SCHOOL IMPROVEMENT PLAN REPORT Improvement Plans 2012... · CMS SCHOOL IMPROVEMENT PLAN ... 2009-2010 School Year 2010-2011 School Year 2011-2012 School Year 2012 ... Mathematics

CMS SCHOOL IMPROVEMENT PLAN REPORT

School: Crestdale Middle School

Principal: Rhonda G. Houston

Address: 948 Sam Newell Road

Matthews, N.C. 28105

Courier Number: 353

Phone: 980-343-5755

Learning Zone: East

Zone Superintendent: Dr. Kelly Gwaltney

CMS School Improvement Plan 2012-2013

<Crestdale Middle School> 2012-2013

School Profile

2

BELIEFS

Every student has the ability to achieve at high levels.

All students deserve the opportunity to learn with high quality educational experiences

that are designed to enhance the development of academic and social skills.

A quality education is essential for success.

All students can learn when motivated and held to high expectations.

Parents, staff, and the community should inspire and enhance an appreciation of learning.

Students and educators are life-long learners.

Students will learn when they make connections to real life experiences.

Cultural diversity is valued for the enrichment it brings to the school environment.

MISSION STATEMENT

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

School: Crestdale Middle School will prepare all students to become innovative problem solvers as they incorporate critical thinking skills, advanced

technological applications and effective communication skills to enable them to succeed in the 21st century.

VISION

District: CMS provides all students the best education

available anywhere, preparing every child to lead a rich

and productive life.

School: Crestdale Middle School will establish an

enriching environment with innovative and progressive

educational experiences. We will create life-long

learners who are prepared to be productive, contributing

members of society

SMART GOALS

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

Increase the percentage of students who score high growth in reading and math by 5% to maintain high school growth as measured by end of year data.

To increase the percentage of SWD, LEP, and AA students who score above grade level proficiency and expected growth by 5% in reading and math as measured by

the MAP diagnostic in September 2012.

To increase opportunities for parents to maintain active involvement in school related function/programs through volunteering by 5% from the previous year.



School Profile

3

ASSESSMENT DATA SNAPSHOT

Crestdale Middle School - 600353

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

Algebra I Total 100.0 79.5 0.320 3.9 100.0 56.0 0.099 1.3 100.0 64.9 0.244 1.8

Geometry Total 100.0 -0.315

Grade 06 Reading Grade Total 90.6 53.8 0.038 1.2 90.2 53.5 0.043 1.2 91.5 60.3 0.106 1.5

Grade 06 Math Grade Total 93.4 69.3 0.176 2.3 93.7 52.5 0.032 1.1 92.5 68.3 0.171 2.2

Grade 06 Total Grade Total 92.0 61.6 0.107 1.6 91.9 53.0 0.037 1.1 92.0 64.3 0.139 1.8


Grade 07 Math Grade Total 89.5 44.9 -0.039 0.8 95.7 61.4 0.101 1.6 94.8 64.1 0.151 1.8



Grade 08 Math Grade Total 92.3 72.8 0.238 2.7 90.2 62.1 0.149 1.6 97.6 79.0 0.300 3.8

Grade 08 Science Grade Total 88.0 83.7 91.9


Reading Total Total 86.0 54.5 0.051 1.2 87.2 57.5 0.071 1.4 89.4 61.6 0.123 1.6

Math Total Total 91.7 62.1 0.122 1.6 93.2 58.7 0.095 1.4 95.1 70.7 0.210 2.4

Science Total Total 88.0 83.7 91.9

EOG Total Total 88.7 58.3 0.087 1.4 89.3 58.1 0.083 1.4 92.2 66.2 0.167 2.0



School Profile

4

EOC Total Total 100.0 78.7 0.320 3.7 100.0 56.0 0.099 1.3 100.0 64.9 0.244 1.8

School Composite Total 89.2 59.3 0.098 1.5 89.7 58.0 0.084 1.4 92.6 66.1 0.172 1.9

Crestdale Middle School - 600353

School Composite

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

Subgroup Perf.

Composite

Avg. Growt

h

AYP Readin

g

AYP Math

Grad.

Rate

Perf. Composit

e

Avg. Growt

h

AYP Readin

g

AYP Math

Grad.

Rate

Perf. Composit

e

Avg. Growt

h

AYP Readin

g

AYP Math

Grad.

Rate

Perf. Composit

e

Avg. Growt

h

AYP Readin

g

AYP Math

Grad.

Rate

African-American

69.0 0.083 Met Met ~ 69.5 0.056 Not Met Not Met

~ 80.2 0.176 Met Met ~

Asian 88.2 0.222 Met Met ~ 89.4 0.177 Met Met ~ 94.6 0.181 Met Met ~

Hispanic 79.4 0.036 Met Met ~ 83.1 0.128 Met Met ~ 85.7 0.215 Met Met ~

Multi-Racial

93.8 0.105 Insuf Data

Insuf Data

~ 91.9 0.164 Insuf Data

Insuf Data

~ 89.0 0.139 Insuf Data

Insuf Data

~

Native American

76.9 0.157 Insuf Data

Insuf Data

~ 75.0 0.169 Insuf Data

Insuf Data

~ 83.3 0.259 Insuf Data

Insuf Data

~

White 94.9 0.096 Met Met ~ 95.6 0.075 Met Met ~ 95.9 0.168 Met Met ~

LEP 64.1 0.018 Met Met ~ 61.1 0.059 Insuf Data

Insuf Data

~ 56.3 0.235 Insuf Data

Insuf Data

~

SWD 68.8 0.066 Met Met ~ 73.7 0.036 Met Met ~ 76.9 -0.02 Met Met ~

ED 74.2 0.078 Met Met ~ 74.2 0.065 Met Not Met

~ 82.3 0.171 Met Met ~

EOG Total 88.7 0.087 Met Met ~ 89.3 0.083 Met Met ~ 92.2 0.167 Met Met ~

EOC Total 100.0 0.320 Met Met ~ 100.0 0.099 Met Met ~ 100.0 0.244 Met Met ~

School Composit

e 89.2 0.098 Met Met ~ 89.7 0.084 Met Met ~ 92.6 0.172 Met Met ~



School Profile

5

Number of Years Experience for Teachers (in CMS only)

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

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

12

20.3

11

18.6

5

8.5

5

8.5

14

23.7

4

6.8

8

13.6

Parent Survey CMS 2010- 2011 2011 - 2012 2012 – 2013 (Target)

I like volunteering at my child’s school.

83% 81% 90%

Opportunities available for you to support and volunteer at your child’s school.

90% 91%

95%

My child’s education experience is important to teachers and staff.

92% 91% 95%

NC Progress Report CMS 08-09 (actual)

09-10 (actual)

11-12 (actual)

12 - 13 (target)

Number of volunteer hours.

335 hours 879 2196 hours 2300 hours

Number of business partnerships.

1 14 14 16



School Profile

6

Crestdale Middle School is located in the town of Matthews, a suburb on the southeast side of Charlotte. Established in August of 1998, it presently serves sixth,

seventh and eighth grade students. The school opened in 1998, with a student population of 960. Over the next five years, the population increased to

approximately 1,300 students with 8% free and reduced lunch. We currently serve 915 students. The population number has fluctuated throughout the years, but

at present, it remains close to the initial enrollment numbers as a result of new middle schools being built in the area.

Since its inception, there has been a gradual, yet significant change, in the diversity of the student population throughout the past 14 years. Student population is

comprised of the following ethnicities: 67% White, 15.7% African American, 5.5% Asian, 5.9% American Indian, 5.4% Multi-Racial, and .5% Native Hawaiian

or Other Pacific Islander. Free and reduced lunch status constitutes 27%of our student population. Our current Exceptional Children’s population is 8.3% and

certified Academically Gifted student population is 28.1%. Additionally, current data reflects 3.1% of our student population has been identified as Limited

English Proficient.

Crestdale has a total of 55 classroom teachers on staff, two administrators, two counselors and 25 support staff. Of the 55 certified staff, we have 22 National

Board certified teachers, 2 National Board certified counselors and 1 National Board Certified Academic Facilitator. There are 30 certified staff members with

Master’s Degrees and 2 additional teachers enrolled in the Master’s programs. Teacher experience ranges from one to thirty-eight years.

During 15 years of operation, Crestdale Middle School has consistently met or exceeded state and national goals as measured by the North Carolina End-of-

Grade and End-of-Course tests. Each year Crestdale has performed above the school system and state averages. Crestdale Middle School has been awarded

School of Excellence status six of its 14 years, School of Distinction Award for four years, and once again a “Honors School of Excellence” in the 2011 – 2012

school year. Crestdale’s last School of Excellence designation was awarded in 2004.

In 2008-2009, Crestdale Middle School was awarded “A School to Watch” by the Middle School Nation Forum and was re-designated in June 2012.

Reading (Grades 6-8) 2011 - 2012 End of Grade Scores reflect a total proficiency of 92.6%, respectively Grade 6 – 91.5%, Grade 7 – 88.0% and Grade 8 –

89.0%. Students in all grades met high growth in reading and math. All Subgroups met expected growth in reading except our SWD.

Mathematics (Grades 6-8) 2011-2012 The results of the End of Grade Scores reflect a total proficiency of 95.1%, respectively Grade 6-92.5%, Grade 7-94.8%,

and Grade 8-97.6%. All grade levels met the high growth standard in math.

Adequate Yearly Progress AMO was met in our subgroups. Eighty-seven students were given the Algebra End of Course exam. These students met high growth

with 100% proficiency.

Science (Grade 8) 2011 - 2012 results indicate 91.9% total proficiency in Science. This is an increase of 8.2 from 83.7% in 2011 - 2012.

Crestdale offers a rigorous curriculum in the core areas of language arts, math, science and social studies. To meet the needs of all students and ensure that all

students are exposed to a rigorous curriculum, all classes include differentiated and challenging instruction. Placement in math is based upon student



School Profile

7

achievement and provides the opportunities for honors courses to maintain the math track. Gifted students are clustered together within the grade level

population in the core classes of science, language arts, social studies, and electives as teachers continue to embrace the middle school philosophy of

heterogeneous grouping and with minimum homogenous grouping while ensuring all students are maximizing their potential.

Enriching the core curriculum, Crestdale offers a full range of elective programs, as well as a variety of remediation and enrichment courses during the Academic

Enrichment period. Our Equity Committee created in order to meet the needs of our students based on their current academic levels. These various levels of

courses are created to provide both remediation and enrichment needs for our students. During the 2012 – 2013 school year, Crestdale has entered into phase one

of the RTi program which will allow for instructional interventions that are linked to scientific research to occur. Courses such as Math Rocks!, Environmental

Literacy, Latin American Currencies, Wall Street, Math Counts, Jazz Evolution, and Leadership will provide opportunities for students to engage in relevant

activities that will provide enrichment for both reading and math.

As a technologically advanced school, Crestdale offers a wide variety of technology electives including Keyboarding, Business Computer Technology, Exploring

Business Technology and Exploring Careers, PBIS 6th

Grade Science Program, and STEM (Project Lead The Way). The school is equipped with six computer

labs for student use, 20 computers in the media center, three presentations carts with laptop computers, 10 IPADS, and LCD projectors, seventeen Smart Boards

(4 portable and 13 mounted), a TI Navigator system, and an Airliner in every classroom. This technology allows the students ample opportunity to sample the

vast amount of software available to teachers and students. The school BYOT Committee has written a grant to be included in phase two implementation of the

district program. The committee is also reviewing instructional websites and learning aids to support classroom instruction.

The Parent Teacher Organization (PTO), School Leadership Team, Band/Orchestra Club, Athletic Booster Club and Performing Arts Club are very active

participants contributing to the success of Crestdale’s total school program. The athletic programs have proven to be an important aspect of campus life for

students, staff and the community. Crestdale also offers a wide variety of other extra-curricular activities such as: National Junior Honor Society, Drama Club,

National Academic League, Odyssey of the Mind, Shakespeare Competitions, Chess Club, and many other clubs and organizations. Again, in an effort to meet

the needs of our students, we will conduct Club Friday during our Academic Enrichment time so that all students will have an opportunity to participate.Club

Friday supports the developmental responsiveness School To Watch criteria.

Student data is analyzed throughout the year utilizing Managing for Performance, Thinkgate, formative assessments, and summative assessments. EVAAS

reports generated by SAS offer additional information to the teachers about their effectiveness and monitored during monthly DataWise meetings with the

administration, grade level, and team discussions, and team planning meetings. Data is disaggregated on an on-going basis – using the Data Wise concept and

approach - at staff meetings, team meetings, and department meetings utilizing the concept of professional learning communities. The different subgroups are

identified and any low performing areas are addressed. Teachers utilize the data to implement research based strategies through the REACH curriculum,

tutoring, and Academic Enrichment classes and provide differentiated, rigorous, and relevant instructional practices in the classroom environment.

Teachers at Crestdale Middle School vary greatly in experience, expertise, strengths and weaknesses. In order for professional development to truly meet the

needs of a diverse teaching staff, it is necessary to offer and support a differentiated professional development plan. The staff is provided the opportunity to

become active, collaborative participants in a learning community where areas of interest and need are explored in pursuit of individual growth. This year the

staff completed a professional development survey and in response, we will also conduct ongoing professional development opportunities that will assist our

teachers with reading and writing across the curriculum, instructional technology, differentiation, rigor, and classroom management. The current initiatives for

the 2012 – 2013 school year are PBIS (Science), Healthy School Initiative, Fusion, RTI, MAP, and is currently awaiting acceptance into phase II of BYOT.



School Profile

8

Crestdale is responsive to student needs by creating strong home/school relationships. A variety of methods are utilized to keep students, parents and teachers

abreast of school functions, expectations and performance. Student planning agendas, teacher wikis, quarterly team newsletters, a principal weekly newsletter,

PTO monthly newsletters, Connect Ed phone messaging, the Parent Assistant Program and an updated school marquee all enhance effective communication

between the home and school. A new and innovative program that will be implemented this current year with the partnership with parents, community partners,

and staff is the “Healthy School Initiative” which promotes healthy choices and the importance of exercise has garnered high marks from the district and

Presbyterian Hospital.

Offering students an opportunity to “give back” to the community is important to us. Crestdale Middle students participate in a “Wildcats in Action” program.

Students volunteer within the community through many agencies such as Crisis Assistance, Loaves and Fishes, local hospitals, and nursing facilities.


Crestdale Middle School 2012-2013

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

9

SMART GOAL (1): Increase the percentage of students who score high growth in reading and math by 3% in reading from 61.6% in

2011 – 2012 to 64.6% in 2012 – 2013 and in math from 70.7% in 2011 – 2012 to 73.7% as measured by the 2012 – 2013 state

assessments.

Data Used: MAP Results; formative results, teacher/student data notebooks and Managing for Performance Portal

Information, Argumentation data, EVAAS data, End of Year tests.

SP 2014 Tactic: : 1-Effective Teaching and Leadership:

A. Clearly define and measure teacher effectiveness

a.Create a system to link students’ performance to teacher performance

B. Develop a measure for a year’s growth for every subject and grade level

a. Formative and common assessments to measure student learning in math and reading

b. Data dives to determine rigor and differentiation

C. Provide access to training that is tailored to student and teacher learning needs.

a. Develop training to provide a variety of instructional strategies

b.Train all teachers in the effective use of data

c.Provide training for rigor

d.Refine instructional coaching models

e.Use PLCs to focus on student learning

f. Design and implement a Response to Instruction model

2- Teaching and Learning through Technology

A.Expand student and staff access to, and use of technology-based educational services

a.Expand student and staff access to technology

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




10

Dates

Participate in on-going

professional development by

district personnel on the Common

Core Standards and the use of

assessment

Continue to analyze the usage

unpacking strategies of Common

Core strategies through

professional development

sessions and team planning

sessions.

Discuss effective strategies that

various departments have shared

with content teams to ensure

proper curriculum alignment is

occurring during professional

development sessions.

Train teachers through the train-

the trainer model on the use of

assessment and the common core

curriculum. Use classroom

observations to measure teacher

understanding of the practice.

Through our district content

PLC’s professional development,

continue to stay current on trends

with common core and how to

incorporate it in the CTE,

Performing Arts, Fine Arts,

Healthful Living, and World

Languages

Collaborate with teachers in our

elective content areas on best

Admin.

A.F. Jenny

Storck

All Teachers

On the NC Common Core

Assessment less than 8% of students

will score below the expected

proficiency rate

Common Core Handouts/Lesson

Plans

Vertical Content Team Minutes

Common Core Curriculum

Committee Minutes

Grade Level and Elective Team

PLC

Common Core Curriculum

Committee Minutes

None Faculty 8/2012 – 6/2013

Quarterly

review




11

practices; ways to integrate

Common Core in our instruction;

and teaching strategies designed

to optimize student achievement

to increase test scores.

Participate in in-house

professional development sharing

knowledge of how CTE,

Performing Arts, Fine Arts,

Healthful Living, and World

Language courses integrate core

subjects on a daily basis.

Instructional Assessments

Staff Agendas and Handouts

2. Create internal learning modules that will support

lesson planning and design that is based on the

Common Core Standards

Utilize MAP assessments

quarterly to establish to support

instructional lesson planning

modules based on student

performance in the areas of

reading and math.

Continue to unpack W1/R1

strategies during team planning

sessions

Collaborate during the team

planning sessions to create

instructional assessments through

the use of Thinkgate.

Desegregate the on-going

assessment rubrics from the

elective team curriculum to plan

lessons and to provide

interdisciplinary support through

the core curriculum.

A.F. Jenny

Storck

Teachers


Assessment less than 8% of students

will score below the expected

proficiency rate

MAP Assessments

Classroom/Formative Assessments

Lesson Plans

PLC Discussions

None

Faculty

8/2012 – 6/2013

Quarterly

review




12

3. Enhance the use of professional learning

communities to increase student achievement

Collaboration includes focus on rigor,

relevance, and differentiation

Grade level content teams meet twice

weekly

Develop and implement common

assessments and resources

Develop Data discussions for both

remediation and enrichment opportunities

for student learning

4. Collaboration lesson plans are shared with

colleagues and administration

Lesson plan analysis with feedback from

administrative team for teachers

Develop a schedule of standards for

vertical instruction that ensures student

learning

5. Conduct monthly data collaboration focused in

student learning.

Use common assessments reports to

identify at risk goals

Use Thinkgate formative assessments to

develop achievement goals.

Lead

Teachers for

each grade

level/

content area

Teachers

Rhonda

Houston,

Principal

AF Jenny

Storck

Grade Level

AP’s

94% of students will be on grade

level in Reading based on the MAP

assessments


level in Math based on the MAP

assessments


level in 8th

Science on the End of

Year Common Core Assessment

High growth for the school

Classroom/Formative assessments

Lesson Plans

MAP Assessments


Lesson Plans

PLC Discussions

Walk-through Observations

Thinkgate Reports

N/A Faculty 8/2012 – 6/2013

Quarterly

review




13

SMART GOAL (2): To increase the percentage of Students with Disabilities making expected growth by 2% from 76.9% in 2011 –

2012 to 78.9% in 2012 – 2013 as measured by the state assessments. To increase the percentage of Limited English Proficient

students making expected growth by 3% from 56.3% in 2011 – 2012 to 59.3% in 2012 – 2013 as measured by the state assessments.

To increase the percentage of African American students who score above expected growth by 3% from 80.02% in 2011 – 2012 to

83%in reading and math as measured by the 2012 – 2013 state assessments.

Data Used: MAP Testing; formative results, teacher/student data notebooks and Managing for Performance Portal

information

SP 2014 Tactic: 1-Effective Teaching and Leadership:

A. Clearly define and measure teacher effectiveness

a. Create a system to link students’ performance to teacher performance

B. Develop a measure for a year’s growth for every subject and grade level

a. Formative and common assessments to measure student learning in math and reading

b. Data dives to determine rigor and differentiation

C. Provide access to training that is tailored to student and teacher learning needs.

a. Develop training to provide a variety of instructional strategies

b. Train all teachers in the effective use of data

c. Provide training for rigor

d. Refine instructional coaching models

e. Use PLCs to focus on student learning

f. Design and implement a Response to Instruction model

2- Teaching and Learning through Technology

A.Expand student and staff access to, and use of , technology-based educational services

Expand student and staff access to technology


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




14

Dates

1. Utilize the Fusion instructional program to help

increase student reading mastery in the areas of

comprehension for students with disabilities.

Use flexible, small groups during

Rti support time that is identified

in the master schedule


professional development on the

implementation of the Fusion

Program

Use on-going monitoring and

informal/formal assessment to

determine the instructional needs

and to determine student mastery

AF Jenny

Storck

EC Team

Teachers

Admin./

Houston,

GLAP


Assessment less than 8%

of students will score

below the expected

proficiency rate

Targeted student Lexile

reading scores will

increase by 3%


MAP Assessments

None

Faculty

8/2012 – 6/2013

Quarterly

review

2. Implement the AIMS-Web program to help

diagnosis student reading behaviors.

Use flexible, small groups during

RTi support time that is identified

in the master schedule






professional development on the

implementation of the AIMS-

Web program

AF Jenny

Storck

EC Team

Teachers/

LEP

Teacher

Admin./

Houston,

GLAP’s




below the expected

proficiency rate


reading scores will

increase by 3%

AIMS WEB Assessment

Data

None

Faculty

8/2012 – 6/2013

Quarterly

review




15

Utilize support from the RTi

Coaches to gain additional

support on scientific researched

strategies.

3. Create lessons based on the information that was

provided from the AIMS-Web program to support

student individualized instruction.





Use reflective practice to revise

lesson plans to meet the needs of

the identified students.

AF Jenny

Storck

EC Team

Teachers

LEP

Teacher



of students will reading

score below the expected

proficiency rate


reading scores will

increase by 3%

AIMS WEB Assessment Data

None

Faculty

8/2012 – 6/2013

Quarterly

review

4. Create a strategic flexible scheduling for at risk

sub-groups

Entry level students will be clustered for

Academic Enrichment classes

Integrate LEP students into regular

classrooms for inclusive model

Schedule inclusion classes for language

arts and math

Schedule LEP students with opportunities

for additional support within the elective

block

Schedule at risk students in REACH, after

school tutorial and extended day

Provide Learning Labs for SWD to

incorporate study skills

Math and language arts online English

Language Learner based materials

Grade Level

AP’s

AF Jenny

Storck

Guidance

Counselors

Teachers

78% SWD students will

reach proficiency or

higher on the RIT score on

the overall MAP

Assessment

59% LEP students will



the overall MAP

Assessment

83%African American

students will reach

proficiency or higher on

the RIT score on the

overall MAP Assessment

N/A

Faculty

8/2012 – 6/2013

Quarterly

review




16

5. Create a strategic schedule with a monitoring

system for student remediation and enrichment

Create academic enrichment classes for

enrichment and extension

Implement data notebooks for teachers and

students

Create flexible skill groups for reteaching

and extension

Cluster 1’s and 2’s in LA and Math classes

Strategically schedule at risk students in

Fusion, REACH, and ESL classes

6. Provide additional academic and emotional

support for SWD, LEP, and African American

students

Implement peer mentoring program

Provide parent tutoring and community

tutoring during working lunch

Provide before and after school tutorials

Identify students for Extended Day

Schedule 1’s and 2’s , at risk students for

REACH, ESL, AE

Develop PEP’s for 1’s , 2’s, and failing

students

Technology support for remediation and

extension with Achieve 3000 and Castle

Learning

Provide differentiation within the

instructional block to meet the needs of all

students

Identify mentors for at risk students

Interdisciplinary approach to learning

curriculum is aligned with Common Core

Grade Level

AP’s

AF Jenny

Storck

Guidance

Counselors

Common Assessments

Formative Assessments

Walk-through

Observations

78% SWD students will



the overall MAP

Assessment

59% LEP students will



the overall MAP

Assessment

82%African American

students will reach

proficiency or higher on

the RIT score on the

overall MAP Assessment

Common Assessments


Walk-through

N/A

N/A

Faculty

Faculty

8/2012 – 2013

Quarterly

review

8/2012 – 6/2013

Quarterly

review




17

7. Differentiate instruction to meet the learning

styles and needs of all students

Incorporate the kinesthetic, visual,

auditory, and tactile strategies within

lessons

Include tiered lessons

Identify at risk students in Managing for

Performance portal

Target students who heavily impact AMO

status

Create strategic LEP groups within

Language Arts and Math classes

Structure Math and Language Arts classes

to incorporate more common core

language

Provide ongoing professional development

for differentiation

Draw parallels of the diverse forms of

informational text found in CTE,

Performing Arts, Fine Arts, Healthful

Living, and World Language to the more

common informational text of the written

word used in Language Arts.

Weekly reading using the unique

informational text found in CTE,

Performing Arts, Fine Arts, Healthful

Living, and World Languages

Use of student personal informational text

from CTE, Performing Arts, Fine Arts,

Healthful Living, and World Languages as

a tool to reflect on level of achievement

and areas needing improvement.

Use of student personal informational text

from CTE, Performing Arts, Fine Arts,

Healthful Living, and World Languages as

a tool for writing.

Grade Level

AP’s

AF Jenny

Storck

Teachers

Common Assessments


Walk-through

Observations

Academic Enrichment

Lessons

Grade Level Planning

Minutes/Student

Products/Lesson Plans

Professional Development

Plan

Student Products

Elective Team Lesson

Plans


Minutes/Student



Minutes/Student


Student Products

N/A

Faculty

8/2012 – 6/2013

Quarterly

review




18

SIOP Reading & Writing - Utilize SIOP

instructional strategies to differentiate

instruction based on both formative and

summative assessment data. Incorporate

into lesson plans mentor texts to

supplement teacher modeling to increase

rigor in the classroom.

MAP Assessments

Common Assessments

Formal Assessments

WAPT Assessments

Lesson Plans

8. Utilize the AIMS-Web instructional program to

help increase student reading mastery in the areas of

comprehension.

Receive instructional support from the RTi

Coaches to ensure that the program is

taught with fidelity.

Use diagnostic reports to interpret student

needs and mastery performance

AF Jenny

Storck

EC Team

Teachers

LEP

Teacher




below the expected

proficiency rate


reading scores will

increase by 3%

AIMS WEB Assessment

Data

None

Faculty

8/2012 – 6/2013

Quarterly

review

9. Implement the AIMS-Webs program to help

diagnosis student reading behaviors.

Receive instructional support from the RTi

Coaches to ensure that the program is

taught with fidelity.

Use diagnostic reports to interpret student

needs and mastery performance

Allow students to chart their performance

each week

AF Jenny

Storck

EC Team

Teachers

LEP

Teacher




below the expected

proficiency rate


reading scores will

increase by 3%

AIMS WEB Assessment

Data

None

Faculty

8/2012 – 6/2013

Quarterly

review




19

10. Create lessons based on the information that

was provided from the AIMS-Web program to

support student individualized instruction.

Use the RTi Coaches as a support to

provide feedback on lesson alignment

based on the diagnostic reports from

AIMS-Web

Utilize research based strategies to create

instructional lessons that are scientifically

proven.

AF Jenny

Storck

EC Team

Teachers

LEP

Teachers

AIMS Web Program

RTi Programs

None

Faculty

8/2012 – 6/2013

Quarterly

review




20

SMART GOAL (3): To increase opportunities for parents to maintain active involvement in school related functions through volunteering and increasing

community partnerships. The goal is to increase the 2011- 2012 volunteer hours of 2,100 to 2,300 volunteer hours in 2012 – 2013.

Data Used: Parent volunteer online system, parent sign-in systems, and PTO meetings

SP 2014 Tactic: 1- Parent and Community Focus

A. Effectively manage key volunteer and partnership programs.

a. Create a committee of community partners and school staff to define partner effectiveness and

align partnerships with 2014 goals for each school.

b. Provide opportunities for partners and schools to network and strategize


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

1. Increase the number of parents attending school

functions

Develop parent tutoring program

for support before school or

during Academic Enrichment

Provide curriculum night sessions

for parents

Provide talent development parent

nights

Identify parents of at-risk students

early in the year and schedule

meetings

Conduct parent/teacher

conferences in October for at

risk/behavior/academics and/or

absentee issues

Schedule team parent conferences

on an as need basis

Schedule yearly IEP and

Rhonda

Houston,

Principal

AF Jenny

Storck

Grade Level

AP’s

Guidance

Counselors

Team

Leaders

Steering

Committee

2300 volunteer hours for 2012-2013

16 Community Partnerships

Minutes from PTO Meetings

Parent Learning Compact Logs

PEP’s

Teacher Conference Log and

Percentages

IEP Conference Minutes

N/A

Faculty

8/2012 – 6/2013

Quarterly

review




21

transition meetings for students

Include parental support and

participation during positive

behavior recognition

Offer monthly Principal/Parent

coffees

Offer flexible opportunities for

parents to attend functions

Develop active parent

involvement with parents for the

PEP process

Schedule after school activities

with students and parents to

increase parental involvement

Schedule parent volunteers for

front information desk

Conduct parent awareness

sessions throughout the year

(ESL, EC, Common Core,

Curriculum, etc.)

Utilization of parent meetings,

conferences, emails and an open

line of communication.

Continued participation in booster

programs involving parent

support and participation that

enhance the programs/Athletic

Booster (Tailgate)

Continued partnerships with the

Matthews Community, Civic

Organizations, Businesses, Guest

Artists and other schools

SIOP Reading & Writing - Parent

contact through e-mails, phone

calls and Agenda messages.

Use opportunities for translation

applications for formal written

Principal Agenda

PEP Logs

Volunteer Notebook

Meeting Agendas

Connect Ed Log

Booster Minutes

Community Documentation

Connect Ed Log

Interpreter Request Forms

PTO Community Newsletter

Interpreter Log




22

parent communication and

documents.

2.Increase community partnerships

Meet with SLT and gather names of

possible companies in the community

Contact agencies with specific school wide

needs

Organize functions and events on a school

wide basis

Implement PTO Public Relations

Committee

Implement International Festival – partner

with various organizations and businesses

to support our diversity

Implement parent tutoring

Implement Mentoring program

Continue membership with Matthews

Chamber of Commerce

SLT, PTO

Officer

Young

Grade Level

AP’s

Guidance

Counselors

Rhonda

Houston,

Principal

AF Jenny

Storck



PTO Public Relations Meeting

Minutes

Agenda/Meeting Minutes

Agenda from Matthew Town Hall

Meetings

N/A

Faculty

8/2012 –6/2013

Quarterly

review

3. Increase awareness and educational opportunities

regarding personal health and wellness programs

Implement a School Health Team

Integrate health education across the

curriculum

Develop action plan for asthma

Provide CPR training for staff

Communicate to our community regarding

Parent University opportunities

Develop an Exceptional Child night

Parent Engagement Workshops provided

by Crestdale Parent

SLT, PTO

Grade Level

AP’s

Rhonda

Houston,

Principal

Guidance

Counselors

Classroom

Teachers



Training Agenda/Handouts

N/A Faculty 8/2012 – 6/2013

Quarterly

review




23

4. Provide flexible opportunities for parents to

become involved

Schedule activities on weekends

Develop opportunities for parents to

provide assistance for school functions

without actual attendance

SLT, PTO

Grade Level

AP’s

Rhonda

Houston,

Principal

Guidance

Counselors

AF

Classroom

Teachers



N/A

Faculty

8/2012 – 6/2013

Quarterly

review




24

Bullying-Harassment Individual School Action Plan (BHISAP)

Crestdale Middle School

2012- 2013

Bullying Prevention Outcome:

Strategies/ Rationale

Task

Point Person Evidence of Success

Outcome Measures

Names of

Participants

Information related

to task as indicated

Timeline

1. School leadership

training

School leadership is aware of

CMS’s district-wide Bully

Prevention Program aligned

with CMS Rights &

Responsibilities Handbook,

School & Classroom

Expectations, Behavioral

Intervention, Student

Services, RTI.

2. Selected Middle School

To Represent Successful

Bully Prevention Programs

in CM

Attend & participate in CMS

High School Bully Prevention

Forum

Houston, Little,

Foxx-

Simmons,

Street

Little, Foxx-

Simmons,

Street

School leadership will

communicate the school’s

vision for the Bull

Prevention Program.

School leadership leading

and presenting information

from their training &

workshops.

Learning how the social

system of the school plays a

decisive role in the process

of bullying.

Join (3) other select middle

schools & students to

participate in the High

School Bully Prevention

Forum.

Houston, Little,

Foxx-Simmons,

Street

Michael Street

Debra Foxx-

Simmons (4)

Selected students

from the school-

Academic

teachers

Administrative Team

receive district

training.

Foxx-Simmons,

Street, attend CMS

professional develop-

ment training &work-

shop opportunities.

A. Creating Safe

Schools &

Communities-

Friendship Church/

Dr. Garbarino

B. CMS Bully

Prevention Forum-

Whitewater Center

C. Criteria &

selection

of students

Sept. 2012

Oct. 2012

Oct. 11,2012

Oct. 16, 2012

2. School staff training

School leadership & Selected

Support Staff (Bully

Foxx-

Simmons,

Bully Prevention Taskforce/

Team will plan & facilitate

Facilitators &

presenters;

Staff development

training

Oct. 2012




25

Prevention

Committee/Team), will

provide valuable & relevant

information to 100% of the

teachers & staff. This team

will facilitate professional

development training for the

staff and further increase the

school’s efforts toward

awareness. Our goal &

expectations are to provide a

Bully Free learning

environment for every student

to learn.

Street,

Cambuzzi,

Gerspach,

Young,

Sanders,

Costello,

Jackson,

Gerson,

Cumming

staff training.

The school will develop a

better understanding of the

goals, objectives and

expectations of the BP. BP

will train staff during staff

development meetings &

effectively communicate

activities and events through

multi-media sources.

Foxx-Simmons,

Street,

Cambuzzi,

Gerspach,

Young, Sanders,

Costello,

Jackson,

Gerson,

Cumming

1. Orientation

2. Effectiveness/

Monitoring

3. Bully Prevention

activities from CMS

Bully Prevention

Manual

Oct. 31, 2012

Nov. 28, 2013

Jan. 2013

4. Review/Share policy

expectations w/ students &

parents

A. 100% of teachers &

support staff will pledge to

provide a safe and orderly

environment for learning. All

adults will support efforts of

providing a bully free school

environment

B. 100% of student

population will pledge to not

be bullies or contribute to

bully behaviors.

C. 100% Bus Drivers pledge to

not allow bullying on the school

bus.

D. Grade Level Assemblies

Houston, Little,

Webber, Foxx-

Simmons,

Street,

Discipline

Committee

Sanders,

Costello,

Gerson,

Cumming,

Jackson

Foxx-Simmons

Sanders,

Costello,

Gerson,

Cumming,

Jackson

Foxx-

Simmons,

Street,

Committee

members

Teachers & Support staff

will understand Bully

Prevention efforts and

expectations aligned w/ the

discipline management of

the school.

Signed teacher pledges

posted outside every

classroom & office.

Signed student pledges

mounted on banners &

posted through grade level

hallways.

Signed bus driver pledges

Posted inside buses

A select group of students

(Dream Team) will present

Grade Level Assemblies

All teachers,

staff &

administrators

Bully Prevention

Taskforce/Team,

Teachers, staff &

administrators

Total student

population

Bully Prevention

Taskforce/ Team

Morning &

afternoon Bus

Drivers

6th

, 7th

& 8th

grade level

assemblies &

teachers

Distribute, collect,

laminate & post

Teachers’ Pledges

Email, collect

laminate and post

classroom

banners/pledges

Create, laminate &

distribute pledges &

banner signs for bus

drivers to post on the

bus.

Presentations

reference to factual &

statistical information

& data provided to

students about

Bullying.

School efforts &

activities.

Oct. 2012

Oct. 2012

Oct. 2012

Oct. 12- 6th

Oct. 19- 7th

Oct. 23- 8th

2012

Oct. 2012-

June 2013




26

E. PTO Newsletter, School

Leadership Team, Connect

Ed, Webpage

F. Essay Contest

Argumentative/ Informative

Text Writing

5. Administer on-line Bully

Prevention Survey

Data will be Collected,

Analyzed, Interpreted &

shared with the staff

Obtain First Quarter Data

6, 8 & 9. Initiate School-

Wide Bullying Prevention

Month Activities for First &

Second Semesters

7. Submit this Form to

preventbullying@

cms.k12.nc.us

10. Completion of Bullying

Cambuzzi,

Gerspach,

Young

Teachers &

Staff

Houston, Foxx-

Simmons,

Little, Street

Cambuzzi,

Gerspach,

Young

Foxx-

Simmons,

Street, Bully

Prevention

Taskforce/

Team

Bully

Prevention

Taskforce/

Team

Bully

Prevention

Taskforce/

Team

(student-led)

Keeping all stakeholders

informed about the school

efforts and opportunities for

student growth.

Students writing their

personal thoughts, feelings

and opinions about the

social issues of Bullying.

Survey will provide

immediate information &

data of school climate

regarding bullying, types of

bullying & locations where

bullying most likely occur.

Share results with staff a

professional development

meeting

Random Acts of Kindness

Character Education

Do the Right Thing

Teacher Pledges

Student Pledges

Bus driver Pledges

Grade Level Assemblies

Essay Contests

Sports Rewards

Morning announcements

Drama Presentations

Field Trip

Recognitions

Students, parents

& community

6th

, 7th

& 8th

Grade students

Teachers

6th

, 7th

& 8th

Grade students

All teachers &

staff

6th

, 7th

& 8th

Graders,

Teachers select

students

All Crestdale

Middle School

Stakeholders

Information, bullying

behaviors, warning

signs, other pertinent

information.

Contest winners are

rewarded with

instructional school

supplies from school

bookstore.

100% of every grade

level will be surveyed

at the school

Important decision-

making will occur as

a result of the data.

Discussion about

suggestions,

recommendations &

ideas.

Students are

rewarded for good

decision-making and

behaviors.

Oct.-Nov.

2012

Oct.- Nov.

2012

October- Nov.

2012

Oct. 2012-

May 2013

Oct. 2012-

May 2013

May 2012




27

Prevention Activities for

2012- 2012

Houston, Little,

Foxx-

Simmons,

Bully

Prevention

Taskforce/

Team

Houston, Little,

Foxx-Simmons

& Bully

Taskforce/

Team

Posting in School

Newsletter

Completed Bullying-

Harassment Individual

School Action Plan

School will report

effectiveness of Bully

Prevention efforts.

Reflection & Evaluation

results shared w/ Taskforce

Bully Prevention

Taskforce

This document

provides evidence &

model the Bully

Prevention

Plan at Crestdale

Middle School.

Provide a report

using data of school

incidents.




28

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

353 Crestdale Middle

1. Insert the waivers you are requesting.

Maximum Teaching Load and Maximum Class Size (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

3. Please state how the waiver will be used.

The class size will be adjusted to address student individual instructional needs by providing effective

utilization of teaching teams and by flexibile grouping the students. By maximizing the teaching load,

teachers in specific areas of the curriculum will be allowed 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.




29

Documents

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