SCHOOL IMPROVEMENT PLAN REPORT - Pages -...

CMS School Improvement Plan 2010-12Shamrock Gardens Elementary School 2010-11 REVISED 11-1-2010

CMS SCHOOL IMPROVEMENT PLAN REPORTCMS SCHOOL IMPROVEMENT PLAN REPORT

School: Shamrock Gardens Elementary School

Principal: Duane Wilson

Title I Specialist: Kaneka Turner

Address: 3301 Country Club DriveCharlotte NC 28205

Courier Number: 527

Phone: 980-343-6440

Learning Community: Central Elementary Zone

Area Superintendent: Tyler Ream

* Identify for each strategy, the NC Leadership Standard (7-listed below) and supporting McREL Responsibility (21) that the principal will assume. 1-Strategic, 2-Instructional, 3-Cultural, 4-Human Resources, 5-Managerial, 6-External Development, 7-Micro Political.

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ASSESSMENT DATA SNAPSHOTReading Math

2007-2008 2008-2009 2009-2010 2011-2012 2007-2008 2008-2009 2009-2010 2011-2012(target) (target)

Prof. AYP Growth Prof. AYP Growth Prof. AYP Growth Prof. Growth Prof. AYP Growth Prof. AYP Growth Prof. AYP Growth Prof. Growth

All 50 Met 57.3 Met 0.05 56.7 Met 0.08594 65 1 69.3 Met 0.26 79.6 Met 0.2 77 Met 0.1842 88 1AA 47.1 Met 51.8 Met 0.08 49.5 Met

-0.06865 1 63.2 Met 0.19 74.2 Met 0.15

73.8Met (CI)

0.1388 88 1

Asian 57.1 37.5 0.17 66.7 Met -0.286 65 1 71.4 0.36 75 0.3788.9

Met 0.54068

88 1

H 40.4 Met 58.8 0.01 61.1 Met 0.1 65 1 72.3 Met 0.36 85.3 0.3 77.8 Met 0.07856

88 1

W 68.8 81.3 0.02 76.9 Met 0 65 1 87.5 0.27 93.8 0.16 92.3 Met 0.56188

88 1

AI Met 0 65 1 100 0.45 88 1MR 81.8 66.7 Met 0.03 70.6 Met 0.83 65 1 81.8 0.27 91.7 Met 0.28 76.5 Met 0.2503 88 1LEP 23.5 40.7 0.12 45.2 Met 0 65 1 67.3 0.3 74.1 0.39 71 Met 0.2079

988 1

SWD 9.1 8.7 -0.42 8 Met -1.49404

65 1 31.8 0.07 56.5 0.34 40 Met0.2503

88 1

FRL 46.3 Met 55.7 Met 0.07 Met -0.033 65 1 66 Met 0.24 78.9 Met 0.19 Met (CI)

0.228 88 1


School Community

Demographics of School and CommunityShamrock Gardens Elementary School is located in the Central Elementary Zone with Charlotte Mecklenburg School district. The school has grades K-5 and is located in Northeast Charlotte in a well-established residential neighborhood bordered by a commercial district. Shamrock Gardens houses a partial TD/LI magnet which includes three learning immersion classrooms and three talent development classrooms.

Classroom Breakdown

Kindergarten First Second Third Fourth FifthLearning Immersion 1 1 1 0 0 0TD 0 0 0 1 1 1Regular 3 3 2 3 2 2

Shamrock Gardens’ 362 students represent a diverse student population with approximately 58.3% African-American, 8.6% White, 4.4% Asian, 21.8% Hispanic, 0.6% American Indian and 6.4% Multi-racial/Other students. The current enrollment of 54 Limited English Proficiency (LEP) students qualifies Shamrock Gardens as an English as Second Language Program site for primarily Hispanic students. ESL students make up approximately 20% of the total student population. Overall 5.2% of the student population is gifted while 8.0% receive exceptional children services. Approximately 93.8% of our students come from a socio-economic background that qualifies them to receive free/reduced lunch.

The 2009 – 2010 North Carolina End of Grade (EOG) test data provides valuable information regarding student achievement at Shamrock Gardens Elementary School. According to the North Carolina Department of Instruction results, our school made growth with a composite score of 66%. The most recent results provided from Charlotte-Mecklenburg School District’s Office of Accountability indicate the following: 69.1% of 3rd grade students achieved a level III or IV in mathematics and 55.9% achieved a level III or IV in reading. 87.3% of 4 th grade students achieved a level III or IV in mathematics and 61.8% achieved a level III or IV in reading. 76.8% of 5 th grade students achieved a level III or IV in mathematics, 52.7% achieved a level III or IV in reading and 60% achieved a level III or IV in science.


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Shamrock Gardens has school-wide access to the internet, 2 computers in every classroom, a computer lab, laptop cart, and a wealth of instructional software. All 3-5 classrooms have Smart Boards and utilize Smart Technologies. In addition there are 124 CPS handheld responders available for all classrooms to utilize as an interactive tool to engage students. These responders will be utilized in parent meetings as a way to receive immediate feedback as well as an assessment tool.

Shamrock Gardens has an established PTA that has been operating since the 2005-2006 school year. They have created their own website http://pages.cms.k12.nc.us/shamrockpta/ and continue to enlist new members and volunteers every year. The PTA has written several grants to increase parent involvement. “The Front Porch Grant” is a grant developed to bring parents together for socialization, dinner and getting to know each other. It has been very successful and played an intricate role in parent/school relationships. Shamrock Gardens’ Parent Involvement Policy is developed with parent impute as well as SLT and the PTA. It is revisited and revised every fall and spring and shared with parents both in the beginning of the school year and the end of the school year. Shamrock Gardens’ LI magnet program in Kindergarten and First grade have completely filled all seats available at the beginning of the 2010-2011 school year. We are beginning to attract more parents in both Midwood and County Club Heights neighborhoods.

Highly Qualified StaffShamrock Gardens has a total certified teaching staff of 20 grade level teachers, 1 full time Exceptional Children’s teacher and 1 part-time Exceptional Children’s teacher, 2 full-time Special Area teachers and 3 part-time Special Area teachers, 1 Talent Development Teacher, 1 Speech-Language Pathologist, 1 part-time Psychologist, 1 Counselor, 1 Social Worker, 1 Academic Facilitator, 1 full time English as a Second Language teacher and 1 part-time ESL teacher, 1 Communities In Schools Agent, 2 Secretaries, 3 part-time tutors, 1 Behavior Management Technician and 6 highly qualified Instructional Assistants. All of these staff members have direct instructional contact with our students. This does not include the principal or assistant principal.


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http://pages.cms.k12.nc.us/shamrockpta/


The chart below indicates Shamrock Gardens’ teacher qualifications over a four year cycle.

100% of Shamrock Certified Staff are highly qualified. 100% of instructional assistants and tutors are also highly qualified. Frequent monitoring by the Instructional Leadership Team ensures that all teachers provide high quality instruction based on the NCSCOS. The North Carolina School Report Card is sent home with every student which outlines the highly qualified staff at Shamrock Gardens Elementary; in addition, it is presented at the annual Title I Meeting. During long term absences of Highly Qualified teachers, we work together as a professional learning community and with the our human resources department to replace them with a highly qualified substitute. In the event that this is not possible a letter is sent home to all parents affected from the principal. Shamrock Gardens Elementary School sends home the parents Right to Know letter in the fall and spring of every year.


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Qualification 2007 2008 2009 2010Clear Licensure 100% 100% 100% 100%Masters Degree 33% 32% 35% 48%

Working on Masters 3 5 7 3National Board Certified 3% 3% 3% Waiting to

Hear!WORKING on NBCT 0 2 7 0

4-10 years of experience 54% 57% 57% 57%Average Teaching Experience 9.7 9.6 10.2 10.2


Teacher Recruitment and Placement

Teacher Placement Shamrock Gardens’ administration utilizes the summative evaluation process to gauge the level of teacher satisfaction. During these individual conferences the teacher, principal and assistant principal meet to discuss job performance, student achievement and issues that arise throughout the school year. These conferences are very teacher specific and help to guide the administration team as they prepare for the upcoming school year as to the best placement for teachers and students. During these meetings the admin team listens openly and encourages teachers to do the same. This process has been very effective in developing relationships with staff members and determining the long term goals and aspirations of teachers. It is also a great venue to discover morale issues and areas in which we can improve the culture of our school. In 2009-2010 the admin team decided to move some of the LI/TD teachers around to give more teachers the opportunity to teach LI with the anticipation of infusing the entire school with LI/TD teaching methods. Shamrock Gardens uses assessment data to formulate small groups at all grade levels for students who are performing below grade level. We employee three part-time tutors to provide instruction for small groups, which reduces class size in regular classrooms.

Teacher RecruitmentShamrock is involved in the TIF/LEAP bonus program which is a selling point in attracting teachers. Shamrock Gardens Elementary School provides all new teachers to Shamrock a buddy. These people are responsible for acclimating new staff members to our school environment. This is a great tool that has been very successful in providing support to new teachers as well as distributing the leadership throughout the school building. Shamrock provides all first year, second and third year teachers with a certified mentor to support teachers in areas of instruction and licensure compliance. All mentors and mentees attend monthly support meetings. Agendas for these meeting are determined by the mentees needs assessment. However, Our staff has stabilized over the past three years and we have no new teachers. Support and encouragement is still provided through the School Morale Committee and our partnership with St. Luke United Methodist Church.


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Teacher Recruitment cont.Each professional learning community is assigned a chairperson and an SLT member. These two individuals become the voice of the team and leaders among the staff. They help to guide school improvement. Each professional learning community is provided one 60 minute planning block and three 30 minute planning blocks throughout the week. In addition one Wednesday every month is a professional development day in which staff development is the focus. These days have been planned as a result of the Shamrock Gardens professional development needs assessment.

Professional DevelopmentThe SEF and PLC’s will help determine the Professional Development needs at Shamrock. We have formed a professional development team to help with the needs assessment of all staff for PD in 2010-2011. In addition this team was responsible for the need to implement Technology Tuesdays which will engage staff in a variety of technology sessions that will help them deliver instruction, gather data and utilize the many different technology tools at their disposal. These sessions will be differentiated to address all areas of concern for staff members. The entire staff was trained in Data Wise in 2009-2010 and was given a refresher in 2010-2011 because of the importance of data as an established way to increase student achievement. Shamrock’s PD plan will address many different areas that teachers determine they need help with and will utilize many different teachers as leaders in this format. (See Professional Development Plan)

School Leadership TeamThe School Leadership Team, Family and Student Services Team, Instructional Leadership Team and the PTA are all in place to work together to make decisions for the school. Parents are invited to join the School Leadership Team and encouraged to join the PTA. The School Leadership Team develops the academic goals and professional development and after sharing those plans with staff, consensus is met by the entire staff to put the final plan together.


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Shamrock Gardens Achievements Nominated for TITLE I School of Distinction for closing the achievement gap in 2009-2010 North Carolina School of Progress

2005-2006 : 2006-2007 : 2007-2008 : 2008-2009 : 2009-2010 North Carolina School of High Academic Growth

2001-2002 : 2002-2003 : 2003-2004 : 2007-2008 (Math)

North Carolina School of Expected Growth 2005-2006 : 2006-2007 : 2007-2008 : 2008-2009 : 2009-2010

Shamrock met AYP in Reading in 2006-2007 Shamrock met AYP in Math in 2004-2005 : 2007-2008 Shamrock met all federal AYP targets 2007:2008 : 2008-2009 :2009-2010 Shamrock Gardens was removed from School Improvement in 2008-2009. Shamrock grew 12 points in Reading in 2006-2007 Shamrock grew 18 points in Math in 2007-2008

Shamrock Parent Teacher Association Front Porch Grants Lowes Grant Slow Foods Partnership Shamrock Gardens-Garden Plots

Smart Boards technology in 3rd, 4th, & 5th grades 1 in 2nd, 1 in 1st 1 in Kindergarten Handheld Responder Technology available to all K-5 classrooms Discovery Education: a digital video-on-demand and online teaching service with over 87,000 content-specific clips tied directly state and

national standards Engineering is Elementary (EiE) project: fosters engineering and technological literacy among children Science Olympiad St. Luke United Methodist Church Hand in Hand Orchestra sponsorship Various community partnerships & Volunteers Strategies


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Procedures to Identify Low Performing Students EOG scores Formative Assessments DIBELS K-2 Assessment Running records Common Assessments Quarterly Planning Days WPAT test scores Fluency checks Classroom Assessments John’s Assessment Sight Word Assessment KEP Kindergarten Entry Profile Star Report & AR Tests Math Pre Assessments Math Diagnostic Tests Teacher Portal

Strategies to Address Low Performing Areas & Low Performing Students

Reading Mastery Small group instruction (K-5) K-3 Intensive Reading Model Small group reading interventions (4-5) Provide additional instructional support during math block Increased math instructional time in master schedule Re-teach groups based on needs from common assessments Reading buddies Professional development on differentiation Mentoring program for behavior difficulties Right Moves for Youth Boys Club (based on behavior difficulties

from previous years data) 2 hour literacy block K-5 Implementation of Common Assessments K-5 (data used to plan

instruction) Interventions will be planned to help move these students from

Level I & Level II to Level III and IV Professional Development for writing across the content areas

Parental Notification of Low Performing Students PEP’s Parent Conferences Progress Reports IEP meetings Intervention Team Meetings 3rd Quarter Possible Retention Letters 3-5 EOG Score Report Parent Assist

Strategies to Monitor Low Performing Students Objective Mastery Spreadsheet Progress Reports Report Cards Common Assessment Data Dibels Progress Monitoring PEP’s Star Test & AR

Procedures for Identifying Minority, Poverty & LEP Students SPARTA Teacher Portal NCWise

Procedures for Targeting and Strategies used to Address Minority, Poverty & LEP Students

Monitoring of Avenues Data for ESL students Monitor progress of LEP students by ESL teachers


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Dibels AR Diagnostic Star Reports W-APT IPT ACCESS

ESL teachers service qualifying LEP students Communities In Schools case list Monitoring coordination of services for McKinney Vento students ACE 21st grant for after school participation (limited to

economically disadvantaged students) SES services (limited to economically disadvantaged students) Operation School Bell Full time School Nurse Drop Out Prevention Counselor Social Worker

Preschool transition strategiesIn order for parents and students to experience a smooth transition into kindergarten, we provided a Beginner’s Night and Curriculum Night to introduce parents to the expectations of the kindergarten program. Students are invited to come and they complete an activity with the Kindergarten teachers. This provides them with an introduction to Kindergarten and our


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Kindergarten teachers. To give parents many opportunities to visit Shamrock we conduct several Open Houses for Kindergarten parents at different times during the day. We also used a staggered entry process to allow teachers to assess incoming kindergarteners while providing more individual attention during the first week of school. Teachers administer the Kindergarten Entry Profile, (KEP) along with baseline results from Kindergarten DIBELS assessments to assist with early identification of students learning strengths and needs.

The school psychologist receives a “Transition to Kindergarten” form for Pre-K students that are EC or experiencing difficulties. These students are given services immediately upon entrance to Kindergarten. The classroom teacher and the school psychologist conference to begin planning interventions for these students.

Middle School Transition StrategiesCounselors and principals from feeder middle schools come in to discuss student schedules, transitions and expectations for current 5th graders. 5th Graders visit middle schools to get an idea of how the middle school operates. In addition middle school transition IEP meetings are held for all rising EC 6 th graders. The SSS meets individually with each rising 6th grader to ensure appropriate class placements and to discuss schedules.

Transitions to Next GradeAfter EOG’s we have a Step Up Day in which each class will go up to the next grade level and learn about the curriculum, talk to the teachers, and get an idea of what it is like to be a ____ grader. On this day we have the counselors come from different feeder middle schools to talk to our 5th grade students.

SCHOOL PARTNERSHIPSShamrock Gardens actively recruits faith organizations, local businesses and local civilian groups to develop partnerships. We encourage organizations to visit the school and provide orientation to share Shamrock’s vision and plan to increase student achievement. Partners are offered various opportunities to assist with academic, attendance and behavior programs. They serve as student mentors, reading buddies, sponsors, chaperones, classroom helpers and testing


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proctors throughout the school year. Donations of school uniforms, school supplies, book bags, and other needed items are provided. St. Luke United Methodist Church sponsors the Hand in Hand Orchestra and hosts an annual barbeque and bake sale to support Shamrock students, staff and parents. CMS showcases the St. Luke partnership as a model for how faith based organizations can have a huge impact on student achievement.

Aldersgate Retirement Community Edible School Yard Plaza-Midwood Neighborhood AssociationAssistance League of Charlotte Public Library of Charlotte Mecklenburg County NeXus Urban ServeThe Charlotte Museum of History Garinger High Schools Hendrick BMWBank of America Grace Covenant Four Square Church St. Luke United Methodist ChurchCharlotte North Rotary Club Hands On Charlotte West Mecklenburg High School – OCS ClassKiwanis Club of Charlotte Junior Achievement Wilora Lake LodgeSlow Foods Charlotte Midwood Baptist Church Wal-martOffice of the City Attorney Park and Recreation Department VFW Post 9488Country Club Heights Neighborhood Association Rising Star Chapter #712 Re/Max Classic PropertiesWestern NC Conference UMC Wendy’s TargetGirls on the Run Discovery Place

Outcome (1): Increase student achievement in reading and math with a measurement of at least one year’s growth for all students

Strategic Plan 2014 Areas of Focus: School Quality Review Criteria: Effective Teaching and Leadership Performance Management Achievement Leadership/Management Increasing the Graduation Rate Teaching/Learning through Technology Curriculum Learning Environment Environmental Stewardship Parent/Community Connections Learning/Teaching Parent and Community

Strategies Point Person Evidence of Success Leadership Prof. Dev. Focus Parental Timeline


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Task Task

(title/name) Standard* Responsibilities

Participants Funding

Source

Involvement Activity Funding

End Dateck dateck date

Process Outcome

1. Differentiate instruction to meet student learning needs.

Continue to implement the inclusion model in EC/ESL classes

Provide opportunities for high level instruction through the LI/TD Catalyst Model

Employ Title I Tutors to support small group instruction model

Include differentiation strategies in classroom lesson plans.

Begin to utilize the 21st Century Skills as a model for global awareness

Implement the “Non-Negotiables” of Academic Rigor

Implement the Intensive Reading Model for K-3 and Intervention Model in 4-5 and include reading strategies in all literacy instruction and intervention instruction

Improve on the incorporation of Writing across all content areas

Academic FacilitatorCunningham

TD FacilitatorGriffinTitle I TutorsIntervention Team

PrincipalWilson

Asst. Prin Rao

Schedule of small groups

TD Planning Sessions

Grade level Planning

Lesson Plans

SQR-2.2, 3.1Curriculum is designed to meet individual learning needs and pace learning as appropriate for individual level of achievement Walk-throughs

Student Work

Adjustments in Plan books based on assessment

Instructional (2) Curriculum, instruction, & assessment Monitor/ Evaluate

Managerial (5) Optimizer

Differentiation Questioning strategies

Title I

Keep parents informed of their child’s performance on an on-going basis Progress reports

Report Cards

PEP’s

8-1-10 9-29-10 11-10-10 12-8-10 2-4-11 3-2-11 4-22-11 5-10-11 6-10-11

2. Utilize the Data Wise process to improve instruction and student learning and target all subgroups to improve student achievement.

Create Data Wise team and data manager to analyze school wide data

Utilize technology to enhance data collection

Asst. Prin Rao


Common & Formative Data Reports

Progress Monitoring Data

SQR-1.3, 3.9Achievement growth for all student Consistent progress toward individual

Instructional (2) Culture Focus Monitors/Evaluates

Intellectual Stimulation

Data Wise Process Staff Data Wise Team

Title I

Keep parents informed of their child’s performance on an on-going basis Progress reports

8-1-10 8-18-10 9-29-10 10-29-10 1-22-11 4-2-11 6-10-11


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All teachers analyze data weekly during grade level planning as the key planning tool

Use the teacher portal to identify and target subgroups

Use DIBELS data to identify and target subgroups

Use a combination of data sources to determine groups for remediation and enrichment

Utilize the “5 big questions model for planning

Identify what mastery looks like in assessments

Create Common Assessments for measuring mastery of content

Hold Quarterly PLC Planning days Create strategic plans to address the needs of students based on data analysis

Analyze the SLO assessments as a means of increasing rigor and relevance

Data Wise TeamData ManagerScariot

Grade Level Planning

learning goals School Data Student Work

Report Cards

PEP’s

3. Improve the quality of student work and utilize all opportunities to establish a “Culture of Thinking”

Utilize the LEAP-SLO Process to target specific learning objectives

Create quality lessons that incorporate L.I/TD curriculum, multiple intelligence strategies and best practices

Utilize instructional programs to supplement core subjects and learning objectives*Engineering is Elementary

PrincipalWilson

Asst. Prin. Rao


SLO Lesson Plans

Planning Notes

Lesson Plans

SQR-3.3,3.9Students are provided with opportunities for independent thinking and problem solving;Teachers use questioning strategies that

Instructional (2) Focus CIA Monitor/ Evaluate

Instructional Strategies Teachers Assistants Tutors

Title I Funds

Curriculum Nights Provideopportunities for parents to learn more about instructional programs

9-21-10 1-26-11 4-12-11 6-10-11


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*DPI lessons*Being a Writer

Provide opportunities for student leadership in all areas*Peer Mediation*Honor Patrol*Classroom leadership*Student Ambassadors

TD FacilitatorGriffin

promote higher level thinking and problem solvingStudent WorkObservations

4. Implement, monitor and evaluate strategies/tasks developed in each grade level.

School Improvement Sub Plans supporting areas such as: Grade level and classroom plan of action for challenging instruction and high quality teaching

Support outside of the classroom Professional Development Parental Involvement

Asst. Prin. Rao



Planning Notes

Lesson Plans

PD Schedule

Teacher IGP’s

SQR- 4.3 All stakeholders are supported and involved in the collaborative development, monitoring of & responsibility for the effectiveness of the SIP

Micropolitical (7) Input Involvement in CIA

Monitor/Evaluate

As appropriate to Sub plan

School Leadership Team Parent Involvement on the SLT

9-21-10 1-26-11 4-12-11 6-10-11

Outcome (2): Increase student understanding and application of Science concepts with at least 75% of students at mastery level.


Strategies Task Task

Point Person(title/name)

Evidence of Success Leadership Standard* Responsibilities

Prof. Dev. Focus Participants Funding

Source

Parental Involvement

Activity Funding

TimelineEnd Dateck dateck date

Process Outcome

1. Provide Professional development on Supplemental Science programs Partnership with Discovery Place training with hands on science


Teachers

PLC Meetings

Training Roster

SQR- 3.8Teacher demonstrate knowledge of

External Development (6) Intellectual

Hands on Science Teachers Sponsors

N/A6-10-10

October2010


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Engineering is Elementary DPI Units Science Olympiad Discovery Education

core Science content

Stimulation Resources

2. Implement more inquiry-based projects in place of direct instruction Establish and utilize valid and reliable data

collection tools to determine baseline performance in Science

Vertical PLC Planning to Align Objectives Across Grade Levels

Implement DPI units at each grade level

Staff



PLC MeetingAgenda

Lesson Plans

Data Wise Process

SQR-3.6, 3.11Teaching is aligned with NCSCOS; Informed instructional decisions

Instructional Leadership (2)

CIA Optimizer

Data Wise Process

Staff In-house

N/A 6-10-10

August 2010October 2010 March 2011

3 Implement Hands on Science Plan through the use of Science Labs & Butterfly Garden & Edible Schoolyard

Science Lab Scheduling Implement Hands on Science Plan Schedule Weekly Hands on Science Inst.

Asst. Prin Rao

TeachersTD FacilitatorGriffin

Science LabSchedules

Lesson PlansProgram Contacts

SQR-2.3Curriculum provides a variety of learning experiences

Instructional Leadership (2) Change Agent

CIA

N/A N/A 6-10-10

October2010January2011

Outcome (3): Increase parental involvement by 15% as measured by the number of completed Parent Compacts at the end of the year.


Strategies Task Task

Point Person(title/name)

Evidence of Success Leadership Standard* Responsibilitie

s

Prof. Dev. Focus Participants Funding

Source

Parental Involvement

Activity Funding

TimelineEnd Dateck dateck dateProcess Outcome

1. Increase the opportunities for parents to be involved in the school activities

Parent Compact EOY CelebrationProvide opportunities for parental

PrincipalWilson

Asst. Prin.

Parent Compact Points/

SQR- 6.3 Parent/guardian involvement is solicited to

External Development (6)Managerial

Volunteer Training Volunteers CMS

Parent Compacts Parents Title I

6-10-10 9-28-10 1-26-11 4-12-11


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volunteering in the classroomsFamily Breakfast/Lunch DaysGrade Level MeetingsPost upcoming events on websiteSLT MeetingsSchool calendar of events in front office and sent home on monthly newsletter with reminder notes in student planners. Family lunch table with sign in sheetsFamily volunteering through PTAKindergarten Beginners Day

CounselorJames

Attendance Logs

Parent Survey Results

enhance the work of the school. Website Increase of Family Survey Data

(5)

Communicate effectively with parents/stakeholders

InputOutreach

Registration CIS Support

Parent Meeting

Curriculum Nights

Title I

6-10-11

2. Increase the number of parent/teacher communication opportunities

100% involvement in Parent /Teacher conferences. Utilize Connect Ed messages Send monthly school newslettersProvide translators for LEP parents at all parent meetings Home communication provided in English and Spanish Use of Parent Assist Student Agenda Books Annual Title I Meeting Hold parent meetings after 6:00 pm Video parent meetings and post on PTA

website Provide parents the time to conference

PrincipalWilson

Asst. Prin.

CounselorJames

Log of ParentCommunication

Translation of Communication

On-going input into Parent Assist

Title I Crate

SQR-6.1Communication between home and school is on-going, two-way, and purposeful. Conference Data

NewslettersConnect Ed log

External Development (6)Managerial (5)

Communicate effectively with parents/stakeholders

Outreach

N/A Parent Communication Teachers Parents

6-10-10 9-2810 1-26-11 4-12-11 6-10-11


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with teachers throughout the day if needed by appointment

3. Increase PTA involvement within the School

Provide PTA Bulletin Board of Events PTA Monthly Meetings School-wide PTA Membership Drive PTA visibility at all school events PTA visibility throughout the school Hold events on the weekend Active PTA websiteSchool Beautification DaysSupport of Parent Compact IncentivesSupport of PBIS Expectations (T-shirts)Schedule Open Houses at different times throughout the school year

PTA PresidentGrundy

Principal WilsonAsst. Prin. Rao

CounselorJames

Log of PTACommunication

Monthly Meetings

PTA EventsAttendance Logs

SQR- 6.3 Parent/guardian involvement is solicited to enhance the work of the school. Compacts


Outreach

Communicate effectively withparents/stakeholders

PTA Board Training

PTA Membership/Involvement Parent Recruiting

Parent Support

6-10-10 9-24-10 1-26-11 4-12-11 6-10-11

4. Provide parental education opportunities throughout the year

Parent University sessionsOn-going Parent Workshops *Spanish Club

PrincipalWilson

Asst. Prin.Rao

Parent Workshop Surveys

Attendance

SQR- 6.3 Parent/guardian involvement is solicited to enhance the


Parent WorkshopsParent University Parents

Parent WorkshopsParent University Parents

6-10-10 9-24-10 1-26-11 4-12-11 6-10-11


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*AZ Literacy Night *Effective Parent Conferences *Mathematics Support *Preparing for the EOGParent Summer Training LI/TD Parent Information MeetingStep Up Day (ALL Grades)5th Grade Transition to Middle SchoolKindergarten Beginners Day and Night



Logs

Needs Assessment Survey Results

work of the school. Increased attendance & demand for parent development

Outreach Staff

Title I

Staff

Title I

Scientifically-based & ongoing Professional Development & Who will participate?Conferences, workshops, in-service, mentoring, planning, courses, etc.(If in improvement must include mentoring program.)

Why needed?Tie to needs assessment & Goal/strategy from SIP pg. # (If in improvement specify how PD will help remove from improvement.)

Funding Sources (State or local Prof. Dev. Money, Title I, grants, etc.)

DollarAmount

Timeline(Start & End)

Point Person Evaluation/Follow-up Activities(Method of evaluating staff implementation & impact on student achievement)

1. Data Wise Process On-going Training and Implementation All Classroom Teachers Data Wise Team Data manager

To utilize Professional Leaning Communities to analyze student performance data to make instructional decisions. (Outcome #1)

Title I Office August 2010 –June 2011

Margie Scariot

PLC minutes, Test Data from Common Assessments, Plan of Action Forms, teacher documentation, Sign in sheets

2. Differentiation(Instructional Strategies that Work/Model Schools)All staff

To increase the use of various strategies that meet individual learning needs of students and increase student achievementOutcome #1

Title 1 OngoingNovember2009 –April 2010

AngelaCunningham

Margie Scariot

Student Record Sheets, Documentation of Learning Style Strategies employed, EOG, DIBELS scores, teacher documentation, Sign in sheets, and Lesson plans


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3. On going Technology & Information Media TrainingTECHNOLOGY TUESDAYS Smart Boards Technology Responders Document Camera Tablets Pearson Success Net Study Island

Classroom Teachers

Implementation of effective teaching strategies with the use of technology will engage students in learning to increase student achievement.Outcome #1 & #2

Title I School Funds

Ongoing August 2010 - June 2011

Margie Scariot

Sign in sheets, and Lesson plans, strategies utilized in classroom instruction, Documentation of levels of student engagement

Scientifically-based & ongoing Professional Development & Who will participate?Conferences, workshops, in-service, mentoring, planning, courses, etc.(If in improvement must include mentoring program.)

Why needed?Tie to needs assessment & Goal/strategy from SIP pg. # (If in improvement specify how PD will help remove from improvement.)

Funding Sources (State or local Prof. Dev. Money, Title I, grants, etc.)

DollarAmount

Timeline(Start & End)

Point PersonEvaluation/Follow-up Activities(Method of evaluating staff implementation & impact on student achievement)

PLANNING 4.Framework For 21st Century Learning - 21st Century Student Outcomes ALL STAFF

To increase the use of various strategies that meet individual learning needs of students and increase student achievementOutcome #1

Title I August 2010 –June 2011

Margie Scariot

5. Academic Rigor To increase the use of various strategies that meet individual learning needs of students and increase student achievementOutcome #1

Title I OngoingNovember2009 –April 2010

AngelaCunningham

Margie Scariot

6.TO BE DETERMINED as needs change throughout the school year.


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Title I: Parent Involvement Plan

Name of Activity (Include a brief summary along with any instructional materials that need to be purchased.)

Date/TimeGoal # (from SIP)

Outcome #3

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

Comm

unication Volunteering

Learning at Hom

e

Decision-M

aking

Comm

unity Collaboration

Yes No1. Volunteer Orientation

October - November2010

1.2, 3.6 Donations from partnerships √ √ √

2. Parent University Effective Parent/ Teacher Conferences

October 1420106:30 – 8:00 PM

2.1, 2.4, 4.2

Title I √ √ √ √

3. . Parent UniversityManaging Behavior and Promoting Self-Discipline

November 1120106:00-8: 00P M

1.44.2, 2,5

Title I √ √ √ √ √

4. Parent UniversityCMS Study Island, Technology you can use at home to make learning fun

December 7, 2010 6:00-8: 00PM

1.44.2, 2,5

Title I √ √ √ √ √5. Parent UniversityMeeting Your Child’s Needs with a PEP

November 220106:00-8:00

1.44.2, 2,5

Title I √ √ √ √ √


22


PM

Name of Activity (Include a brief summary along with any instructional materials that need to be purchased.) Date/Time

Goal # (from SIP)

Outcome #3


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

Will refreshments be served?

Parenting

Comm

unication

Volunteering

Learning at Hom

e

Decision-M

aking

Comm

unity Collaboration

Yes No6. PTA School Beautification Day

October 16 20108:00 AM-12:00PM

3.1, 3.5 Donations from Partnerships √ √ √ √ √

7. SLT Meetings OngoingAugust 2010-June 2011

2.8, 3.3 Donations from Partnerships √ √ √ √ √ √ √

8. Learning Compact and Summer Parent Training

June 20116:00-8:00 PM

1.1, 3.6, 4.3

Title I

√ √ √ √ √ √9. Annual Title I and Right To Know Meeting

September 23, 20106:00pm

2.2, 2.5, 3.2, 4.2

Title I

√ √ √ √ √10. Curriculum Night September

23, 20106:00pm

2.2, 2.5, 3.2, 4.2

Title I

√ √ √ √ √9. PTA and SLT Monthly Meeting

OngoingAugust 2010- June 2011

2.8, 3.3 Donations from Partnerships √ √ √ √ √ √ √

Name of Activity Date/Time Goal # Which of Epstein’s six keys of building Will


23


(Include a brief summary along with any instructional materials that need to be purchased.)

(from SIP)

Outcome #3


successful partnerships does this activity support?*

refreshments be served?

Parenting

Comm

unication Volunteering

Learning at Hom

e

Decision-M

aking

Comm

unity Collaboration

Yes No10. Parent Communication ToolsStudent Agendas

Ongoing August 2010 – June 2011

2.7 Title I

√ √ √ √ √ √

11. Magnet Open House Schedule

October 21, 2010 - 10:00 amNovember 5, 2010 –2:00 pmJanuary 13, 2011 – 4:00 pmJanuary 14, 2011 – 8:30 am

2.7 PTA

√ √ √ √ √


24

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