2001122--22001133 MSSCCHHOOOOL L …

22001122--22001133 SSCCHHOOOOLL IIMMPPRROOVVEEMMEENNTT PPLLAANN RREEPPOORRTT

School: Barringer Academic Center Courier Number: 316

Address: 1546 Walton Rd, Charlotte NC 28208 Phone: 980-343-5533

Principal: Stephanie Range

Title 1 Specialist:

Zone Superintendent: Kit Rea Zone: SW Zone

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 Stephanie Range Teacher Representative Mindy Passe

Assistant Principal Representative Shalinda Williams Teacher Representative Adela Easop

Teacher Representative Sarah Jones Teacher Representative Cierra Vinson

Inst. Support Representative Myra Langley Teacher Representative Elouise Payton

Teacher Assistant Representative Teacher Representative Ann Marie Joy

Parent Representative Precious Rollins Teacher Representative Madison Boyd

Parent Representative Ravi Bandaru

Parent Representative Tracy Roop Teacher Representative Mark Steele

CMS School Improvement Plan 2012-13

Barringer Academic Center 2012-14 SIP Cycle

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BELIEFS

Academic achievement is best accomplished through a well-rounded program that

challenges all students academically, socially, ethically, and morally.

Academic achievement is best fostered in a nurturing environment with high

expectations that all children can learn and that respects different learning styles.

A safe and orderly environment is based on established rules administered consistently

and fairly throughout the school.

A safe and orderly environment requires constant vigilance and regular review of safety

procedures by all staff, students, and community.

Community collaboration is built upon parents, students, staff, and local community

working together as a team.

Community collaboration is maintained through open and systematic lines of

communication between home and school and by sharing a commitment to community

outreach.

Professional development is based on teachers being lifetime learners who keep abreast

professionally and seek appropriate assistance from system-wide resources.

Professional development requires integration of new learning with daily work in the

classroom or school to be effective.

The school culture supports all students and teachers working, sharing, having fun, and

celebrating learning loudly.

MISSION STATEMENT

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

School: The mission statement of Barringer Academic Center is to challenge, motivate, and nurture the whole child in a safe,

respectful learning environment.

VISION

District: CMS provides all students the best

education available anywhere,

preparing every child to lead a rich

and productive life.

School: The vision is that Barringer

Academic Center becomes a premier

elementary school in which all

students acquire the knowledge, skills

and values necessary to live rich and

full lives as productive and

enlightened members of society.

SMART GOALS

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

Reading math and science proficiency levels will increase by 15% and expected or high growth demonstrated at every grade for reading and math

Achievement gaps among major sub groups will decrease by 5-7% through the implementation of the Academy model

Increase parental involvement as measured by volunteer hours and school-wide functions



3

ASSESSMENT DATA SNAPSHOT

Barringer Elementary School - 600316

School Composite

2009-2010 School Year 2010-2011 School Year 2011-2012 School Year 2012-2013 School Year (Target)

Subgroup Perf. Composite

Avg. Growth

AYP Reading

AYP Math

Grad. Rate

Perf. Composite

Avg. Growth

AYP Reading

AYP Math

Grad. Rate

Perf. Composite

Avg. Growth

AYP Reading

AYP Math

Grad. Rate

Perf. Composite

Avg. Growth

AYP Reading

AYP Math

Grad. Rate

African-American

51.9 0.074 Met Not Met

~ 50.1 0.101 Not Met

Not Met

~ 50.6 0.047 Not Met

Not Met

~ 65.0

Asian 96.4 0.155 Insuf Data

Insuf Data

~ 100.0 0.317 Insuf Data

Insuf Data

~ 100.0 0.370 Met Met ~ 100.0

Hispanic 86.7 0.064 Insuf Data

Insuf Data

~ 94.4 -0.02 Insuf Data

Insuf Data

~ 100.0 0.156 Insuf Data

Insuf Data

~ 100.0

Multi-Racial

71.7 0.340 Insuf Data

Insuf Data

~ 100.0 0.268 Insuf Data

Insuf Data

~ 92.9 0.300 Insuf Data

Insuf Data

~ 95.0

Native American

~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 100.0 0.281 Insuf Data

Insuf Data

~ 100.0

White 100.0 0.153 Insuf Data

Insuf Data

~ 100.0 0.153 Met Met ~ 100.0 0.282 Met Met ~ 100.0

LEP 100.0 ~ Insuf Data

Insuf Data

~ 90.0 ~ Insuf Data

Insuf Data

~ 100.0 ~ Insuf Data

Insuf Data

~ 100.0

SWD 23.3 0.129 Insuf Data

Insuf Data

~ 15.3 -0.15 Insuf Data

Insuf Data

~ 15.9 0.045 Insuf Data

Insuf Data

~ 30.0

ED 51.2 0.074 Met Not Met

~ 49.3 0.101 Not Met

Not Met

~ 49.5 0.052 Not Met

Not Met

~ 65.0

EOG Total 62.9 0.108 Met Not Met

~ 64.0 0.131 Not Met

Met ~ 68.4 0.144 Met Not Met

~ 84.0



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SCHOOL PROFILE

Barringer Academic Center is located at 1546 Walton Road, in west side Charlotte, NC. Founded in 1952, Barringer operated

as a full magnet school for Learning Immersion (grades K-2) and Talent Development certified children grades (3-5) from 1992-2002.

The Horizons program (grades K-5) for highly gifted children was begun at Barringer in 1999. In 2000 Barringer was presented with

the prestigious Blue Ribbon Schools Award, given by the U.S. Department of Education for exemplary academic achievement and

parental involvement. Barringer Academic Center moved into a new $12 million, 92,000 square foot facility in 2002. That same year,

Barringer became a partial magnet school, continuing its magnet program for students certified as Talent Development and the

Horizons Program, and adding a home school K-5 program for students living in its general attendance area.

Barringer Academic Center was named a Magnet School of Excellence for the 2011-2012 as well as the 2010-2011 school

year. Barringer was recognized as an Honor School of Excellence by the North Carolina Department of Public Instruction for the

2004-2005 school year. In 2002-2003 and 2003-2004 school years, Barringer was named a School of Distinction by the North

Carolina Department of Public Instruction. Barringer also achieved 100% of its Adequate Yearly Progress (AYP) goals under the No

Child Left Behind legislation for the 2008-2009, 2005-2006, 2004-2005, and 2002-2003 school years. In addition to academic

excellence, Barringer is a safe school consistently scoring an average of 98% on yearly safe schools audits.

Barringer’s student body of approximately 644 students is currently 59.4% African American, 18.5% Asian, 17% White, 2.8%

Multi-Racial, 2.2% American Indian, 0.2%Native Hawaiian or other Pacific Islander. The student body includes children from a

variety of Charlotte-Mecklenburg neighborhoods. The home school area is an economically disadvantaged community comprised

primarily of African-American students. Barringer’s magnet school area includes the CMS high school feeder areas of Providence,

Myers Park, Waddell, and South Mecklenburg High Schools, primarily middle to upper-middle economic class homes. The school

has four distinct, diverse programs that work cohesively to create a true sense of school community. Parents readily provide their time

and talents to make Barringer a better place for all students. Barringer students also benefit from partnerships with a variety of local

businesses, which provide supplemental materials and resources to the school.

The Barringer staff includes 32 classroom teachers and 5 Horizons classroom teachers. These teachers receive assistance from

12 Instructional Assistants, assigned primarily in the RTI math and reading block. Students are also served by a Core Instructional

Team made up of a Literacy Facilitator, Math Facilitator, and a Talent Development Coordinator. Students are also served by a Media

EOC Total ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~

School Composite

62.9 0.108 Met Not Met

~ 64.0 0.131 Not Met

Met ~ 68.4 0.144 Met Not Met

~ 84.0



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Specialist, Computer Lab Specialist, Science Lab Specialist as well as Art, Music and Physical Education Teachers. Six staff persons

are National Board Certified. Twenty-five staff members have masters’ degrees. Students in the TD magnet program are served by

the TD facilitator as well as certified TD teachers. Students identified as exceptional children are served by two full-time Resource

Teachers, and one instructional assistant. One full-time counselor and a part-time psychologist provide psychological assessment and

counseling services. The school is also served by one part-time speech pathologist. The school office is operated by a Senior

Administrative Secretary and a full-time 10 month secretary. There is a three team custodial staff. Students and parents are served by

a part-time Parent Liaison. Services are also available at Barringer from one nurse, one Behavioral Health Specialist, one Early

Intervention Specialist, and two representatives from A Child’s Place who are all there on a part-time basis. Barringer Academic

Center is managed by the Principal, Assistant Principal, and Dean of Students.


<Barringer Academic Center> 2012-14 SIP Cycle

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

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SMART GOAL (1): Reading math and science proficiency levels will increase by 15% and expected or high growth demonstrated at every grade for reading and math Data Used: NC EOG Data for 3 – 5 grades; MAP testing and progress monitoring; teacher created common assessments SP 2014 Tactic: (#1 ) – Effective Teaching and Leadership (#2) – 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. Use of MAP testing to determine students baseline data and establish goals for each student’s growth

Progress monitoring throughout the year to determine student growth

Use of Village time to monitor students and determine the best skill grouping for each student

Principal/ Range AP/ Williams Facilitators/ Farris, Langley & Bogan Grade level chairs

-Incremental student growth each MAP testing with additional growth measured in progress monitoring -Common assessments will show an increase in student mastery each time they are given

No specific funding is necessary beyond initial training paid for through the RTI group

Faculty/staff

8/25/2012 –

6/7/2013 10/30/2012 1/30/2013 4/30/2013




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2. . Establish an environment conducive to a Professional Learning Community.

Maintain data and planning room where all grade level planning and PLC meetings (Village) are held

Maintain a master schedule with 90 minute common planning times and 45 minute PLC times for each grade level

Maintain administrative visibility in the planning and PLC meetings to coach and support teachers and promote collaborative practices

Principal/ Range AP/ Williams Facilitators/ Farris, Langley & Bogan

-Regular use of data to drive instruction and create flexible RtI groups -Common assessments used across grade levels to determine student strengths and weaknesses

Data notebooks and data printouts

Faculty/staff

8/25/2012 –

6/7/2013 10/30/2012 1/30/2013 4/30/2013

3. Use data analyzed to drive instruction.

Administration meets weekly with grade level PLCs to coach teachers in using a comprehensive range of data to plan instruction

Facilitators meet weekly with grade levels in their 90 minute common planning time to plan instruction to meet the needs of all students as determined by the data analyzed during PLC meetings.

Facilitators strategically deploy instructional expertise through co-teaching and collaboration

Principal/ Range AP/ Williams Facilitators/ Farris, Langley & Bogan Grade level chairs

-Student survey feedback shows that their needs are being met – students are challenged and engaged -Incremental growth toward achieving student learning goals

No additional costs beyond data notebooks

Faculty/staff

8/25/2012 –

6/7/2013 10/30/2012 1/30/2013 4/30/2013

4. Develop a PD program that meets the needs of all teachers with an emphasis on teacher leaders within the school building

Teachers observing others to see best practices in action

Establish a facilitator schedule that

Principal/ Range AP/ Williams Facilitators/

-Use of observation data from teachers to show learned experiences and further developing their PDP plan -Teacher survey shows

No additional costs – teachers classes will need to be

Faculty/staff

8/25/2012 –

6/7/2013 10/30/2012 1/30/2013 4/30/2013




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provides classroom time for each grade level either for co-teaching or small student group support

Farris, Langley & Bogan Grade level chairs

differentiated PD meeting their needs and that the support of the admin and facilitators has made an impact on student learning

covered for observation time

SMART GOAL (2): Achievement gaps among major sub groups will decrease by 5-7% through the implementation of the Academy model Data Used: NC EOG Data for 3 – 5 grades; MAP testing and progress monitoring; teacher created common assessments SP 2014 Tactic: (#1 ) – Effective Teaching and Leadership (#2) – Increasing the graduation rate


Task

Task

Task (PD)




Personnel involved


Interim Check Dates

1. Create an Academy model for our neighborhood students. This would not only create a sense of identity but also provide students and teachers an opportunity to think outside of the box with instruction.

Flexible grouping of students within and outside of grade level

Provide opportunities for students to increase their pride and sense of self

Schedule regular guest speakers for students giving them additional community and cultural connections

Range/Prin Academy Team Williams/AP McKinney/Dean

-Student surveys will show an increase in student engagement at BAC as well as pride in their school community - Progress monitoring of students showing a regular increase of skill mastery during the school year

No additional costs

Staff

8/25/2012 – 6/7/2013

10/30/2012 1/30/2013

4/30/2013




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2. Developing a village and RtI time that provides teachers with an opportunity to study students’ specific needs and then plan to meet these needs

Creation of a family approach during RtI with the idea that all staff owns each child

Regular grade level planning meetings that emphasize student needs and how to address these needs

Use of MAP testing to baseline student skills and use of AIMS Web to progress monitor students’ growth

Sharing progress monitoring data with Instructional Assistants so that they can use data to assist with growing students

Range/Prin Williams/AP Bogan, Farris, Langley/Facilitators Grade level chairs

-Student scores both throughout the school year and on EOG exams will increase at least 10% -Teacher surveys will show an increase in the number of teachers who find planning effective and time worthy

No additional costs

Staff

8/25/2012 – 6/7/2013

10/30/2012 1/30/2013

4/30/2013

3. Provide students with additional opportunities to learn beyond the classroom.

Introduction of guest speakers as motivational and informational participants

Further develop the RtI Behavior model to include preteaching and reteaching strategies

Schoolwide celebrations and consistency for behavior and character

Provide opportunities for students to showcase talents other than academic

Range/Prin Williams/AP McKinney/Dean RtI and Behavior committee

-Number of suspensions will decrease by 15% -Student survey shows that students are engaged in learning and have a renewed feeling about BAC and school in general

No additional costs

Staff 8/25/2012 – 6/7/2013

10/30/2012 1/30/2013 4/30/2013




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SMART GOAL (3): Increase parental involvement as measured by volunteer hours and school-wide functions Data Used: Parent and staff surveys; volunteer hours; SP 2014 Tactic: (#6) – Parent and Community Connections


Task

Task

Task (PD)




Personnel involved


Interim Check Dates

1. Work with groups, agencies, etc in the community to actively recruit volunteers for Barringer through the CMS Volunteer Coordinator. (YMCA, Westside Coalition, JM Robinson – School Mates, A Child’s Place, etc.)

Principal, Parent Liaison and Volunteer Coordinator will attend system wide meetings to gain information on possible sources for volunteers.

Parents will be surveyed to locate connections to community groups that might be tapped as a source for volunteers.

Principal/ Range AP/ Williams Parent Advocate/J White Counselor/ Bukuts

-Increase in the number of mentors/tutors for students -Tutors will provide students with additional assistance both before and after school -Student and teacher surveys will reflect an increase in school climate and support

No funding needed for this initiative

Staff

09/11-6/12 10-28-11 01-22-12

04-01-12

2.Staff will form a Family Involvement Committee

Staff will sign up and serve on a family involvement committee.

Committee will meet monthly to plan events/activities aimed at getting

Principal/ Range AP/ Williams

-Increase family involvement in the PTA by 15 % -Increase family involvement in school events by 10%

Funding will be provided through the PTA, private

Staff

09/11-6/12 10-28-11 01-22-12




11

parents involved in the life of Barringer.

Parent Workshops will be held monthly throughout the year to educate parents on how to help their children be successful in school

Staff will work with outside agencies to conduct events at Barringer that will bring the community to the school for the purpose of building a sense of community among parents, students, and staff. (ex: Parent University)

Offer additional opportunities for families to visit and collaborate at BAC. Events include Back to School Kick Off, Curriculum Night, Arts Alive, Fall Festival etc.

Plan opportunities to bring families into the classroom for events such as Math Madness, Science Night, etc…

Parent Advocate/J White Counselor/ Bukuts Bogan, Farris, Langley/Facilitators

donations, and businesses

04-01-12

3. Further the development of the ‘BAC family model’ through opportunities to support students and their families

Increase collaboration with local churches, A Child’s Place, and Melangee Health Care

Establish parent meetings within the community at locations such as Wilmore Center, Sandhurst apartments, and West Blvd Library

Continue/expand the school supply program to include books, clothes, and other needed items

Maintain regular communication to all families through Connect Ed and weekly principal newsletter

Principal/ Range AP/ Williams Parent Advocate/J White Counselor/ Bukuts

-Increase family involvement in the PTA by 15 % -Increase family involvement in school events by 10% -Increase by 10% the family approval rate of school communication, engagement of families, and overall school climate

09/11-6/12 10-28-11 01-22-12

04-01-12

Barringer Academic Center 2012-13

Bullying-Harassment Individual School Prevention Plan (BHISPP)

Action Plan

Bullying Prevention Outcome: to promote a positive environment in our school to bring about a safe learning environment

Strategies/Rationale

• Task

Point Person

Evidence of Success Names of

Participants

Timeline

Outcome Measures

* Establish a Bully Prevention

team

Counselor Team will meet to review

and up-date changes to

the plan

Counselor,

teachers, and

administrator

August

2012

* Train students for the Bully

Blockers Club

Counselor 4th and 5th students will

be chosen to be a part of

the club and trained on

how to be an upstander

rather than a bystander

4th and 5th

grade teachers,

Counselor, 4th

and 5th grade

students

October

2012-June

2013

* Classroom teachers will

conduct bully prevention lessons

during his/her character

education blocks

Classroom

teachers

Teachers will have

specific lessons that

they will present

Classroom

teachers

September

2012-May

2013

* Monday morning Hive Time

meetings will take place in each

classroom to discuss issues

Classroom

teachers

Administration will

present information on

BAC news in the

morning and teachers

Administration

and teachers

September

2012-May

2013

Barringer Academic Center 2012-13

will have a class meeting

to discuss issues

* Discipline assembly Administrators All students will attend a

discipline assembly to

discuss rules and

policies

Administrators September

2012

* Staff development Administrators All staff will be trained on

the school rules and

policies and how to

intervene consistently

and appropriately

Administrators August

2012

* Guidance lessons Counselor Guidance lessons will be

taught to students as

needed

Counselor September

2012- May

2013

School Liaison: Michelle Bukuts

Documents

2001122--22001133 MSSCCHHOOOOL L …