CMSS S HSCCHOOO OLL E TIIMMPPRROVVEEMMENNT … · 2010. 12. 16. · CMS School Improvement Plan 2010-12 Berewick Elementary 2010-11 3 . ASSESSMENT DATA SNAPSHOT EOG Reading Math Science

CCMMSS SSCCHHOOOOLL IIMMPPRROOVVEEMMEENNTT PPLLAANN RREEPPOORRTT

School:

Berewick Elementay

Principal:

Cheryl R. Turner

Title I Specialist:

N/A

Address:

5910 Dixie River Road

Charlotte, NC 28212

Courier Number:

369

Phone:

980-344-1010

Learning Community:

Southwest

Area Superintendent: Kit Rea

CMS School Improvement Plan 2010-12 Berewick Elementary 2010-11

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BELIEFS

• All children can learn. • Children learn best when they are actively engaged in a safe and caring

environment. An environment that values diversity, risk-taking, and collaboration.

• All children deserve a quality education in which individual needs are met, exceeded, and supported through each child’s learning intelligence.

• Modeling, teaching, and applying character traits help develop well-rounded students, staff, and parents.

• Open communication between staff, students, and parents foster connections critical to the overall success of all students.

• A positive school culture embraces the joy of continuous learning and celebrates successes.

• Team work creates a successful environment.

MISSION STATEMENT

District: Maximize academic achievement by every student in every school. School: Our mission at Berewick Elementary School is to provide students with the skills and exploratory experiences that will enable them to take responsibility for their learning while reaching their fullest potential as independent thinkers. By working collaboratively with parents, students, and our community we will diversify the curriculum and provide a safe and positive environment that fosters open mindedness, character, creativity, and individuality.

VISION

The vision of the Berewick Elementary School Family is to have each student achieve his or her greatest potential and build a solid foundation for future success.

OUTCOMES OF FOCUS

Based upon analysis of data and Self Evaluation, our focus will be upon the following outcomes: • Increase the student growth at least 0.05 in reading, math, science and writing, as measured by the EOG test • Establish business partnerships with at least five businesses • Establish volunteer base for assistance in the school and office


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ASSESSMENT DATA SNAPSHOT

EOG Reading Math Science

08-09 09-10 10-11 (target)

08-09

09-10 10-11 (target)

09-10 10-11 (target)

ABC Prof

AYP Prof Growth ABC

Prof

AYP

Prof Growth ABC

Prof Growth ABC Prof

AYP Prof Growth ABC

Prof AYP Prof Growth ABC

Prof Growth

ABC Prof

ABC Prof

All N/A N/A N/A 75.1 Met .0650 N/A N/A N/A 88.9 Met .1860 64.3 AA N/A N/A N/A 71.9 Met .0790 N/A N/A N/A 85.2 Met .0630 63.4 Asian N/A N/A N/A 71.4 Met -.0910 N/A N/A N/A 95.2 Met .3640 80.0 H N/A N/A N/A 72.6 Met .1140 N/A N/A N/A 88.7 Met .3330 50.0 W N/A N/A N/A 87.2 Met 0.000 N/A N/A N/A 92.3 Met .0670 58.3 AI N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A MR N/A N/A N/A 80.8 Met .0710 N/A N/A N/A 96.2 Met .3570 90.0 LEP N/A N/A N/A 57.1 Met .1500 N/A N/A N/A 88.1 Met .4000 37.5 SWD N/A N/A N/A 17.9 Met .1430 N/A N/A N/A 41.4 Met 0.000 30.8 ED N/A N/A N/A N/A Met .0700 N/A N/A N/A N/A Met .1930 N/A

SCHOOL PROFILE

This narrative should include a description of student and staff demographics, recent achievement, and staff qualifications. Berewick Elementary School opened August 2009 to relieve over crowding at Steele Creek Elementary and Berryhill Elementary Schools. The school serves approximately 600 students in grades K-5. Berewick has a very diverse population. Of those 600 students, 44.8% are African American, 20.9% are White, 8.6% are Asian, 23.5% are Hispanic, and 2.2% are Multi-Racial. Berewick has 57.6% of the students on Free/Reduced Lunch. 6.3% of the students are Exceptional and 1.5% are Gifted. Berewick has13.6% students that are LEP. There are 54% males and 46% females. Berewick teachers are all highly qualified as defined by No Child Left Behind Act. The staff at Berewick consists of 62% certified staff members with advanced degrees.14% of the staff is National Board Certified. 54% of the staff has 4+ years teaching experience.


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On the North Carolina End-of-Grade Test in May 2010, 88.92% of our students showed proficiency in mathematics. 75.1% of the students showed proficiency in reading. No other information is available since we are a still a relatively new school and other assessments were used as baseline data. Berewick has established an active PTA and School Leadership Team. They are focused on working with the staff to ensure high academic standards and successes for all children. Our mission is to build a solid foundation…one student at time.


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School-Based Management and Accountability Program Summary of School-Based Waiver Requests for 2010-2012

LEA: Charlotte-Mecklenburg Schools LEA code: 600 School Codes

Request for Waivers

369– Berewick Elementary

1. Maximum Teaching Load and Maximum Class Size (grades 4-5) 2. 115C-301 (c and d) Maximum Teaching Load and Maximum Class Size 3. Class size will be adjusted to address student individual instructional needs through flexible grouping and departmentalization of students in the most effective utilization of grade level PLC’s. Maximum teaching load will be used to allow teachers with specific areas of strength to teach students based on those strengths and the specific needs of individual students. 4. This waiver will allow for Resource Inclusion in reading and math and flexibility in

grouping students to meet their abilities and needs and thus should enhance their achievement on the End of Grade Testing.

Outcome (1):

Increase average growth in reading by at least .05 as measured by the EOG test in grades 3-5.

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 • Task • Task

Point Person (title/name)

Evidence of Success Leadership Standard* • Responsibilities

Prof. Dev. Focus • Participants • Funding

Source

Parental Involvement

• Activity • Funding

Timeline End Date • ck date • ck date

Process Outcome

Example: 1. Differentiate instruction for each subgroup

• Include differentiation strategies in lesson plans

Academic Facil/Smith

Dept Planning Agenda, Lesson Plans

SQR 3.1, 3.2 – “Teaching is high quality, well paced and challenging for all students." Walk-throughs

Instructional (2) • Monitor • Evaluate

Differentiation • Faculty • PDC

Supply Material • None • PTSA

6-10-11 • 11-3-10 • 1-24-11 • 4-4-11

1. Differentiate instruction for reading levels • Implementation of flexible grouping • Catalyst support during planning and instruction • Inclusion support during planning and instruction • Duty free lunch utilized by use of lunch monitors

Principal Turner/ Assistant Principal Smith & Literacy Facilitator Becker

Team Planning, notes and student work samples

Assessment documentation Classroom Observations

Strategic (1) • Input

Reading/Writing & Training • Faculty • On Site

06-10-11 • 11-3-10 • 1-05-11 • 3-2-11

2. Monitor at-risk students, targeted sub-groups, and low-achieving students and provide extra tutoring

• Extended Day Tutorials • Peer-Buddies • Big Brother Big Sister • Mystery Readers


Team Planning, Intervention Team


Strategic (1) • Input • Monitor


06-10-11 • 11-3-10 • 1-05-11 • 3-2-11

3. Continuous data analysis and instructional monitoring

• Create data committee • Collection of data (common assessments) • Continuous follow-up • Monthly PLC • Utilize Smart Boards/Technology


PLC

Continuous assessments

Instructional (2) • Input

Data In service Training • Faculty • On Site

06-10-11 • 11-3-10 • 1-05-11 • 3-2-11

CMS School Improvement Plan 2008-11 <School>

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4. Implement Intensive Reading • Instruction in comprehension, fluency and

word work daily AR (K-5)

• Monitor individual goal


PLC Continuous assessments

Instructional (2) • Input

Data In service Training • Faculty • On Site

06-8-11 • 11-3-10 • 1-05-11 • 3-2-11

5. Incentives • AR Awards • Kid Share- Students share writing on BES news

and newsletter May Pre-EOG activities (parent workshop, pep rally) • Coordination of staff • Community support/donations • Facility management • Workshop material


Workshop agenda, pep rally program

Summary meetings Managerial (5) Affirmation

06-8-11 • 11-3-10 • 1-05-11 • 5-6-11


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Outcome (2):

Increase average growth in math by at least .05 as measured by the EOG test in grades 3-5.






Source




Process Outcome

1. Plan for co-teaching opportunities that provide differentiated instruction for each subgroup

• Utilize thinking maps • Implement inclusion practices • Utilize SIOP strategies as a means of

promoting growth for LEP students • Duty free lunch utilized by use of lunch

monitors

Principal Turner/ Assistant Principal Smith & Math Facilitator Fullington

Team Planning, notes and student work samples


Strategic (1) • Input


06-8-11 • 11-3-10 • 1-05-11 • 3-2-11

2. Foster higher level thinking skills

• Utilize Higher level questioning • Utilize Math Olympiad strategies • Utilize Investigation strategies • Utilize Catalyst model strategies • Utilize problem solving activities (Math

Superstars, Problem Solver)


Team Planning, Intervention Team


Instructional Leadership (2) • Intellectual Stimulation • Knowledge of C & I


06-8-11 • 11-3-10 • 1-05-11 • 3-2-11

3. Analyze assessment data to determine and identify individual student needs

• Implement intensive math groups, flexible grouping based on data

• Implement inclusion practices to support EC & TD students

• Utilize SIOP strategies to meet needs of LEP students

• Utilize Smart Boards/Technology


PLC

Continuous assessments

Instructional Leadership (2) • Knowledge of C & I

Formative Data Analysis • Faculty • On Site

06-8-11 • 11-3-10 • 1-05-11 • 3-2-11


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Outcome (3):

Establish community and parent connections to improve students’ academic skills, health, and social skills as evidenced by our volunteer logs.






Source



Timeline End Date • ck date • ck date Process Outcome

1. Develop a plan to ensure high levels of parent participation in school sponsored activities.

• Efficiently and consistently utilize methods of

mass communication to reach all parents; e-mail, Connect-Ed, website, newsletters, telephone calls

• Create bilingual parent communications • Encourage staff & parents to have 100%

PTA membership

Principal/ Turner/ Assistant Principal Smith & PTA President

Administrators, PTA agenda minutes

Increased participation in PTA and school sponsored activities

External Development Leadership (6) • Outreach

06-8-11 • 11-3-10 • 1-05-11 • 3-2-11

2. Develop a plan to encourage and establish partnerships with five businesses.

• Invite potential partners to school activities • Partner with Charlotte Amateur Astronomers

to host Star Party (9/30) • Mad Science Camp (6 weeks) • Parent survey (identify parent relationships

with community businesses) • Berewick community builders

Principal/ Turner/ Assistant Principal Smith/PTA President & Parks & Rec

Committee agenda/minutes

Establish partnerships with community & businesses

External Development Leadership (6) • Outreach

06-8-11 • 11-3-10 • 1-05-11 • 3-2-11

3. Hands On Learning Nights

• Curriculum Night (9/2), • Math & Science Night • Literacy Night

Principal/ Turner/ Assistant Principal Smith/Math Facilitator

Parent attendance

Observation External Development Leadership (6) • Outreach

06-8-11 • 11-3-10 • 1-05-11 • 3-2-11


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Fullington & Literacy Facilitator Becker

4. Parent University/Berewick

• Study Skills (9/15) • Media and Your Child • Study Island (10/13)

Principal/ Turner/ Assistant Principal Smith/Math Facilitator Fullington & Literacy Facilitator Becker

Parent attendance


06-8-11 • 11-3-10 • 1-05-11 • 3-2-11

5. School Website

• Web site links to PTA & SLT • Teacher’s Websites • Photo Gallery • Park and Rec’s Link

Principal/ Turner/ Assistant Principal Smith/ Webmaster Jackson

Period web site checks


06-8-11 • 11-3-10 • 1-05-11 • 3-2-11

6. Healthy-Active Kids • Each teacher will “Plan” structure structured

with the P.E Teacher classes’s activity on a daily

• Open gym for students before and after school hours

• PA with structured activities such as jumping rope; walk and spell drills, marching and moving arms up/down plus have numerous physical activities planned for “ Rain Days”

• Incorporate Character Education classes and monthly activities, the Counselor will teach students the importance of having “ Respect” for their bodies by exercising regularly, eating healthy, engaging in safe out door and indoor sports activities i.e., football, soccer, track, tennis etc.

• Character Education Trait of the Month, televised during the morning news, will follow students’ rigorous physical activities by demonstrating the trait of “Responsibility” in a variety of ways including taking care of their personal health.

• Utilize books, websites and other resources • Incorporate health curriculum

Principal/ Turner/ Assistant Principal Smith/Banas/Nurse Powell/ Counselor Hurst

Staff Observation External Development Leadership (6) • Outreach

06-8-11 • 11-3-10 • 1-05-11 • 3-2-11


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• Hold bi-weekly school health committee meetings

7.Increase the Graduation Rate • Establish mentor program • Math March Madness • Assemblies tied to college prep • Career Day • Research focused on various career paths • Mystery Readers • College Day –current college students visit

classrooms • Reading Buddies

Principal/ Turner/ Assistant Principal Smith

Staff Observation External Development Leadership (6) • Outreach

06-8-11 • 11-3-10 • 1-05-11 • 3-2-11


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Bullying Prevention Outcome:

95% of Berewick students/parents will feel safe at school as measured by 2010-2011 Student & Parent Survey

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. School leadership training • School leadership is aware of CMS’s

district-wide plan, provided w/ the Safety and Respect for All BP manual, and provided with train-the-trainer materials.

Principal Turner, AP Smith, BP Liaison Hurst

School leadership will be prepared to lead BP efforts at their school.


Principal and AP will receive on-line training. Liaisons will attend a group training.

Between 8/18 to 9/30

2. School staff training • School leadership will provide

information to all teachers and support staff selected by principal regarding the district-wide program, school efforts and BP awareness.


School staff will have an understanding of school’s BP efforts and expectations.

All school staff


3. Establish a BP taskforce • A taskforce is created to assist in the

implementation and communication of BP efforts. The following stakeholders should be included: School administrator; BP liaison; parent(s), student(s); counselor, teacher(s), other as indicated by principal.


A taskforce representing all stakeholders establishes clear objectives as indicated by Safety and Respect for All district plan.

Pamela Guthridge Teacher Paulette Hurst, Liaison Pamela Lipford, TA Jeannie Pawlicki, Teacher Pamela Pompey, Psychologist Betty Sardo, TA Jessica Thomas, Parent Joyce Fullington, Parent 5th Grade Students

BP liaisons will be provided with information on how to work with taskforce to promote and implement BP Plan.


4. Review/Share policy of expectations and processes with students and parents

Teachers BP Taskforce

Parents and students will have an understanding of expectations and BP efforts and discipline management at the school.

Teachers Teachers will share information with parents at open house. BP Taskforce will share information with parents and students at PTA meetings and with



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students on closed circuit TV or assembly.

5. Administer on-line BP Survey • Survey will provide immediate

information of school climate regarding bullying, type of bullying, and places where bullying is taking place so that school staff is aware of hot-spots and issues in school.

BP Taskforce A diverse sample (10%) of 7th and 9th grade students provides immediate information to BP Taskforce regarding bullying at school to inform BP efforts.

BP Liaison Hurst Between 9/29 to 10/8

6. Initiate school-wide Bullying Prevention Month Activities

• This is a national event that will help establish school culture and set tone for rest of year.

BP Taskforce Activities during this month will promote student integration, a culture of respect and awareness of the impact of bullying.

BP Liaison Hurst www.pacer.org/bullying/index.asp

10/1 to 10/31

7. Submit this form with final SIP plan • Copy of this form should be submitted to

[email protected]. Please include the name of your school.


BP SIP form is filled out with the names of all the stakeholders and information requested.

Principal Turner, AP Smith

Please indicate here whether you are using the Safety and Respect for All manual, or describe what plan/strategy you are going to use.

10/29

8. First semester Bullying-Prevention activities begin with Mix-It Up Day

• Mix-It up day is a national event to promote better relationships across all segments of the student population (and staff).

BP Taskforce School environment is greatly improved when students have established at least some basic knowledge and communication with someone from a different background.

BP Liaison Hurst www.mixitup.org

11/09

9. Second semester bullying-prevention activities begin

• Bullying activity and discipline issues tend to increase during the last semester of school. It is important to reconnect with stakeholders and sustain BP efforts.

BP Taskforce Discipline referrals related to bullying and school environment continues to improve. BP Liaisons meet to compare best practices and support.

BP Liaison Hurst 1/26/11

http://www.pacer.org/bullying/index.asp�

http://www.pacer.org/bullying/index.asp�

mailto:[email protected]�

http://www.mixitup.org/�


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10. Completion of bullying-prevention activities for 2010-2011

Principal Turner & BP Taskforce

Schools will report on how effective BP efforts were through on-line survey and group gathering.


5/27/11


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CCMMSS SSCCHHOOOOLL IIMMPPRROOVVEEMMEENNTT SSUUBB--PPLLAANN

School:

Berewick Elementary

Principal:

Cheryl R. Turner

DEPARTMENT:

Science

Chairperson:

Temika Smith ____

Department Members:

Joyce Fullington

Jennifer Jackson

Cecelia Massey

Emily Hunsucker

Shantel Deas____


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Jamie Alongi


* 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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Outcome 1: Increase achievement for K-5 science students by .05 as measured by common assessments

.

PLC SMART Goal: Participate in weekly hands on science experiments related to each grade level curriculum facilitated by K-5 Science Lab Teacher to achieve at least .05 student growth.



Evidence of Success • Formative Measures • Student work

Prof. Dev. Focus • Participants




Lang Arts Teacher/Smith

• On formatives 70% of all students perform at par for all subgroups.

Differentiation • Faculty • Administration

6-10-11 • 11-3-10 • 1-24-11 • 4-4-11

1. • Attend In-services for Discovery Ed • Use data to plan, drive, and adjust

instruction to meet the needs of all students. • Use CMS Lesson Plan Form • Plan effectively utilizing differentiated

instruction • Promote critical thinking skills • Utilize Smart Board Technology • Support STEM Imitative

Administration Facilitators Classroom Teachers

Curriculum Alignment Weekly Planning/ In-service Lesson Plans Formative Assessments Teacher Made Mini –Assessments Common Assessments DIBELS & EOG’s Running Records

Discovery Ed Training Elementary Science Alliance Meetings Modeling PLC

06-10-11 • 11-15-10 • 1-14-11 • 3-15-11



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Outcome 2 : Increase achievement for K-5 writing students by .05 as measured by common assessments

.

PLC SMART Goal:

Utilize science, math and writing journals related to each grade level curriculum facilitated by classroom teachers to achieve at least .05 student growth.











6-10-11 • 11-3-10 • 1-24-11 • 4-4-11

1. • Attend In-services for Reading and Writing • Use data to plan, drive, and adjust

instruction to meet the needs of all students. • Use CMS Lesson Plan Format • Plan effectively utilizing differentiate

instruction. • Integrate Lucy Calkins writing program to

enhance instruction, and maintain Writing folders.

• Use journal to improve comprehension by conferencing with each student


Curriculum Alignment Weekly Planning/ In-service Lesson Plans Formative Assessments Teacher Made Mini –Assessments Common Assessments DIBELS & EOG’s Running Records

Modeling

PLC Writing Across the Curriculum, State and District training

06-10-11 • 11-15-10 • 1-14-11 • 3-15-11



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Outcome 3 : Increase achievement for K-5 reading students by .05 as measured by common assessments

.

PLC SMART Goal:

Utilize AR reading program facilitated by classroom teachers to show at least .05 student growth.











6-10-11 • 11-3-10 • 1-24-11 • 4-4-11

• Attend In-services for Reading and Math • Use data to plan, drive, and adjust

instruction to meet the needs of all students. • Use CMS Lesson Plan Form • Plan effectively utilizing differentiated

instruction. • Use AR program to improve comprehension

by conferencing with each student • Integrate Lucy Calkins writing program to

enhance instruction, and maintain Writing folders.

• Utilize the information the literacy brings back from district meetings.


Curriculum Alignment, Weekly Planning/ In-service Lesson Plans AR Scores

Teacher Made Assessments, Quarterly Assessments, DIBELS

06-10-11 • 11-15-10 • 1-14-11 • 3-15-11



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Charlotte-Mecklenburg School Quality Review School Self-Evaluation Form

Name of principal: Cheryl R. Turner

Name of school: Berewick Elementary

School Profile School name and number: Berewick Elementary #369 School address: 5910 Dixie River Road Charlotte, N.C. 28278 School telephone number: 980 344-1010

#

%

Grades: K-5 (27) 100% Number of students enrolled: 603 100%

Number of general education students: 556 92.2% Number of EC students: 47 7.8%

Number of LEP students: 82 13.6% Principal suspensions: 4 .24%

Superintendent suspensions: 0 Percentage of students eligible for Free or Reduced-Price

Lunch: 369 57.66%

Ethnic make-up of the students (by percentage): African American 270 44.8% White 126 20.9% Asian 52 8.6% Hispanic



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142 23.5% American Indian

0 0 Multi-Racial 13 2.2%



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A. What is distinctive about your school?

Upon reflecting on Berewick Elementary, there are three unique characteristics that come to mind: the diversity of the student body, the implementation of Response to Instruction, and the illustration of the saying, “Do whatever it takes.” First, the diversity of the student body is so awesome to see at Berewick because the idea of a truly diverse school in Charlotte Mecklenburg Schools is hard to come by. Our population is diverse in socioeconomic status, student achievement levels, and ethnicity. Our job as educators is to prepare students for the 21st century. At Berewick, we accomplish that in several unique ways. First, we expose students to a true representation of society-diversity. Second, when considering our implementation of RTI, it is important to look at the research-based interventions utilized, the use of data, and the scheduling. As we began benchmark testing in the fall of 2009, we realized that our students were in need of intensive support in the area of reading. As a result, we implemented a reading lab, which serves kindergarten through fifth grade students. Each grade level has a 45-minute time slot in the reading lab, where the students receive research-based interventions. The reading lab is divided into three areas: comprehension, fluency, and word work. In addition, students who need more intense interventions also receive interventions at a separate 45-minute time slot within the school day. In terms of data, we have created a school-wide spreadsheet of data on our public drive that is utilized by all staff members in order to keep the data in the forefront of our decision-making process. Third, the whole concept of doing whatever it takes manifests itself across many areas at Berewick. This was seen in the implementation of RTI when we took it upon ourselves to research the latest reading interventions, buy the materials, enlist parent volunteers to make materials for us, create our own assessments to get a better gauge on student learning, create a school-wide data recording system, etc. We were not going to take no for an answer in terms of helping our students learn how to read. Another way this motto has manifested itself is through a wide range of enrichment, and extra-curricular activities add greatly to students’ learning experience and general enjoyment of school. Opportunities for social studies, science, visual arts, music, and physical education are integrated well after school into the learning program.

B How effective is your school overall?

4 3 2 1



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

How do you know? Academics: We met high growth in math in the 2009-10 school year, as measured by the North Carolina End of Grade tests in grades 3-5. We made expected growth in reading in the 2009-10 school year, as measured by the North Carolina End of Grade tests in grades 3-4. We met AYP in all areas in the 2009-10 school year. We had a 30% gain in percentage of students who made kindergarten Dibels benchmarks from the beginning of the year to the end of the year in the 2009-10 school year. In grades 1-3, every single grade increased the average words a student read per minute by at least 20 words from the beginning of the year to the end of the year in the 2009-10 school year. In grades K-4, the students showed growth as measured by their CMS reading comprehension test from the beginning of the year to the end of the year in the 2009-10 school year. Our final push in the spring with grades 3-5, in reading, proved to be very successful as we compare the percent of students who passed the reading EOG with the first administration to the retest. We had a 9.7% gain with our re-teaching and regrouping after the first administration.

Parental Involvement: PTA, SLT, volunteer log, parent surveys

School Climate: staff surveys, student surveys, parent surveys

What are its notable strengths? Math: High growth achieved.

Reading: - Growth seen in students’ fluency as portrayed through Dibels scores as well as the increase in average words read per minute in grades 1-3. - Expected growth seen in reading in grades 3-4. Professional Development : Offered to the staff by the literacy and math facilitator each month to address areas of need.

Joint Planning: Planning between core subject area teachers and our art, technology, music and media personnel. Our special area teachers assist in the classrooms on a daily basis and are also integrating their work with that of all grades.



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Extracurricular activities: We provide a wide variety of opportunities for students to get involved which include: Right Moves for Youth basketball and cheerleading, Girls on the Run, Chess, Math Olympiad, etc.

What are its main areas for improvement? Reading Achievement: One major area is fifth grade. Fifth grade had the lowest scores in both areas of reading and math, and did not make expected growth in reading. As a result, we have departmentalized fifth grade, and ability grouped the students. The EC teacher, the math facilitator, and the literacy facilitator are pushing in to provide reading and math interventions on a daily basis. The fourth graders from last year had the highest scores out of grades 3-5, so the main focus will be on moving those students. Another major area of focus is increasing growth in reading achievement in grades 3-5. We did not make high growth in any areas, and did not make expected growth in fifth grade. In order to address this need, the literacy facilitator is pushing in to each grade level (3-5) daily during reading workshop. She is pushing in to a classroom to support the teacher, as well as provide interventions for those students who are two years behind in reading. The interventions provided in the reading lab have also been revised to focus more closely on vocabulary and comprehension.

Focus on all students: An area for school improvement is to work with helping our staff make that shift in thinking from the perspective of not only being accountable for the students listed on their roster, to being accountable for all the students on their grade level first and then on to all of the students in our building. We also can grow in the area of student achievement by focusing on utilizing strengths from the “whole child” perspective and incorporating them in their areas of weakness.

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? We met high growth in math in the 2009-10 school year, as measured by the North Carolina End of Grade tests in grades 3-5. We made expected growth in reading in the 2009-10 school year, as measured by the North Carolina End of Grade tests in grades 3-4. We met AYP in all areas in the 2009-10 school year. We had



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a 30% gain in percentage of students who made kindergarten Dibels benchmarks from the beginning of the year to the end of the year in the 2009-10 school year. In grades 1-3, every single grade increased the average words a student read per minute by at least 20 words from the beginning of the year to the end of the year in the 2009-10 school year. In grades K-4, the students showed growth as measured by their CMS reading comprehension test from the beginning of the year to the end of the year in the 2009-10 school year. Our final push in the spring with grades 3-5, in reading, proved to be very successful as we compare the percent of students who passed the reading EOG with the first administration to the retest. We had a 9.7% gain with our re-teaching and regrouping after the first administration.

In which subjects and grades do students do best, and why? K Reading: The team leader worked in the reading lab last year and was able to collaborate with the team regarding reading interventions. Also, the literacy facilitator has kindergarten background.

1st Reading: Implementation of reading workshop model with fidelity, successful grade level PLC where student achievement and interventions were discussed constantly, and one team member has a master’s degree in reading and shared new reading strategies with the team.

Math: Our school’s data shows that our students do best in math. It is reflected in our K-5 End of Year achievement levels and in our End of Grade data. Math is the universal language that connects to all core subjects. It’s a hands-on approach to a fun way of learning. Our students are learning math through experiences where they can manipulate and make the learning their own. Research shows these experiences will deepen students’ level of understanding in which retainment becomes greater. Our math curriculum is set up as a spiraling review. Skills are taught by teachers and consistently revisited at a higher level each time, thus, giving students the flexibility to grow in the same areas at different rates.

In which subjects and grades is improvement needed, and what action is being taken? Our school’s data shows that our students need to improve in reading and science. Reading K-5: With the increase in AYP proficiency target for the 2010-11 school year, we must remain focused on improving reading K-5. This is evidenced through the following: implementation of RTI, one teacher from each grade level is a part of the reading team and will work daily in the reading lab, receive 10



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hours of reading PD concerning comprehension from the literacy facilitator, monthly reassessment of student reading and tiered intervention groups, school-wide spreadsheet on public drive of reading data to be monitored by all staff members. Science K-5: Our master schedule this year reflects a block of time where science is being taught every day in grades K-5. Also implemented was a school-wide Science Lab with a science teacher who provides K-5 students with at least one science inquiry lab per week. Is there evidence of disparities in student achievement by subgroups? If so, what action is being taken? LEP achievement is the lowest across all subgroups in grades 3-5 reading. The ESL teachers will do a lot less pullout this year. The ESL teachers worked with the literacy facilitator on scheduling so that students would not miss reading interventions for ESL. The ESL teachers will work to do more push in.

How is the school addressing the specialized needs of EC and LEP students? There is a commitment to inclusion that results in every member of the school community being valued as an individual in an atmosphere of mutual respect and trust. This is being done through our Character Education program, Classroom Meetings, and collaboration between our EC/LEP teachers and the classroom teacher. How does the school use student performance data to take and adjust actions to improve student achievement? Teachers use Beginning of the Year Baseline assessments and pre and post tests data to drive their classroom instruction. Students are flexibly grouped according to where they are on their learning continuum. Data is discussed during weekly team planning meetings so that teachers and support staff have a clear focus on the needs of individual students. Lesson plans are then written and/or adjusted to meet the needs of all students based on weekly assessment data. District-wide initiatives such as “Study Island” and “Discovery Education” give teachers the opportunity to track students, support individual progress, compare differences between outcomes for different teaching groups and support the promotion of strategies for students deemed to be at risk. Similarly, parents can access the information at home.



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How does your school allocate available resources to improve student learning and achievement?

We have a reading teacher who provides reading interventions in the reading lab daily for grades K-5. We have a math facilitator who provides support to grades K-5 in the areas of reading and math. We use input from teachers as well as facilitators to purchase academic resources for the teachers. We have the facilitators provide professional developments to our staff in order to conserve funds. Some examples of materials purchased include: Renaissance Learning, supplemental math books, guided reading texts for K-1, EOG Preparatory books for 3-5 in both reading and math, daily oral language books for second grade, etc.

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? The intervention team, as well as classroom teachers, use reading interventions from a list created by the literacy facilitator in the summer of 2010 which only includes research-based interventions that are available for free at Berewick. The format reading lab is created and interventions are provided there based on the research from Beverly Tyner. The literacy facilitator provides professional development to the staff based on the latest research in reading so that they can implement the strategies within their own classrooms. Teachers post lesson plans weekly, and they are reviewed with feedback provided by both the reading and the math facilitators. The literacy and math facilitators monitor classroom instruction regularly and provide feedback to teachers as well as the administrative team.

How is alignment with the NCSCOS ensured? Alignment: Lesson plans must have the Standard Course of Study objective posted for every lesson. Lessons are checked by both facilitators weekly.

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



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Students have both reading and math workshop time in their classrooms where they work in engaging centers to reinforce skills as well as working with the teacher to go back and receive more support and/or extension opportunities as needed. Students are given the opportunity to read and work on their own individual reading level during daily reading workshop time. Each grade level plans and executes field trips which align with the Standard Course of Study in order to provide students with real life experiences. The school hosts a variety of events to promote academic achievement which include: Math/Literacy Night, Starry Night, Read Across America Day, Career Day, etc.

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? The administrative team monitors classroom instruction by checking posted lesson plans weekly, attending planning sessions, informal and formal classroom observations. Which are the strongest features of teaching and learning and why? The Professional Learning Community is one of the strongest features to teaching and learning. The teacher collaborates to share ideas, strategies and best teaching practices. They analyze data and use the data to plan the instructional program. What aspects of teaching and learning most need improvement and what action is being taken? As a school, we need to continue to learn that the students belong to all of us instead of just my class or the grade level. We are looking at ways to increase ownership and trust amongst the grade levels and across the school. How do teachers assess students’ achievement of learning objectives and adjust instruction with assessment information?



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In reading and math, we have universal screeners which we use three times per year. Along with the universal screeners, we have the CMS tests and common assessments. Each month, teachers are asked to look at all of their student data, and to decide what the students need and how much and what kind of support. This decision is made by the teacher along with the other teachers on the team and the literacy and math facilitators. That way the groups remain flexible and are adjusted as a result of student data each month. Teachers use their data to create reading and math groups. This data is also used when providing Tier II and III reading interventions. The reading intervention teachers use the data to plan for their instruction as well.

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? The staff, students and parents were surveyed regarding our first year and we received good ratings in the areas of leadership and management. Which are the strongest aspects and why? The administrative team that has been assembled is strong in the area of curriculum and does an excellent job in monitoring the instructional program. The team also provides staff with support for the teachers. What most needs improvement and what action is being taken? Improvement needs to be made in continuing to set high expectations for staff and communicating these expectations to them. Staff meetings, weekly bulletins, email, etc., are used to communicate with staff on a regular basis.

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

4 3 2 1



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School Self-Evaluation: High quality (4) X Undeveloped (1) How do you know? The staff works together to plan and collaborate on lessons to make sure goals and objectives are being met. We started implementing Professional Learning Communities last school year and we are continuing with implementation this year. Which are the strongest aspects and why?

• Continuation of professional learning communities to promote teamwork and collegiality among the staff

• Lesson Plans are done using an online system so that all staff can access plans to integrate in all areas of the curriculum

What most needs improvement and what action is being taken? Improvement of staff morale - implementation of positive reward system for staff where staff is recognized at staff meetings, on the morning news, newsletters, etc.

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? Steps have been taken for our staff to contact at least 5 different parents on a monthly basis. This will help lay the foundation for strengthening our home and school connection. Our teachers are highly encouraged to make positive contacts, as well as contacts associated with areas of concern. Our school has formed relationships and reached out to many organizations for their support and help in making Berewick Elementary a great place to learn. We have partnered with organizations such as Queens University, Charlotte Astronomers, Mecklenburg Parks and Recreation, The Bee Ladies, Discovery Place, Charlotte Bobcats, Jason’s Deli, Olive Garden, City Tavern, Chick-Fil-A, Firehouse Sub Shop, Steele Creek Presbyterian Church, and DR Horton Homes. Our SLT works closely with the administrative team to implement ideas that are aligned with our school’s



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vision. Our PTA works diligently on a daily basis to support our school by hosting book fairs, arts events and field trips that will enhance curriculum learning and the culture of our school.

Which are the strongest features of communication between home/school about the school’s work and about each student’s achievement? Why? Our school does a great job hosting End of the Quarter Awards Programs where parents are highly encouraged to attend. Our staff also sends home congratulatory notes when students have gone above and beyond in any area of our school curriculum. Connect Ed calls are sent to our parents as a reminder or to share insight on what’s happening in our building. Classroom Newsletters, as well as our school newsletters, are sent home to parents on a monthly basis outlining classroom curriculum and upcoming events. Our school marquee is changed frequently to promote and inform the community of our school wide events. What most needs improvement and what action is being taken? We needed a school-wide system for communicating to our parents their child’s weekly progress along with our school’s latest happenings. This year each child receives a Thursday folder with pertinent weekly progress information and PTA information sent home by all classroom teachers to better help our parents stay informed. What aspects of the school’s work to involve parents/guardians and the community in the life of the school work best? Why? Parent nights such as Math and Science Night, Literacy Night, Parent University Nights, School Carnival, School Dances, and our Right Moves For Youth Club bring a lot of parent support. These events are designed to help our parents be involved in their child’s school setting in a nonthreatening way. What needs improvement and what action is being taken? The school communicates very well with parents, but this communication is not always reciprocated, as a significant number of parents work long hours and are unable to attend meetings or events where they can



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get another opportunity to talk to staff. While 100% participation would be awesome, it would be great if at least 90% of our parents could attend at least one after-school function. Our school has begun to help improve parental participation by making personal phone calls and/or sending notes to our Berewick parents encouraging them to take part in our school’s action.

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)

Berewick opened in August 2009. Staff was selected from a variety of schools all over Charlotte-Mecklenburg. There were some certified teachers that were placed due to the reduction in staff by the school system.



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Documents

CMSS S HSCCHOOO OLL E TIIMMPPRROVVEEMMENNT … · 2010. 12. 16. · CMS School Improvement Plan 2010-12 Berewick Elementary 2010-11 3 . ASSESSMENT DATA SNAPSHOT EOG Reading Math Science