating a high quality learning environment for students with special needs.

How do you know? The school environment is friendly, well-ordered and welcoming. Visitor sign in, visitor badges as well as visitor’s policy aligned with CMS Student work displayed; not pattern or teacher made Follow ECERS, OWL, extended common core, extended essential standards and extended occupational course of study curriculum Schedules posted with teacher and teacher assistant duties Administrators walk through the school and observe classrooms daily Online staff handbook Levels I, II, and III Crisis plans aligned with CMS Intervention team addresses and develops behavior modification plan for some students Evaluations and walkabouts by Principal and Asst. Principal to ensure positive relationships Attendance records which include tardy/absences, phone calls Information posted concerning Developmental Day Title I Parent Advisory team School Leadership Team Population of students is diverse culturally and developmentally. Diverse baby dolls, food, family puppets, family figures, pictures and

books. Around the world sections in lessons to learn how other cultures do the skills that the lessons covers. Teacher and Principal daily, weekly and monthly notes/newsletters

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Metro School Self Evaluation Form Use of interpreters PTO meetings Recycling initiative Grounds are cared for i.e. Fresh mulch, flowers trimmed, grass mowed by our Ecology teacher Fire, tornado and lockdown drills Discipline plan in parent handbook visit, parent orientation, posted in classroom (code of conduct) School-wide rules/procedures Accident reports for Developmental Day and other students Developmental Day, Health department and Title I unannounced walk thoughts by outside observers Safe school audit reports on file (lockdowns, emergency responders and accountability team) Smartboards for teachers and students Teachers have laptops, HP Revolves, iPads, and /or Chromebooks to use throughout the year (including the summer) Safe school audits School and classroom websites/Weeblys that are linked/aligned to CMS Technology team with a technology plan Metro Tigers ROAR for reading (with a goal of each student will have someone read 100 books to him/her) Character trait books that are highlighted in the Principals newsletter and bulletin board and in the school’s front office Social committee that focuses on celebrations (baby showers, weddings, etc) Health team that focused on the well being of the students and staff Athletic teams Student teachers and practicum programs from UNCC, Winthrop, Johnson & Wales, and JCSU Parent members of the school leadership team and the Parent Advisory team Monthly parent/administrative team meetings – Table Talk with the Administrative team IEP’s are written and data collected on those goals and objectives BIC team and behavior plan for crisis Leadership opportunities for all staff during staff meetings – PLCs chair all staff meetings including teacher assistants in the PLC will chair

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Metro School Self Evaluation Formteacher assistants meetings

Use data trackers FAC committee Chromebooks for students, iPads/iPods for staff and students Specific materials for classes – Early Literacy Skills Builder (ELSB), Building with Stories, Pathways to Literacy, Go Talk Phonics (current

research with UNCC, Attainment Science and Math, Early Numeracy Curriculum, Unique Learning, adapted chapter books (age appropriate) Collaborate with therapist Open house and school wide curriculum night Which are the strongest aspects and why? Safety measures are in place for staff and students Use of assistive technology (BigMack, CheapTalk, iPads, etc.) Collaboration between teacher, assistants and therapist What most needs improvement and what action is being taken? Need to address excessive tardies of students –remainder calls or letters to parents, automatic ConnectED messages Open house and Curriculum Night low attendance – include in teacher and principal newsletter, Connect ED, align PTO meeting with

Curriculum Night. Technology team in order to continue investigation of technology for students with severe disabilities.

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

How do you know?Metro School knows how effective the school is through the positive feedback it receives from the community partnerships. Effectiveness is also known through the daily communication between the student’s families and the classroom staff. The school is also effective in establishing a high quality partnership with parents, schools and the community through the staff and school’s wiki/weebly pages, the Principal’s Monthly Newsletter, phone calls, daily communication log, curriculum night and monthly Table talks between parents and the administrative team.

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

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Metro School Self Evaluation Formstudent’s achievement? Why?

The strongest features of communication between home and school are through the teacher’s weekly newsletter, teachers periodic calls to families, and daily logs, which informs parents/caregivers on what their child learned throughout the day/week. Each month, the Principal sends home the “From the Principal’s Desk” which informs parents on the next month’s upcoming events. When special events occur at the school, the Principal sends out a ConnectEd message to invite all families to the event. Connect Ed messaging system is also used to inform parents/guardians of important information. Quarterly, parents are update on their child’s progress with a report card which indicates their child’s progress in the core subjects. Parents also receive a quarterly IEP progress report which summarizes their child’s progress on their Individual Education Plans (IEP). At the parents request and at annual IEP meetings, parents are shown a visual data tracker which shows their child’s progress on the IEP goals and gives the percent of mastery of the goal. Daily communication books, emails, text messaging, and telephone calls are also features of strong communication between home and school.

What most needs improvement and what action is being taken?Maintaining open lines of communication and being transparent. The administration team, the PTO and the Parent Advisory team are working together to maintain open lines of communication and transparency. Increasing parental involvement through volunteering, field trips and other school sponsored activities. Again, this school year the administration, literacy facilitator and the media specialist will announce Metro R.O.A.R. This initiative is seeking parental involvement by having the parents read 100 books or chapters to their child(ren).

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

The aspects of the school to involve parents/guardians and the community in the school is through the different resources we receive whether they are monetary and/or through volunteers. Parents/guardians, as well as community partners are encouraged to participate in school sponsored activities which include but are not limited to: field trips, Special Olympics, donations to food banks, clothing donations, volunteering throughout the school and the classroom.

What needs improvement and what action is being taken? Areas of improvement includes –

Increase in community partnerships encouraging teachers/staff members to send thank you notes, emails, and letters to the community partners as well as the PTO School personal continues to explore new possible partnerships within the community

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Metro School Self Evaluation Form

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 2010”. 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, as this section is summative. Please omit sections where you feel that you are not in a position to respond.

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.