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School: Myers Park Traditional School

Principal: Paul A. Bonner

Title I Specialist:

Address: 2132 Radcliffe Av.

Charlotte, NC 28207

Courier Number: 464

Phone: 980-343-5522

Learning Community: Southwest

Area Superintendent: Kit Rea

CMS School Improvement Plan 2010-12

<Myers Park Traditional Elementary School> 2011-12

2

BELIEFS

An Environment for learning must have discipline, respect for authority, and children who are motivated to achieve.

We believe that children are curious about their environment and that this curiosity will flourish in an atmosphere that is structured, challenging and pleasant.

Children, in order to learn, must search for possible answers, test and formulate conclusions. Therefore, the classroom environment must offer stimulation and have a teacher who encourages curiosity.

Teachers are a central part of the school experience, seeking new ways to impart knowledge, enrich areas of need and challenge the exceptional student.

We promote a school community where parents and teachers work together to help each child develop and mature.

Promoting an atmosphere of mutual respect, boys and girls are provided the opportunity to advance in character as well as wisdom.

While the traditional school is founded in the basics, we act to take advantage of modern advances in teaching and technology

MISSION STATEMENT

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

School: Myers Park Traditional School is devoted to developing responsible, respectful, and cooperative citizens. We strive to empower students to think

critically, instill and model principled character, promote leadership, and embrace awareness in our diverse and inclusive community. We instill

values of service, cooperation, and commitment in all students. We make learning a lifelong goal.

VISION

District: CMS provides all students the best

education available anywhere,

preparing every child to lead a rich

and productive life.

School: Myers Park Traditional School will use

proven research-based methods of teaching to enable the adaptation of lifelong learners to a technology-rich society that is constantly changing. We will foster collaboration with the Entire school community.

SMART GOALS

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

Reduce the composite achievement gap to 20% between our white and African- American population

Increase percentage of students meeting on year of growth from 66% to 70% in reading.

Increase parent understanding of academic expectations through targeted communication and family activity strategies, thereby enhancing school performance and individual student growth as determined with EOGs and grade performance.

Implement School Anti-Bullying Plan



3

ASSESSMENT DATA SNAPSHOT

Myers Park Traditional Elem - 600464

School Composite

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

Subgroup Perf.

Composite

Avg. Growt

h

AYP Readin

g

AYP Math

Grad.

Rate

Perf. Composit

e

Avg. Growt

h

AYP Readin

g

AYP Math

Grad.

Rate

Perf. Composit

e

Avg. Growt

h

AYP Readin

g

AYP Math

Grad.

Rate

Perf. Composit

e

Avg. Growt

h

AYP Readin

g

AYP Math

Grad.

Rate

African-American 64.7 0.061 Met Met ~ 72.8 0.164 Met Met ~ 72.6 0.216 Met Not

Met ~

Asian 100.0 -0.02 Insuf Data

Insuf Data

~ 93.3 0.166 Insuf Data

Insuf Data

~ 83.3 0.739 Insuf Data

Insuf Data

~

Hispanic 28.6 -0.30 Insuf Data

Insuf Data

~ 76.2 0.481 Insuf Data

Insuf Data

~ 58.1 0.212 Insuf Data

Insuf Data

~

Multi-Racial 100.0 0.393 Insuf

Data

Insuf Data

~ 89.7 0.204 Insuf Data

Insuf Data

~ 94.1 0.242 Insuf Data

Insuf Data

~

Native American ~ ~ ~ ~ ~ 100.0 ~ Insuf

Data

Insuf Data

~ 100.0 -0.39 Insuf Data

Insuf Data

~

White 96.6 0.233 Met Met ~ 97.4 0.297 Met Met ~ 96.9 0.399 Met Met ~

LEP 20.0 0.803 Insuf Data

Insuf Data

~ 70.0 0.455 Insuf Data

Insuf Data

~ 38.5 0.770 Insuf Data

Insuf Data

~

SWD 47.5 0.055 Met Not Met ~ 35.7 0.076 Insuf

Data

Insuf Data

~ 46.3 0.160 Insuf Data

Insuf Data

~

ED 59.7 0.030 Met Met ~ 71.9 0.149 Met Met ~ 68.3 0.198 Not Met Not Met ~



4

EOG Total 83.5 0.165 Met Met ~ 87.7 0.246 Met Met ~ 87.4 0.329 Met Met ~

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

School Composit

e 83.5 0.165 Met Met ~ 87.7 0.246 Met Met ~ 87.4 0.329 Met Met ~

SCHOOL PROFILE

This narrative should include a description of student and staff demographics, recent achievement, and staff qualifications.

Myers Park Traditional Elementary School is a K-5 full magnet school with students admitted by lottery. The campus is at

2132 Radcliffe Avenue, just behind Queens University of Charlotte. The school has an active partnership with Queens University

where we have had a Professional Development School relationship since the spring of 2008.

The student population is 732 students including our self contained Hearing Impaired program. Over the past two years our

wait pool has been over 350 students. We have balanced our student population to 120 students per grade level maintaining a staff

allotment of 5 teachers per grade level. Due to budget cuts we lost our Spanish position, a historic part of our Traditional program,

and one grade level teacher. Our current student population consists of 230 African American, 439 White, 22 Hispanic, 15 Asian, 3

American Indian and 24 Multiracial. 59.9 % are white and 40% minority with 24.3% free and reduced lunch. We also have 14 PreK

– fifth grade self-contained hearing-impaired students. MPTS has 62 students in the exceptional children’s’ program with 93 of our

students in Grades 3-5 Talent Development certified.

In 2010 all teachers at Myers Park Traditional are fully certified with 34% of our teachers having a Master’s Degree and 90%

of our teachers having four or more years of experience with an average of over 10 years experience. We currently have 9 % of our

teachers with National Board Certification. MPTS experienced a 9% teacher turnover rate for 2009-2010.

Family Surveys from 2007-08 indicate that 78% of parents surveyed are very satisfied and 16% are satisfied. At Myers Park

Traditional; 92% are very satisfied with their child’s teacher and 6% are satisfied. 100% of our parents feel their children look

forward to coming to school; 97% of our parents feel that MPTS offers a high level of educational quality; 100% feel that our teachers

have high expectations for their students; and 94.8% of our parents feel their children are safe at school.

Myers Park Traditional achieved Adequate Yearly Progress in 2009-10. On the North Carolina End of Grade Test, 88.8% of

our students scored at or above grade level in math, 86.4% in reading, 87.8% in science and 87.8% overall. In 2009-10 we were

designated a North Carolina School of Distinction with High Growth for the second year in a row. In 2010, MPTS was recognized as

a Magnet School of Distinction by Magnet Schools of America and along with Queens University, received the Award for Exemplary

Professional Development School Achievement from the National Association of Professional Development Schools.



5

SMART GOAL (1): Reduce the composite achievement gap to 20% between our white and African- American population Data Used: EOG results, AYP targets SP 2014 Tactic: (# s 1 &2 ) - Effective teaching and leadership/ Performance management

Strategies

Task

Task

Point Person (title/name)

Deliverables/Assessments (evidence-SQR rubric)

Leadership Standard*

Responsibilities

Prof. Dev. Focus

Participants

Funding

Parental Involvement

Funding

Timeline

End Date

ck date

ck date

Process Outcome

Example: 1. Differentiate instruction for each subgroup

Include differentiation strategies in lesson plans

Academic Facilitator Dept Planning Agenda, Lesson Plans

SQR Observations Instructional (2)

Monitor

Evaluate

Differentiation

Faculty

PDC

Supply Material

PTSA

6-10-09

11-3-08

1-23-09

3-27-09

1. Ability Grouping Strategies in Math and Workshop

Homogeneous grouping of high achieving students

Heterogeneous grouping of grade level and low achieving students

Increased enrichment, re-teaching and re-looping opportunities through

Admin./ Academic Facilitator/ Grade Level Teachers/ TD Teacher

Grade Level Agenda/ minutes/ rosters/ Schedules/ Ongoing evidence of roster adjustments according to student needs

Class observations/ data monitoring/ formative /EOG growth/PEP artifacts

Strategic

Queens University

PDS (Prof. Dev. School) committee

MPTS Faculty CMS

PDC

Consultation

SLT

9/13/10



6

additional 45 minutes.

2. Strategic Scheduling of Math and Workshop classes.

Grade Level Teachers/ EC Teachers/ Acad. Fac./ Administration

Assistants assigned by instructional need/ Grade level Schedules

assessment monitoring/ Progress Monitoring

Instructional

Tutors

Queens

Parents

Specials Teachers

Resources 1.Wordly Wise 2.Curriculum Associates 3.Classical Roots 4. Imagine-it workbooks 5.Story Works

9/13/10

3. After School Tutoring

Coordinate according the availability of staff and other resources.

Use of Extended Day Funds (approval pending)

Coordination with ASEP/DIBELS/

PDS Committee/ Admin./ Academic Facilitator/ 3-5 Teachers

Grade Level Agenda/ minutes/ Vertical Teaming and staff minutes/Tutoring Rosters and logs Extended Day Time Sheets Tutoring committee

Assessment Results (formative and EOGs)

Instructional

Conferences

Staff Initiative

PDS

Tutoring Coordination

PTA

9/10-5/11



7

America Reads(Queens University)

Math Enrichment program through ASEP aligned with Queens University Math Ed. Class

Professional Learning Community Revision

Parent Communication

9/10-5/11

5. PLC Implementation

Weekly Grade Level Planning

Monthly vertical team planning

Minutes format for committee

Administration/ Support Staff/Teachers

Principal, AP, staff and Facilitator Training, EOG Summer Summit

Meeting Minutes/ Training Activities

Cultural

PDC/ CMS and CLC training

PTA Funding for Staff Development

8/10-6/11

6. Common Assessment Strategies

Half –day data planning after each local assessment. Including re-teaching and strategic grouping strategies.

Continued use of Mini-Assessments

Administration/Academic Facilitators

Grade Level Planning/ Monthly Vertical Teaming

Meeting Minutes Instructional

PDS, Literacy Training for Administrators and Facilitators, PLC training

PTA/ Queens 8/10-5/11



8

7.. Teacher Training

Professional development based on best practices and needs identified by data.

Focus on Literacy through work developed with Queens University

Administration/ Support Staff/ Teachers/ Queens Univ. Collaboration

PDS Activities/ PDS Manual/ Vertical Teaming/PDS Committee/ Combined ETES collaboration

PDS Minutes/ Grade Level Minutes/ PDS workshops and National Conference Presentation/longitudinal data for Queens tutors and summer reading program.

Strategic/ Instructional

PDS Committee and grant

SLT PTA Resource allotment Manners Curriculum

7/26/10-

6/2/10

8. Enhanced use of available technology

Smart Boards

Internet Resources

DIBELS

PDA

River Deep

Discovery Ed

“Elmo” Devices

LCD projectors directly from computers on white boards

Connor/ Graham Grade Level Planning/ Technology Training/ PDS Manual

PDS Manual/ PDS Schedule/ Grade Level Minutes

External Development

PDS Committee/ Queens University

PTA Funding Technology Support

8/11/10-

6/10/11



9

9. Continued AYP Revisions (Although EC Sub-Group not numerical sample missing AYP Targets is a concern)

Practice literacy strategies for math to enhance comprehension of problems through drawing strategies, underlining key words, and read aloud with small groups or one on one.

Reinforce understanding of concrete concepts through manipulatives such as ten strips and tens blocks along with new Investigations adoption.

Modify behavior plans for targeted

EC Staff Administration/Academic Facilitator/ Regular Ed. Teachers

Progress monitoring/ notification IEPs/Formative Results

EC Minutes/ Grade Level Minutes/ Formative Data

Instructional PDS/ -Creating Academic Tasks --Books Study: The Differentiated Classroom: responding to the Needs of All Learners Investigations Training

IEPs 8/25/09- -

6/08/10



10

students to increase time on task through consistent rewards and redirection.

Orton-Gillingham Phonics and Fluency Program

Reading Foundations instructional application

CO-Teaching Third Grade Math

Whole and small group instruction

Math and

Literacy

Integration

through

inclusion.

10. Math Facilitator added to staff to enhance math focus and allow literacy facilitator to focus on comprehension and vocabulary strategies.

Administration and licensed support staff

Thorough analysis of effective components of Traditional program as it relates to math along

Biweekly reports to support meeting

Maintenance of instructional calendar with

Instructional and strategic



11

with ongoing monitoring of student progress

staff and students along with reports of student work.


< Myers Park Traditional Elementary School > 2011-12

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

12

SMART GOAL (2): Increase percentage of students meeting on year of growth from 66% to 70% in reading. Data Used: EOG SP 2014 Tactic: (# s 1 &2 ) - Effective teaching and leadership/ Performance management

Strategies a. Task b. Task




Responsibilities

Prof. Dev. Focus

Participants

Funding


Funding

Timeline End Date

ck date

ck date Process Outcome

1. Ability Grouping Strategies in Math

Homogeneous grouping of high achieving students

Heterogeneous grouping of grade level and low achieving students

Admin./ Academic

Facilitators/ Grade Level Teachers

Grade Level Agenda/ minutes

Class observations/data monitoring/ Progress Monitoring/ formative assessment monitoring

Instructional

PDS Curriculum Design: Literacy

SLT - Communication

- Advisory PTA - Funding - Advisory

Start Date

8/25/10-6/10/11

2. Strategic Staffing

Focus teachers in identified areas according to data results.

Assistants assigned low performing students for supplemental support

Specials Tutoring

Admin./ Grade Level Teachers/ Support Staff

Formative and targeted assessments

Class observations/data monitoring/ Progress Monitoring/ formative assessment monitoring

Strategic

PDS -Examining Language Arts Strategies PDS/ Investigations Training

SLT - Communication

- Advisory PTA - Funding 1.Wordly Wise 2.Curriculum Associates 3.Classical Roots 4. Imagine-it workbooks 5.Story Works

8/25/10-6/10/11




13

3. Enhance strategies for teachers of targeted students.

Increase targeted EOG resources/Curriculum Associates

Accelerated Math/ Problem solvers/math superstars

K-1 enrichment

New Formative and Teacher Portal

½ day grade level data meetings (3)

Admin./ Academic

Facilitators/ Queens University/ TD Teacher

Tutoring assignment and execution

Effective Grouping - Formative Results - EOG Results/ Growth/ Targeted Parent Activities

Managerial/ Human Resource Management

PDS -Kindergarten

Teachers Working with Parents to Prevent Summer Reading Loss -Creating Academic Tasks -Organizing a Parent Night -Using Movement in the Classroom

PTA Funding

8/10-6/11

4. PLC Implementation

Weekly Grade Level Planning

Monthly vertical team planning

Minutes format for committee

EOG Summer Review

Curriculum Design Meetings for Literacy

Administration/ Support Staff

Principal, AP, staff and Faciilitator Training,

Meeting Minutes/ Training Activities

Cultural

PDC/ CMS and CLC training PDS (Queens)

PTA Funding for Staff Development

7/10-6/11

5. Common Assessment Strategies New Teacher Portal Training

Half –day data planning after each local assessment. Including re-teaching and strategic grouping strategies.

Continued use of Mini-Assessments.

Administration/Academic Facilitators

Grade Level Planning/ Monthly Vertical Teaming

Meeting Minutes

Instructional

PDS, Literacy Training for Administrators and Facilitators, PLC training

PTA/ Queens 8/10-5/11




14

6. Parent information

Parent Nights (2 evening events, fall and spring, that cover study skills, 2

nd to 3

rd grade academic

transition, Middle School transition, EOG basics and brain development)

Academic field trips for targeted families(Aim High :see outcome 3)

Admin./ SLT/ Teaching Staff

PDS Classes and Participants/ meeting

Parent Nights/ Aim High(Initiative to introduce targeted students with parents to long term benefits of achievement)


PDS -Kindergarten

Teachers Working with Parents to Prevent Summer Reading Loss Creating Academic Tasks -Organizing a Parent Night

PTA Funding 11/10-4/11

7. Technology

Smart Boards Increasing from 8 to fifteen installed.

Internet Resources Discovery Ed. Science and Soc. St Exploration Study Island On-Line Assessment practices available to familes River Deep NCDPI resource for planning Instruction DIBELS

Use of PDAs to monitor K-2 With Fluency

“Elmo” Devices

LCD projectors directly from computers on white boards

Connor/ Graham/ Adoryan/ Dodds

Grade Level Planning/ Technology Training/ PDS Manual

PDS Manual/ PDS Schedule/ Grade Level Minutes Data Team Review


PDS Committee/ Queens University -Working with

Technology to Enhance Teaching -- Strategies for Science Education

PTA Funding Technology Support

8/10-6/11

8. Continued AYP Revisions to meet future AYP mandates(Although EC Sub-Group not

EC Staff Administrat

Progress monitoring/

EC Minutes/ Grade Level

Instructional PDS/ -Creating

IEPs 8/25/10- - 6/08/11




15

numerical sample missing AYP Targets is a concern)

Practice literacy strategies for

math to enhance comprehension

of problems through drawing

strategies, underlining key

words, and read aloud with small

groups or one on one.

Reinforce understanding of

concrete concepts through

manipulatives such as ten strips

and tens blocks along with new

Investigations adoption.

Modify behavior plans for

targeted students to increase time

on task through consistent

rewards and redirection.

Orton-Gillingham Phonics and

Fluency Program

Reading Foundations

instructional application

CO-Teaching Third Grade Math

Whole and small group

instruction

Math and Literacy Integration

through inclusion.

ion/Academic Facilitator/ Regular Ed. Teachers

notification IEPs/Formative Results

Minutes/ Formative Data

Academic Tasks --Books Study: The Differentiated Classroom: responding to the Needs of All Learners

Investigations Training




16

SMART GOAL (3): Increase parent understanding of academic expectations through targeted communication and family activity strategies, thereby enhancing school performance and individual student growth as determined with EOGs and grade performance.

Data Used: Parent Surveys, Pta minutes and SLT minutes SP 2014 Tactic: (# 6 ) – Parent and Community Connections

Strategies c. Task d. Task




Responsibilities

Prof. Dev. Focus

Participants

Funding


Funding

Timeline End Date

ck date


1. Parent Nights (2 evening events, fall and spring, that cover study skills, 2

nd to 3

rd

grade academic transition, Middle School transition, EOG basics and brain development)

Reading Strategies for Kindergarten Parents

Academic field trips for targeted families

Spring meeting with Parents to help with studying at home.

Curriculum Nights

October Parent Conferences

Information for data o NCDPI Link o CMS Link

2. Published Brochure on MPTS Academic Program

Administration

/ SLT/ Staff

Professional Development School (PDS) Committee Administration/

SLT Agenda/ Minutes Discussion on student growth Pre-test and Post Test Of Parents at events Display of student artifacts White paper on EOG and NCSCOS expectations. Ongoing

Parent night Agenda Parent contacts beyond volunteer pool Follow-up survey on parent understanding of significance of student growth and expectations Published

Cultural Leadership External

PDS -Staff -Queens University Poverty Simulation for interested staff

SLT Implementation

PTA Funding PTA Funding

1/10-4/11 Revised




17

Grouping Strategies

Enrichment offerings

Assessment Strategies

Support Staff/ Academic Facilitator

Grade Level Planning/Vertical Interaction Minutes

Brochure Development PDS -Kindergarten

Teachers Working with Parents to Prevent Summer Reading Loss Creating Academic Tasks -Organizing a Parent Night

9/10

3. Parent Feedback

Surveys designed to target the effectiveness of EOG Parent Night Presentation

Administration Parent Night Events

Parent night Agenda Parent contacts beyond volunteer pool Follow-up survey on parent understanding of significance of student growth and expectations

Micro Political/ Cultural

PTA Funding SLT Organizational Support

1/10-4/11

4. Aim High Initiative

Parents are included in work to introduce targeted students to college and professional careers

Administration/ Counselor/ Facilitator

Scheduled monthly events including Field Trips

Ongoing Communication with parents on student progress and opportunities

Micro Political/ Cultural

PTA Funding and Resources ProfessionalParent Participation

9/30/10- 6/10/10




18

SMART GOAL (4 Implement School Anti-Bullying Plan Data Used: Parent Surveys, Student surveys , PBIS minutes and SWIS Data SP 2014 Tactic: (# 6 ) – Parent and Community Connections/ Performance Management

Strategies a. Task b. Task




Responsibilities

Prof. Dev. Focus

Participants

Funding


Funding

Timeline End Date

ck date


Example: 1. Differentiate instruction for each subgroup

Include differentiation strategies in lesson plans

Academic Facil/Smith

Dept Planning Agenda, Lesson Plans

SQR Observations

Instructional (2)

Monitor

Evaluate

Differentiation

Faculty

PDC

Supply Material

PTSA

6-10-09

11-3-08

1-23-09

3-27-09

1. Develop plan based on CMS mandate

Incorporate PBIS and character standards

Articulate reporting standards

Monitor Data through SWIS

Administer student survey to determine the pervasiveness of bullying at our school. Depth of program will be based on student feedback.

Creation of Bullying Prevention Committee

Admin./ PBIS Committee/ SSS/ Guidance Counselor

Signed CMS Students Rights and Responsibility Handbook

Enhanced student safety

Strategic

Bullying -Admin Training -Staff Training

Communication

-PTA -SLT

9/05/10

6/2010

2. Communicate Expectations to staff, students and parents

Report Plan

Good Citizens

“Pro Awards” MPTS announcements

Staff training

Counselor website will provide parents with information and resources pertaining to bullying.

Bullying Prevention Week


Reporting Procedures

Monthly Evaluation through PBIS committee

Cultural/ Micro Political

Initial: 9/10-Ongoing Ongoing 10/11-10/15




19

3. Guidance Strategies

Assemblies

Individual class lessons

Utilize activities from existing resources and new district curriculum


Class Assemblies

Ongoing reporting to staff, students and parents

Strategic/ Human Resource

8/25/10-6/11/11

School Improvement Plan School Leadership Team

We the undersigned have been actively involved in the process to develop this plan. We agree that it addresses system goals and is reflective of our school’s profile, mission statement, and beliefs. Our initials reflect our involvement in the plan’s quarterly reviews. Principal: Paul A. Bonner ____________________________ Name (Please Print) Signature SCHOOL LEADERSHIP TEAM MEMBERS SIP Quarterly Reviews (initial) Name (Please Print) Position Signature Oct Jan Mar June Aaron Longo

Parent

Allison Mercurio

Teacher

Amy Jacobson

Parent

Bill Gary

Parent

Elisabeth Janusiewicz

Teacher

Elizabeth Mercer

Teacher

Gaye Sullivan

Teacher

Ian Samson

Teacher

Jamie Hatmaker

Parent

Judy Kinsela

Teacher

Lynne Masonis

Parent

Manish Mittal

Parent

Marshall Williamson Parent

A. What is distinctive about your school?

Myers Park Traditional School offers teacher directed instructional program to engage students in inquiry and learning. Discipline and motivation are instilled in all students which gives them the necessary tools to succeed.. We reinforce this through recognizing students who exhibit good character with their teachers and peers and through grade level community service projects that demonstrate the importance of serving others.

• We establish a foundation for success in literacy emphasizing phonics in the early grades and regular novel studies from second through fifth grades. We have a practical laboratory science program that is reinforced in the regular classrooms.

• Our math strategies have resulted in significant growth across grade levels. • Citizenship is an important part of our student culture. We are formalizing our manners and

etiquette curriculum this year to further emphasize regard toward others. • Our fifth grade has created a guide for the history of our neighborhood that is used by our second

grade students in their social studies curriculum. • Our fifth grade science scores are consistently among the best in our district due to the foundation

established through our 1st grade-5th

Our greatest distinction is in the quality of our staff. This was demonstrated last year as MPTS earned high growth status in our EOG state tests for the second year in a row while meeting AYP standards for 2009-10. Our teachers offer weekly tutoring that has resulted in a significant reduction in our achievement gap between white and African American students. For three years now many of our staff have conducted a thorough review of our testing data in the summer. We have also instituted monthly vertical teaming based on Professional Learning Community principles. We partner with Queens University of Charlotte to form a nationally recognized Professional Development School that uses our data and teacher input to determine courses that impact prospective teachers through numerous clinical opportunities. This year’s PDS initiative will include a curriculum design process to help better articulate the distinctive qualities of Traditional Schools. We value, model and teach commitment to learning and achievement.

grade laboratory science program

B How effective is your school overall?

4 3 2 1

School Self-Evaluation: High quality (4) X Undeveloped (1)

How do you know? MPTS was recognized as a North Carolina School of Distinction with High Growth for the second consecutive year:

• 88.8% Proficient in Math • 86.4% Proficient in Reading • 87.8% Proficient in Science • 87.7% Proficient Composite Score • High 5th grade science scores (9th

Other indicators: highest scores in district before retest.

• High parent involvement with 626 registered volunteers 92 of whom registering over 10 hours (a school total of 1586)

• Strong Survey Results from students, staff and parents • Significant Participation in a multitude of after school offerings • School at full capacity with a waitlist of 375 prospective students • Queens University partnership committed to serving students through annual summer reading, • America Reads and reading foundations tutoring program

What are its notable strengths?

• MPTS met high growth in 4th and 5th

• MPTS met our 2009-10 School Improvement Plan (SIP) goal having 66% of our students achieve at least 1 year’s growth.

grade math.

• Our science scores have improved dramatically, from 68% proficient in 2008 to 87.8% in 2010, and the enthusiasm shown by our students in Dr. Science has helped us be successful.

• MPTS had the ninth highest scores in fifth grade science in CMS before the retest. • Our teacher survey indicates that we have effective opportunities for professional growth and

that opportunities for collaboration are high. • Our parent surveys show us to be a school with a very strong staff (92% of parents are very

satisfied with MPTS’ teachers) with high expectations for our students and effective in our communication.

What are its main areas for improvement?

• Our composite achievement gap between our African American and White populations reduced from 32 points in 2008-09 to 24.6% in 2009-10.

• Our math gap rose slightly from 19.1 to 20.4 points, our reading gap dropped from 39 to 30 points and our science gap dropped from 51 to 21 points.

• Our SIP composite goal is 20 points and we have not achieved that goal. • Although we met high growth in fifth grade reading we did not in 4th

• Our third grade demonstrated significant improvement in reading, but 76% were proficient prior to the EOG retest.

grade.

• We want to focus our growth projections in reading. We are aiming to improve from 58% of our students achieving 1 year of growth in 2009-10 to 65% in 2010-11.

• We will continue to focus on getting greater parent representation from our minority population while improving with our documentation of participation in our parent night programs..

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?

MPTS was recognized as a North Carolina School of Distinction with High Growth for second consecutive year • 88.8% Proficient in Math • 86.4% Proficient in Reading • 87.8% Proficient in Science • 87.7% Proficient Composite Score • High 5th grade science scores (9th

highest scores in district before retest).

In which subjects and grades do students do best, and why?

• 88.8% Proficient in Math We have grown from 79.5% passing math in 2007-08 to 87.2%(before retest) in 2010. This is due to a focused tutoring program provided by staff and more effective strategies with manipulatives.

• 87.8% Proficient in Science In science, we have had a dedicated lab science instructor for three years and scores have grown from 68.2% proficient in 2007-08 to 84.6% proficient in 2009-10 with the greatest gains from 70.8% in 2008-09 to the 2010 scores. In which subjects and grades is improvement needed, and what action is being taken?

• Our reading scores showed significant progress after our retest making us the twentieth highest score in the district. Our results before the retest were 79% proficient demonstrating our need to improve. Our third grade literacy scores before the retest were at 76% proficient, indicating a need to

improve our strategies to enhance comprehension. • We are working from numerous directions to improve.

We have introduced classical roots to all reading levels grades 3-5. We will continue our tutoring of targeted students as part of the Reading Foundations course at Queens and the ongoing summer reading program.

• Last year we began a program we call Aim High We introduce targeted students to future possibilities that come with high achievement. Activities include visiting college campuses with parents, visiting professional level work environments and monitoring student progress on a weekly basis.

• We will continue extensive use of novel studies and question answer relationship (QAR) reading strategies along with supplementary online programs such as Renaissance Learning, Study Island and Discovery Education.

• Our K-2 literacy program includes ongoing progress monitoring through DIBELS, Intensive Reading for students below the expected fluency standard, our kindergarten Story Element study and the kindergarten sight word challenge.

Is there evidence of disparities in student achievement by subgroups? If so, what action is being taken?

• In 2008 our math gap between White and African American populations was 35 points and 20.4 points in 2010.

• In reading our gap between White and African American students was 37.4 points in 2008 and 30 points in 2010.

• In Science our gap between White and African American students was 51 points in 2009 and 20.8 points in 2010.

• Our total gap between White and African American students dropped from 43.1 points in 2008 to 24.6 points in 2010.

• The stated goal in our SIP is to reduce our gap below 20 points. To do this, we have used our tutoring and classroom strategies, such as QAR, to realize significant improvement. We intend to use our classical roots program and focus on experiential learning to enhance vocabulary and comprehension.

How is the school addressing the specialized needs of EC and LEP students?

EC students throughout the school are participating in an Orton Gillingham multi-sensory reading program, "Reading Foundations." Students in the 5th grade are in a co-taught literacy, and have participated in an inclusion co-taught workshop for three years. Co-teaching in math is also being used, with small group re-teaching when needed. Students use hands-on learning with manipulatives to develop number sense and math reasoning skills. Assessments such as DIBELS, Running Records, Qualitative Reading Inventories, formatives, and other informal classroom assessments are used to determine students progress, needs and develop instruction. Our staff makes instructional changes and accommodations when needed to meet the individual needs of students in the classroom. We have 12 LEP students who are served by an itinerant ESL teacher while using our EC and regular education resources to supplement academic needs.

How does the school use student performance data to take and adjust actions to improve student achievement?

• Our staff uses DIBELS, Running Records, mini assessments, Formatives, EOG history, Curriculum Associates assessments, Wordly Wise, Study Island, teacher made tests, Imagine It assessments and STAR Reader to diagnose students’ academic needs. This data is used to determine individual and whole class tutoring needs through volunteers, students from Queens University and after school teacher instruction. We also review longitudinal information to determine participants in mentoring and counseling for academic success. We have introduced curriculum based measurement to monitor progress of struggling students.

• We follow our data through our intervention team process and intensive reading progress monitoring. Teachers give tutors and volunteers specific tasks to address particular needs for individual students.

• In keeping with the Graduation Goals of Strategic Plan 2014 and the School Improvement Plan of Myers Park Traditional School, the Aim High club was established during the 2009 -2010 school year. The Aim High club provides a variety of experiences to increase student motivation, resilience and prepare students to graduate with their co-hort.

Components of the program include:

Service learning,

Academic monitoring

Motivation

Mentoring

Resilience training

Future planning/goal setting

How does your school allocate available resources to improve student learning and achievement? We are fortunate to have a very supportive PTA. We allocate significant funds for supplemental materials at each grade level determined by the teachers. These include Latin Roots, Stars and Cars (Curriculum Associates), Focus (Curriculum Associates), Understanding Main Idea and Details (Curriculum Associates), Cause and Effect (Curriculum Associates, Number Sense (Curriculum Associates), Wordly Wise (2nd through 5th

grade) Imagine It workbooks, Scholastic News, Time for Kids, Ridgewood Grammar, Zane Blozer Cursive Handwriting, Super Science, Dynamath, Words are Wonderful, NC Math and Reading Books, Figure it Out, Passwords (Science Vocabulary), North Carolina Reading and Math Standards, and Storyworks. These resources come to over a $40,0000 investment. We provide substantial funds for our Specials classes. The district provides Letterbooks for kindergarten as part of our Traditional Kindergarten curriculum. We are currently following a plan for promethean smart board installation and fund chess instruction for K-2. We use our extended day funds to pay teachers to tutor classes after school. We also encourage teachers to participate in ongoing professional development that they can bring back to the school through supplemental funding. We fund a year-long cultural arts program and are able to encourage non-required grade level field trips related to curriculum.

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

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• We have a number of strategies from QAR , which focuses on identifying the different type of questions found in a reading passage enhancing the opportunity for a correct answer, to parent outreach.

• We continue to fall short of our gap goal but have almost halved where we were only two years ago. • Our adjustments to the school grouping strategy, reducing the number of ability levels, have coincided

with our improvement, although implementation has been uneven. • We saw significant improvement in third grade EOG results as teachers incorporated meaningful

changes through focusing on formative test mastery developing groups accordingly. The third grade teachers also had a teaching assistant dedicated solely to their grade level who focused almost entirely on instruction.

• We also follow grade level minutes to monitor progress and strategies to address student mastery levels.

• We conduct monthly vertical teaming with topics determined by the teachers. How is alignment with the NCSCOS ensured?

• Teachers plan on a weekly basis with administration meeting periodically to check for progress. Our improvement in formatives and EOGs provide an indication that we are on the right track here.

• We are implementing three data days for each grade level to diagnose and prescribe classroom strategies. Based on formative and classroom assessment results.

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

• We have a full offering of specials classes where students take, Art, Music, Media, Technology and Physical Education once per week. • We encourage field trips, differentiation and provide numerous experiences outside the classroom

which allow opportunities for numerous learning styles. • We have also enhanced our relationship with Elizabeth Traditional elementary School to provide

greater opportunities to learn and implement innovative teaching strategies. • Our work with Queens University includes a creek study with our third grade and a summer reading

program using one on one work between graduate students and targeted students. • We have three cultural arts performances per year, Renaissance Learning (AR) two Chess clubs,

Girls on the Run, Let Them Run, Mad Science, Odyssey of the Mind, our Science Fair. Lacrosse and Science Olympiad. We have added Math Olympiad and a golf program that focuses on character building.

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

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• Our test results, value added comparisons, level of collaboration including ongoing vertical teaming and parent survey results provide ample evidence of our staff quality.

• Our staff shows an inordinate willingness to collaborate through our monthly vertical teaming and our annual summer EOG review.

• Annually we have significant numbers of participants in our PDS workshops with Queens along with participation in advanced degree programs.

• Our teachers play a significant role in our intervention team process and follow through effectively. • 34 % of our staff have graduate degrees, 9% are national board certified, and the average tenure

for our staff is over 10 years. Which are the strongest features of teaching and learning and why? The energy demonstrated, the ongoing growth and improvement for tests, the general nurture of students and the enthusiasm for learning are all strengths. The staff at MPTS consistently takes on tasks necessary for improvement. What aspects of teaching and learning most need improvement and what action is being taken? Differentiation is an ongoing project. We are making progress applying learning centers and addressing the individual needs of students. How do teachers assess students’ achievement of learning objectives and adjust instruction with assessment information? Our teachers use numerous assessment strategies provided by teachers, CMS and North Carolina. We use mini assessments, formatives, progress monitoring, data reviews, scaffolding according to student needs, ongoing intervention data and intensive reading.

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

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

All surveys are consistently positive. Continued improvement in test results demonstrate an understanding of student needs and the different tasks necessary for results.

Over the past three years initiatives have included implementation of PLC practices particularly through vertical teaming, strategic use of data to enhance student performance, fostering staff initiatives, promoting teacher leadership within teams, and formal recognition as a Professional Development School with Queens University. Which are the strongest aspects and why? Our administrative staff aspires to be approachable, visible and accountable to parents. We work to consistently identify and promote a school vision that is consistent and focused on student learning. What most needs improvement and what action is being taken? We are working to improve our visibility and discipline consistency. Our work to establish a consistent manners and etiquette program is meant to enhance student resilience and self discipline.

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

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School Self-Evaluation: High quality (4) X Undeveloped (1) How do you know? This is a positive place. Parents are happy to have their children here. Our student, parent and teacher surveys speak well of our overall environment, staff and curricular focus. Our waitlist has been over 350 prospective students the last two years and all of our indicators show that we are focusing on student development effectively. The increased availability of technology (i.e. smart boards, computers, visual media) has helped us expand our reach to students with limited experiences. Our test results and high growth provide evidence of positive results with students. Which are the strongest aspects and why? In November 2009, the MPTS SLT met with the Elizabeth Traditional School SLT to identify core characteristics for traditional schools. This group identified four basic tenets: 1. Rigorous curriculum with a 6-week grading period to focus on academic achievement 2. Required parent participation. 3. Structured/disciplined atmosphere supported by parents/teachers/students 4.Strong emphasis on citizenship with focus on civic responsibility, character education, manners and etiquette. The school community consistently demonstrates a value of routine, parent involvement, dedicated staff and low staff/student turnover. Our parent involvement as demonstrated with our strong PTA resources, our SLT participation and significant volunteer participation play a significant role in our success. What most needs improvement and what action is being taken? We continue to strive to reach more students more effectively. We are constantly working to improve our technology offerings.

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

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School Self-Evaluation: High quality (4) X Undeveloped (1) How do you know? We have a strong PTA with numerous volunteers and significant financial support. An engaged SLT. Positive family surveys and support for school in the community indicate the value of our work with the school community. Our partnership with Queens University has been reinforced through our Professional Development School designation. Annually all grade levels participate in our community outreach program, called MPTS Cares. This is carried out through classroom and grade level outreach projects. Our PTA partners with teachers to identify projects that teach children the value of service. We collaborate with the Christmas Project Partnership to support needy families during the holidays, some of our parents have formed a group called Moms in Touch which serves families in need and we have worked closely with a a Child’s Place as well. Which are the strongest features of communication between home/school about the school’s work and about each student’s achievement? Why? We use Connect-Ed phone messaging, Parent Assist, email and website posts to frequently communicate with our school community. We also work with homeroom volunteers and teachers to make sure that parents with limited technological access are informed about school activities. What most needs improvement and what action is being taken? We are constantly working to improve the diversity of parent participation to match our student diversity What aspects of the school’s work to involve parents/guardians and the community in the life of the school work best? Why? We have discovered that our parent information nights get better attendance when we host them at school. We attempted to go out in the community for two years with mixed results. We had over 100 parents participate in 2009-10 with the meeting at school. We also have holiday concerts, a culminating event aligned with our book fair and seasonal carnivals to enhance our sense of community. What needs improvement and what action is being taken? We would like more diversity in our parent leadership. We have increased our opportunities for parent contact through our Parent Nights along with our Aim High project targeting students and their families to begin thinking about preparation for college.

7. What other information, if any, do you feel it would be important for the reviewers to know prior to

the review? (For example: principal recently appointed previous month)

scchhooooll o eiimmp prrovv emmeenntt pllaann … improvement plans... · 2012-11-28 · cms school...

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