2001122--22001133 ISSCCHHOOOOLL L … Improvement Plans 2012...SCHOOL PROFILE McKee Road Elementary School draws students from the immediate surrounding neighborhoods. The school is

22001122--22001133 SSCCHHOOOOLL IIMMPPRROOVVEEMMEENNTT PPLLAANN RREEPPOORRTT

School: McKee Road Elementary Courier Number: 451

Address: 4101 McKee Road Phone: 980-343-3970

Charlotte, NC 28270

Principal: Beverly Newsome

Title 1 Specialist:

Zone Superintendent: Dr. Kelly Gwaltney Zone: East

School Improvement Team Membership

From GS §115C-105.27: “The principal of each school, representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants assigned to the school building, and parents of children enrolled in the school shall constitute a school improvement team to develop a school improvement plan to improve student performance. Representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants shall be elected by their respective groups by secret ballot....Parents serving on school improvement teams shall reflect the racial and socioeconomic composition of the students enrolled in that school and shall not be members of the building-level staff.”

Committee Position* Name Committee Position* Name

Principal Beverly Newsome Parent Representative Kaysi Dixon, Nancy Keziah

Assistant Principal Representative Jeremy Lundgren Parent Representative John Carriker, Kristen Ellis

Teacher Representative Bethany Mosteller Parent Representative Catharine Bowling, Virginia Franco

Inst. Support Representative Polli Mays Parent Representative Keith Rossi

Teacher Assistant Representative Sandy Cook Teacher Representative Martha Child, Lorrie Thurston

Parent Representative Kattie Spies Teacher Representative Judy Gullatte, Dee Tsintzos

Teacher Representative Kati Carbonaro

CMS School Improvement Plan 2012-13

McKee Road Elementary School 2012-14 SIP Cycle

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BELIEFS

Maximizing student achievement is our priority.

Creating an instructional environment that facilitates learning and uses

available resources to meet individual needs of students.

High academic standards and high ethical standards are inseparably

connected.

Partnerships between the home, school, and community are vital to

providing a supportive learning environment.

All students have talents that should be recognized and built upon for

the good of community and society.

MISSION STATEMENT

District: Maximize academic achievement by every student in every school.

School: Our mission is to prepare each student to be a successful, educated, responsible member of society by assuring quality

instruction in a safe and nurturing environment.

VISION

District: CMS provides all students the best

education available anywhere,

preparing every child to lead a rich

and productive life.

School: We, the students, parents, educators,

and community, are committed to academic

excellence and service to others.

SMART GOALS

Based upon analysis of data and Self Evaluation, our focus will be upon the following outcomes:

In Reading, 79% of all K – 5 students will obtain their projected end of year Ready for Instruction Today (RIT) score and 80% in Mathematics as measured by

the Measures of Academic Progress (MAP) assessment. The percent of students meeting their expected growth as measured by the EOGs in 2012-2013 will

increase by 5% from 59.2% to 64.2%.

In Reading and Math, 74% of all LEP students and 47% of all SWD students will obtain their projected end of year Ready for Instruction Today (RIT) score as

measured by the Measures of Academic Progress (MAP) assessment. The percent of SWD students meeting their expected growth as measured by the Reading

EOGs in 2012-2013 will increase by 5% from 38.9% to 43.9%. The percent of SWD students meeting their expected growth as measured by the Math EOGs in

2012-2013 will increase by 5% from 44.4% to 49.4%

The percent of teachers agreeing on the CMS Teacher Survey responding to the statement, “The planning time structure at my school is an effective use of my

time” will increase 5% from 90.7% to 95.7% in 2012-2013.

Maintain the percentage results indicating McKee Road has a safe and orderly learning environment at 100% as measured by the Safe School Audits in 2012-13.



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ASSESSMENT DATA SNAPSHOT

McKee Road Elementary - 600451

2009-2010

School Year 2010-2011

School Year 2011-2012

School Year

Subject Demographic Subgroup

% Prof.

% Met Exp. Growth

Avg. Growth

High Growth Ratio

% Prof.

% Met Exp. Growth

Avg. Growth

High Growth Ratio

% Prof.

% Met Exp. Growth

Avg. Growth

High Growth Ratio

Grade 03 Reading Grade Total 89.9 87.5 94.4

Grade 03 Math Grade Total 96.6 100.0 94.4

Grade 03 Total Grade Total 93.3 93.8 94.4

Grade 04 Reading Grade Total 93.0 56.6 0.077 1.3 92.7 64.4 0.088 1.8 92.2 69.4 0.243 2.3

Grade 04 Math Grade Total 95.3 71.1 0.240 2.5 97.6 71.2 0.302 2.5 97.1 69.8 0.215 2.3

Grade 04 Total Grade Total 94.2 63.8 0.159 1.8 95.1 67.8 0.195 2.1 94.6 69.6 0.229 2.3

Grade 05 Reading Grade Total 90.7 68.9 0.209 2.2 90.5 54.4 0.128 1.2 93.5 67.9 0.269 2.1

Grade 05 Math Grade Total 93.0 81.1 0.297 4.3 94.7 53.2 0.054 1.1 98.9 70.9 0.214 2.4

Grade 05 Science Grade Total 89.5 81.1 95.7

Grade 05 Total Grade Total 91.1 75.0 0.253 3.0 88.8 53.8 0.091 1.2 96.0 69.4 0.241 2.3

Reading Total Total 91.2 62.7 0.142 1.7 90.0 59.2 0.109 1.5 93.2 68.7 0.255 2.2

Math Total Total 95.0 76.0 0.268 3.2 97.5 61.8 0.173 1.6 97.0 70.3 0.215 2.4

Science Total Total 89.5 81.1 95.7

EOG Total Total 92.6 69.3 0.205 2.3 91.9 60.5 0.141 1.5 95.2 69.5 0.235 2.3

School Composite Total 92.6 69.3 0.205 2.3 91.9 60.5 0.141 1.5 95.2 69.5 0.235 2.3



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SCHOOL PROFILE

McKee Road Elementary School draws students from the immediate surrounding neighborhoods. The school is located in South

Charlotte. The surrounding community embraces the school and supports organizations and community events at our school. Our

facility encourages character education as you walk through our hallways. Our safe and orderly environment creates an atmosphere

that is conducive to students being successful academically and behaviorally. Visitors can “feel” learning and engagement

consistently occurring with our students throughout the building.

Student Demographic Data

McKee Road serves approximately 500 students in the K-5 program. We house approximately 24 students in our Autistic program.

Of the K – 5 students, 78% are White, 10% African-American, 9% Asian, 8% Hispanic, 3% Multi, and less than 1% American Indian.

Approximately, 12% of those students are economically disadvantaged. 3% of our students are identified as LEP students and are

served by an ESL teacher. The ESL teacher works with classroom teachers to identify any students needing LEP identification and

services. 12% of our students are identified as Exceptional Children served by 1.5 EC teachers, 1 EC teacher assistant, 4 AU teachers

and 6 AU teacher assistants. Students are served by 22 classroom teachers, 4 Autistic classrooms, 1.5 EC Resource teachers, 1 ESL

teacher, 10 instructional assistants, 1.5 Speech teachers, and 1 Talent Development teacher.

School-wide Data

McKee Road experienced success in academic achievement during the 2011-2012 year. Our students made high growth as measured

by the NC End of Grade Test (EOG) and Adequate Yearly Progress (AYP) goals. We meet AYP growth in reading and math. For this

year we have redesigned our master schedule to focus more extensively on math and reading instruction. We are going to continue the

use of data driven instruction this year as we continue to train and grow our staff with the data wise model. We will use multiple

forms of assessments (MAP, DRA, mClass 3D Reading, fluency, and common assessments) to measure the growth and proficiency

with our students throughout this school year.

We are incorporating researched based programs such as the Balanced Literacy Model, Reader‟s Workshop, Being a Writer, Wordly

Wise and Word Builder to develop vocabulary, Reading Comprehension Toolkits to develop reading comprehension, and Kagen

Cooperative Learning strategies to support student engagement.



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Based on the NC End of Grade (EOG) Science results at the end of the year, 95.7% of our students are at or above grade level in

science. We have established math and science integrated instructional blocks that will allow our teachers to conduct lessons,

experiments and science activities during these instructional blocks.

Our K – 2 End of Year (EOY) DIBELS data indicated that 96% of our students are on grade level (Benchmark). The 4% that are

below grade level will be receiving small group instruction, intensive reading instruction, and are being progress monitored closely by

our classroom teachers and our instructional assistants.

Our individual grade level for Kindergarten states that 96% of our students are at or above grade level based on End of Year DIBELS

data.

Our individual grade level for First Grade states that 94% of our students are at or above grade level based on End of Year DIBELS

data.

Our individual grade level for Second Grade states that 99% of our students are at or above grade level based on End of Year DIBELS

data.

Our individual grade level for Third Grade states that 91% of our students are at or above grade level based on End of Year DIBELS

data.

All parents will be informed of student progress through the use of conferences, mid-quarter progress reports, weekly work folders,

and monthly newsletters from the principal and classroom teacher, communication in student agendas, Connect Ed messages, Parent

Assist, and phone calls.

Schools, parent, and the community should work together to promote the health, well-being and learning of all students. When schools

actively involve parents and engage community resources they are able to respond more effectively to the health-related needs of

students.



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Family and community involvement fosters partnerships among schools, families, community groups and individuals. These

partnerships result in sharing and maximizing resources. They help children and youth develop healthy behaviors and promote healthy

families.

Our school focus this year is to increase the quality of team planning through administrative input and support, increase the use of

Bloom‟s Revised Taxonomy and Depth of Knowledge stems in instructional lessons and data analysis. The data wise team will be

guiding team planning meetings on best practices for analyzing and reflecting on student data.

Strategies to Attract Highly Qualified Teachers:

Professional development is provided to teachers based upon specific data sources. These sources included: 2011-2012 end of year

PD survey results; classroom observations, student data (areas of weaknesses), the implementation of new programs (differentiation in

literacy and math workshop), and input from the East Zone support staff are included in decision-making regarding the use of

assessment data that affects their grade level. The administration assures that certified staff members are offered professional

development opportunities throughout the school year to earn continuing education credits for licensure renewal as well as current

research based educational knowledge.

Professional Development opportunities are offered on campus and off campus. We enter our on campus activities in My PD in order

for teachers to receive renewal credits for staff development activities and workshops. Attendance at trainings are recorded and

retained by the data manager, as well as agendas, handouts and notes. Evaluations for trainings provided in our building are gathered

and utilized to enhance future trainings.

Attracting and retaining excellent teachers to CMS and McKee Road is a priority at our school. We have put several strategies in

place to reach this goal. We have or will:

Assigned mentors to appropriate staff

Updated school website information

Held monthly mentor/mentee meetings



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Staff Demographic Data

Certified And Administrative Staff

Position Title Count

Total 44

Principal, Elementary 1

Assistant Principal, Elementar 1

Counselor, Elementary 1

Teacher, Bilingual / ESL 1

Teacher, 4-6 7

Teacher, EC Autistic (Self-Con 4

Teacher, K-3 15

Teacher, EC Resource 1

Substitute, Certified Teacher 7

Teacher, Elementary Physical E 1

Teacher, Elementary Art 1

Literacy Facilitator, Elementa 1

EC Teacher, Acad. Gifted (Ag) 1

Teacher, EC General Curriculum 1

Teacher, Elementary General Mu 1

Number of Years Experience for Teachers (in CMS only)

0-3 3-5 5-7 7-10 10-15 15-20 20+

N % N % N % N % N % N % N %

8

20.0

8

20.0

2

5.0

0

0.0

11

27.5

6

15.0

5

12.5



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Degrees Held By Teachers

Bachelor's Advanced

N % N %

29

72.5

11

27.5

a

Highly Qualified Teachers

Highly Qualified Not Highly Qualified

N % N %

33

82.5

7

17.5

Three instructional assistants support the classroom teachers by working in our Literacy Lab, which is supervised by the Literacy

Facilitator. In this setting, they implement a variety of instructional activities in small group settings in order to raise the academic

achievement level of our intensive and strategic children in literacy.

The full-time support staff includes: full-time art, music, PE, media specialist, technology specialist, one literacy facilitator, a Speech

Language Pathologist, one Talent Development Teacher, one resource teacher, seven EC instructional assistants, one counselor, one

assistant principal and principal.

The part-time support staff includes: a psychologist, a reading coach, a resource teacher, one ESL teacher and a Speech Language

Pathologist.

Instructional Program

We are using differentiated instruction, a flexible teaching approach that adapts the curriculum to individual curriculum learning

needs. We are analyzing data to help identify if, and how much, a student is learning with our data-wise team. During the 2011-2012

school year, we will implement a K – 5 math program called „Investigations‟. This program will utilize strategies to teach students



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how to solve problems in math. We have also increased our instructional math blocks in order to integrate science instruction. This

will provide the opportunity for students to participate in science experiments that will enhance their content knowledge. We will

implement the use of a Literacy Lab for K -5, model instructional lessons, and provide a wealth of professional development in order

to facilitate our instructional program. Progress for this instruction is monitored through MAP Assessments, AIMSWeb progress

monitoring, classroom assessments, both district and alternative assessments and WAPT testing, benchmark assessments.

We will continue to provide small group instruction daily this year to meet the needs of our students who are performing below grade

level in our intensive labs. These small groups will be taught by our instructional assistants.

Assessment Program

At McKee Road, we are utilizing MAP Reading Checklist Skills for progress monitoring, running records and benchmark assessments

for our K-1 students. We will also use the MAP assessments provided by CMS to assess reading and math, and will use AIMSWeb

for progress monitoring for our 2nd

– 5th

grade students continuously throughout the year.

In addition to the system and/or state identified assessments that teachers implement, the teachers will also be collaborating to create

and determine additional assessments to implement. These would include such assessment pieces as common assessments, creation of

scoring rubrics, skill mastery assessments, and pre-teaching assessments.

We will be using all data to make instructional decisions that serve the needs of our students. This will be done through grade level

team planning.

All parents will be informed of student progress through the use of conferences, mid-quarter progress reports, weekly work folders,

and monthly newsletters from the principal and the classroom teacher, communication in student agendas, Connect Ed messages,

Parent Assist, and phone calls.

Data Wise

We have developed a data wise team to look at the McKee Road assessment data. The team consists of the Principal, Assistant

Principal, Literacy Facilitator and a grade level representative from each grade. The team has reviewed various types of data and has

identified the needs that will be focused on during this school year.



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Master Schedule

McKee Road implements an A, B, C, D, E day schedule for our special area classes. Implementing this type of schedule, the alphabet

letters are used on a rotating basis which ensures no class ever misses their special area class due to a workday, holiday, or no school

for any reason. Using this schedule, we are also able to ensure grade level team meetings are held on every C day and grade level data

days are held on B day. Again, a grade level never misses their team planning or data day due to a workday, holiday or no school for

any reason. This practice positively impacts instructional planning and the implementation of special area classes.

Parental Involvement

McKee Road has a strong, involved, and established PTA, and it has established several community partnerships. The PTA will

provide programs to increase community involvement through fall jamboree, volunteering in classrooms, the school yearbook, Book

Fairs, Wonderful Wednesdays, Staff Appreciation activities, office and health room opportunities. According to district surveys

82.1% of our parents are actively involved in the school community.

Our focus this year is to increase the quantity and quality of involvement of our families. The following will be some of the strategies

we will use to build capacity in this area:

Provide parents with a copy of the School Progress Report (provides specific NCLB and subgroup AYP information)

Provide parental involvement opportunities to foster relationships in various forms

Provide monthly newsletters and calendars to maintain communication with our families

Provide frequent and timely communications to parents through: the school‟s website, ConnectEd messages, student agendas,

weekly folders, and the use of our marquee.

Provide Parent University opportunities for our parents.

Partnerships

We are currently seeking additional sponsors and support from various partners to build our community and business partnerships.

We are looking for ways to support our instructional program, technology, and our parental involvement.

McKee Road has also established partnerships with the following community businesses

*St. Francis United Methodist Church (use of parking lot for emergency evacuation site, staff meetings)

Appalachian State University (student teachers, interns)

University of North Carolina at Charlotte (student teachers, interns)



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Junior Achievement (business presenters in classrooms)

Mario’s Restaurant (financial)

Malaya Kitchen Restaurant (financial)

Five Guys Restaurant (financial)

Carvel Ice Cream (financial)

Starr Orthodontics (financial)

Sheryl Caplan, Ph. D. (financial)

*Midtown Consulting Group (financial)

*Auto Bell Car Wash (financial)

*Sellers Orthodontics (financial)

Hickory Tavern Restaurant (financial)

Laxer, Long & Savage Dentistry (financial)

*Pinnacle Marketing Management (financial)

*Elevation Church

*SECU

Girls on the Run

*Denotes new partnerships for the 2012-2013 school year.

CMS School Improvement Plan 2012 - 2013

McKee Road Elementary School

SMART: S – Specific; M – Measurable; A – Attainable; R – Realistic; T – Time-bound.

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SMART GOAL (1) In Reading, 79% of all K – 5 students will obtain their projected end of year Ready for Instruction Today (RIT) score and 80% in Mathematics

as measured by the Measures of Academic Progress (MAP) assessment. The percent of students meeting their expected growth as measured by the EOGs in 2012-2013 will increase by 5% from 59.2% to 64.2%.

Data Used: EOY MAP Assessments, EOG Results SP 2014 Tactic: (#1, 3, 4) – Effective Teaching and Leadership, Increasing the Graduation Rate, Teaching and Learning through Technology #1: Effective Teaching and Leadership

Create a system to link students to their teachers, so that student performance and teacher performance are connected.

Create and use periodic tests throughout the year to measure student learning in reading and math for grades 3 – 8, science in grades 5 and 8, and Algebra I, biology, civics and economics, English I and US History in high school.

Use professional learning communities throughout CMS. PLCs focus on student learning, working collaboratively and emphasizing results.

Design and implement a Response to Instruction model for SM that will help teachers adjust instruction as needed for struggling students.

Implement the Big 6 inquiry-based research model in K – 12th grade.

Provide training and ongoing support through learning communities. #3: Increasing the Graduation Rate

Expand and strengthen intervention and coordinated school health teams in all schools. #4: Teaching and Learning through Technology

Required all certified CMS employees to successfully complete at least one renewal credit through an online/virtual course to fulfill the renewal requirement.

Strategies (determined by what data) 1. Task (PD)

Point Person (title/name)

Evidence of Success (Student Impact)

Funding (estimated cost

and source)

Personnel Involved

Timeline Start–End

Interim Check Dates

1. Provide instructional differentiation for specific student needs

Implement an intensive reading plan K-5

Implement flexible, small group instruction for direct instruction, K-5

Include differentiation strategies in lesson plans

Utilize math manipulatives

Provide tutorials for struggling students

1. Principal/

Newsome Assistant Principal, Lundgren Literacy Facilitator, White Technology

Literacy Lab Schedule

Lesson Plans

Progress Monitoring Results

Classroom Formal Observations

Fluency Assessments

Summative Assessments

Classroom Informal Observations

I-Ready Reports

$2,300 – Extended Day Funds

$3,100 – I-Ready by PTA

$3,000 for Balanced Literacy

Classroom Teachers

Literacy Facilitator

Technology Teacher

ESL Teacher

TD Teacher

Instructional Assistants

Media Specialist

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through Extended Year Funds during the instructional day

Utilize technology in the classroom

Provide technology instruction weekly to all students

Continue the use of Imagine It reading adoption

Continue to utilize Avenues in the ESL program

Implement Response to Instruction in K – 5

Implement Math Investigations

Create integrated instructional block for literacy/social studies and math/science

Utilize the All Star Playbook for Academic Excellence

Utilize Study Island and Discovery Education technologies

Utilize Jacob’s ladder

Utilize I-Ready technology

Implement Common Core and standards and essentials

2. Analyze assessment data to determine

academic strengths and weaknesses Utilize data to form flexible, small

groups for direct instruction Implement inclusion practices to

support EC, Speech and ESL students Utilize SIOP strategies to meet the

needs of ESL students Utilize data to form performance

grouping in grades 3 – 5 for math and literacy instruction

Utilize a Data Wise notebook in K – 5

Teacher, Maas ESL Teacher, Medlin TD Teacher, Lewis Counselor, Ficker Media Specialist, Bahnweg

2. Principal/

Newsome Assistant Principal, Lundgren

Literacy Lab Schedule

Lesson Plans



Fluency Assessments


Classroom Informal

Counselor

Administration

Classroom Teachers


Technology Teacher

ESL Teacher

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Implement an administrative team meeting with principal, assistant principal, literacy facilitator, counselor and TD teacher

3. Foster a climate of rigor and relevance

Implement higher level questioning strategies

Implement Math Olympiad strategies Implement Investigation series

strategies Implement Paideia seminars in 3-5 Implement research activities in 2 – 5 Implement use of SMART Boards,

Discovery Ed. Integrate content instructional

strategies Implement the use of technology with

students to produce authentic work products

Implement Bloom’s Revised Taxonomy Implement the MRES Healthy Active

Children Plan Implement Fat Cat in 2

nd grade

4. Foster a love of reading for students Assess students on MAP in grades K -

5 Establish book buddy partnerships

between primary and intermediate classes

Implement literature circles Increase the number of trade leveled

books available in central storage Celebrity Readers

Literacy Facilitator, White TD Teacher, Lewis Counselor, Ficker Data Wise Team, K-T, Thurston, Williams, Deaton, Morgan, Child

3. Principal/ Newsome Assistant Principal, Lundgren Literacy Facilitator, White TD Teacher, Lewis Technology teacher, Maas MRES Healthy Active Children Team

4. Principal/ Newsome

Observations

I-Ready Reports

WAPT/ACCESS Reports

Feedback Form from CT

Lesson Plans



Fluency Assessments



I-Ready Reports

MAP Assessments

Lesson Plans



Fluency Assessments


TD Teacher


Media Specialist

Counselor

Administration

EC Teachers

Classroom Teachers


Technology Teacher

ESL Teacher

TD Teacher


Media Specialist

Counselor

Administration

EC Teachers

Classroom Teachers


Technology

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Book Character Parade Weeklong Reading Theme Days Author visits for students Exchange 2 TA positions for 1

classroom teacher position

5. Utilize transition strategies for K-1, 2- 3, 4-5 grades Implement staggered entry (K) Hold parent conferences and/or contact parents and students prior to the first day of school (K-5) Provide parent training (K-5) Review transition forms from Bright Beginnings/ Day Care/Developmental Programs Utilize Vertical teaming and planning in literacy/social studies and math/science through teacher committees

6. Implement a Response to Instruction

Model to identify any student needing interventions and/or placement in Exceptional Children’s Programs and ESL/LEP Utilize core interventions (Tier 1),

targeted interventions (Tier 2), and intensive interventions (Tier 3)

Utilize B Day Team Planning Meetings to identify students

Assistant Principal, Lundgren Literacy Facilitator, White

5. Principal/ Newsome Assistant Principal, Lundgren Literacy Facilitator, White

6. Principal/ Newsome Assistant Principal, Lundgren Literacy Facilitator, White Counselor, Ficker Classroom Teachers


I-Ready Reports

School Calendar of Events

Lesson Plans

School Calendar

Parent/Teacher Communication Log

Professional Development in literacy, social studies, math and science presented by grade level teams

Parent University Classes

Lesson Plans



Fluency Assessments



I-Ready Reports

Focus of Concern

Intervention Team Log

Student Work Samples

Intervention Team Calendar

Intervention Strategies

Parent Feedback

$0.00 – Parent University Workshops

Teacher

ESL Teacher

TD Teacher


Media Specialist

Counselor

Administration

EC Teachers

Classroom Teachers


ESL Teacher

Counselor

Administration

EC Teachers

Classroom Teachers


Support Staff

Counselor

Administration

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7.Provide staff development on:

Reader’s Workshop Being a Writer RAZ Kids MAP AIMSWeb Common Core Standards/Essentials Science Instructional Strategies Math Instructional Strategies Web Blogs Web Wikis Literacy Instructional Strategies PEP RtI

7. Principal/ Newsome Assistant Principal, Lundgren Literacy Facilitator, White TD Teacher, Lewis Counselor, Ficker RtI Team Classroom Teachers

Lesson Plans



Fluency Assessments



I-Ready Reports

Classroom Teachers


Special Area Teachers

Support Staff


Administration

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SMART GOAL (2): In Reading and Math, 74% of all LEP students and 47% of all SWD students will obtain their projected end of year Ready for Instruction

Today (RIT) score as measured by the Measures of Academic Progress (MAP) assessment. The percent of SWD students meeting their expected growth as measured by the Reading EOGs in 2012-2013 will increase by 5% from 38.9% to 43.9%. The percent of SWD students meeting their expected growth as measured by the Math EOGs in 2012-2013 will increase by 5% from 44.4% to 49.4%

Data Used: EOY MAP Assessments, EOG Results SP 2014 Tactic: (#1, 2, 3, 4) – Effective Teaching and Leadership, Performance Management, Increasing the Graduation Rate, Teaching and Learning through Technology #1: Effective Teaching and Leadership






Provide training and ongoing support through learning communities. #3: Increasing the Graduation Rate

Expand and strengthen intervention and coordinated school health teams in all schools. #4: Teaching and Learning through Technology

Required all certified CMS employees to successfully complete at least one renewal credit through an online/virtual course to fulfill the renewal requirement.

Strategies (determined by what data) 1.Task



Funding (estimated cost and source)

Personnel involved


Interim Check Dates

1. Provide instructional practices that meet the needs of students with various exceptionalities.

Implement an intensive reading plan in K – 3 as deemed appropriate

Continue to implement inclusive practices

EC Teachers/ Oudin, Mays, Kingston, Hewett, Ostrander, DeLong, Carbonaro EC

IEPs

PEPs

Co-teaching plans

Inclusionary Progress monitoring (CT)

Formative Assessments

Achievement of IEP goals

Student engagement in both co-taught and pull-out EC classes

Classroom Teachers

EC Teachers

EC Instructional Assistants

ESL Teacher

Counselor


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Use data to form student groups for teacher directed instruction for EC, ESL, below-grade level, on-grade level and above grade level students

Increase the number of EC students attending extended school tutoring as determined by IEP team.

Alignment of lesson plans with grade level teachers

Creation of RtI Evidence Tracker binders for each EC and ESL student

Instructional Assistants/ Johnson, Thomas, Clark, McCoy, Porter, Pettis ESL Teacher/ Medlin RtITeam/ Newsome, Ficker, White, Lundgren, Morgan, Blair, Thurston, Moore LEA Team/ Medlin, Lundgren, White

Observation Feedback

Administration




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SMART GOAL (3): The percent of teachers agreeing on the CMS Teacher Survey responding to the statement, “The planning time structure at my school is an

effective use of my time” will increase 5% from 90.7% to 95.7% in 2012-2013.

Data Used: Staff Surveys, Teacher Retention Data, CMS Teacher Survey SP 2014 Tactic: (#1) – Effective Teaching and Leadership #1: Effective Teaching and Leadership






Provide training and ongoing support through learning communities.

Strategies (determined by what data) 1. Task (PD)



Funding (estimated cost and source)

Personnel involved


Interim Check Dates

1. Develop a master schedule that increases the number of opportunities for team planning

Implement an A,B,C,D,E master schedule

Implement a 110 minute planning session every C day and a 50 minute data day on B day for grade levels

Implement 3 – 50 minute planning sessions on A, D and E days for grade levels

Implement a 35 minute planning session daily for special area teachers

Principal, Newsome

Master Schedule

Parent Newsletters

Classroom Observations

Team Minutes

Classroom Teachers

EC Teachers


ESL, TD Teachers

Special Area Teacher

Counselor


Administration

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Use 1 teacher assistant positions in order to hire 1 classroom teacher

Implement backwards planning days each quarter for a day

2. Continue to develop Professional

Learning Communities on each team

Provide staff development on PLCs

Develop team norms

Establish and maintain team minutes reflecting the focus on PLCs

Administrative team attends team meetings

Administrative team dialogues with the team through the team minutes notebook

Post team norms in grade level planning binders

Principal, Newsome

Team Norms

Team Agendas & Meetings

Admin. Meetings

Observation Data

Classroom Teachers

EC Teachers


ESL , TD Teachers

Special Area Teachers

Counselor


Administration




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Bullying Prevention Plan 2012 – 2013

BULLYING PREVENTION OUTCOME: Maintain the percentage results indicating McKee Road has a safe and orderly learning environment at 100% points as measured by the Safe School Audits in 2012 – 2013. Data Used: Safe School Audit reports, Teacher Surveys, Parent Surveys, Student Surveys SP 2014 Tactic: (#1, 3) – Effective Teaching and Leadership, Increasing the Graduation Rate

Provide training and ongoing support through learning communities.

Expand and strengthen intervention and coordinated school health teams in all schools.

Initiate quarterly discipline monitoring system to review data and develop a plan to address issues.

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.

Newsome, Lundgren Admin Ficker, BP Liaison

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

Newsome, Principal Lundgren, AP Ficker, BP Liaison

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

08/12 to 6/13

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 Bullying Prevention awareness.

Newsome, Lundgren Admin Ficker, BP Liaison

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

All school staff

08/12 to 6/13

3. Establish a BP taskforce A taskforce is created to assist in the implementation and communication of BP efforts. The following stakeholders

Newsome, Principal Ficker, BP Liaison

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

Newsome, Principal Lundgren, AP Ficker, BP Carriker, PTA Smith, PE teacher

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

08/12 to 11/12




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should be included: School administrator; BP liaison; parent(s), student(s); counselor, teacher(s), other as indicated by principal. .

Cami Keziah, student Moore, Psychologist

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

Teachers BP Taskforce

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.

08/12 to 6/13

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.

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

Ficker, BP Liaison www.pacer.org/bullying/index.asp

10//01/12 to 10/30/12

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.

Newsome, Principal

MRES will be implementing The All Star Way during the 2011-2012 school year. This is a very detailed plan that positively impacts the school culture and maintains a positive tone in the building

08/12 to 06/13

8. First semester Bullying-Prevention activities

Classroom visits reviewing The All Star Way

Classrooms will hold Class Meetings weekly and Morning Meetings daily

Pyramid of Success Character Ed implemented

Principal’s Awards

All Star Behavior

Character Chats

Develop and implement the following clubs to increase student leadership:

BP Taskforce

School environment is greatly improved when students have established at least some basic knowledge and communication with others.

Ficker, BP Liaison 08/12 - 01/13

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

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

mailto:[email protected]




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Girls on the Run, Chime Club, Recycling Club, Student Council, Safety Patrols, Chess, Yearbook Club, Odyssey of the Mind, Jump Rope Club, WMKE News Cast

9. Second semester bullying-prevention activities begin

Classroom visits or assemblies reviewing The All Star Way.

Continued implementation of Class Meetings, Morning Meetings, and the Pyramid of Success Character Ed., Principal’s Awards, Character Chats, All Star Behavior

Continue to implement the following clubs to increase student leadership: Girls on the Run, Recycling Club, Student Council, Safety Patrols, Chess, Yearbook Club, Odyssey of the Mind, Jump Rope Club, WMKE News Cast

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

Ficker, Liaison Lundgren, AP

02/13 – 06/13

10. Completion of bullying-prevention activities for 2012-2013


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

Ficker, Liaison 56/13




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Healthy Active Children Plan

2012-2013

Part 1: School Health Advisory Council Members

MRES will establish and maintain a School Health Advisory Council (SHAC) to help plan, implement, and monitor the

implementation of the MRES Healthy Active Children Plan.

The SHAC will meet, at a minimum, once a year. One person will be selected as a recorder and will prepare minutes of the meeting.

These minutes will be shared with the MRES staff, parents and students.

The SHAC will be composed of the following members:

Physical education teacher

Cafeteria manager

Counselor

Nurse

Administrator

Student

Parent

Part 2: Physical Education

To address issues such as overweight, obesity, cardiovascular disease, and Type II diabetes, students enrolled in Kindergarten through

fifth grade are to participate in physical activity as part of the district‟s physical education curriculum. At MRES, each student will

have 50 minutes per week with a certified physical education teacher.

The physical education class shall be the environment in which students learn, practice and receive assessment on developmentally

appropriate motor skills, social skills, and knowledge as defined in the Healthy Living CCSS and foster support and guidance for

being physically active. These classes will be the same class size as other regular classes.




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Part 3: Recess and Physical Activity

Structured/unstructured recess and physical activity will not be taken away from students as a form of punishment. In addition, severe

and/or inappropriate exercise may not be used as a form of punishment for students.

A minimum of 30 minutes of moderate to vigorous physical activity shall be provided by MRES for all K through 5th

grade students

daily. This requirement will be achieved through a regular physical education class and/or through activities such as recess, dance,

classroom energizers, or other curriculum based physical education activity programs.

The physical activity required by this 30 minutes must involve physical exertion of at least a moderate to vigorous intensity level and

for a duration sufficient to provide a significant health benefit to students.

Structured Recess is time for students to be physically active when the teacher has provided some structure of one or several

activities for students.

Unstructured Recess is where there is no planning and students have choices of activity.

Part 4: School Incorporation

The MRES Healthy Active Children Plan will be one strategy in the MRES School Improvement Plan. The MRES Healthy Active

Children Plan will also be one component of the MRES Safe School Plan.




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2101 10/08

School-Based Management and Accountability Program

Summary of School-Based Waiver Requests for 2012-14

LEA: Charlotte-Mecklenburg Schools LEA code: 600

School Codes

Request for Waivers

Code School Name

451 McKee Road Ele-

mentary School

Please enter codes of all schools

requesting the waiver described

on this form.

1. Insert the waivers you are requesting.

Maximum Teaching Load and Maximum Class Size (grades 4-5)

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.



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Documents

2001122--22001133 ISSCCHHOOOOLL L … Improvement Plans 2012...SCHOOL PROFILE McKee Road Elementary School draws students from the immediate surrounding neighborhoods. The school is