cms school improvement plan report...cms school improvement plan 2008-11 highland renaissance...

CMS School Improvement Plan 2008-11 Highland Renaissance Academy2009-10

* Identify for each strategy, the NC Leadership Standard (7-listed below) and supporting McREL Responsibility (21) that the principal will assume. 1-Strategic, 2-Instructional, 3-Cultural, 4-Human Resources, 5-Managerial, 6-External Development, 7-Micro Political.

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School: Highland Renaissance Academy Principal: Valerie Todd Title I Specialist: Darlene Espinoza Address: 125 West Craighead Road Charlotte , North Carolina 28206 Courier Number: 414 Phone: 980-343-5511 Learning Community: North East

Area Superintendent: Scott Muri



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BELIEFS

• Students come first. All decisions are made in the best interests of students.

• Everyone is a learner. Learning is a lifelong experience. Parents, students, school staff, and the community will learn from each other.

• Parents are powerful partners. Working together creates a joy of learning for everyone. The power of parents makes a difference.

• We believe in quality. We will pursue quality by continuously improving ourselves, our school, and our community.

• Learning leads to positive outcomes. Knowledge brings confidence, skills, and the power to shape the future.

• School safety is a top priority. •

MISSION STATEMENT

Create a learning environment that addresses the needs of students through differentiated instruction that contains rigor and relevance which will enable students to become life long learners and contribute positively to society.

VISION

Parents, students, staff, and the community working together to create an environment in which every student learns, understands, and uses information to make positive choices.

OUTCOMES OF FOCUS Based upon analysis of data and needs assessment, our focus will be upon the following outcomes: • Increase the percentage of parents attending and collaborating within our school community • Formulating an instructional program that will provide a high quality of teaching, challenging instruction, and decision-making based on

monitoring student progress and analysis. • Increase the number and percent of all students that will score at or above proficiency (Level III or IV) in mathematics and reading as

measured by the End of Grade Test.



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SCHOOL PROFILE

This narrative should include a description of student and staff demographics, recent achievement, and staff qualifications.

Synthesis Analysis:

Through data analysis we have determined where our school stands for the 2009-2010 school year. We have an obvious achievement

gap between our African-American students and our Hispanic students in mathematics. Our math EOG’s data shows that our African-

American population proficiency rate is at 63.5 percent while our Hispanic students performed at 75.3 percent. Identifying this gap is

ASSESSMENT DATA SNAPSHOT

EOG Reading Math

07-08 08-09 09-10 (target)

10-11 (target)

07-08 08-09 09-10 (target)

10-11 (target)

Prof

. AYP Growth Prof. AYP Growth Prof. Growth Prof.

Growth

Prof. AYP Growth Prof. AYP Growth Prof

. Growth Prof

. Growth

All 47.8 Met -.078 70 80 51.4 13/16 .153 66.3 Met .048 75 AA

47.2 Met -.104

70

80

47.1 Not Met

.135 63.5

Met/SH .042

75

Asian -

Ins. Data

0.0

70

80

66.7

Ins. Data

.1465 50.0

Ins. Data -.50

75

H 48.1

Met -.05 70

80

56.5

Met/ CI

.266 75.3

Met/SH .181

75

W 60.0

Ins. Data

.143 70

80

60.0

N/A -.11 86.7

Ins. Data -.07

75

AI 50.0

Ins. Data

.200

70

80

50.0

N/A 50.0

Ins. Data -.20

75

MR 43.8

Ins. Data

-.250

70

80

66.7

N/A .034 43.8

Ins. Data -.33

75

LEP 45.6 Met .031 70 80 68.2 Met .342 66.2 Met .141 75 SWD

32.5 Met .167

70

80

- Not Met

.102 47.5

Ins. Data -.032

75

FRL 47.8 47.8

Met -.06 17.7

70 95

80 59.666.3

Not Met

.1694 67.6 67.6

Met/SH .063 3.3

75



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crucial to our continuing success. Our African- American and Hispanic population account for more than 85 percent of our school

total population, which means they impact other subgroups when determining AYP. Those sub-groups include free and reduced lunch

(67.6), LEP (68.2), and SWD (n/a). As a school in mathematics we are at 67.6 percent proficiency for our free and reduced lunch

subgroup, which is very similar to our African-American population, which once again is 66.3 percent. This data tells us that we must

focus on providing differentiated instruction to meet the needs of all our students. We must also focus on professional development

opportunities that empower teachers to use data to drive instruction. Our reading scores from end-of-grade test is displaying a smaller

gap within the two races (47.2) African American students and (48.1) Hispanic students. We are still performing below the expected

proficient level and will address the deficits through purposeful professional development, collaborative planning, proper alignment of

objectives, rigor, common assessments which will provide on-going data for effective monitoring, and target support so that our

quality of instruction will improve.

Therefore, for the 2009 – 2010 school year will focus on strengthening our core instructional strategies of effective reading strategies

and the newly districted adopted Math Investigations. We will continue to implement our school wide focus on writing by using the

Lucy Calkins program. In order to grow in the area of our writing composite, we will continue to focus on writing across the

curriculum in all grades. In math we will continue to use the SOLVE program, Accelerated math, and the information that will be

provided by the technology program entitled “Classcapes.” We use the Imagine It Reading Series to promote achievement in the area



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of reading comprehension and fluency. The master schedule reflects the district’s essential pieces for expanding science, providing

lab opportunities, science tutorials with volunteers, and social studies integrated through literacy. The Intensive Reading Model will

remain to be a vital tool in increasing the reading in our identified sub-groups (Students with Disabilities and African American

Students, LEP, and Hispanics on grades 1 – 5 in Reading). After analyzing our data, we also concluded that we will utilize our Title I

funds to provide all additiona l support such as resources such as after school tutorials, professional development, and purchase

instructional materials to support the intensive reading and math curriculum.

School Profile 2009-2010

Highland Renaissance Academy is a K-5 neighborhood and Title I school in the historic mill district of North Charlotte. We have 477 students in kindergarten through fifth grade classes. Approximately 93.2% of our students qualify for the free/reduced lunch program. 28.3% of our students have Limited English Proficiency. The diversity ratio of Highland’s student body is 58.5% African-American, 31.2% Hispanic, 2.3% White, 2.1% Asian, 0.4% Native American, and 5.5% other. At the beginning of the school year we encourage all of our parents to fill out free and reduced lunch forms. The information gathered from those forms will be used to ensure proper funding for the nutrition of our students, as well as denote the population of students at which we have living in poverty. All of Highland’s teachers are fully licensed, certified, and highly qualified under the guidelines of No Child Left Behind legislation. The Highland staff consists of two administrators, 25 regular education classroom teachers, two are full time and one is part-time Literacy Facilitators, one literacy support teacher, one Math/Science Facilitator, one Technology Associate, one Media Specialist, five Exceptional Children/Student Services staff, five special area teachers (music, art, physical education, technology associate, & media), eleven instructional assistants, two secretaries, one family advocate, one ASEP coordinator, and six ASEP staff members. Additional support for Highland students is provided through Title I services and through the school-wide Communities in Schools program (CIS). The CIS program provides access to tutors from various corporations such as Johnson and Wales University and Covenant Presbyterian Church. Other partnerships include St. John Baptist Church, the Assistance League, Department of Social Services,



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Johnston YMCA, Belmont YWCA, and CMC Behavioral Health Services. Other programs at Highland Renaissance include Communities in Schools, Literacy for Life Forever, Exceptional Children, and Behavioral Health Services. In 2008 – 2009, Highland achieved AYP status with meeting the 21 out of 21 sub-groups but did not meet enough growth for the North Carolina Accountability Standards. In 2007-2008, Highland achieved High Growth on the NC ABCs program. This is attributed to the intense effort put forth by students, staff, parents, the Highland community and community partners. Data collected from End of Grade test results, School Quality Review, School Self-Evaluation, family and staff surveys, staff suggestions, and additional district data on attendance and K-2 assessments were all used to determine the school improvement plan. Highland Renaissance Academy uses Renaissance Learning product to meet the needs of our students. Accelerated Reading and Math are an integral part of our instructional program. We also use English in a Flash, a software program designed to build vocabulary for our English language learners and STAR Early Literacy. In-service is provided through school-based, district, and national workshops and conferences. State and grant funds have allowed teachers to have extended contract time for in-service activities and after-school tutoring. Highland Renaissance uses SRA’s Imagine It! Reading Program, Math Investigations , Accelerated Reader, STAR Reading, STAR Math, STAR Early Literacy, Accelerated Math, Orchard, Reading Mastery, Corrective Reading, and Lesson One: Skills for Life to meet the goals and objects outlined in the CMS Strategic Plan 2010, and the Highland Renaissance School Improvement Plan. Additionally, the school is developing stage for building a Professional Community Model and frameworks that are embedded with the Data Wise Process. We also use student achievement data and teacher observations to evaluate teacher effectiveness. From those evaluations we target placing our most effective teachers in our high need areas to meet the needs of students. Literacy facilitators also work with even smaller groups during intensive reading instruction. We use the data from Dibels, WIDA, Classcapes, common, formative, and Pre-EOG assessments to determine for our intensive reading model as well as other smaller groups for guided instruction. Professional Development:

At Highland Renaissance Academy, professional development opportunities will focus on differentiation to enable classroom teachers, teacher assistants, literacy facilitators, and support staff to meet the needs of all students during instruction. Specifically, our low performing sub groups of students are African-American students, Limited English Proficient students, and students with Disabilities. Based on the indicated needs, we will use the Title I allocated funds of $9,080.00 to fund the professional development. We will also focus on using thinking maps, which research suggests assist students with processing and categorizing information. Training on Collaborative Planning, Core Reading Strategies, Professional Learning Communities, and the utilization of the Data Wise Process have been initiated school-wide to meet the needs of all learners. Professional Development on the Sheltered Instruction Observation Protocol (SIOP) Model will be used to develop and facilitate high



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quality instruction for English language learners in content areas of teaching. Finally, we, as well as the school district will offer many professional development opportunities to increase our teachers’, school administrators’, and teacher assistants’ knowledge of developing and measuring assessments. Our professional development opportunities will be monitored by collecting and maintaining staff sign in sheets, agendas, handouts, notes, and evaluations. We will review quarterly for effective implementation of what is learned through Professional Development through 3-minute walkthroughs, lesson plans, observations, and planning meetings. The impact of strategies learned on student achievement will be assessed through analysis of our school-wide data. Funding for these opportunities will come from our Professional Development Budget. Parent Involvement:

Increasing parental involvement is a continued focus for our school based on the results of our previous school improvement plan. We will conduct quarterly PTA meetings, where parents will be informed of, or involved in:

• What it means to be a Title I school • Our school’s Title I status under NCLB • Review our parent involvement policy to keep parents inform of rules, procedures, expectations, and any changes that have

been made from the year prior. Parents participated in the revisions of the parent involvement policy through the school leadership team. Parents will also receive the most updated copy of our parent involvement policy for their records.

• Parents right to know the qualifications of their child’s teacher or if their child is taught by a non-HQ staff member for more than 4 consecutive weeks.

• Learning Compacts( In order to be in compliance with Title I regulation and the Elementary /Secondary Act formally known as NCLB, three solid attempts will be made to obtain 100% parent participation.

• School-wide ABC and AYP data • How and when assessment & progress information will be provided to parents. This data will be presented quarterly at awards

ceremonies, PTA meetings, quarter report cards, requested parent teacher conferences, student personal agendas, and bi-weekly individual student reports. Parent assistant is an online program that we have this year that allows parents to check student data at any given moment from their home.

• Analysis of School Survey information • Opportunities to share feedback on the School Improvement Plan.



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At parent events we will provide parents with a variety of opportunities to provide us with feedback and to share their ideas, thoughts,

concerns through the use of evaluations, mini surveys, comment cards, discussion sessions and other means we may find necessary as the year

progresses. Assessment results are reported through report cards, teacher and school newsletters, parent conferences, school and

district websites, and PTA meetings/Parent Nights. Some of the areas we will request feedback will be on our School Improvement Plan,

Parent Policy, Parent University, Parent Teacher Conferences, Workshops, and PTA meetings.

A translator will be present at meetings to address our ESL parents. We will also be promoting parent workshops that teach parents skills

to meet the needs of our ESL learners and students with disabilities. These workshops will also address how parents can help their children at

home. Some of the areas we will request feedback will be on our School Improvement Plan, Parent Policy, Parent University, Parent Teacher

Conferences, Workshops, and PTA meetings. A translator will be present at meetings to address our ESL parents. We will also be promoting

parent workshops that teach parents skills to meet the needs of our ESL learners and students with disabilities. These workshops will also address

how parents can help their children at home.

Title 1 Action Plan Parent Action Plan attached:

Family/School Partnerships (Highland Renaissance Academy)

Title 1 Allocation: 11, 149.64 1. Meet the Teacher/Open House: Provides an opportunity for parents and teachers to meet, discuss expectations and needs, and to acquaint students with their new teacher and school. It’s also a time to assess language barriers and implementation of plans in the classroom concerning those. Monday, August 24st 2009 from 6:30pm until 8:30 pm and parent scheduled meeting times from 8:00am -4:00pm



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2. Back to School Night: A night set aside to celebrate the new school year with parents and students. The teachers have planned to have a fish fry/hotdog gathering to serve as a greeting and get to know for the parents in the school community. This is a time to establish relationship between parent and school to show forth that we serve as one community. September 15th 2008 from 5:30pm until 7:30 pm. Aside from this meeting time information will be readily accessible through our Parent Advocate. 3. Curriculum Night: This offers the opportunity for teachers and administration to share with the parents the curriculum offered in the school and the expectations of each student to reach goals concerning the curriculum. Parents are able to receive information that they are able to take home and learn from so that they are able to better understand the curriculum their children are taking part in daily. Time Frame: 5:30pm until 7:30 pm. Aside from this meeting time information will be readily accessible through our Parent Advocate. 4. Literacy for Life Informational: A program created to provide additional incentive for students bordering meeting their goals. The Literacy facilitator provides an understanding of the program to parents of those students that meet the criteria to take part. This is offered at various and flexible times essential to the needs of the parents. Every firs t Tuesday of the Month from 4:30 pm until 6:30 pm 5. PBIS Workshop: This offers an opportunity to include the parents of our community in understanding the discipline procedures that their children take part in day to day. It provides a basis for parents to incorporate or encourage students to be self-disciplined in both home and school that it is consistent throughout. Time Frame: Once each semester: Thursday night 6:30 p.m. after PTA Meetings/Wednesday mornings at 10:00 am in our Parent Center. 6. Math Workshop: This is offered both on two different days to benefit parents that may not be able to make the other. This is an opportunity for parents to get a briefing on the math curriculum used within our community to better assist their students at home. Calculators will be available for those parents that may need one for their child at home. This training will also encompass training parents how to use calculators as well as how to work with their children to assist with preparation for end-of- grade tests. Time Frame: October 14, 2009 5:30 pm until 7:30 pm and scheduled appointments by parents throughout various times of the day depending on teacher instructional schedules. Aside from these meeting times information will be readily accessible through our Parent Advocate.



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7. Writing Workshop: This is offered on two different days to benefit parents that may not be able to make the other. This is an opportunity for parents to get a briefing on the writing curriculum used within our community to better assist their students at home, and for those students taking the NC state writing test, to prepare them for it. Time Frame: February 5, 2010 5:30 pm until 7:30 pm and scheduled appointments by parents throughout various times of the day depending on teacher instructional schedules. A Saturday morning session will be implemented as well. 8. EOG Parent Night: Parents are able to sit down with their child’s teacher to find out their child’s EOG scores and get an understanding of what they mean, as well as discuss with teachers strengths and/or weaknesses and meeting their goals concerning the EOG testing. Time Frame: January 24, 2010 5:30 pm until 7:30 pm and scheduled appointments by parents. Aside from these meeting times information will be readily accessible through our Parent Advocate.

EC Students:

Exceptional students’ accommodations are met by certified staff. Each student receives accommodations as referenced in their

individualized education plan. Education plans are reviewed annually. Exceptional children’s team meets once a week to identify research-based

interventions to meet the needs of students to offer supportive data prior to testing. This team is made up our school psychologist, social worker,

teachers, ESL teachers, and literacy facilitators. All EC students are exposed to the general education curriculum.

Steps for identify students as EC: Parents will be informed throughout this entire process.

1. Use classroom interventions and gather data to bring to intervention team meetings, which are held on Thursday mornings from

7:45am until 8:30am.

2. Teachers will contact the parents to get consent for testing.

3. Intervention team as well as the classroom teacher will identify two researched base interventions that can be measured.



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4. These interventions will run separately for a minimum of 3 - 5 Weeks.

5. After interventions have been ran, the intervention team will used the data to determine if the student is eligible for testing.

6. Our school psychologist, speech pathologist, and school nurse will assess the students.

7. Once the student has been tested, data will be used to determine eligibly.

ESL Students:

English Language Learners are tested using the WIDA and in the beginning of the school year. The AXCESS assessment is given in the

spring. Based on these results, students are accommodated in two ways. If the students perform low, they will work with an ESL certified staff

member for small group instruction. This instruction is based on SIOP and differentiation. If the students perform at a proficient level their

progress will be monitored by both the ESL certified staff member and the classroom teacher while the students participates in regular classroom

instruction that is based on both SIOP and differentiation.

Transition Strategies:

In the beginning of the school year, kindergarten teachers use a staggered entry schedule to place students appropriately. During staggered

entry, kindergarten teachers use assessments to determine the needs of students. Fifth grade teachers host a middle school night to inform parents

of the different opportunities available for them within the school district. The fifth grade teachers also coordinated an award ceremony for parents

to attend to honor students as they transition to middle school.

Given our ample resources in both physical and instructive personnel, we are poised to make even greater strides in the educational success of our students.



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Outcome (1): Increase the percentage of parents attending and collaborating within our school community by 10% based on the results of our school survey. Strategic Plan 2010 Goal s: 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 x World-Class Service Learning/Teaching x Parent and Community Parent/Community Connections

Deliverables/Assessments

(evidence-SQR rubric) Strategies

• Task • Task

Point Person (title/name)

Process Outcome

Leadership Standard* • Responsibilities

Prof. Dev. Focus • Participants • Funding

Parental Involvement

• Activity • Funding

Timeline End Date • ck date • ck date

Example: 1. Differentiate instruction for each subgroup

• Include differentiation strategies in lesson plans

Academic Facil/Smith

Dept Planning Agenda, Lesson Plans

SQR rubric 3.1, 3.2 Walk-throughs

Instructional (2) • Monitor • Evaluate

Differentiation • Faculty • PDC

Supply Material • PTSA

6-10-09 • 11-3-08 • 1-23-09 • 3-27-09

1.

• Distribute school wide information, class newsletters, and Principal Messages to the parental community in a weekly, bi-weekly, at regular intervals in English and Spanish.

• Market the school curriculum events, district events, and parental resources through the various mediums such as CONNECT ED, Highland sponsored Parent University Events, school marquee, newsletters, and through our community partners.

• Utilize staff members to encourage 100% participation in the areas of PTA membership, completion of CMS Learning Compacts and the Volunteer Registration Form

Total School Community Total School Community Parent Advocate/ Brown Admin. Counselors

Principal Valerie Todd, Classroom, and PTA Newsletters Advertise through CONNECT ED scripts, marquee logs, fliers Organize PTA Membership Drive,

SQR Rubric 6 .1 6.4 SQR Rubric 6.1 6.4 SQR Rubric 6.1 6.4

Standard 6A:. Parent Comm Inv. And Outreach Ex. Develop. Leadership -Outreach Standard 1D: Distributive Leadership Strategic Lead. -Knowledge Facilitate

Marketing Inservice: Faculty

Parent Advocate: Title 1 Supply Materials: PTA Handouts Parent Advocate: Title 1 Newsletters

6/9/10

Each Admin. Team

Meeting



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through newsletters, CONNECT ED, and parent meetings.

Support Staff

Distribute Copies of Fliers, Classroom Compacts

Monitor parent involvement and communication. Evaluate the effectiveness of parent opportunities through the use of surveys.

2.

• Display the School Report Card and NCLB on the school website, School Improvement Plan available for parent review in the office.

• The State of the School Address mid-year will provide written notification to all parents regarding school’s progress (up-to-date).

• Collaboratively discuss and develop revisions to School Improvement Plan with the support of the staff and parents.

• Create a parent survey to solicit feedback from the school community to determine the school’s parent involvement progress, current parental curriculum support, and future support.

Admin. Team: Valerie Todd Merita Little Admin. Team: Merita Little SLT Parent Advocate/ Brown Support Staff

SQR Rubric 6.1 6.4 SQR Rubric 6.1 6.4 SQR Rubric 6.1 6.4

Faculty Title I Parents Data Analysis

Parent Advocate: Title 1 Handouts Data Dashboard

Each Admin. Team

Meeting



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3.

• Utilize bi-lingual interpreters for school events such as the Annual Title Meeting, Parent Meetings, Conferences, Curriculum Programs, and events that are sponsored by the Parent Advocate, PTA, and Communities in Schools.

• Discuss the Annual Title I Components (school identification, sub-groups, resources, and parent involvement and rights policy) with parents at the beginning of the year and updates throughout the year by providing minutes from the School Leadership Team and from the Parent Advocate.

• Differentiate the parent meeting times to provide workshops (LEP, SWD, transition meetings, and Counseling), resources, and events for parents to support their child for preparation for entering school (kindergarten) and for the fifth graders to the middle grades.

Parent Advocate/ Brown Support Staff Admin. Team: Valerie Todd Merita Little Parent Advocate/ Brown Support Staff SLT Facilitators/ Williams Crawford. Pinder Parent Advocate/ Brown

SQR Rubric 6.1 6.2 6.4 SQR Rubric 6.1 SQR Rubric 6.4

Title1 Information shared in the following modes: Faculty Meetings Parent Advocate Forum Math Investigations: Reading Strategies: Parent Advocate Admin. Faculty

Parent Advocate: Title 1 Handouts Parent Assistant

Each Admin. Team

Meeting



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Outcome (2): Formulating an instructional program that will provide high quality teaching, rigorous instruction, and decision-making based on monitoring student progress and analysis. This outcome will increase our student achievement by 0.5 % for all students, across all grade levels, and for all identified sub-groups for AYP. Strategic Plan 2010 Goal s: School Quality Review Criteria: x High Academic Achievement Safe and Orderly Schools Achievement Leadership/Management x Effective Educators Freedom and Flexibility Curriculum Learning Environment

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



• Task • Task


Process Outcome






1. Use the TIF-LEAP initiative to increase student achievement in the teacher designated subgroup.

• Analyze the data to design objectives to meet the needs of African American, SWD, and LEP subgroups.

• Monitor achievement of the African American, LEP, and SWD through common, benchmark, formative, and summative assessments.

• Use data to formulate small groups to address the needs of students at risk, currently on grade level, and those requiring acceleration in all growth subjects.

Classroom Teachers Support Staff Admin. Team: Valerie Todd Merita Little Facilitators/Pinder/ Crawford/Williams

Analyze/ Monitor TIF-LEAP SLO Sheets Analyze/ Monitor T-Sparta Analyze/ Monitor DIBELS Reports Review SQR Self-Evaluation Create Lesson Plans

SQR 1.1 SQR 1.3 SQR 1.4 SQR 1.5 TIF-LEAP SLO Sheets T-Sparta DIBELS Reports SQR Self-Evaluation Lesson Plans

Strategic 1C: School Improvement Monitor Facilitate Evaluate Instructional Leadership 2A: Focus on Learning and Teaching, Curriculum, Instruction, and Assessment Monitor Evaluate Knowledge of CIA

TIF-LEAP Instructional Staff TIF-LEAP Grant

6/9/10

9/28/09

10/28/09 11/27/09 1/29/10 2/10/09 3/10/09 4/14/10 5/5/10

5/28/10



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Create Teacher Made Assessments Create Flexible Grouping Sheets Review CMS School Report Data

Teacher Made Assessments Flexible Grouping Sheets CMS School Report Data

Cultural Leadership 3C: Monitor Evaluate

2. Collaborate with the SWD and LEP instructors during the instructional planning between general education and support staff to review student placement through student assessment.

• Response to Intervention strategies and resources will be implemented to support students that are being identified for both EC and ESL services. Intervention Team and LEP Teams will meet regularly to determine student progress.

• Targeted support will be provided through inclusive practices, flexible grouping, lesson planning, and differentiated teaching modalities such as SIOP.

• Collaborative instructional strategies will be shared through professional development to enhance the quality of teacher instruction for the identified sub-groups and for the community at

Classroom Teachers Support Staff Admin. Team: Valerie Todd Merita Little Facilitators/Pinder/ Crawford/Williams

Plan Professional Development Agenda Review/ Revise School Improvement Plan NCSCOS /Pacing Guides/ Alignment Guides Analyze Student Data Conduct Classroom Observations

SQR 2.1 SQR 2.2 SQR 2.3 SQR 1.1 SQR 1.3 SQR 1.4 SQR 1.5 Professional Development Agendas School Improvement Plan Student Data Classroom Observations

Strategic Leadership 1B: Leading Change Monitor Facilitate Evaluate Instructional Leadership 2A: Focus on Learning and Teaching, Curriculum, Instruction, and Assessment Monitor Evaluate Knowledge of CIA Cultural Leadership3C:

RTI Training Classroom Teachers Admin. Support Staff Teacher Assistants SIOP Training Classroom Teachers Support Staff Teacher Assistants Formative Data Analysis: Faculty Classcapes Classroom Teachers Administration

6/9/10

9/28/09 10/28/09 11/27/09 1/29/10 2/10/09 3/10/09 4/14/10 5/5/10

5/28/10



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large. • Technological programs from STAR

EARLY Literacy/Math, Renaissance Learning, DIBELS, Study Island, Discovery Education, and Classcapes will be used to support student learning.

• Ongoing monitoring of student progress will be accessible to and reviewed by all instructional staff.

Review Student Samples Intervention/ LEP Minutes Analyze C&I data from school visits Create and Monitor the Instructional Schedule Review Lesson Plans Utilize Intranet Portfolios

Monitor Evaluate Cultural Leadership 3C: Monitor Evaluate

Title 1 Modeled Differentiation Techniques: Classroom Teachers Support Staff Facilitators Structured Instructional Planning: Classroom Teachers Collaboration with Devonshire Elementary

3. Utilize the Data Wise Process to analyze/disaggregate data, design quality instruction based on data, facilitate reflection with regard to instruction, and to collaborate with peers to develop action plans to increase student achievement. Highly qualified staff will grow individually from participating in the identified professional development opportunities.

• Technological programs from STAR EARLY Literacy/Math, Renaissance Learning, DIBELS, Study Island,

Classroom Teachers Support Staff Admin. Team: Valerie Todd Merita Little

Create Professional Development Agendas Create Data Wise Notebooks Review Student Products

Professional Development Agendas Data Wise Notebooks Student Products

Strategic Leadership 1B: Leading Change Monitor Facilitate Evaluate Instructional Leadership 2A: Focus on Learning and

Data Wise In-service: Classroom Teachers Support Staff Teacher Assistant NELC Data Manager

6/9/10

Each week during walk

through obs.

Weekly Team

planning sessions



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Discovery Education, and Classcapes will be used to support student learning.

• Ongoing monitoring of student progress will be accessible to and reviewed by all instructional staff by all staff members by the use of the Highland Intranet.

• Develop data teams that are grade level specific as well as vertically aligned.

• Utilization of highly qualified staff to provide professional development for their colleagues in the areas of the new Renaissance Learning Model and how rigor is being used in their classrooms.

Facilitators/Pinder/ Crawford/Williams

Administer Formative/ Criterion Tests Create Lesson Plans Create Growth Sheets Team Planning Agendas/ Minutes

Teaching, Curriculum, Instruction, and Assessment Monitor Evaluate Knowledge of CIA Cultural Leadership 3C: Monitor Evaluate



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Outcome (3): Increase the number and percent of grade 3– 5 students by 0.5 % score at or above proficiency (Level III or IV ) in mathematics and reading as measured by the End of Grade Test. Strategic Plan 2010 Goal s: School Quality Review Criteria: x High Academic Achievement Safe and Orderly Schools Achievement Leadership/Management

Effective Educators Freedom and Flexibility Curriculum Learning Environment Adequate Resources/Facilities World-Class Service x Learning/Teaching Parent and Community Parent/Community Connections



• Task • Task


Process Outcome






1. Implement Comprehensive Math Model for grades 3 - 5.

• Teaching will be aligned with the derived, written, and posted NCSCOS objectives.

• Students will be given the responsibility for, and are involved in, their own learning. They will be provided with opportunities to think independently and problem solve through the Math Investigations Program.

• Hands on instruction will increase student high level of time on task, motivate them to achieve, and allow collaboration with other students.

• Identify student groups for target support/tutorials/enrichment during school/after school tutoring by analyzing data and grouping based upon student needs. Technology programs such as STAR Math, Classcapes, and Accelerated Math

Math Facilitator/Williams Classroom Teachers Support Staff Classroom Teachers Support Staff Classroom Teachers Technology Associate Math

Create Intensive Model Lesson Plans Record Grade Level Planning Minutes Administer Pre-EOG Assessments Classcapes Analyze STAR Math Reports Analyze CMS Formative Data Conduct

SQR 3.1 SQR 3.2 SQR 3.3 SQR 3.4 SQR 3.5 SQR 3.6 SQR 3.7 SQR 3.8 SQR 3.9

Standard 2A: Focus on Learning and Teaching, Curriculum, Instruction, and Assessment Instructional -Intellectual and Stimulating -Input -Knowledge of CIA Admin. Team Classroom Teachers Support Staff will monitor and evaluate student performance through student products,

Modeled Differentiation Techniques: Faculty Teacher Assistants Support Staff Math Investigations Training: Classroom Teachers Math Facilitator: Daily Modeling of Math Investigations in classroom demonstrations for staff.

Math Investigations Training: Parents Title 1 (Parent Advocate)

6/9/10

Each week during walk

Through Obs.



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will be utilized to supplement the core curriculum.

• Specific lesson plans for intensive groups will be designed to address targeted intervention.

• Implement and monitor the Math Investigations program in K – 5.

• Utilize data driven decisions to address instructional needs and to design min-lessons to assess students.

Facilitator/Williams Classroom Teachers Classroom Teachers Admin. Team: Valerie Todd Merita Little Math Facilitator/Williams

Classroom Observations Utilize T-Sparta Math Journals Implement Accelerated Math Create Lesson Plans NCSCOS Pacing Guides Develop/ Utilize Data Notebooks Administer Classcapes Design /Implement TIF-LEAP Student Objectives

assessment results, and lesson observations. Standard 1 A: School Vision and Strategic Goals Strategic -Knowledge -Facilitate Coaching teachers to model differentiated instruction in the classroom. Standard 2A: Focus on Learning and Teaching, Curriculum, Instructional and Assessment Instructional Engaging -Input -Knowledge of CIA

6/9/10

Weekly Team Data Mtg.



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Assist classroom teachers with designing lesson plans that are differentiated.

2. Implement Comprehensive Reading Model for grades 3 – 5.

• Implement the Imagine It Curriculum for the core reading program to reinforce comprehension skills and the Imagine It Intervention Kit to build fluency.

• Provide an additional instructional time during the Imagine It Workshop block to differentiate instructional modeling and activities for students. During this time all subgroups will be involved in the following: targeted literacy support, ESL/EC/TD inclusion support, and technology instruction.

• Train all staff in the use of Classcapes to creat e assessments to decipher the progress of the students with specific learning objectives.

• Conduct data driven decision-making to differentiate instruction for students performing below, at, or above grade level.

• Utilize flexible and single gender classroom support as a form of

Classroom Teachers Literacy Facilitators/Pinder Crawford

Develop Intensive Model Lesson Plans Record Grade Level Planning Minutes Conduct Pre-EOG Assessments Classcapes Evaluate STAR Literacy Reports Review CMS Formative Data Perform Classroom Observations

SQR 3.1 SQR 3.2 SQR 3.3 SQR 3.4 SQR 3.5 SQR 3.6 SQR 3.7 SQR 3.8 SQR 3.9 Grade Level Planning Minutes Pre-EOG Assessments Classcapes CMS Formative Data Classroom Observations

Strategic Leadership 1B: Leading Change Monitor Facilitate Evaluate Standard 2A: Focus on Learning and Teaching, Curriculum, Instructional and Assessment Instructional Engaging -Input -Knowledge of CIA Admin. Team Classroom Teachers Support Staff will monitor and

6/9/10

Weekly Team

planning sessions

and special

area support team

meetings

Weeky PD for ITA’s



22

grouping students depending on the needs of the grade level.

• Train Support Staff (Music, Art, and Physical Education) in the area of reading fluency and writing to build proficient instructional status in the areas of non-proficiency.

• Implement the Accelerated Reader Program to provide opportunities for students to increase their fluency rate.

• Implement a tutorial program that includes volunteers that are coordinated through Communities In Schools to meet the literacy needs of our students.

Evaluate T-Sparta

evaluate student performance through student products, assessment results, and lesson observations.



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CMS 2009-2010 Bullying-Prevention

Implementation and Process Plan

I. School: Highland Renaissance Academy Learning Community: Northeast Principal: Valerie Todd Point-person/BP Committee chair: Beverly Hammonds-Bolds II. School Bullying-Prevention Committee Members: Member Merita Little Position Assistant Principal Member Joyce Ghant Position School Psychologist Member Larry Lane Position Music Teacher III. Implementation Vehicle* (*Indicate how activities are to be delivered, i.e. during LA classes/Advisor-Advisee or Character Education time/Health classes, Social Studies. Complete grade level info appropriate for your school) ? Pre-K classes: ____________N/A_________________________________________________________________ _____________________________________________________________________________________________ ? K-3rd gd classes: 10-15 minute guidance activities on Bullying will be presented via closed circuit each month. During Bullying Prevention Week, there will be a guidance activity each day. Classroom teachers can make a request to the School Counselor for additional activities specific to their classroom needs. ? 4th-5th gd classes: 10-15 minute guidance activities on Bullying will be presented via closed circuit each month. During Bullying Prevention Week, there will be a guidance activity each day. Classroom teachers can make a request to the School Counselor for additional activities specific to their classroom needs. ? 6th gd classes: _____________N/A_________________________________________________________________ _____________________________________________________________________________________________ ? 7th-8th gd classes: __________N/A________________________________________________________________ _____________________________________________________________________________________________ ? 9th -12th gd classes: __________N/A_______________________________________________________________ IV. Implementation Timeline:



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Activity/Training Proposed completion date Completion date A) BP LC Team Training 8/18/09-9/28/09 ________9/28/09___________ (Principal & Point Person) B) School Staff Training 8/19/09-9/30/09 ________9/30/09___________ (Principal & Point Person) C) Establish BP Committee 8/18/09-9/30/09 _____9/23/09______________ (Principal & Point Person) D) Complete 1st draft of BP Plan 9/30/09 _________9/28/09__________ (Submit draft to area office w/SIP 1st draft) E) Review BP Policy w/students 8/25/09-8/28/09 ___8/28/09________________ (School Administration) F) Notify Parents of BP info 8/25/09-10/27/09 ______10/5/09_____________ Available on CMS Website (via e-mail/newsletters/conferences etc.) G) Administer on-line BP survey 9/29/09-10/2/09 _________10/01/09_________ (To 7th grade sampling of students) H) Initiate School-wide Bullying 10/5/09-10/9/09 ________N/A___________ Prevention Week Activities (www.pacer.org/bullying/bpaw/schoolsab.asp & www.pacer.org/bullying/bpaw/teens/resources.asp ) I) First Semester Bullying-Prevention 10/12/09 ________10/5/09___________ Activities Begin (MediaSite & Learn360) J) Complete Finalized BP Plan 10/15/09 (Title I, to Title I office) ________10/15/09___________ (Submit to area office w/finalized SIP) 10/30/09 (Non-Title I) K) Second Semester Bullying-Prevention 1/26/10 ________1/6/10___________ Activities Begin (MediaSite & Learn360) L) Completion of Bullying-Prevention 4/26/10-4/30/10 ________4/14/10___________ Activities for 2009-2010 (MediaSite & Learn360)

cms school improvement plan report...cms school improvement plan 2008-11 highland renaissance...

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