2001122--22001133 ISSCCHHOOOOLL L … Improvement Plans 2012/Southwes… · Beverly Woods is a diverse school from teachers to students. ... will use the workshop model and balanced

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School: Beverly Woods Courier Number: 322

Address: 6001 Quail Hollow Rd Phone: 980-343-3627

Charlotte, NC 28210

Principal: Caroline Horne

Title 1 Specialist:

Zone Superintendent: Kit Rea Zone: Southwest

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 Caroline Horne

Assistant Principal Representative Kelly Dowdy EC Representative Lindsey Robison

Teacher Representative Layne Garner

Inst. Support Representative Holly Spangler

Teacher Assistant Representative Terri Elvington

Parent Representative Kelly Plott

CMS School Improvement Plan 2012-13

Bevery Woods Elementary 2012-14 SIP Cycle

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BELIEFS

Early literacy skills are crucial to student success

Educating the whole child can only happen if we value each student’s strengths

Differentiated instruction is essential to meet students’ individual needs

Character-education must be modeled and taught

High expectations must be set for all students and staff

Developing personal relationships among all stakeholders builds a caring school community

Problem-solving and critical thinking skills are vital to success in our society

A highly effective staff values and incorporates educational research and innovative practices

The application and exploration of technology are fundamental components to the success of a 21

st Century learner

At all times it is everyone’s responsibility to maximize student learning

MISSION STATEMENT

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

School: Our mission is to provide students with a strong academic and character-based foundation which will prepare them to explore,

lead and serve in our global society.

VISION

District: CMS provides all students the best

education available anywhere,

preparing every child to lead a rich

and productive life.

School: All students will maximize their

potential and develop a love of learning.

SMART GOALS

Based upon analysis of data and self evaluation, our focus will be upon the following outcomes:

Increase student achievement in the area of science to a minimum of 88% of students at/above grade level as measured by EOG in fifth grade.

Meet high growth status in literacy as measured by EOG in grades 3-5. Currently at 1.38 and goal is 1.5

Reduce achievement gap between African American and white students by 10% over the the next two years (continued goal)



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ASSESSMENT DATA SNAPSHOT

SCHOOL PROFILE

Beverly Woods is a diverse school from teachers to students. The school boasts 47.4% of the staff with higher level degrees and 24% with National Board Certification. We also have a highly experienced staff with 91.2% of staff having three or more years of experience and the average years of experience per teacher is 15 years. Our low teacher turnover is a proud piece of our success in that we had less than half the level of turnover compared to the district average. Our student body is diverse in nature too. Ethnic breakdowns include 11% African American, 78.5% White, 2.3% Asian, 8% Hispanic, and 2.4%, multi-racial. 7.5% of our students receive EC services, 10.8% gifted services, and 2.7 % LEP/ESL services. We currently have 790 students attending Beverly Woods. The school fine tuned our schedule to allow maximum time for instruction and flexible grouping within the classes based on pre and post assessments on essential standards and skills. We will continue this organization and our literacy and

EOG Reading Math Science

08-09 09-10 10-11

11-

12

08-09

09-10 10-11

11-

12

09-

10

10-

11

(targ

et)

11-

12

ABC

Prof

AYP

Prof Growth ABC Prof

AYP

Prof Growth ABC Prof Growth ABC Prof Growth

ABC

Prof

AYP

Prof Growth

ABC

Prof

AYP

Prof Growth

ABC

Prof Growth

ABC

Prof Growth

ABC

Prof

ABC

Prof ABC Prof

All 82.1 Y HG 88.7 Y M 92.5 M 89.7 M 89.3 Y M 92.1 Y HG 94.1 HG 94.6 HG 81.6 81.9 85.2

AA 63.1 Y NM 70 Y M 82.1 M 72.5 NM 71.2 Y NM 76 Y HG 82.1 HG 77.5 M 47.6 52.9 53.3

Asian 75 NA HG 66.7 NA HG 81.8 HG 87.5 NM 87.5 NA HG 83.3 NA HG 90.9

HG

100 HG NA 100 50

H 56.5 NA NM 72.2 NA NM 72.2 M 65.2 NM 69.6 NA M 75 NA NM 77.8 M 91.3 NM 50 50 37.5

W 88.5 Y HG 93.2 Y M 95.7 M 93.9 HG 94.9 Y HG 96.3 Y HG 96.7 HG 97.1 HG 91.6 87.5 94.4

AI NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA

MR 80 NA M 88.9 NA M 85.7 M 88.9 NM 90 NA M 100 NA HG 100 HG 88.9 NM 100 100 50

LEP 42.9 NA M 63.6 NA HG 54.5 HG 35.7 NM 71.4 NA HG 72.7 NA M 63.6 M 85.7 HG 50 50 NA

SWD 46.2 Y NM 48.9 Y NM 53.6 M 57.1 HG 58.5 Y NM 57.4 M NM 53.6 M 71.4 HG 50 29.4 50

ED 59.2 Y M Y 73.2 Y M Y NA NA



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math academic blocks. An online lesson plan system is in place so that TD, EC and special area teachers, as well as classroom teachers, can review and share plans. This system also allows for monitoring and sharing of ideas between instructional leadership team facilitators and grade level teams. We are a Phase 3, Balanced Literacy school as well as an RTI pilot school. These programs bring a great deal of materials, support and information to our teachers. All teachers will use the workshop model and balanced literacy approach to instruction through the Daily 5 structure. Students will take the MAP assessment, a online formative assessment that will give teachers valuable data to help plan instructional groups. Our school continues to focus on science through the Engineering is Elementary grant that will bring training and materials to each grade level. We will focus on tiered assignments and devote three out of four monthly staff meetings to professional development for staff on both observed needs and staff reported needs. We continue our work related to service learning and character recognition and have added a Peer Mediation Program and Character Counsel.


Beverly Woods Elementary School 2012-14 SIP Cycle

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

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SMART GOAL (1): Reduce the achievement gap between African American and white students by 10% over the next two years as measured by EOG in grades 3-5. Data Used: EOG scores in reading math and science; summative scores in K-5 SP 2014 Tactic: (# 1 and 3 ) - Effective Teaching and Leadership; Increasing the Graduation Rate

Strategies (determined by what data)

Task

Task

Task (PD)

Point Person (title/name)

Evidence of Success (Student Impact)

Funding (estimated cost and source)

Personnel Involved

Timeline Start–End

Interim Check Dates

Example: 1. Differentiate instruction for students experiencing target

deficit reading skills as determined by 3D assessments

Use PALs

Use Orton Gillingham Strategies

Use flexible, small group instruction based upon teacher observations and student work products

Training teachers on Orton Gillingham strategies

Academic Facil/Smith

-On DIBELS less than 5% of students will be below benchmark by EOY measures -On Running Records all students will be above a level H -On DRA, less than 5% of students will be below a 10

-$500 training faculty on OG strategies -Source: PD allotment

Faculty

8/1 – 6/10

8/1/11

11/2/11

2/3/12

1. Provide differentiation to target specific student needs

Research based practices

Response to Intervention

Differentation of task and product, modified and tiered assignments

Leveled text and resources

Differntiated professional development for staff to include PEAK strategies and Stephen Peters book study

Small groupsfor students who did not score proficient in reading and math through tutor/extended employment and facilitators as well as RTI tiered groupings

Intenstive/Strategic Reading Club

Extended school tutoring during day to

Instructional Leadership Team (ILT) EC team TD teacher School Leadershp Team (SLT) PTA

Student growth as measured by formatives, MAP testing, AIMSweb, informal and common assessments, summative data, Reading A to Z and DRA

PTA funding through direct giving 3500 for professional development; 2500 for novel sets and leveled text; 1500 for Learning Walks; 1500 for Oncourse; 4500 for classroom libraries to support Reading Phase 3

Staff, PK-5 and support

8/12 to 6/13 Data trackers

to check monthly




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allow for more support and small group instruction

PD for ASEP staff to support school level instruction and best practices

Sitton Spelling grades 2-5

Comprehension Toolkit K-5

Lucy Calkins Units of Study in reading and writing K-5

Math Investigations K-5

Kathy Richardson math materials for reteaching

Use of Oncourse lesson planner to share instructional strategies and promote vertical teaming and sharing

Vertical articulation planning committee

Research best practices at schools successful with reducing the achievement gap between these subgroups

Guided readind and use of CAFÉ and Daily Five K-5

2. Restructure grade level planning to provide consistent end of day time and ensure following components are discussed

MAP and common assessment data

Common Core and review of supporting work products

Data Trackers used to form flexible small groups for direct and targeted instruction based on pre-assessments

ILT FLT- Faculty Leadership Team

Growth measured by pre and post assessments as well as MAP testing

PTA funding for data days and CMS funding for Phase 3 data days

PK-5 teachers and assistants and support staff

9/12 to 6/13 Data Days after MAP testing and

discussion of data at

planning weekly

Phase 3 data days for




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of essential and common core standards in literacy and math

Share best practices and strategies and develop professional development for areas that need support

Provide students with a variety of assessments to include common assessments on grade level in math and in literacy

literacy per quarter

3. Implement higher level thinking during instruction for all students

PD on SEM-R

TD PD for grades 3-5

Math and Science Olympiad

M3 Math

Lego Robotics

Chess Club

Socratic Seminar

Math Superstars


Mentor Text

Coteaching with facilitators and TD catalyst model

Cluster grouping

Tiered instruciton

RTI and tier 2 and 3 pull out and support

FLT ILT Trained volunteers and tutors

Increase percentage of students scoring level 4 on EOG by 5% and increase number of African American students scoring at or above grade level on EOG by 10%

PTA funding for TD- 1200 Math and Science Olympiad 600 Science lab 2000

K-5 staff and support staff

9/12 to 6/13 Weekly

checks in lesson plans and weekly classroom

walk -throughs




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SMART GOAL (2): Increase student achievement in the area of science to a minimum of 88% of students at or above grade level as measured by EOG in science in fifth grade. Data Used: End of grade test SP 2014 Tactic: (# 1 and 3 ) – Effective Teaching and Leadershp and Increased Graduation Rate


Task

Task

Task (PD)




Personnel involved


Interim Check Dates

1. Utilize science lab to increase hands on learning

Each grade required to do at least 4 labs per quarter

Each class submits class science fair project in addition to individual student projects

Science facilitator models and does demonstration lessons

Science facilitator grade level teachers trained volunteers

Student growth from pre to post tests Increased composite score on EOG test in fifth science to meet or exceed 88%

EIE grant 4500 through Burroughs Welcome PTA funding 2000 science lab Science A to Z 1980

ILT PTA PK-5 staff

9/12 to 6/13 Weekly checks of lesson plans and

lab use formative and assessment discussion at

weekly planning and data days

2. Incorporate science notebooks in daily science plans to encourage use of common core essential standards and writing in content areas

Science facilitator K-5 teachers and assistants

Increase science composite on EOG Increase student writing across content scores

Notebooks provided by parents; PTA funds for those that cannot afford

ILT PTA K-5 staff

9/12 to 6/13 Weekly lesson plan

checks and notebook checks

3. Utilize technology to participate in virtual science lab

Use of Brainpop

Use of Discovery ED

Computer teacher science facilitator

Increased science composite score

PTA adding smart boards to K this year- 20,000 and will then have K-5

computer teac her ILT classroom teachers

Weekly checks in lesson plans




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SMART GOAL (3): To meet high growth status in literacy (1.38 in 2011-12 and need minimum of 1.5) Data Used: End of Grade tests (fourth and fifth grade literacy scores to show growth) SP 2014 Tactic: (# 1 and 3 ) - Effective Teaching and Leadership and Increasing the Graduation Rate


Task

Task

Task (PD)




Personnel involved


Interim Check Dates

1. Provide differentiation in literacy to target specific student needs

Research based practices RTI

Modified and tiered assignments and groups

Leveled text and materials

Small groups for students who did not score proficient in reading and/or math through tutor/extended employment and facilitators as well as RtI tiered groupings

Comprehenstion Toolkit K-5

Use guided reading and CAFÉ/Daily Five

Oncourse lesson planner to share instructional strategies and promote vertical teaming

Part of Phase 3 Reading with CMS and attend PD with Teachers’ College in NY

Use of LucyCalkins Reading and Writing Units of Study

Literacy facilitator

Student growth as measured by formatives, MAP, informal and common assessments, summative data, Reading A to Z, Reading 3D

Extended Employment funding- 4000 PTA funding for novel sets2500 and leveled text/classroom libraries 4500 Oncourse 1450 District materials and PD through RTI Pilot and Reading Phase 3

PK-5 staff ILT

A to Z levels on students below grade level done weekly and

monitored; on grade level students get

monthly




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2. Differentiated Professional Development for PK through 5

th grade and support staff

Common Core and essentiall standards

Guided Reading

Daily Five and CAFÉ

Units of Study in Reading and Writing

Reading A to Z

Reading 3D

AimsWeb

MAP

Literacy facilitators and Dean of Student

Student growth as measured by DRA, Reading A to Z, MAP, AIMsWeb, , formative and summative assessments, common assessments

PD funded through CMS Reading Phase 3 and RTI Pilot: PTA provides 3500 for PD

Staff PK-5 and support staff ILT

Training ongoing from summer 2012 to 5/13; follow

up observations and coacing by facilitators

2. Implement higher level thinking during

instruction for all students and provide accelerated learning opportunities for students who demonstrate mastery on pretests

PD by TD teacher to include SEM-R

Socratic Seminar


Mentor Text

Coteaching with TD facilitator and catalyst model

Higher level of integration of technology

Cluster grouping

Build up text complexity library

Use of data to drive instructional plans

Literacy facilitators and TD teacher

Look at growth of higher achieving students as evidenced on formatives and summative data

TD conference and materials 1200; novels sets for text complexity 2500

TD Conference and use of TD office to assist with providing PD during year for our staff

10/12 to 5/13

CMS School Improvement Plan 2010-12 <School> 2010-11

1

BEVERLY WOODS ELEMENTARY Bullying Prevention Outcome: To provide a safe learning environment and to reduce the number of bullying incidents by providing character based instruction and activities for students K-5.

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.

Caroline Horne,Principal Bill Maslin, Dean Kelly Dowdy, AP Brigette Melchin, Counselor/BP point person

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


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

Between 8/27 to 10/1

2. School staff training

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


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

All school staff

Present information regarding Bullying Prevention Policies to all staff at a staff meeting.


3. Establish a BP taskforce

• A taskforce is created to assist in the implementation and communication of BP efforts. The following stakeholders should be included: School administrator; BP liaison; parent(s), student(s); counselor, teacher(s), other as indicated by principal.


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

Caroline Horne,Principal Bill Maslin, Dean Kelly Dowdy, AP Brigette Melchin, Counselor/BP point person Grade Level Character Ed reps:

BP liaisons will be provided with information on how to work with taskforce to promote and implement BP Plan. Beverly Woods’ BP taskforce will include grade level character ed representatives.


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

Teachers BP Taskforce Caroline Horne,Principal Kelly Dowdy, AP Bill Maslin, Dean Brigette Melchin, Counselor/BP point person

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

Students and Parents

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.


CMS School Improvement Plan 2010-12 <School> 2010-11

2

5. 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 Caroline Horne,Principal Kelly Dowdy, AP Bill Maslin, Dean Brigette Melchin, Counselor/BP point person

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

Teachers and Students

www.pacer.org/bullying/index.asp

10/1 to 10/31

6. Submit this form with final SIP plan

• Copy of this form should be submitted to [email protected]. Please include the name of your school.

Caroline Horne,Principal Kelly Dowdy, AP Bill Maslin, Dean Brigette Melchin, Counselor/BP point person

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

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

10/4

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

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


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


www.mixitup.org

10/5

8. Second semester bullying-prevention activities begin

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


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


1/28/12

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


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

5/27/12

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

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

mailto:[email protected]�

http://www.mixitup.org/�

Documents

2001122--22001133 ISSCCHHOOOOLL L … Improvement Plans 2012/Southwes… · Beverly Woods is a diverse school from teachers to students. ... will use the workshop model and balanced