Learning Community Superintendent: Allen Smith Montclaire Elementary From GS §115C-105.27: “The principal of each school, representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants assigned to the school building, and parents of children enrolled in the school shall constitute a school improvement team to develop a school improvement plan to improve student performance. Representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants shall be elected by their respective groups by secret ballot....Parents serving on school improvement teams shall reflect the racial and socioeconomic composition of the students enrolled in that school and shall not be members of the building-level staff.” Committee Position Name Email Address Date Elected Principal Miles 8/13/13 Assistant Principal Representative Kimberly King Kimberlys.king@cms.k12.nc.us 11/4/13 Teacher Representative Jeff Brockman jeffrey.brockman@cms.k12.nc.us 9/23/13 Inst. Support Representative Lexi Picciano 9/23/13 Teacher Assistant Representative Roxane Bishop roxannek.bishop@cms.k12.nc.us 9/23/13 Parent Representative LaWayne Bowling 10/21/13 Parent Representative Diana Hanson 10/21/13 Parent Representative Karina Diaz Kary_diazy@hotmail.com 10/21/13 Parent Representative Shafuntae Clyburn 10/21/13 District: CMS provides all students the best education available anywhere, preparing every child to lead a rich and productive life. School: Montclaire will build a school community where every child learns and is supported by a community of caring adults committed to ensuring that high school graduation and college are not just a possibility but a reality. District: The mission of CMS is to maximize academic achievement by every student in every school.
monitoring of progress of all subgroups will be measured using the local assessments (MAP, Reading 3D) and common grade level assessments. (Subgroups-African American, Hispanic, SWD, LEP, ED) Montclaire Montclaire Elementary School - 600459 2010-2011 School Year 2011-2012 School Year 2012-2013 School Year Subject Demographic Subgroup % % Met Exp. Growth Avg. Growth High Growth % % Met Exp. Growth Avg. Growth High Growth Ratio % % Met Exp. Growth Avg. Growth High Growth Ratio 03 Reading Grade Total Grade 03 Math Grade Total 2
the maximum extent that the safety and proper supervision of students may allow during regular student contact hours. Maximize academic achievement in a personalized 21st century learning environment for every child to graduate career and college ready. : : Enter Kindergarten ready X Advanced Reading in K-2 X At/Above Grade Level in Reading/Writing Grade 3 At/Above Grade Level in Reading/Writing Grade X At/Above Grade Level in Math Grades 3-5 Successful completion of Math I in 9 Take and pass at least 1 AP/IB/Post-Secondary class & exam Score 1550 on SAT or 22 on ACT : (determined by what data) Task Task (PD) (title/name) (Student Impact) (estimated cost / source) Personnel Involved (Start—End) Interim Dates 1. Create a 90 minute planning for each grade level one day per week. Miles-P King-AP Picciano-MF Stanley-LF Increase student performance on MAP, Reading 3D, and common assessments TWCS data (question about time to collaborate) N/A Classroom teachers, facilitators, TAs November 2013-June 2014 2. Create a 45 minute planning focused strictly on data analysis one day per week. Miles-P King-AP Carberry-DOI Increase student performance on MAP, Reading 3D, and common assessments N/A Classroom teachers, facilitators, TAs November 2013-June 2014
Discipline Committee 3. Healthy Active Child 30 min. Structured Physical Activity Daily for 30 minutes teacher Classroom Teachers Student Survey N/A Classroom Teachers September 2013-June 2014 4. School Health Team Monthly Health Awareness Information Family Wellness Night Klein-PE teacher Health Committee Student Survey Parent Survey N/A Health and Wellness Committee September 2013-June 2014 (4): Reading Proficiency Increase the percentage of students at or above grade level in Reading in grades 3-5 from 18% in SY2012-2013 to 30% at the end of SY2013-2014 as measured by the North Carolina End of Grade Test. Goal 1: Maximize academic achievement in a personalized 21st century learning environment for every child to graduate career and college ready. : Academic Growth/High Academic Achievement : Enter Kindergarten ready Advanced Reading in K-2 X At/Above Grade Level in Reading/Writing Grade 3 At/Above Grade Level in Reading/Writing Grade 7 At/Above Grade Level in Math Grades 3-5 Successful completion of Math I in 9 Take and pass at 1 AP/IB/Post-Secondary class & exam 1550 on SAT or 22 on ACT : Montclaire will increase overall reading proficiency from 18% to 30% based on EOY state EOG scores.
(determined by what data) Task Task Task (PD) (title/name) (Student Impact) (estimated cost / source) Personnel Involved (Start—End) Interim Dates 1. Grade levels will create a SMART goal that aligns to goal. King-AP Identified data source Reading 3D & MAP) N/A Level Chairs, Teachers, Administrative Team, SLT Nov. 2013 Jan. 2014 Mar. 2014 June 2014 2. Provide Professional Development opportunities for staff to strengthen knowledge of the Balanced Literacy model. CMS balanced literacy trainings Teachers College PD in NYC Use Montclaire reading coach (Trask) to support teachers in implementation of new strategies Fidelity checks Miles-P King-AP Stanley-LF Trask-Coach Increased proficiency and reading stamina for our students Staff surveys of impact of PD sessions Fidelity check notes/observations Title I Faculty & Staff Nov. 2014 3. Differentiate Instruction Flexible grouping based on mastery level of a standard/skill based on common assessments. Miles-P King-AP Carberry-DOI Stanley-LF Picciano-MF Mastery on Common Assessments PEP for at risk student along with parent conferences/signatures on PEP Title I funds to increase classroom libraries based on King-AP Carberry-DOI Stanley-LF Picciano-MF Weekly data meetings with dean of instruction, Carberry assessments,
Develop PEP for students not making growth in grades K-5 and EOG levels 1 & 2 in grades 3-5. Provide intensive reading program for selected students 4-5 days/week for 30-45 min. Monitor student growth using ongoing assessment data and adjust instruction accordingly Grade level collaboration regarding effective strategies to address the needs of at risk students and advanced students Utilize teacher assistants to support small group instruction Utilize extended day funds to provide after school support for struggling students in grades 3-5. Identify students that are Tier 2 based on RTI guidelines. Mayberry-EC At risk readers will show 1.5 years worth of growth in reading based on TRC level Differentiated lesson plans Effective RTI, data, and level meetings discussing the needs of individual students Early interventions for students in grade K-2 Disparity in performance levels of subgroups of students is minimized student needs. Money raised by yearly fund raisers including book fair. CMS extended day funds Mayberry-EC TAs Weekly level meetings to ensure differentiated planning is happening Minimum of three walkthroughs a quarter in each classroom plus formal observations LEP
(5): Math Proficiency Increase the percentage of students at or grade level in math proficiency in grades 3-5 from 34% in SY2012-2013 to 44% at the end of SY2013-2014 as measured by the state EOG by June 2014. Goal 1: Maximize academic achievement in a personalized 21st century learning environment for child to graduate career and college ready. : Academic Growth/High Academic Achievement : Enter Kindergarten ready Advanced Reading in K-2 At/Above Grade Level in Reading/Writing Grade 3 At/Above Grade Level in Reading/Writing Grade 7 X At/Above Grade Level in Math Grades 3-5 Successful completion of Math I in grade 9 Take and pass at least 1 AP/IB/Post-Secondary class & exam Score 1550 on SAT or 22 on ACT : Montclaire will increase overall math proficiency from 34% to 44% based on EOY state EOG scores. (determined by what data) Task Task Task (PD) (title/name) (Student Impact) (estimated cost / source) Personnel Involved (Start—End) Interim Dates 1. Each grade level will create a SMART goal that aligns to goal. Miles-P King-AP Carberry-DOI Identified data source (MAP, Kathy Richardson assessments) N/A Grade Level Chairs, Teachers Monthly meetings with Grade Level Chairs & SLT 2. Provide Professional Development opportunities for staff to strengthen knowledge of the Investigations curriculum and Common Core Math Standards. Picciano-MF Carberry-DOI Increased proficiency on EOY assessments. Title 1 Classroom teachers, facilitators, DOI Nov. 2014 wide
3. Differentiate Instruction Flexible grouping based on mastery level of a standard/skill based on common assessments. Develop PEP for students not making growth in grades K-5 and EOG levels 1 & 2 in grades 3-5. Monitor student growth using ongoing assessment data and adjust instruction accordingly level collaboration regarding effective strategies to address the needs of at risk students and advanced students Utilize teacher assistants to support small group instruction Utilize extended day funds to provide after school support for struggling students in grades 3-5. Identify students that are Tier 2 based on RTI guidelines. King-AP Carberry-DOI Stanley-LF Picciano-MF Mastery on Common Assessments PEP for every at risk student along with parent conferences/signatures on PEP At risk students will show growth in math on MAP assessment Differentiated lesson plans Effective RTI, data, and grade level meetings discussing the needs of individual students interventions for students in grade K-2 Disparity in performance levels of subgroups of students is minimized Title I Money raised by yearly fund raisers including book fair. CMS extended day funds Miles-P King-AP Stanley-LF TAs Weekly data meetings with dean of instruction, Carberry Weekly grade level meetings to ensure differentiated planning is happening Minimum of three walkthroughs a quarter in each classroom plus formal observations LEP EC
(6): RTI/Subgroups Establish a school RTI system to increase student growth, increase the effectiveness of instruction and the achievement gap. Decrease the achievement gap between the lowest performing subgroups and the highest performing subgroups by 3 percentage points as measured by the North Carolina End of Grade Test. Ongoing monitoring of progress of all subgroups will be measured using the local assessments (MAP, Reading 3D) and common grade level assessments. (Subgroups-African American, Hispanic, SWD, LEP, ED) Goal 1: Maximize academic achievement in a personalized 21st century learning environment for child to graduate career and college ready. : Academic Growth/High Academic Achievement, Access to Rigor, Closing Achievement Gaps : Enter Kindergarten ready Advanced Reading in K-2 X At/Above Grade Level in Reading/Writing Grade 3 At/Above Grade Level in Reading/Writing Grade 7 X At/Above Grade Level in Math Grades 3-5 Successful completion of Math I in grade 9 Take and pass at least 1 AP/IB/Post-Secondary class & exam Score 1550 on SAT or 22 on ACT : Intervention Team referrals, Reading 3D & Kathy Richardson progress monitoring, EC qualification data, MAP, common NC EOG (determined by what data) Task Task Task (PD) (title/name) (Student Impact) (estimated cost / source) Involved (Start—End) Interim Dates 1. Establish weekly data meetings for grade levels. Miles-P King-AP Carberry-DOI Stanley-LF Picciano-MF Increasing teachers’ capacity to analyze data, ability to monitor progress routinely, and use data to inform instruction as evidenced by survey data, lesson plans, and monitoring data in Reading 3D. Title 1 Classroom teachers, facilitators, dean of instruction Monthly meetings with dean of instruction, Carberry
2. Revise master schedule to incorporate strategic support of TAs, and support staff to provide more frequent, targeted instruction. King-AP Consistent effective support and small group intervention blocks that result in student growth according to screeners and EOY tests. Title 1 Classroom teachers, facilitators, dean of instruction, TAs Nov. 2014 3. General Education, EC teachers and ESL teachers are planning weekly to address the needs of LEP/SWD subgroup. 180 min. planning schedule allows time to collaborate and plan with support staff Teachers will receive support regarding inclusive practices as needed through RTI intervention team and level meetings Use of technology to supplement learning strategies Use of SIOP strategies to differentiate for students Miles-P King-AP Carberry-DOI Stanley-LF Picciano-MF Mayberry-EC Falzarano-LEP Increased performance levels in student in SWD subgroup Increased performance levels in subgroup Differentiated teaching indicating awareness of diversity in each classroom Attend free CMS workshops for PD in SIOP and Balanced Literacy, & Co-Teaching STEM committee trainings on incorporating more technology Miles-P King-AP Stanley-LF STEM committee Monthly data meetings with DOI, Carberry 4. Identification of subgroups. (SWD, AA, LEP, HISP, ED) and increase methods of communication King-AP Carberry-DOI Stanley-LF Picciano-MF Improved Student Achievement Flexible grouping to serve identified students funds Title I Classroom teachers, facilitators, admin. team, EC Monthly data meetings with DOI, Carberry
Communications to parents include targeted academic of concern Target learning styles of students in specific subgroups and adjust instruction accordingly Mayberry-EC Falzarano-LEP with instruction guided by data Teaching practices reflect strategies that meet the of diverse learners. & ESL teachers Weekly grade level meetings to ensure differentiated planning is happening Minimum of three walkthroughs per quarter in each classroom plus formal observations 5. Increased opportunities for parents to be involved in school. Bi-lingual family nights Parent coffees hosted by principal/parent advocate monthly Connect Ed messages and information sent home in Spanish and English King-AP J. advocate DeLuna-CIS Increase in parent conference attendance and overall parent communication Increase in use of public library resources Parents will have access to internet at public library to access school resources on website I Miles-P King-AP J. advocate Classroom teachers Monthly Meetings until June 2014 November 2013-June 2014
Use of translators for parent conferences Partner with Library (7): : : Kindergarten ready Advanced Reading in K-2 Grade Level in Reading/Writing Grade 3 At/Above Grade Level in Reading/Writing Grade 7 At/Above Grade Level in Math Grades 3-5 Successful completion of Math I in grade 9 Take and pass at least 1 AP/IB/Post-Secondary class & exam Score 1550 on SAT or 22 on ACT : (determined by what data) Task Task Task (PD) (Student Impact) (estimated cost / source) Personnel Involved (Start—End) Dates 1. Montclaire - 600 Waiver Requests
(1): : : Enter Kindergarten ready Advanced Reading in K-2 At/Above Grade Level in Reading/Writing Grade 3 Grade Level in Reading/Writing Grade 7 At/Above Grade Level in Math Grades 3-5 Successful completion of Math I in grade 9 Take and pass at least 1 AP/IB/Post-Secondary class & exam Score 1550 on SAT or 22 on ACT : Strategies (determined by what data) Task Task Task 2012-2013 Result 2013-2014 Target 2013-2014 Current Reality Use quantitative terminology to describe school’s progress towards outcome. Describe the effectiveness of each strategy. 1. 2. 3. 4.
(2): : : Enter Kindergarten ready Advanced Reading in K-2 At/Above Grade Level in Reading/Writing Grade 3 Grade Level in Reading/Writing Grade 7 At/Above Grade Level in Math Grades 3-5 Successful completion of Math I in grade 9 Take and pass at least 1 AP/IB/Post-Secondary class & exam Score 1550 on SAT or 22 on ACT : Strategies (determined by what data) Task Task Task 2012-2013 Result 2013-2014 Target 2013-2014 Current Reality Use quantitative terminology to describe school’s progress towards outcome. Describe the effectiveness of each strategy. 1. 2. 3.
4. (3): : : Enter Kindergarten ready Advanced Reading in K-2 At/Above Grade Level in Reading/Writing Grade 3 At/Above Grade Level in Reading/Writing Grade 7 At/Above Grade Level in Math Grades 3-5 Successful completion of Math I in grade 9 Take and pass at least 1 AP/IB/Post-Secondary class & exam Score 1550 on SAT or 22 on ACT : Strategies (determined by what data) Task Task Task 2012-2013 Result 2013-2014 Target 2013-2014 Current Reality Use quantitative terminology to describe school’s progress towards outcome. Describe the effectiveness of each strategy. 1. 2.
3. 4. (4): : : Enter Kindergarten ready Advanced Reading in K-2 At/Above Grade Level in Reading/Writing Grade 3 At/Above Grade Level in Reading/Writing Grade 7 At/Above Grade Level in Math Grades 3-5 Successful completion of Math I in grade 9 Take and pass at least 1 AP/IB/Post-Secondary class & exam Score 1550 on SAT or 22 on ACT : Strategies (determined by what data) Task Task Task 2012-2013 Result 2013-2014 Target 2013-2014 Current Reality Use quantitative terminology to describe school’s progress towards outcome. Describe the effectiveness of each strategy. 1. 2.
2. 3. 4. (6): : : Enter Kindergarten ready Advanced Reading in K-2 At/Above Grade Level in Reading/Writing Grade 3 Grade Level in Reading/Writing Grade 7 Grade Level in Math Grades 3-5 Successful completion of Math I in grade 9 Take and pass at least 1 AP/IB/Post-Secondary class & exam Score 1550 on SAT or 22 on ACT : Strategies (determined by what data) Task Task Task 2012-2013 Result 2013-2014 Target 2013-2014 Current Reality Use quantitative terminology to describe school’s progress towards outcome. Describe the effectiveness of each strategy.