School: Rama Road Elementary Principal Improvement Plans 2012/Central...School: Rama Road Elementary ... CMS School Improvement Plan 2010-14 Rama Road Elementary ... activities and

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School: Rama Road Elementary

Principal: Patricia M. Denny

Title I Specialist: Brenda Zimmer

Address: 1035 Rama Road

Charlotte, NC 28211

Courier Number: 512

Phone: 980-343-6730

Learning Zone: Central Elementary Zone Zone Superintendent: Tyler Ream

CMS School Improvement Plan 2010-14 Rama Road Elementary 2012-13

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BELIEFS

- Each child should be challenged to achieve his/her personal best.

- Each child should be accountablefor his/her behavior and learning.

- Each child is able to learn.

- Education must be engaging and utilize relevant technology.

- Rama Road believes a parent is just as important as a teacher in their

child's learning.

- Rama Road's staff promotes school pride, is positive and supportive

and values individual differences in children and in families.

MISSION STATEMENT

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

School: Rama Road Elementary is providing every student with an education allowing them to maximize their potential as a life-

long learner and citizen in a safe and supportive environment.

VISION

District: CMS provides all students the best

education available anywhere,

preparing every child to lead a rich

and productive life. School: Rama Road Elementary is a safe,

welcoming school where a diverse

population will soar in the 21st

century, with the support of faculty,

family and community. Our

students will be critical thinkers,

effective decision makers,

productive and responsible citizens

today and always.

SMART GOALS Based upon analysis of data, our focus will be upon the following outcomes:

• Increase grades 3-5 average reading growth as measured by the NC EOG assessment to 0.17 and 85% of K-1 students will be reading on grade level according to AIMSWEB benchmark assessments and Reading A to Z levels by the end of the year; 95% of second graders will be reading 90 wpm by the end of the school year.

• Increase average math growth as measured by the NC EOG assessment to 0.26 • Increase in average science proficiency in 5

th grade to 70% on NC EOG assessments.

• 85% of students in grades 3-5 will convey a good understanding of the concept of being college bound as measured by an EOY student survey.


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ASSESSMENT DATA SNAPSHOT

Rama Road Elementary - 600512

2008-2009

School Year 2009-2010

School Year 2010-2011

School Year 2011-12

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

% Prof.

% Met Exp.

Growth

Avg. Growth

High Growth Ratio

High Growth Status

Grade 03 Reading Grade Total 53.6 41.5 -0.117 0.7 50.0 41.3

51.5

Grade 03 Math Grade Total 68.3 44.7 -0.122 0.8 64.6 64.2

61.4

Grade 03 Total Grade Total 61.1 43.1 -0.120 0.8 57.3 52.8

Grade 04 Reading Grade Total 48.5 40.0 -0.167 0.7 57.9 54.8 0.036 1.2 50.0 58.0 0.062 1.4

61.2

60.6

0.0643

1.54

Met

Grade 04 Math Grade Total 62.7 64.5 0.161 1.8 83.2 73.3 0.439 2.8 69.3 73.2 0.255 2.7

76.8

76.7

0.2608

3.29

Met

Grade 04 Total Grade Total 55.7 52.3 -0.002 1.1 70.5 64.2 0.240 1.8 59.7 65.7 0.160 1.9

Grade 05 Reading Grade Total 61.4 64.6 0.198 1.8 67.6 66.1 0.240 2.0 58.7 51.3 0.057 1.1 58.7 51.4 - 0.0207 1.06 Not

Met

Grade 05 Math Grade Total 68.9 54.5 0.013 1.2 68.9 70.0 0.236 2.3 72.8 67.5 0.149 2.1 62.5 50.0 - 0.0260 1.00 Not

Met

Grade 05 Science Grade Total 51.7 60.8 70.7

58.7

Grade 05 Total Grade Total 60.7 59.5 0.105 1.5 65.8 68.1 0.238 2.1 67.4 59.5 0.104 1.5

Reading Total Total 54.2 47.7 -0.042 0.9 58.2 59.8 0.127 1.5 50.4 54.4 0.059 1.2 57.1 55.9 0.0215 1.27 Not

Met

Math Total Total 66.6 54.2 0.012 1.2 72.9 71.9 0.349 2.6 69.0 70.2 0.199 2.4 66.8 63.3 0.1165 1.72 Met

Science Total Total 51.7 60.8 70.7 58.7

EOG Total Total 59.3 51.0 -0.015 1.0 64.9 65.9 0.239 1.9 61.3 62.4 0.130 1.7 61.5 59.7 0.0696 1.48 Not Met


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School Composite Total 59.3 51.0 -0.015 1.0 64.9 65.9 0.239 1.9 61.3 62.4 0.130 1.7 61.5 59.7 0.0696 1.48 Not

Met


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Rama Road Elementary - 600512

School Composite

2008-2009 School Year 2009-2010 School Year 2010-2011 School Year 2011-2012 School Year (Target)

Subgroup Perf. Composite

Avg. Growth

AYP Reading

AYP Math

Perf. Composite

Avg. Growth

AYP Reading

AYP Math

Perf. Composite

Avg. Growth

AYP Reading

AYP Math

Perf. Composite

Avg. Growth

AYP Reading

AYP Math

African-American 48.7 -0.08 Met Met 54.5 0.139 Met Met 53.8 0.091 Not Met Not

Met 60 – 60.4

.30 – 0.0172

Not Met

Met

Asian 63.6 0.104 Insuf Data Insuf Data 64.0 0.340 Insuf Data Insuf

Data 100.0 -0.15 Insuf Data Insuf Data

100 – 63.6

.30 - 0.0953

Not Met

Met

Hispanic 61.2 -0.00 Met Met 60.0 0.353 Met Met 56.0 0.180 Not Met Not Met

60 – 48.0

.30 – 0.0836

Not Met Met

Multi-Racial 83.0 0.138 Insuf Data Insuf Data 93.3 0.346 Insuf Data Insuf

Data 86.1 0.256 Insuf Data Insuf Data

90 – 72.7

.30 – 0.1797

Met Met

Native American 66.7 0.089 Insuf Data Insuf

Data ~ ~ ~ ~ 25.0 ~ Insuf Data Insuf Data 100 0.4493 Met Met

White 73.2 0.030 Met Met 85.8 0.322 Met Met 83.3 0.126 Insuf Data Insuf Data

85- 83.8

.30 – 0.1679

Met Met

LEP 52.2 0.010 Met Not Met 48.1 0.293 Met Not Met 49.2 0.184 Not Met Met 55 –

41.0 .30 – 0.1566

Met Met

SWD 38.0 -0.02 Insuf Data Insuf Data 43.7 0.116 Insuf Data Insuf

Data 47.9 0.241 Insuf Data Insuf Data

50 – 28.3

.30 – -0.4418

Not Met

Not Met

ED 51.3 -0.04 Met Met 59.5 0.211 Met Met 57.9 0.117 Not Met Not Met 65 .30

EOG Total 59.3 -0.01 Met Met 64.9 0.239 Met Met 61.3 0.130 Not Met Not Met

65 – 61.5

.30 – 0.0696

Not Met

Met

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

School Composite 59.3 -0.01 Met Met 64.9 0.239 Met Met 61.3 0.130 Not Met Not

Met 65- 61.5

.30 – 0.0696

Not Met

Met

AYP targets in 2011 were 71.6% proficient in reading and 88.6% proficient in math.


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SCHOOL PROFILE

Rama Road Elementary is located in a suburban, middle class community in South-East Charlotte. The student population includes 680

PreK - 5 students. The culturally and ethnically diverse student body is comprised of 53.89% African-American students, 25.2% Hispanic students,

16.9% Caucasian students, 4.3% Multi-Race students, and 3.4% Asian students. 86.7% of students receive free or reduced lunch subsidies from

the Federal Government. Rama Road’s Limited English Proficient (LEP) subgroup includes 16.2% of the student population. The Rama Road

faculty includes 48 certified teachers (all highly qualified) and 19 instructional assistants (all highly qualified). Seventeen of the certified teachers

have earned a Master’s Degree. Fourteen of these teachers are National Board Certified Teachers. Rama Road is a school-wide Title I school for

the second year. Allotted teaching positions have been utilized at Rama to keep class sizes low. The average class size at Rama is 18-20

students.

Rama Road has fostered many valuable and effective partnerships with other community groups and organizations. Two private schools,

Country Day and Providence Day, send 75 juniors and seniors to Rama one day each week to serve as “Bigs” to at-risk “Littles” in grades K-5.

Sardis Presbyterian Church tutors 10-15 Hispanic first and second grade students at the church weekly. Providence Baptist Church tutors 10-15

students weekly. Christ Episcopal Church has also “adopted” Rama Road and funds a full time Community In Schools Site Coordinator at Rama

Road. Her responsibilities include drop-out prevention and other social-worker type responsibilities. Both churches have purchased or donated

numerous school supplies, clothing, backpacks, books, as well as larger items like computers, document readers, Smartboards and even

purchased a permanent fence for the primary playground. Volunteers from the churches tutor after school one day a week, serve as “lunch

Buddy” tutors and mentors, and volunteer in the office area, media center and classrooms. The Kiwanis Club sponsors a “Terrific Kids” program at

Rama where 15 3-5 grade students are recognized each month for outstanding character. The Kiwanis also purchases personal dictionaries for

each third grade student.

Rama Road hosts a wide variety of enrichment activities and special events for students including a Chess Club, Odyssey of the Mind, La

Posada Celebration, Black History Month activities, International Day celebration, Read Across America Day, Battle of the Books, Math Olympiad,

Robotics Club, Student Council, K-2 Lego Club, Garden Club, Girls on the Run, Real Men Read during the last week of February and a Principal

Leadership group.


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Transition for All Grades: Transition for all grades is supported through the scheduling of an Open House at the beginning of the year where students and parents can meet the assigned teacher, visit classrooms and complete necessary beginning of the year paperwork.

Kindergarten Transition Plan:

Throughout the school year, PreK teachers participate in the same professional development as Kindergarten teachers in an effort to align instructional strategies and support the Kindergarten curriculum. PreK teachers are closely involved with data conversations related to Thinkgate and formative/summative assessments in order to provide vertical support for students at both grade levels. PreK students at Rama Road ES are included in several whole school activities including: Student of the Week, K-2 Achievement Celebrations and Curriculum Nights. Participation in these types of activities ensures students have had exposure to the structure and processes of the elementary schedule and school day.

Beginner’s Day:

Effective transitions from our Pre-K to our Kindergarten are fostered through a Beginner’s Day celebration in the spring for all rising kindergarten students. During Beginners Day, rising Kindergarteners will have the opportunity to spend time in a Kindergarten classroom completing a few activities as teachers deliver pertinent information about Kindergarten to parents. Each child will receive a book and a Kindergarten package with items to get ready for the “First Day of School.” On Beginner’s Day, parents of rising Kindergartners will receive:

A sample schedule of a typical Kindergarten day Information about curriculum from Kindergarten teachers Assessment information utilized by Kindergarten teachers to create classes and assign teachers Clubs and after school activities Immunization information from the school nurse Transportation information related to buses Cafeteria information from Child Nutrition Opportunities for parent involvement from the PTA Information about how to support their children the first few weeks of school and ongoing throughout the year.

Schoolwide Move-up Day: All students in PreK-5 will participate with their grade levels by moving up to the next grade level for 1.5 hours one morning in May. As students participate, they will learn more about the next grade and expectations as well as have a chance to meet all of the teachers. Students will complete grade appropriate activities that will allow them to learn more about school for the following year.


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Fifth Grade Transition Plan: In preparation for Middle School, Fifth Grade teachers have departmentalized instruction for every 5

th grade student in order to get students ready

for the expectations of multiple classes and teachers. Students transition to each content area class throughout the school day for the entire year. In order to most effectively transition students from fifth grade to Middle School activities and relationships between our fifth grade staff and our feeder middle school staff at McClintock Middle School are encouraged. Fifth Grade teachers are scheduled to visit McClintock to observe their content area class in 6

th grade, followed by an opportunity to meet with 6

th grade teachers immediately after the observation.

All students will register for Middle School March 19

th; meeting with the counselor from McClintock MS to determine schedules supported by the

Rama Road ES counselor Ms. Wendy Proctor. The following activities have also been planned to provide additional support for students as they approach the end of their 5

th grade year.

Transition Activity

Objectives Point of Contact Target Date

Mingle in the Middle

- Meet and talk with select 6th

grade

students about Middle School

(expectations, positives and

negatives of Middle School,

schedules, homework, peers, etc.)

- Tour the school

- Talk with the Middle School

counselor

- Meet 6th

Grade Teachers

Wendy Proctor Deanna Chillemi Em Covington

Paul Williams, Principal MS Patti Denny, Principal ES

Last Week of June at McClintock MS

6th Grade Prep Days

- Identify & practice organizational strategies (binders, homework, classwork)

- Schedules - Dealing with peer pressure - Class transitions

5th

Grade Teachers Wendy Proctor

Deanna Chillemi

Last Week of May

7 Secrets of Highly Successful Kids Book Study

- How to choose a good role model

- How to be organized - Make the most of what you’ve

got - How to stick with it and try your

hardest

5th

Grade Teachers Deanna Chillemi Wendy Proctor

Week Following EOG Testing

Rising 6

th graders from Rama Road to McClintock will also have an opportunity to participate in two summer programs at McClintock that will

familiarize them with the school. These two programs are the Freedom School and Camp Invention.


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

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SMART GOAL (1): Increase grades 3-5 average reading growth as measured by the NC EOG assessment to 0.17; 85% of K-1 students

will be reading or performing on grade level according to AIMSWEB benchmark literacy assessments and Reading A to Z levels by the

end of the year; 90% of second graders will be reading fluently at 90 wpm by the end of the school year.

Data Used: EOG growth scores, AIMSWEB benchmark data, Reading A to Z Levels and MAPS student benchmark report in grades 3-5.

SP 2014 Tactic: (# 1) – Effective Teaching and Leadership, (#3) – Teaching and Learning Through Technology, (#6) Parent & Community Connections

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

1.All classes in grades K-5 will begin the first year of utilizing the

Readers Workshop instructional philosophy based on Balanced

Literacy to deliver high quality, succinct reading instruction to every

student based on his or her reading level.

- Include daily use of Green Band from Imagine It series for daily phonics instruction

- Follow a two-hour literacy block schedule every day.

- Deliver effective mini-lessons with purposeful and data-based teaching points each day based on data from student reading conferences referencing the Common Core Standards & Readers Workshop Units of Study

- Level students monthly using Reading A to Z in grades K-5 - K-2 Teachers will utilize AIMSWEB at three benchmark times during the year as a universal literacy screener.

- Grade 3-5 Teachers will utilize MAPS (Measures of Academic Progress) as a universal literacy screener three times per year.

- Deliver differentiated reading instruction during workshop in small groups using guided reading and word work/study as the delivery vehicles

- Attend local & out of state Professional Development supporting Balanced Literacy/Readers Workshop (Teacher’s College at Columbia University)

-Observe teachers in school and in other district implementing Balanced Literacy/Readers Workshop

Classroom & Resource Teachers Teacher Assistants Literacy Facilitators Title One and Extended Day Tutors Sonia Benson Denny Harris

Growth from baseline to baseline using universal screeners Growth in AIMSWEB progress monitoring data and running records as evidence of researched-based interventions being used to support Tier 2-3 students and the core instruction Improved Reading EOG results

Title One and Extended Day funds to pay for tutors Title One to pay for local and out of state PD

Teachers Admin. Team Academic Facilitators Central Elementary Zone Literacy Specialists Teacher Assistants Technology Facilitator RR Literacy Team

August 2012 Quarterly checks of data Monthly RtI meetings during grade level PLCs October 2012



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2.Support the K-5 core instruction so that it meets the needs of every student. - Create a master schedule that reflects a two-hour literacy block every day for every grade level.

-Ensure inclusive practices for TD, EC and ESL teachers by building in specific workshop times where these resource teachers push into classrooms to support intensive need students with researched-based interventions and academic enrichment activities.

-Attend professional development supporting the co-teaching model of instruction.

-Provide school-based SIOP training for ESL inclusion teachers.

EC, TD and ESL Resource Teachers Academic Facilitators Denny Harris

Evidence of co-teaching practices in daily walk-through instruments Increase in student progress in reading and early literacy skills

Title One to pay teacher stipends for Saturday training

Co-teaching PD August 2012 SIOP Training by October 2012

3.Provide specific research-based reading interventions to Level 2 and 3 students as determined by data. - Implement Leveled Literacy Interventions with Tier 2 and Tier 3 students in grades 1 and 2.

Academic Facilitators

Growth in AIMSWEB ORF screeners, running records and Reading A to Z levels

Kits purchased with Title One funds in Spring 2012

Facilitators

Monthly updates on student progress shared with Admin, Team

4.Continue to Increase the use of Accelerated Reader at all grade levels.

- Increase staff participation of AR program for all students.

- Have a space in each teacher room dedicated to AR goals to motivate students.

- Level and label all AR books in the media center and classrooms.

- Provide quarterly incentives for students who make 90% of AR goal and 85% of accuracy goal – point clubs, achievement celebrations

Academic Facilitators Curriculum Committee

Increased reading fluency and comprehension (star reader, DIBELS, running records, assessments) Improved EOG

Title I to purchase AR licenses and renewals for 2012-13

Admin Team Grade Chairs Silbaugh, Benson Teachers

Ongoing (interim checks during committee meetings and quarterly)



11

Reading Results Number of students making quarterly AR goals

Assistants

5.Increase literacy opportunities / tutoring

• Volunteer “Lunch Buddies” will meet weekly with students to eat lunch and work on reading skills. • Sardis tutors and Providence Baptists tutors will meet weekly with first, second and third grade Hispanic students for reading tutoring at the churches. • Grade levels will “partner” with another grade for regular “buddy reading” opportunities. • Employ Extended Day and Title I tutors to provide targeted interventions to students below grade level in reading • Have available parents who want to volunteer set up a schedule where they are able to tutor a small group or individual student in reading for enrichment and acceleration. • Create weekly “Data Meeting” times for PLC’s to discus data, determine targeted student interventions, and monitor progress • Establish a Battle of the Books academic club that competes in local and regional reading competitions. -Organize a Read Across America Day -Organize a Family Traditions Literacy Night in October

Denny Johnson Harris Grade Chairs CIS Coordinator Curriculum/Achievement Committee

Increased DIBELS scores (reduction of strategic and intensive students) Increased reading comprehen-sion and fluency (mini-assessment and formativeassesments) Improved Reading EOG Results Increased AR points and STAR testing scores Students demonstrate enthusiasm for reading

Faith partner volunteers Title I funds for tutors Extended Day funds for tutors

Admin Team Sardis Rama Committee ASEP Staff Extended Day Tutors Family Advocate (Perez) Classroom teachers Community & Volunteer committee

Each Month



12

6. Purchase a large 60/40 variety of non-fiction and fiction leveled Fountas & Pinnell books to add to the central bookroom for teacher checkout.

Denny Thomas Johnson Truitt

Increased use of appropriately leveled text by classroom teachers during guided reading and strategy groups. Increase in ORF scores for students in K-3 Improved Reading EOG scores

Title One funds

October 2012



13

SMART GOAL (2): Increase Average Math Growth As Measured by the NC EOG assessment to 0.26 Data Used: EOG growth scores, MAP student math scores, AIMSWEB K-2 universal screener data SP 2014 Tactic:(# 1) – Effective Teaching and Leadership, (#3) – Teaching and Learning Through Technology, (#6) Parent & Community Involvement

Strategies (determined by what data) • Task

• Task

• Task (PD)


Evidence of Success (Student Impact)


Personnel involved



1. Participate in HEART tutoring program 20-25 second grade students will participate in a math tutoring program. Volunteers will be trained and assigned to each student. Scripted lessons/math activities will be taught by volunteers to the students once or twice each week over the course of the year. Pretests and posttests will be administered to measure growth.

Johnson J. Bishop Social Venture Partners Christ Church Volunteers

No cost to Rama

2

nd Grade

Team CIS coordinator Sheila Johnson

October - May

2.Provide math remediation opportunities and targeted interventions to tier II and II students during workshop or during last block of the day -Use of Kathy Richardson strategies to support core instruction.

Denny Johnson’ Harris

Increased math AIMSWEB & MAPS scores

No cost

Teachers Tutors Assistants

October-May

3. Provide Math Olympiad opportunities for

students in order to promote high growth for all levels of students (high flyers)

Silva Russell

Increased math growth scores

No cost to Rama

Classroom teachers of participating students

October-May, 2012



14

4. Lunch buddies/Tutors/BIGS to reinforce

Math facts/solving word problems during weekly sessions

Chillemi

Increased math scores on formatives and summative assessments, decreased number of tier II and tier III students in math

No cost to Rama

Classroom teachers

Ongoing

5. Robotics after school group will meet weekly

providing students with additional opportunities to practice problem solving skills.

Robotics coaches

Increased math scores on MAPS universal screener, AIMSWEB screeners and Math EOG tests.

No cost to Rama

Classroom teachers

October-May



15

SMART GOAL (3): Increase in average science proficiency in 5th

grade to 70% on NC EOG assessments.

Data Used: EOG proficiency scores, MAP student science scores

SP 2014 Tactic: (# 1) – Effective Teaching and Leadership, (#3) – Teaching and Learning Through Technology, (#6) Parent & Community Involvement


• Task

• Task (PD)




Personnel involved



1.Create a hands-on science lab with a full-time teacher for students to visit once a week as a special area class in grades K-5.

Silva Academic Facilitators

Students will express enthusiasm for science through their writing and conversation. Increased EOG science scores

Silva Classroom Teachers

August – May 2013

2.Implement science Essential Standards K-5 at least three days a week in classrooms.

Classroom Teachers Academic Facilitators Silva Denny Harris

Evidence in walk-throughs and teacher observations of science Essential Standards being taught Grade level PLCs will demonstrate more confidence in using these standards as they collaborate during weekly PLC meetings

No cost to the school

Classroom Teachers Grade Level Chairs Science Lab Teacher

Weekly’ Through May 2013

3.Use of Innovation iPads to support science research during class lab time.

Silva Academic Facilitators Technology Facilitator

Students will demonstrate a strong comfort level with independent use of the iPad technology during their science lab

No cost to school

Silva Classroom Teachers Truitt

Weekly’ Through May 2013

4.Students will participate in a Science Olympiad Team.

Silva Panico

Students will participate in club with enthusiasm on a weekly basis. Improved EOG science scores

Minimal cost of supplies

Panico Silva Truitt

Weekly



16

5.Teachers will participate in Engineering is Elementary PD

Grade Level teachers Academic Facilitator Silva

Increased comfort level for teachers delivering science instruction Increased instructional capacity to deliver high quality and engaging lessons

Cost of PD Approx, $40 per teacher and $150 per kit. Title One funds

Panico Silva Truitt

As scheduled in Fall/Winter 2012-13

6. Organize a Math & Science Expo Night Curriculum Committee Silva Panico Truitt

Increase student participation in science activities Increase in EOG Science and Math Scores

Cost of awards, science boards Title One

Panico Silva Truitt Chillemi Perez

January 2013



17

SMART GOAL (4): 85% of students in grades 3-5 will convey a good understanding of the concept of being College Bound at the Elementary School Level.

Data Used: End of Year student survey, college field trip student surveys

SP 2014 Tactic: (# 1) – Effective Teaching and Leadership, (#3) Increasing the Graduation Rate


• Task

• Task (PD)




Personnel involved



1.Create a College Bound culture within the walls of Rama Road Elementary -Rama Proud & College Bound theme throughout the school -Staff member post copies of their degrees and school colors outside their classroom doors. - Monthly college focus on morning announcements - College pennants and posters found throughout the school

Admin Team Classroom Teachers Core Support Staff

Students will communicate their understanding the importance of doing well in elementary school is the first step toward making college a reality in their future. Evidence of college culture and regular college talk during walk-throughs and observations EOY student survey results

Classroom Teachers CIS Coordinator Grade Chairs Community Members and Faith-Based Partners

August – May 2013

2.Every grade level will visit a college campus as a part of their grade level field trip.

Classroom Teachers Grade Chairs Admin Team CIS Coordinator

Grade level PLCs will discuss these in their planning time Students will be able to say that they have experienced a college campus Students talk about college consistently and demonstrate an excitement and hope looking forward to the opportunity

Some cost Faith-based partnership and memory donations to supplement trips for ALL students

Classroom Teachers Grade Level Chairs College Liaisons

As scheduled in 2012-13 for each grade level.



18

SMART GOAL (1): 85% or more of pre-k students will score at or above the CMS average on the subtest: Print & Word Awareness, as measured by the Phonological Awareness Literacy Screening (PALS). Data Used: Phonological Awareness Literacy Screening (PALS). SP 2014 Tactic: :(# 1) – Effective Teaching and Leadership,


• Task

• Task (PD)




Personnel Involved



1. Conduct curriculum sharing meetings for teachers and assistants to share ideas.

• Develop a list of topics of interest to staff

• Develop a calendar of sharing times to distribute to all staff

• Coordinate the sharing times during staff meetings

Hunter Huxster Davis

At or above average scores in the area of Print & Word Awareness on PALS

No cost to Rama

Pre-K Team Literacy Facilitator

October 2012 – May 2013 October January March

2. Data Team meeting on data analysis and action plan/strategies.

• Data collection • Data interpretation • Utilize data for classroom grouping

Hunter Huxster Davis

At or above average scores in the area of Print & Word Awareness on PALS for 85% of students

No cost

Pre-K Team Literacy Facilitator

October

November December January February

March

3. Meet as a staff to implement school wide testing practices for preschoolers

• Train staff on testing code of ethics • PALS Refresher Training

Hunter Huxster

Successful completion of PALS

Bright Beginnings

Hunter Pre-K Certified Team Members

April/May

2013



19

4. Provide differentiation strategies for special population of students.

• Students with mental and/or physical disabilities

• Limited English Proficient (LEP) students

Hunter Huxster EC Support Staff

• At or above average

scores in the area of Print & Word Awareness on PALS for 85% of students

No cost

Hunter EC Support Staff Pre-K Team Members

October January March



20

SMART GOAL (2): 85% of pre-k students will score at or above the developmentally appropriate level (10 items) for counting using one-to-one correspondence. Data Used: Work Sampling Data SP 2014 Tactic: :(# 1) – Effective Teaching and Leadership,


• Task

• Task (PD)




Personnel involved



1. Strengthen math skills by providing curriculum sharing on counting strategies.

• Incorporate strategies to support counting, using one-to-one correspondence during the instructional day.

• Supplement and replace some small group activities with Kathy Richardson’s activities from Developing Math Concepts in Pre-Kindergarten.

• Develop and implement take-home activities for students/families to work together with at home.

Hunter Huxster

Increase in skill level of pre-k students related to counting using one-to-one correspondence.

None needed.

Pre-K Team Hunter (Literacy Facilitator)

October 2012


2. Work Sessions on data analysis and action plan

• Collect Data • Interpret Data • Utilize Data for classroom groupings

Hunter Huxter

Increase in skill level of pre-k students related to counting using one-to-one correspondence.

None Needed

Hunter Pre-K Certified Staff

October 2012




21

3. Provide differentiation strategies for special population of students.

• Students with mental and/or physical disabilities

• Limited English Proficient (LEP) students

Hunter EC Support Staff

Increase in skill level of EC and ELL students related to counting using one-to-one correspondence

None Needed

Hunter EC Support Staff Pre-K Certified Staff

October 2012




22

Title I Action Plan - Family/School Partnerships

School Name: Rama Road Elementary Title I Allocation for Parent Involvement :$4,526.00 Note: Any activities that support Epstein’s six keys to building successful family/school partnerships are based on research that substantiate the fact that student achievement is directly linked to parent involvement. **Note: Please show flexible meeting times and various meeting locations to meet the needs of all families.

Name of Activity (Include a brief

summary of activities

that meet the

requirements under

parental involvement,

along with any

instructional materials

that need to be

purchased.)

Date/Time

Goal # (from

SIP)

Funding Sources/Costs (Title I,

contributions,

partnerships,

etc.)

Which of Epstein’s six keys of building successful partnerships does this activity support?*

Will refreshments be served?

Parenting

Communication

Volu

nteerin

g

Lea

rnin

g a

t H

om

e

Decisio

n-

Mak

ing

Com

mu

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Yes

No

1.Parent “Family Traditions Literacy Night”-This night will have every grade level in their classrooms & multipurpose room sharing and presenting a published story to the parents. We will have dessert for all students and parents that attend.

11/1/12 1 Faith partners will provide meal for families

x x x x x



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2. Math & Science Expo Night: Teachers will provide 3 family math activities related to the Math Investigations Program with at least one being focused on word problems; Science Fair (3-5 grade students will display individual science fair projects, winners will be announced, and science experiments / demonstrations will take place in various classrooms throughout the building). Collaborate with Christ Church to provide food for the event (incentive for parental involvement)

1/17/13 2& 3 Faith partners will provide meal for families Supplies will be purchased by the school

x x x x x

3. Curriculum Night Semester 1 (parents will attend evening event, meeting with teachers to learn about curricular goals for the semester)

9/11/12 1,2,3 & 4 Sardis Presbyterian will provide meal for families

x x x x x

4. Art & Writing Night: Semester 2 (parents will attend evening event, meeting with teachers to learn about curricular goals for the semester)

3/12/13 1 and 4 Faith partners will provide meal for families

x x x x x

5. Purchase of Student Agendas for every student K-5.

4/30/13 1,2,3 & 4 Title I x x x x x



24

School: _Rama Road Elementary___________Year:_2012-13____ TITLE I: HIGH QUALITY & ONGOING PROFESSIONAL DEVELOPMENT PLAN

Plan includes alltraining, in-services, mentoring, & learning for all members of the school community. Add rows into document as needed.

Required documentation of PD: 1. Maintain sign-in sheets & agendas, handouts, notes 2. Provide renewal credit through MyPD (when appropriate) 3. Teacher

feedback on PD (surveys, questionnaires, etc.)4. Documentation that shows what was learned is being implemented correctly 5.

Documentation that shows PD is impacting student achievement 6. Analyze effectiveness & decide what’s next.

Ongoing Professional Development

Conferences, workshops, in-service,

mentoring, planning, courses

PARTICIPANTS

Why needed? Tie to needs assessment &

Goal/strategy from SIP pg. # &if

applicable-

How will this help remove from

improvement?

Funding Sources

State or local

Prof. Dev.

Money, Title

I, grants…

Cost

Timeline When &

Effectiveness

Check-points

Point Person

Evaluation/Follow-up State specifics ex: # 4 lesson

plans, observation, work

sample…

#5 Progress Monitoring

results in ORF, AR diagnostic

Reports, tests, EOGs …

1.Reading Institute -Teachers participated in 2 days of pre-planning before the first scheduled workday to examine the philosophy of Readers Workshop as it relates to Balanced Literacy, the integration of common core through grade level curriculum maps,begin a three prong focus on mini-lessons, conferring with

Classroom teachers

Continued focus on the integration of Common Core; CMS movement toward balanced literacy and Readers Workshop; improved use of instructional time and differentiation.

Title I (school level)

$100 per day stipend per teacher

8/14/12 and 8/15/12

Denny Johnson Harris Truitt K. Shumaker A. Smith

Lesson plans, PLC planning notes, AIMSWEB & MAP scores, “data days” planning throughout the year

For schools in improvement: PD mandatory 10% set aside: NA



25

readers and continued refinement of guided reading strategies. 2. Participation in a Saturday Reunion Seminar at Columbia University in NYC – Members of the Rama Road Literacy Team will visit PS 113 in Harlem to observe full implementation of Readers Workshop/Balanced Literacy across grades K-6. Teachers will participate with local teachers in their literacy planning, meet with administrators to discuss scheduling and sit in on small group instruction. This cohort of teachers will also attend Readers Workshop seminars at Teachers College at Columbia University. This cohort will be expected to return to Rama Road and lead small group professional development tailored to teacher need at RRES focused on Readers Workshop – conferring with readers, creating mini-lesson teaching points.

Teachers/members of RRES Literacy Team Academic Facilitators Denny Harris

This experience will provide quality time for the Literacy Team to meet with teachers currently implementing Readers Workshop across every grade level, discuss the use of data to determine teaching points and make decisions aligned with the Response to Instruction process.

Title I (school level)

Daily substitute rate for participating teachers Travel, meals and lodging for 7 people = $7500

October 2012

Denny Harris Johnson Truitt Literacy Team members

Professional development agendas, teacher feedback, observed literacy lessons, data from small group literacy instruction and conferences.

2.SIOP Training for ESL and Partner Classroom Teachers

Teachers/ESL/ Facilitators

This will provide ESL teacher teams with strategies to support their planning and classroom instruction working with LEP students.

Title I $100 per day stipend per teacher

October 2012

Truitt Johnson Denny

PLC planning notes, observations, teacher feedback, student literacy and math data



26

CMS Anti-Bullying/Harassment Plan 2012-13 School-wide Intervention Strategies

Strategies/Rationale

• Task

Point Person

Evidence of Success Names of Participants

(Add names to titles where appropriate)

Information related to task as indicated

Timeline

Outcome Measures

1.Establish a Bully Prevention Task Force:

-A task force will be created to assist in the implementation and communication of Bully Prevention efforts.

Bully Prevention Liaison

Members of the Bully Prevention Task Force will create a Bully Prevention Plan to decrease acts of bullying in the school.

Patricia Denny, Principal Sharone Harris, Bully Prevention Liaison Wendy Proctor, Guidance Counselor Robert Tate, School Psychologist Mario Black, Behavior Support Technician Positive Climate Committee (Taylor, Bartella, Allen, Stallings, Cheslock, Frederick, Moore, J. Vaughn, Davis,D. Hartley, Largo, Perry, D.Long,Crawford, Clark, Panico, and Cadle)

Bully Prevention Task Force will create a Bully Prevention Plan that aligns with behavioral expectations via Response to Instruction.

9/28/12 – 10/31/2012



27

2.Share bully prevention policy and procedures of reporting acts of bullying with students, staff, and parents.

Bully Prevention Liaison Guidance Counselor

Students, staff, and parents will have an understanding of the definition of bullying and will know the process/procedures in reporting acts of bullying.

Sharone Harris, Bully Prevention Liaison Wendy Proctor, Guidance Counselor Classroom Teachers Positive Climate Committee (Taylor, Bartella, Allen, Stallings, Cheslock, Frederick, Moore, J. Vaughn, Davis,D. Hartley, Largo, Perry, D.Long,Crawford, Clark, Panico, and Cadle)

A Power Point presentation will be presented at staff and parent meetings. Classroom teachers will discuss bully prevention in class meetings. The guidance counselor will implement character education lessons.

10/12-

11/2012

10/2012-11/2012

10/12- 5/2013

3.Bully referral data will be used to identify campus “hot spots” where students are most at risk to be bullied.

Bully Prevention Liaison

Bully Liaison will create a graph to show where cases of bullying are reported and will share with staff to ensure students are properly supervised in those locations, decreasing bullying referrals.

Patricia Denny, Principal

Sharone Harris, Bully Prevention Liaison Wendy Proctor, Guidance Counselor Robert Tate, School Psychologist Mario Black, Behavior Support Technician Classroom Teachers

Bully referrals will be kept in a “Bully Notebook” to document the number of bullying referrals by location.

10/1/2012- 06/2013

Charlotte-Mecklenburg School Quality Review 2012-13 School Self-Evaluation Form

Name of principal: Patricia M. Denny

Name of school: Rama Road Elementary School

Guidance on completing the form: • Please be evaluative, rather than descriptive, and make your focus outcomes for students. • Include references to where the evidence of your self-evaluation can be found, e.g.,"excellent

boys’ results in state math tests as shown in annual report to the state”, “parents’ questionnaires from 2010”.

• Be concise; (for example, use bullet points or note form). • Aim to confine your response to no more than eight pages. • Please place an X against the grade (1-4), which most accurately reflects your judgment of

overall quality in response to the questions. • You are advised to complete section B last, as this section is summative. • Please omit sections where you feel that you are not in a position to respond. What approach should we take? Schools have adopted different approaches. In some schools the principal and the leadership team have completed the form as a part of one of their regular meetings. Other schools have devoted part of a faculty meeting as a way of involving all members of staff; this is highly recommended as a means of engaging the whole staff, helping them to prepare for the review and gathering evidence which reflects the work of the whole school. Whichever approach you adopt, we recommend that you do not make this an onerous task but that you take the opportunity to stop, reflect and record your immediate perceptions.

School Profile School name and number: Rama Road Elementary School School address: 1035 Rama Road Charlotte, NC 28211 School telephone number: 980-343-6730

#

%

Grades: PreK-5 Number of students enrolled: 613 (K-5) 100

Number of general education students: 545 88.9 Number of EC students: 68 11.1

Number of LEP students: 113 16.5 Principal suspensions: 4

Superintendent suspensions: 0 Number of economically disadvantaged students: 531 86.7

Ethnic make-up of the students (by percentage):

A. What is distinctive about your school?

Rama Road Elementary is located in a suburban, middle class community in South-East Charlotte. The student population includes 680 PreK - 5 students. The culturally and ethnically diverse student body is comprised of 53.89% African-American students, 25.2% Hispanic students,16.9% Caucasian students, 4.3% Multi-Race students, and 3.4% Asian students. 86.7% of students receive free or reduced lunch subsidies from the Federal Government. Rama Road’s Limited English Proficient (LEP) subgroup includes 16.2% of the student population. The Rama Road faculty includes 48 certified teachers (all highly qualified) and 19 instructional assistants (all highly qualified). Seventeen of the certified teachers have earned a Master’s Degree. Fourteen of these teachers are National Board Certified Teachers. Rama Road is a school-wide Title I school for the second year. Allotted teaching positions have been utilized at Rama to keep class sizes low. The average class size at Rama is 18-20 students. Rama Road has fostered many valuable and effective partnerships with other community groups and organizations. Two private schools, Country Day and Providence Day, send 75 juniors and seniors to Rama one day each week to serve as “Bigs” to at-risk “Littles” in grades K-5. Sardis Presbyterian Church tutors 10-15 Hispanic first and second grade students at the church weekly. Providence Baptist Church tutors 10-15 students weekly. Christ Episcopal Church has also “adopted” Rama Road and funds a full time Community In Schools Site Coordinator at Rama Road. Her responsibilities include drop-out prevention and other social-worker type responsibilities. Both churches have purchased or donated numerous school supplies, clothing, backpacks, books, as well as larger items like computers, document readers, Smartboards and even purchased a permanent fence for the primary playground. Volunteers from the churches tutor after school one day a week, serve as “lunch Buddy” tutors and mentors, and volunteer in the office area, media center and classrooms. The Kiwanis Club sponsors a “Terrific Kids” program at Rama where 15 3-5 grade students are recognized each month for outstanding character. The Kiwanis also purchases personal dictionaries for each third grade student. Rama Road hosts a wide variety of enrichment activities and special events for students including a Chess Club, Odyssey of the Mind, La Posada Celebration, Black History Month activities, International Day celebration, Read Across America Day, Battle of the Books, Math Olympiad, Robotics Club, Student Council, K-2 Lego Club, Garden Club, Girls on the Run, Real Men Read during the last week of February and a Principal Leadership group. Rama Road is a STEM initiative school and proudly has: Smartboard board technology in 98% of classrooms K-5, a hands-on science lab as a once a week special for every student in the school with a full time Science teacher to support classroom teachers with science professional development, the Engineering is Elementary curriculum for classes K-5 supporting STEM and Common Core Essential Standards and fifty-five iPads for use in fourth grade classrooms to support the integration of reading, writing, math and science with technology.

B How effective is your school overall?

4 3 2 1

School Self-Evaluation: High quality (4) X Undeveloped (1) How do you know? Our composite math score in 2011-12 was 63.3 percent proficient. This means that 63% of our third, fourth and fifth grade students were considered on grade level in math. This score represents a slight drop from the previous year; however, we earned “High Growth” status in math. Our composite proficiency reading score in 2011-12 was 57.1 percent. This is a 6.7% increase over the previous year and will continue to be an area of focus for the upcoming year. We did however earn “Expected Growth” in reading, indicating that most students earned at least a year’s worth of growth. It is possible for students to earn a year’s worth of growth and still not be considered proficient.

Overall Rama Road earned “Expected Growth” status for the 2011-12 school year. We did not make Adequate Yearly Progress. What are its notable strengths? Notable strengths for Rama Road include:

- a purposeful and deliberate School Improvement Plan - a high quality learning environment led by Highly Qaulified teachers at every grade level K-5 - use of the Response to Instruction process to monitor every student for academic achievement while

providing a multi-tiered system of supports for academic intervention when necessary - use of the Balanced Literacy approach specific to elements of Readers Workshop to address

achievement gaps in literacy K-5 - use of effective PLCs to collaborate and develop high quality instruction to meet the needs of every

learner - a high rate of volunteer and community participation with Rama Road students - solid relationships with two faith-based partners - an increasingly involved PTA - a master schedule maximized for student learning, including a two hour literacy block and a 45 minute

intervention and enrichment time for every grade level - use of high quality intervention systems such as Leveled Literacy Interventions - use of universal screeners to determine baseline achievement levels for every student K-5

What are its main areas for improvement? Areas for continued improvement include:

- alignment of the school vision and available supports with actual practice in classrooms - high quality professional development for all teachers - a continued emphasis on high quality teaching and instruction - increased student achievement. - inclusive practices at every grade level for both EC and ESL students

1. How effective is your school in ensuring high quality achievement for students in all grades, especially in the core subjects?

4 3 2 1

School Self-Evaluation: High quality (4) X Undeveloped (1) How do you know? Met High Growth in Math and continued growth in Reading In which subjects and grades do students do best, and why? Students historically have perfomed better in Math at Rama Road over the last 3-4 years. Math curriculum and processes are generally more concrete and methodical. As a result, teachers are more comfortable with the curriculum and taking risks to differentiate their instruction for students in Math. Students often find the concrete nature of math more logical and easier to process verses reading. In which subjects and grades is improvement needed, and what action is being taken? Reading continues to be a major focus for improvement at Rama Road. Although there was improvement in 2011-12 school year, a more differentiated and fine tuned philosophy of reading instruction will be necessary to close the achievement gap.

- A schoolwide Literacy Team has been established to provide guidance and research behind next steps to building a three year plan to be fully implemented in Readers Workshop by 2015.

- This plan includes professional development through Teachers College at Columbia University in NYC. - It also includes the addition of a high trained Readers and Writers Workshop teacher to the staff who

will create a model classroom/workshop lab with whom teachers on the staff can collaborate and share

best practice in the reading continuum. - The addition of a second Academic Facilitator to provide coaching support for teachers in grades 3-5

and another to provide intensive support for K-2. - Enhancement of the core reading instruction program to include a combination of Imagine It! Phonics

elements with Readers Workshop elements of mini-lessons, conferring with readers and a refined focus on guided reading.

- Integration of Common Core Standards across all grade levels K-5. - Use of Leveled Literacy Intervention systems in alignment with the research of Fountas and Pinnell

with intensive need 1st, 2nd and 3rd

- The addition of a two hour literacy block. grade students.

- A schedule for purposeful placement of Teacher Assistants in classrooms to support Word Work study with small groups of students to enhance the core curriculum.

Is there evidence of disparities in student achievement by subgroups? If so, what action is being taken? Yes. Rama Road Elementary has rebranded the Response to Instruction process to meet the academic needs of every student K-5 to eliminate subgroup disparities. How is the school addressing the specialized needs of EC and LEP students? A master schedule has been developed that includes the placement of EC and LEP service providers in at least 1-2 inclusion/immersion classes at each grade levels. Classroom teachers and service providers will receive SIOP and coteaching training in the Fall of 2012. Teachers also have scheduled time to collaborate and plan instruction to meet the needs of students each week. Inclusion/immersion classes were created using IEP goals and WAPT student data. How does the school use student performance data to take and adjust actions to improve student achievement? Student performance data is utilized weekly during PLC meetings to determine Tiered interventions to improve student achievement. How does your school allocate available resources to improve student learning and achievement? Use of Title I funds and donations from Community Literacy Partnerships are utilized to purchase high quality professional development for teachers to support literacy and STEM initiatives, science curriculum and support materials, leveled classroom libraries for all classrooms K-5.

2. How effective is your school in providing a relevant and appropriate curriculum for all students, grades and sub-groups?

4 3 2 1

School Self-Evaluation: High quality (4) X Undeveloped (1) How do you know? - Student data is presented and reviewed weekly in PLC meetings - Teachers align lesson plans with NCSCOS/Common Core Standards, year-long curricular map with social

studies integrated into language arts lessons, pacing guides, and student data. - On-going professional development in Balanced Literacy, Response to Instruction, STEM and

Differentiation. How is alignment with the NCSCOS and the Common Core ensured?

- Teachers regularly utilize pacing guides, NCSCOS/CCS during weekly PLC meetings. - NCSCOS/Common Core learning objectives are posted in classrooms daily in student friendly

language. - Posted objectives and lesson plan objectives are monitored by administrative team and discussed

during post-observation conferences. - The instructional team has an established master schedule for classroom walkthroughs - Weekly instructional team meetings to review patterns in instruction that provide direction for coaching

teachers and professional development

How does the school ensure a broad range of learning experiences?

- Teachers are encouraged to use a variety of resources when planning including CMS Wiki, Discovery Education, Maps101, social studies alive!, etc.

- Incorporation of STEM offerings during and after school - Continue partnerships with community business and churches - Offering family curriculum nights and CMS Parent University classes - Flexibility in meeting student needs - Field trips to promote service learning and hands-on learning - Science & Math Expo Night, Family Literacy Traditions Night, Math Investigations Night, spelling bee,

Read Across America Day, International Day, academic clubs, monthly grade level club - Integration of Rama Proud and College Bound focus that is directly tied to academic choices in the

classroom and field trips for students in K-5

3. How effective is the quality of teaching and instruction in ensuring high quality learning, progress and achievement?

4 3 2 1

School Self-Evaluation: High quality (4) X Undeveloped (1) How do you know?

- Collaborative team planning and dedicated PLC time - Addition of one extra 45 minute planning block per week for classroom teachers - Positive learning environment (shared by outside community members as well as staff)

Which are the strongest features of teaching and learning and why?

- Alignment across grade levels of Teaching Points based on conversation and collaboration during grade level planning time.

- Enthusiastic teachers who are well-versed in their content - Enthusiastic learners - Strong culture of reading being developed - Everyone in the school is a teacher - Data driven decisions on behalf of students.

What aspects of teaching and learning most need improvement and what action is being taken?

- Student achievement in reading - Consistency of expectations - Parental involvement - Resources needed for a strong literacy program – i.e. leveled classroom libraries, teacher professional

development - Teachers maintaining fidelity to instructional expectations set forth in SIP - Teacher accountability for providing strong, research-based academic and behavioral interventions. - Continued emphasis on data talk

How do teachers assess students’ achievement of learning objectives and adjust instruction with assessment information?

- Analyze data, RTI, DIBELS, running records, common assessment data - Use of universal screeners – MAPS and AIMSWEB - Differentiation Academy “Big Idea” structures implemented this year with integration of social studies

into language arts lessons regularly - Regular “regrouping” of students (data-driven decisions) and reteaching or enriching as needed

4. How effective is the school in ensuring high quality leadership and management?

4 3 2 1

School Self-Evaluation: High quality (4) X Undeveloped (1) How do you know? - Master schedule enables teachers to work collaboratively in professional learning communities for 4.5-5.5 hours per week. -Teachers are regularly given leadership opportunities and encouraged to participate in professional development -Year-long professional development is organized and led by Rama teachers for Rama teachers - Committees are purposefully organized and empowered to facilitate learning, increase morale, and promote family involvement - Principal is an active participant in the SAM Innovation Project - Principal has a SAM coach and an instructional coach to provide additional support and ensured alignment to actions of other principals in the district. - Weekly instructional team meetings to analyze instructional patterns of staff and areas of focus to move student achievement - Administrative and instructional team is highly visible in classrooms each day - Close partnership and calibration of the Principal and Assistant Principal - Strong School Improvement Plan - The development of a strong handbook of expectations shared with staff at the beginning of the school year Which are the strongest aspects and why? Master schedule that maximizes instructional time for every student Carefully targeted and sequenced steps in the SIP Culture of coaching What most needs improvement and what action is being taken? Continue focus on calibration of instructional team Monitoring of master schedule and how instructional time is used

5. How effective is the school in creating a high quality learning environment?

4 3 2 1

School Self-Evaluation: High quality (4) X Undeveloped (1) How do you know? - The school is safe, orderly, clean and attractive - Rama Proud and College Bound yearlong focus has been clearly established as a motto with students and visible throughout the building - Classrooms are welcoming and student-friendly - Evening parent events are well attended - School spirit days, college day, career day, etc. are will attended - Student council is active throughout the year (and has service project), tech crew broadcasts morning announcements, school pledge is recited daily, safety patrol assists with orderly arrival of students Which are the strongest aspects and why? The College Culture focus on achievement School is safe, orderly, clean and attractive Teachers own high quality instruction What most needs improvement and what action is being taken? Continued education of parents in new procedures and focus on instructional time Continued efforts to clean up and reorganize MMIS systems not audited in 6 years prior to new administration

6. How effective is the school in establishing a high quality partnership with parents, other schools and the community?

4 3 2 1

School Self-Evaluation: High quality (4) X Undeveloped (1) How do you know? The community and parents give regular positive feedbacks through face to face meetings, parent and community surveys and church partnerships are expanding. Which are the strongest features of communication between home/school about the school’s work and about each student’s achievement? Why? Improved school website with relevant and updated information about the school and the vision of achievement for the future. Improved home school communication vehicles: monthly principal newsletter actually created by the Principal and not another staff member, regular ConnectEd messages to parents and families, Spanish translation for everything including parent conferences, Doughnuts with Denny, community meetings, grade level newsletters, purchase of student agendas for every child that include the Learning Compact as well as abbreviated student handbook for reference and Accelerated Reader guidelines. What most needs improvement and what action is being taken? Continued fostering of faith-based partnerships for more long term engagement in actual instructional support What aspects of the school’s work to involve parents/guardians and the community in the life of the school work best? Why? Providing food during family involvement activities (donated by churches) Providing student performances during family involvement activities CIS Coordinator Community and Volunteer Committee with representation from staff, parents, PTA, and both church groups An ACTIVE PTA! What needs improvement and what action is being taken? More customized parent support programs per parent request – i.e. English speaking teacher to guide parent conversational English classes. Working with faith-based partners to hire a teacher for this specific purpose.

7. What other information, if any, do you feel it would be important to include in your School Improvement Plan? (For example: principal recently appointed previous month)

Title I information related to teacher professional development and parent involvement Transition plans for PreK, 5th

grade to Middle School as well as a Move Up Day for every grade level

Documents

School: Rama Road Elementary Principal Improvement Plans 2012/Central...School: Rama Road Elementary ... CMS School Improvement Plan 2010-14 Rama Road Elementary ... activities and