Learning · Web viewClassroom oral performance Students’ Artifacts Results of Common and Summative Assessments N/A Instructional Support Facilitators, Classroom Teachers, and support

School Improvement Plan

2013-2014 through 2014-2015School Improvement Plans remain in effect for two years, but a School Leadership Team may amend as often as necessary or appropriate.

Collinswood Language Academy Contact InformationSchool: Collinswood Language

Academy Courier Number: 344

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2013-2014 Collinswood Language Academy School Improvement Plan Report

Address:4000 Applegate Rd. Phone Number: 980-343-5820

Charlotte, NC 28209 Fax Number: 980-343-5850

Learning Community

WestSchool Website:

http://schools.cms.k12.nc.us/collinswoodMS/Pages/Default.aspx

Principal: Nicolette Grant

Learning Community Superintendent: Allen Smith

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

Committee Position Name Email Address Date Elected

Principal Nicolette Grant Nicolette.grantAssistant Principal Representative Jack McIver Jack.mciverTeacher Representative Rachael Sprankle Rachaelb.sprankleSchool/Family Advocate Aida Torres Aidaluz.torresTeacher Representative Katherine Ruffolo Katherined.ruffoloInst. Support Representative Marta Duran M.duranTeacher Assistant Representative Marisa Linares Marisa.linaresParent Representative Nikki Zakocs [email protected] Representative Sunny Green [email protected] Representative Sarah Guller [email protected] Representative Karen Sanders [email protected]

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Vision Statement

District: CMS provides all students the best education available anywhere, preparing every child to lead a rich and productive life.

School: Collinswood Language Academy students receive content instruction within a dual language program by a highly qualified staff that equips students with the academic and cultural skills to be successful in the global community

Mission Statement

District: The mission of CMS is to maximize academic achievement by every student in every school.

School: The mission of Collinswood Language Academy is to provide each student with rigorous coursework in two languages to teach them the 21st century skills necessary to think critically in order for the students to become bilingual and biliterate in English and Spanish.

Collinswood Language Academy Shared Beliefs Learning Student learning is the top priority for the staff of

Collinswood. All students can learn when a variety of effective

instructional approaches, special services and resources are used to support individual learning styles.

Authentic assessment through a variety of means allows students to demonstrate mastery of essential knowledge and skills and enables teachers to adjust instruction to meet the needs of students.

Learning a second language leads to the acquisition of critical thinking skills and cultural appreciation.

Rigorous and relevant instruction is needed to prepare students for the 21st century.

High Expectations Continuous improvement through ongoing professional

development and high expectations of staff and students increases school performance.

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Students need to be actively involved in real-world solving problems, producing quality work, and applying their knowledge in new contexts.

Cultural Appreciation Diversity is valued and promoted at Collinswood as staff

and students share their own cultural backgrounds and languages as well as unique gifts and needs.

Exposure to diversity enhances the students’ acceptance of individual differences as well as their appreciation of diverse cultures.

Community Teachers, administrators, parents, and the community

share the responsibility for advancing the school’s mission and helping to develop productive citizens.

Character A student’s character is enhanced by positive

relationships, use of proper etiquette, and mutual respect between students and staff.

Collinswood Language Academy SMART Goals Provide teachers with a duty-free lunch period through the utilization of an effective Master and Lunch Schedule. Provide teachers with duty free instructional planning time through creation and implementation of a master schedule. Promote School-Wide Awareness of Bullying Prevention through Character Education as evidenced by the decrease in the number of reported

bullying incidents/behaviors. 75% of grades 1-3 students will meet the designated grade level benchmark in Reading as measured by the mClass assessment. 73% of grades 3-8 students will score at grade level proficiency in Math as measured by the Ready EOG test. 68% of grades 3-8 students will score at grade level proficiency in Reading as measured by the Ready EOG test. 75% of grades 1-3 students will meet the designated grade level benchmark in Spanish literacy as measured by the EDL2 assessment. Collinswood will increase the number of partnerships with local businesses and community organizations by 10%.

Collinswood Language Academy Assessment Data Snapshot

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Collinswood Elementary School - 600344

2010-2011School Year



SubjectDemographic

Subgroup%

Prof.

%Met Exp.Growth

Avg.Growth

HighGrowthRatio

%Prof.

%Met Exp.Growth

Avg.Growth

HighGrowthRatio

%Prof.

%Met Exp.Growth

Avg.Growth

HighGrowthRatio

Grade 03 Reading Grade Total 91.0 86.7 53.3

Grade 03 Math Grade Total 91.0 97.3 64.0

Grade 03 Total Grade Total 91.0 92.0 58.65

Grade 04 Reading Grade Total 90.8 58.8 0.107 1.4 79.3 34.5 -0.163 0.5 69.1

Grade 04 Math Grade Total 94.3 85.9 0.476 6.1 98.9 88.5 0.528 7.7 77.9

Grade 04 Total Grade Total 92.5 72.4 0.291 2.6 89.1 61.5 0.182 1.6 73.5

Grade 05 Reading Grade Total 84.3 55.2 0.076 1.2 92.0 52.9 0.038 1.1 56.1

Grade 05 Math Grade Total 98.6 85.1 0.482 5.7 94.3 67.8 0.257 2.1 70.7

Grade 05 Science Grade Total 90.0 94.3 67.1

Grade 05 Total Grade Total 91.0 70.1 0.279 2.4 93.6 60.3 0.148 1.5 64.6

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Grade 06 Reading Grade Total 97.0 56.1 -0.004 1.3 96.7 69.5 0.235 2.3 75.6

Grade 06 Math Grade Total 100.0 62.1 0.097 1.6 93.3 22.0 -0.352 0.3 71.8

Grade 06 Total Grade Total 98.5 59.1 0.047 1.4 95.0 45.8 -0.059 0.8 73.7

Grade 07 Reading Grade Total 92.2 75.0 0.251 3.0 64.0

Grade 07 Math Grade Total 100.0 54.7 0.011 1.2 61.4

Grade 07 Total Grade Total 96.1 64.8 0.131 1.8 62.7

Reading Total Total 90.7 56.9 0.064 1.3 88.8 55.6 0.064 1.3 65.3

Math Total Total 95.5 78.4 0.363 3.6 96.8 62.0 0.162 1.6 69.8

Science Total Total 90.0 94.3 76.2

EOG Total Total 92.8 67.7 0.213 2.1 92.9 58.8 0.113 1.4 69.5

School Composite Total 92.8 67.7 0.213 2.1 92.9 58.8 0.113 1.4 69.5

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2010-2011 School Year 2011-2012 School Year 2012-2013 School Year

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Subgroup

Perf.Composit

e

Avg.Grow

th

AYPReading

AYPMath

Perf.Composite

Avg.Grow

th

AYPReading

AYPMath

Perf.Composit

e

Avg.Growth

AYPReading

AYPMath

African-

American

96.9 0.217 Met Met 94.5 -0.01 Met Met ~ ~ ~ Met ~ ~

Asian100.0 0.009 Insuf Data Insuf Data 100.0 0.215 Insuf Data Insuf Data ~ ~ ~ ID ~ ~

Hispanic 89.1 0.199 Met Met 89.6 0.110 Met Met ~ ~ ~ Met ~ ~

Multi-Racia

l 93.1 0.416 Insuf Data Insuf Data 100.0 0.200 Insuf Data Insuf Data ~ ~ ~ ID ~ ~

Native

American

~ ~ ~ ~ 100.0 ~ Insuf Data Insuf Data ~ ~ ~ ID ~ ~

White100.0 0.221 Met Met 98.9 0.162 Met Met ~ ~ ~ Met ~ ~

LEP78.0 0.062 Met Met 75.4 0.069 Met Met ~ ~ ~ Met ~ ~

SWD54.5 0.025 Insuf Data Insuf Data 59.0 0.071 Insuf Data Insuf Data ~ ~ ~ ID ~ ~

ED88.5 0.243 Met Met 88.5 0.094 Met Met ~ ~ ~ Met ~ ~

EOG Total 92.8 0.213 Met Met 92.9 0.113 Met Met ~ ~ ~ Met ~ ~

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

Scho 92.8 0.213 Met Met 92.9 0.113 Met Met ~ ~ ~ Met ~ ~

9


ol Composit

e

Collinswood Language Academy Profile

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Student Demographic Data

Currently, 721 students are enrolled at Collinswood. Our school is rich with a culturally diverse student population comprised of 59.3%% Hispanic, 15.7% African-American, 21.3% White and 3.7% Other. One hundred and six students, 14.8% of our children, are speakers of a first language that is not English and are identified as Limited English Proficient (LEP.) Forty-six students (7.7%) currently qualify for services by the EC Resource Teacher and/or Speech Clinician. Fifty-three students (8.0%) are identified as gifted and receive instruction from the Talent Development teacher through the Catalyst Model. In 2012, four hundred and twelve students (58%) qualified for free or reduced school meals (2013 data not available.)

Staff Demographic Data

The entire staff at Collinswood works as an efficient, flexible team to provide quality instruction for all students. Staff members originate from the United States and many Spanish-speaking countries, including Spain, Argentina, Bolivia, Chile, Colombia, Costa Rica, Cuba, Dominican Republic, Ecuador, Venezuela, Mexico, Panama, El Salvador, Peru, and Puerto Rico.

Seven hundred and twenty-one students are currently enrolled for the 2013-2014 school year in grades K-8 with 12 primary classes, 12 intermediate classes and 12 middle school classes. Ten teacher assistants support the instructional program. The support staff at Collinswood includes: full-time music, media, two PE teachers, one art teacher, two counselors, TD teacher, 2 EC Resource teachers, two 0.5 EC assistants, two literacy facilitators, two full-time ESL teachers, Magnet Lead teacher, PD facilitator, one Spanish facilitator, assistant principal, and a principal. The speech-language clinician, school psychologist, and nurse are shared with other schools. We have one full-time school resource officer.

Teacher Qualifications

Collinswood Language Academy has thirty-five classroom teachers and a total of twenty other licensed staff. Five teachers have less than three years experience, while 91% of the licensed staff has been educators for three years or more (including our Visiting International Faculty). Thirty-nine percent of the staff currently holds advanced degrees. One staff member is currently enrolled in a Masters Program. Nine staff members are Nationally Board Certified Teachers.

School Programs and Schedules

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Collinswood Language Academy is a Dual Language Program where students become bilingual and biliterate. Through the use of best instructional practices, students at Collinswood are taught both the Common Core State Standards and Essential Standards curriculum. Students at the K level are taught 85% of the day in Spanish and 15% of the day in English utilizing the Reader’s Workshop Model. Students in grades 1-8 receive instruction 50% Spanish instruction in math, social studies, and Lectura (Spanish literacy). The other 50% of the day is instructed in English for reading, writing, and science. By the time students exit Collinswood, they are proficient in reading, writing, speaking and listening in both Spanish and English.

We work together within a Professional Learning Community (PLC) to continue our effective implementation of the Reader’s Workshop Model, EC Inclusive Practices, and our Bully Prevention Program. Teacher Assistants and Support Staff have flexible schedules to support instruction. As a component of our Response to Instruction (RTI), we have included Tier 1 and Tier 2 PLC Grade Level Discussions (PIECE meetings) to address student needs.

Awards and Partnerships

Local, State, and National Awards- Excelente Award, National Magnet Schools of America School of Excellence, VIF School of the Year, Magnet School of America Merit Award- School of Excellence, North Carolina Honor School of Excellence, International Spanish Academies School of the Year Award and Global Schools Network.

Grants Received- Arts Teach, NC Donor’s Choose, AT&T, Time Warner, Target Corporation, Clorox Brighter Future, Jimmie Johnson Foundation, and Office Depot Racing.

Community Involvement- Numerous artist residencies in special areas, Participation in off-campus events (musicals, art exhibitions, and dance performances), Martin Luther King, Jr. Contest, Young Author’s Contest, La Noticia, El Progreso Hispano, NC Dance Theatre, Charlotte Mecklenburg Fire Department, Bank of America, Sonny’s BBQ, Chic-fil-a, and Parent University.

Partnership-Queens University, Compare Foods, and South Mecklenburg H.S.

*TENTATIVE* Revised Strategic Plan Goals

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Goal 1: Maximize academic achievement in a personalized 21st century learning environment for every child to graduate career and college ready.

Focus Areas: College and Career Readiness, Academic Growth/High Academic Achievement, Access to Rigor, Closing Achievement Gaps

Goal 2: Recruit, develop, and retain a premier workforce.Focus Areas: Recruitment, Professional Development, Retention, New Career Pathways, Leadership Development

Goal 3: Cultivate partnerships with families, businesses, and faith-based or community organizations to provide a sustainable system of support and care for each child.

Focus Areas: Family Engagement, Communications, Partnership Development, Philanthropic Foundation

Goal 4: Promote a system-wide culture of safety, high engagement, customer service, and cultural competence.Focus Areas: Physical Safety, Social and Emotional Health, High Engagement, Customer Service,

Cultural Competency

Goal 5: Optimize district performance and accountability by strengthening data use, processes and systems.Focus Areas: Effective & Efficient Processes and Systems, Strategic Management of District Resources, Data Integrity and Utilization, School Performance Improvement, Disproportionality

Goal 6: Inspire and nurture learning, creativity, innovation and entrepreneurship through the expansion of strategic school design.Focus Areas: College and Career Readiness, Academic Growth/High Academic Achievement, Access to

Rigor, Closing Achievement Gaps

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SMART Goal (1):Create a schedule that provides teachers with a duty free lunch period

Provide all teachers with a duty-free lunch period through the utilization of an effective Master and Lunch Schedule

Strategic Plan Goal: Recruit, develop, and retain a premier workforce.

Strategic Plan Focus Area: Retention

Navigator Pathway: Enter Kindergarten ready Advanced Reading in K-2 At/Above Grade Level in Reading/Writing Grade 3

At/Above Grade Level in Reading/Writing Grade 7

At/Above Grade Level in Math Grades 3-5

Successful completion of Math I in grade 9

Take and pass at least 1 AP/IB/Post-Secondary class & exam

Score 1550 on SAT or 22 on ACT

Data Used: Staff Survey Data, District Survey Data, Pre-Conference and Post-Conference Data

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

Point Person(title/name)

Evidence of Success(Student Impact)

Funding(estimated cost / source)

Personnel Involved

Timeline(Start—End) Interim

Dates

1. Implement a duty-free lunch period for all teachers

Hire a lunch room monitor to supervise students at lunch

Incorporate a schedule for student supervision during lunch (parent/community volunteers, custodians, and school resource officer)

Jack McIverAssistant Principal

Administer staff surveys each semester to obtain relevant feedback from stakeholders

N/A Administration Custodial StaffResource Officer

August-June 10/13 2/14

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SMART Goal (2):Create a master schedule that provides teachers with duty free instructional planning time

Provide teachers with duty free instructional planning time through the creation and implementation of a master schedule

Strategic Plan Goal: Recruit, develop, and retain a premier workforce.

Strategic Plan Focus Area: Retention

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Data Used: Staff Survey Data, District Survey Data, Pre-Conference and Post-Conference Data





Personnel Involved


Dates

1. Create a master schedule that provides teachers with six 45 minutes of duty free instructional planning time on a six-day rotation schedule (Elementary)

Schedule specials back to back once every 6 days to allow 90 minutes of double planning with teams

2.Release teachers of before/after school duties to allow planning and preparation time (Elementary and Middle)3.Create a technology class as an extra special to increase planning time

Jen LiBrizzi

Jack McIver

Jen LiBrizzi

Administer staff surveys each semester to obtain relevant feedback from stakeholders

NC Teacher Working Conditions SurveyCMS Teacher SurveyFeedback during post conferences

N/A

N/A

N/A

AdministrationStaff

AdministrationSupport Staff

9/13-6/14 8/13 1/14 4/14

10/13-6/14 1/14 3/14

10/13-6/14 1/14

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SMART Goal (3): Create and promote school-wide awareness of bullying prevention through character education

Promote School-Wide Awareness of Bullying Prevention through Character Education as evidenced by the decrease in the number of reported bullying incidents/behaviors

Strategic Plan Goal: Promote a system-wide culture of safety, high engagement, customer service, and cultural competence

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Strategic Plan Focus Area: Physical Safety, Social and Emotional Health







Data Used: Student Survey Data, Staff Survey Data, Referral Data, Student Discipline Data, Intervention Team Data





Personnel Involved


Dates

1. Establish Bullying Prevention Committee utilizing Character Education Committee

Burgess and Malveaux; Bullying Liaisons

Committee meeting minutes; Meetings agendas

Character Education Committee members

Committee will meet every other Wednesday of the month

September 2013-June 2014

December 2013

2. Organize Bullying Prevention Week

Committee Student activity packets; surveys

Committee Members

Meeting will convene to organize Bullying Prevention Week and distribute

October 2013

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roles and responsibilities of committee members

3. Develop Bullying Incident Reporting System

Malveaux: Committee

Bully Buster Box; Reporting Website; Referrals(counselor)

Students and Staff

Bully Buster Box will be placed in Media Center; Students will be made aware of reporting system through school morning news and through classroom activities

September 2013-June 2014

December 2013

4. Develop awards/incentive Character Character based awards Committee Staff will September

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based programs through Character Education

Education committee

directly aligned with character trait associated with specific month

nominate students who have demonstrated characteristics associated with monthly character traits

2013-June 2014

5. Provide Professional Development for staff on Bullying Prevention and Character Education to assist in integrating program focus into classroom curriculum

Committee Training agenda; Activity packets

Staff Staff will be trained on how to integrate Character Education into curriculum and Bullying Prevention

September 2013

October 2013

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SMART Goal (4): 75% of grades 1-3 students will meet the designated grade level benchmark in Reading as measured by the mClass assessment

Strategic Plan Goal: Maximize academic achievement in a personalized 21st century learning environment for every child to graduate career and college ready.

Strategic Plan Focus Area: College and Career Readiness, Academic Growth/High Academic Achievement, Access to Rigor, Closing Achievement Gaps

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Navigator Pathway: Enter Kindergarten ready X Advanced Reading in K-2 X At/Above Grade Level in Reading/Writing Grade 3






Data Used: MAP Data, Survey Results, Teacher Feedback, Student TiersMAP Data collected 3 times (analyzed at quarterly Data Dives)Student Tiers-shifts in student assessment data (student growth) will be reflected in shifts in Student Tiers





Personnel Involved


Dates

1. Grade Level Data Dive and Unit Planning

Analysis of student assessment data

Development of student tiers (1-4)

Develop long term unit goals grounded in the Common Core/NCEES that result in a pathway of learning.

Development of differentiated lesson and unit plans based on student assessment data

Jack McIver/AP Students growth as per: MAP TRC/WR DIBELS Teacher’s College Common

AssessmentsUnit PlansWeekly Lesson PlansMini LessonsGuided Reading LessonsStrategy Group LessonsConference Notes

None Instructional Support FacilitatorsGrade Level Teams

9/13-5/14 9/13 11/13 1/14 4/14BOY, MOY, EOY per benchmark windows

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2. Staff provides training and instructional support through modeling and coaching for teachers and students.

Reader’s/Writer’s Workshop Components

SIOP Thinking Maps PEAK Differentiation Strategies

Instructional Support Facilitators

PD CalendarVertical Planning NotesStaff SchedulesPDPsLesson Plans

None K-8 TeachersK-4 Assistants

9/13-5/14 10/13 3/14

3. Grade level/team visits to Pinewood Elementary to view Reader’s/Workshop Model


School CalendarGrade Level Planning Meetings

Sub Cost K-5 Teachers

9/13-4/14 9/13 2/14

4.Training and implementation of new assessments and analysis and use of resulting data

MAP, TRC/WR, DIBELS, Teacher’s College, Common Assessments

aligned to the Common Core and Unit Goals

Instructional Support FacilitatorsSchool Counselors

PD CalendarTraining agendasReports and Differentiated TiersUnit PlansLesson Plans Differentiated Support PlanCommon Assessments

Sub Cost K-5 TeachersInstructional Support Staff

9/13-5/14 10/13 2/14

5.Off-site Balanced Literacy training

Elizabeth Lane Elementary Matthews Elementary Pinewood Elementary


PD CalendarGrade Level Planning Meetings


9/13-6/14 10/13 12/13 3/14

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Teacher College Administrative Staff

6. Integration of technology to enhance literacy instruction

Reading A-Z Reading Eggs Discovery Education Flocabulary Voice Thread, Voki, etc.

PD FacilitatorInstructional Support Facilitators

Guided Reading Lesson PlansData reportsStudent exemplars

$500 (apps)$2600 (RZ)

K-5 TeachersK-5 Assistants

10/13-5/14 10/13 2/14

7. Organize and facilitate a Before School Tutoring Program (Extended Day) for identified students in Math with staff tutors, South Mecklenburg H.S. student tutors, and Queens University student tutors

Administration Formative Student Assessment Data (MAP Assessment)

CMS Extended Day Allotment-TBA

Classroom Teachers, Special Area Teachers, Support StaffS. Meck studentsQueens University students

2/14-5/14 2/14 4/14

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SMART Goal (5): 68% of grades 3-8 students will score at grade level proficiency in Reading as measured by the Ready EOG test.



Navigator Pathway: Enter Kindergarten ready Advanced Reading in K-2 X At/Above Grade Level in Reading/Writing Grade 3

X At/Above Grade Level in Reading/Writing Grade 7





Data Used: MAP Data, Survey Results, Teacher Feedback, Student TiersMAP Data collected 3 times (analyzed at quarterly Data Dives)Student Tiers-shifts in student assessment data (student growth) will be reflected in shifts in Student Tiers





Personnel Involved

1. Grade Level Data Dive and Unit Planning

Analysis of student assessment data

Development of student tiers (1-4)

Develop long term unit

Jack McIver/AP Students growth as per: MAP TRC/WR Teacher’s College Common

AssessmentsUnit Plans

None Instructional Support FacilitatorsGrade Level Teams

25


goals grounded in the Common Core/NCEES that result in a pathway of learning.

Development of differentiated lesson and unit plans based on student assessment data

Weekly Lesson PlansMini LessonsGuided Reading LessonsStrategy Group LessonsConference Notes

2. Staff provides training and instructional support through modeling and coaching for teachers and students.


SIOP Thinking Maps PEAK Differentiation Strategies


PD CalendarVertical Planning NotesStaff SchedulesPDPsLesson Plans

None K-8 TeachersK-4 Assistants

3. Grade level/team visits to Pinewood Elementary to view Reader’s/Workshop Model


School CalendarGrade Level Planning Meetings

Sub Cost K-5 Teachers

4.Training and implementation of new assessments and analysis and use of resulting data

MAP, Teacher’s College, Common Assessments

aligned to the Common

Instructional Support FacilitatorsSchool Counselors

PD CalendarTraining agendasReports and Differentiated TiersUnit PlansLesson Plans Differentiated Support Plan


26


Core and Unit Goals Common Assessments

5.Off-site Balanced Literacy training

Elizabeth Lane Elementary Matthews Elementary Pinewood Elementary Teacher College


PD CalendarGrade Level Planning Meetings

Sub Cost K-5 TeachersInstructional Support StaffAdministrative Staff

6. Integration of technology to enhance literacy instruction

Reading A-Z Reading Eggs Discovery Education Flocabulary Voice Thread, Voki, etc.

PD FacilitatorInstructional Support Facilitators

Guided Reading Lesson PlansData reportsStudent exemplars

$500 (apps)$2600 (RZ)

K-5 TeachersK-5 Assistants

7. Organize and facilitate a Before School Tutoring Program (Extended Day) for identified students in Math with staff tutors, South Mecklenburg H.S. student tutors, and Queens University student tutors

Administration Formative Student Assessment Data (MAP Assessment)

CMS Extended Day Allotment-TBA


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SMART Goal (6): 73% of grades 3-8 students will score at grade level proficiency in Math as measured by the Ready EOG test.





X At/Above Grade Level in Math Grades 3-5




Data Used: MAP Data, Teacher Feedback, Student Tiers

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Personnel Involved


Dates

1.Implementation and use of classroom technology to maximize instruction and promote critical thinking

PD Facilitator Data AnalysisMAP test scoresStudy Island Progress Reports

Apple Apps K-8 teachers & Special Area Teachers

10/1- 6/14 12/13 4/14

2. Continue to provide instructional differentiation for all students based on need assessments

Implement SIOP strategies, PEAK strategies, Cooperative Learning strategies, Key Questions, Essential Questions, Thinking Maps and Mathematical Practices in all academic areas and special area classes

Continue to seek training for staff regarding the implementation of writing in the Mathematics class

Magnet Lead Teacher and Grade Level Lead Teachers

Magnet Lead Teachers

PLC Team Planning/ Lesson/Unit Plans Classroom Observations Analysis of Assessment Reports

End of Unit Written Tasks for Middle School (7 tasks per year) End of Quarter Written Tasks

NA

N/A

N/A

Classroom Teachers and Support Staff

Classroom teachers and Instructional

8/13 – 6/14 12/13 3/14

8/13-6/14 9/13 3/14

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Provide differentiated instructional support using Pearson Success and Dream Box

Organize and facilitate a Before School Tutoring Program (Extended Day) for identified students in Math with staff tutors, South Mecklenburg H.S. student tutors, and Queens University student tutors

Continue to seek training for staff regarding differentiation strategies to improve math

Utilize web-based resources to review and reinforce skills learned, promote problem

Teachers

Administration

Facilitators

Katherine Ruffolo

(4 tasks per year for 1-5 and 2 tasks per year for Kindergarten)

PLC Team Planning/ Lesson/unit Plans Classroom Observations Analysis of Student Work

Formative Student Assessment Data (MAP Assessment)

Attendance and reflection from Differentiated Academy sessions, Math Foundations, Math Alliance meetings, and collegial observations

Technology Committee Meetings-Agendas

N/A

CMS Extended Day Program-TBA

District funded PD

N/A

Support Staff



Math Facilitator and staff

9/13-5/14 11/13 3/14

9/13-5/14 12/13

1/14-4/14

9/13-5/14 1/14

10/13-5/14 12/13 3/14

30


solving skills, and encourage critical thinking,

Grade Level Planning

PD FacilitatorTeachers

3. Continue the implementation of Pearson Investigations and Connected Math adoptions to stimulate critical thinking and problem-solving in Math.

Allow for PLC cross grade level planning opportunities

Provide professional development support for math teachers (effective instructional strategies, MAP Assessment, PearsonSuccess.net. and Lesson Design)

Provide technology training to extend/remediate math skills

Magnet Lead Teacher Admin

Magnet Lead Teacher

PD Facilitator

PLC Team Planning/ Lesson/Unit Plans Classroom Observations

PLC Math PD Sessions Classroom Observations MAP Reports Student Assessment Data

PLC Team Planning, BLT Classroom Observations

N/A

N/A

N/A

Math Teachers

Math Teachers


8/13-6/14

11/13

10/13

3/14

9/13

31


3/14

32


4. Refine the processes relative to analyzing student assessment data to determine academic strengths and weaknesses

Administer both MAP Assessment and common assessments to identify instructional needs

Utilize data to form flexible, small groups for direct instruction, re-teaching, and enrichment

Conduct grade level Data Dives in an effort to disaggregate formative student assessment data to plan for future instruction

Organize and facilitate grade level quarterly planning sessions in which teachers collaboratively design a Unit

Literacy Facilitators, Administration, and Magnet Lead Teacher

PLC Team Planning/Lesson/Unit Plans Analysis of Student Assessment Data (MAP Reports)

PLC Team Planning/Lesson Plans

N/A

N/A

N/A

N/A

Math Teachers and Support Staff




8/13 – 6/14

9/13-10/1312/13-1/142/14-3/14

9/13-4/14 10/13 12/13 2/14 4/14

9/13-4/14 10/13 12/13 2/14 4/14

33


SMART Goal (7): 75% of grades 1-3 students will meet the designated grade level benchmark in Spanish literacy as measured by the EDL2 assessment.



Navigator Pathway: Enter Kindergarten ready X Advanced Reading in K-2 X At/Above Grade Level in Reading/Writing Grade 3






Data Used: Student Tiers, Class Assessments, EDLs, Data Dives





Personnel Involved


Dates

1. Begin Implementation of the Reader’s Workshop Model (K—3)

Interactive Read-Alouds will be used to model


ObservationsLesson PlansStudents growth as per:Classroom oral performance

N/A Instructional Support Facilitators, Classroom Teachers,

8/13 – 6/14

11/13

34


reading strategies Create mini-lessons to

model strategies students will use during independent reading

Conferring with students

Students’ ArtifactsResults of Common and Summative Assessments

and support staff

3/14

2.Mirror Smart Goal 1 tasks in the Spanish Literacy Class (4-8)

Differentiated novel studies Increase independent

reading time Interactive Read-Alouds

will be used to model reading strategies

Create mini-lessons to model strategies students will use during independent reading

Conferring with students


ObservationsLesson PlansStudents growth as per:Classroom oral performanceStudents’ ArtifactsResults of Common and Summative Assessments

N/A Instructional Support Facilitators, Classroom Teachers, and support staff

8/13- 6/14

12/13 4/14

3.Continue implementation of new assessment

Analyze student assessment data

Use data to inform instruction

Administration, Instructional Support and Teachers

Data Reports from EDL2Data Reports from Language Proficiency Common Assessments

N/A Instructional Support and Teachers

8/13 – 6/14 11/13 1/14 3/14

4. Staff provides training and Instructional PD Calendar N/A Spanish 8/13 – 6/14

35


instructional support through modeling and coaching for teachers and students


SIOP Thinking Maps PEAK

Support Facilitators

Vertical Planning NotesPDPsLesson Plans

Teachers and Instructional Support facilitators

10/13 3/14

5. Training and implementation of new assessments and analysis and use of resulting data

EDL2 (K-6) Language Proficiency

Common Assessment (4-5)


Data Dive MeetingsQuarterly Plans

N/A 8/13-6/14 11/13 3/14

6. Team visits to other US based Dual Language Programs and schools in the area to view Reader’s Workshop Model


School Calendar Grade Level Planning Meetings

School PD budgetPTA Funds

8/13 – 6/14 10/13 12/13 2/14

7. Design and implement a 6-8 Spanish Scope and Sequence based on a model from a dual language program in Spain

Magnet Lead 6-8 Spanish Teachers, Spanish Facilitator, and Mr. Tolosa

Yearlong Planning/ Unit Plans/Weekly Lessons

N/A Magnet Lead 6-8 Spanish Teachers, Spanish Facilitator, and Mr. Tolosa

9/13-6/14 12/13 4/14

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8. Search and acquire leveled books for the Spanish book room and classroom libraries

Work in conjunction with ISAS organization to locate and secure books from Spain editorial houses like: SM, Everest

Continue seeking resources from :Book Source, Santillana and Benchmark Education

Magnet Lead Teachers, Spanish Facilitator, and teachers

Book RoomSpanish Classroom Libraries

ISAS Award money, PTA Funds and Grants

Magnet Lead Teacher, Spanish Facilitator, and teachers

9/13-6/14 12/13 3/14

37


SMART Goal (8): Collinswood will increase the number of partnerships with local businesses and community organizations by 10% as compared to 2012-2013.

Strategic Plan Goal: Cultivate partnerships with families, businesses, and faith-based or community organizations to provide a sustainable system of support and care for each child.

Strategic Plan Focus Area: Physical Safety, Social and Emotional Health, High Engagement, Customer Service, Cultural Competency







Data Used: Survey Data





Personnel Involved


Dates

1.Invite members of local businesses and community organizations to and/or participate in school-wide events

Email/call select individuals to attend School Leadership Team meetings

Email/call select individuals to attend/and or help sponsor the PTA Fall Festival

Magnet Lead Teacher/Marta Duran

Spanish Facilitator/Raquel Marquez

Administer student, parent, teacher surveys (formative)

$50.00/school

AdministrationInstructional Support TeamMath, Social Studies, and Spanish Committee,

9/13-6/14

11/13

10/13

38


Email/call select individuals to attend/and or help sponsor Collinswood’s International Week and Talent Show

Solicit business partners to participate in our tutoring and/or lunch buddies

Recruit high school students formerly from the dual language school to provide bilingual tutoring as a “gift-back” to the school

Participate in the Lawyers to Lunch Program

Create a partnership with Queens University to support the arts and dance

Collaborate with Oaklawn and Morehead to develop a modified intramural sports program

PTA Board and Administrators

Principal and Instructional Coaches

Counselors

PE teachers

PE teachersPTA Sports Committee

PE teachers and PTA

2/14

1/14

10/13

11/14

12/13

12/13

Develop ongoing partnership and support of local dual language programs (Charlotte Bilingual Preschool, Oaklawn, Waddell, Iredell County, Lee County, Durham County, Green County) and ISA

Administration Educator Visitation Day- sign-in sheets, feedback, surveys

None 10/4- 6/14 12/13 2/14

39


Collinswood Language Academy - 600 Waiver Requests

Request for Waiver

1. Insert the waivers you are requesting

Maximum Teaching Load and Maximum Class Size (grades 4-12) [required for all schools with grades 4-12]

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 [required for all schools with grades 4-12]

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.

40


Approval of PlanCommittee Position Name Signature Date

Principal Nicolette GrantAssistant Principal Representative Jack McIverTeacher Representative Rachel SprankleSchool/Family Advocate Aida TorresTeacher Representative Katherine RuffoloInst. Support Representative Marta DuranTeacher Assistant Representative Marisa LinaresParent Representative Nikki ZakocsParent Representative Sunny Green Parent Representative Sarah GullerParent Representative Karen Sanders

Quarter 2 ReviewCommittee Position Name Signature Date

PrincipalAssistant Principal RepresentativeTeacher RepresentativeInst. Support RepresentativeTeacher Assistant RepresentativeParent RepresentativeParent Representative

41


Parent RepresentativeParent RepresentativeParent Representative


PrincipalAssistant Principal RepresentativeTeacher RepresentativeInst. Support RepresentativeTeacher Assistant RepresentativeParent RepresentativeParent RepresentativeParent RepresentativeParent RepresentativeParent Representative


PrincipalAssistant Principal RepresentativeTeacher RepresentativeInst. Support RepresentativeTeacher Assistant RepresentativeParent RepresentativeParent Representative

42


Parent RepresentativeParent RepresentativeParent Representative

43


Collinswood Language Academy

School Improvement Plan Annual Review

Tentative Due Date June 20142013-2014

44


SMART Goal (1):Strategic Plan Goal:Strategic Plan Focus Area:Navigator Pathway: Enter Kindergarten ready Advanced Reading in K-2 At/Above Grade Level in

Reading/Writing Grade 3 At/Above Grade Level in

Reading/Writing Grade 7





Data Used:

Strategies (determined by what data) Task Task Task

2012-2013 Result

2013-2014 Target

2013-2014Current Reality

Use quantitative terminology to describe school’s progress towards outcome. Describe the effectiveness of each strategy.

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Data Used:


2012-2013 Result

2013-2014 Target



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2012-2013 Result

2013-2014 Target



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Data Used:


2012-2013 Result

2013-2014 Target



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Data Used:

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2012-2013 Result

2013-2014 Target



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Data Used:


2012-2013 Result

2013-2014 Target



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Documents

Learning · Web viewClassroom oral performance Students’ Artifacts Results of Common and Summative Assessments N/A Instructional Support Facilitators, Classroom Teachers, and support