School Improvement Plan - Charlotte-Mecklenburg Schoolsschools.cms.k12.nc.us/collinswoodMS/Documents/Collins... · 2016-11-14 · School Improvement Plan 2016-2017 School Improvement

School Improvement Plan

2016-2017

School Improvement Plans remain in effect for two years, but a School Leadership Team may amend as often as necessary or appropriate.

Draft Due: October 3, 2016 Final Copy Due: October 18, 2016

2016-2017 Collinswood School Improvement Plan Report

Collinswood Language Academy Contact Information

School: Collinswood Language Academy Courier Number: 344

Address: 4000 Applegate Rd. Phone Number: 980-343-5820

Charlotte, NC 28209 Fax Number: 980-343-5850

Learning Community East Learning Community School Website: http://schools.cms.k12.nc.us/collinswoodMS/Pages/Default.aspx

Principal: Jennifer Pearsall

Learning Community Superintendent: Nancy Brightwell

http://schools.cms.k12.nc.us/collinswoodMS/Pages/Default.aspx





Collinswood Language Academy School Improvement Team Membership From GS §115C-105.27: “The principal of each school, representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants assigned to the school building, and parents of children enrolled in the school shall constitute a school improvement team to develop a school improvement plan to improve student performance. Representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants shall be elected by their respective groups by secret ballot....Parents serving on school improvement teams shall reflect the racial and socioeconomic composition of the students enrolled in that school and shall not be members of the building-level staff.”

Committee Position Name Email Address Date

Elected Principal Jennifer Pearsall [email protected] 9/2015

Assistant Principal Representative Jack McIver [email protected] 9/2014

Teacher Representative Valerie Glenn [email protected] 10/2016

Teacher Representative Kristen McGuirk [email protected] 10/2016

Teacher Representative Adrienne P’Simer [email protected] 10/2016

Teacher Representative Jaqueline Saavedra [email protected] 10/2016

Inst. Support Representative Jen LiBrizzi [email protected] 9/2014

Teacher Assistant Representative Irma Burggraaf [email protected] 9/2014

Parent Representative Becca Kucera [email protected] 9/2014

Parent Representative Michelle Smolowitz [email protected] 9/2016

Parent Representative Sean Canty [email protected] 9/2015

Parent Representative Karen Sanders [email protected] 9/2014


Parent Representative Kerry Richman-Conners 10/2016

Parent Representative Rich Robles [email protected] 10/2016

Vision Statement

District: CMS provides all students the best education available anywhere, preparing every child to lead a rich and productive life.

School: Collinswood Language Academy students receive content instruction within a dual language program by a highly qualified staff that equips students with the academic and cultural skills to be successful in the global community.

Mission Statement

District: The mission of CMS is to maximize academic achievement by every student in every school.

School: The mission of Collinswood Language Academy is to provide each student with rigorous coursework in two languages to teach them the 21st century skills necessary to think critically in order for the students to become bilingual and biliterate in English and Spanish.


Collinswood Language Academy Shared Beliefs

Learning

● Meaningful and active student learning is the number #1 priority for the staff of Collinswood. ● All students can learn when a variety of effective instructional approaches, special services and appropriate resources are used

to support individual learning styles. ● Authentic assessment through a variety of means allows students to demonstrate mastery of essential knowledge and skills and

enables teachers to adjust instruction to meet the needs of students. ● Learning a second language leads to the acquisition of critical thinking skills and cultural appreciation. ● Rigorous and relevant instruction is needed to prepare students for the 21st century.

High Expectations

● Continuous improvement through ongoing professional development and high expectations of staff and students increases school performance.

● Students need to be actively involved in real-world solving problems, producing quality work, and applying their knowledge in new contexts.

Cultural Appreciation

● Diversity is valued and promoted at Collinswood as staff and students share their own cultural backgrounds and languages as well as unique gifts and needs.

● Exposure to diversity enhances the students’ acceptance of individual differences as well as their appreciation of diverse cultures.

Community

● Teachers, administrators, parents, and the community share the responsibility for advancing the school’s mission and helping to develop productive citizens.


Character

● A student’s character is enhanced by positive relationships, use of proper etiquette, conflict resolution strategies, and mutual respect between students and staff.

Collinswood Language Academy SMART Goals

-Provide a duty-free lunch period for every teacher on a daily basis.

-Provide duty-free instructional planning time for every teacher under G.S. 115C-105.27 and -301.1, with the goal of proving an average of at least five hours of planning time per week, to the maximum extent that the safety and proper supervision of students may allow during regular student contact hours.

-Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and harassing behaviors.

-By June 2017, 3rd-8th grade reading GLP and CCR will increase by 5% respectively as measured by EOG test (from 75.4% to 80% and 62.2% to 67% respectively) -By June 2017, 3rd-8th grade math GLP and CCR will increase by 5% respectively as measured by EOG test (from 68.7% to 74%% and 61.4% to 66% respectively) -Grow from 0.0 to 0.8 on the Reading EOG (3-8) as measured by the EVAAS growth system.


-Grow from -3.8 to 0.0 on the Math EOG (3-8) as measured by the EVAAS growth system.

Reading 3-8 Grade Level Proficiency-GLP (Achievement Levels 3, 4, 5)-Three Year Trend Data

2013-14 2014-15 2015-16 Overall (3-8) 78.6 76.5 75.4 Grade 3 78.6 71.7 75.9 Grade 4 57.9 74.4 65.5 Grade 5 81.5 61.8 73.3 Grade 6 76.6 86.2 73.2 Grade 7 89.5 76.4 85.9 Grade 8 93.8 91.7 82.2

Reading College and Career Ready Proficiency-CCR (Achievement Levels 4, 5) -Three Year Trend Data



Math 3-8 Grade Level Proficiency (Achievement Levels 3, 4, 5)-Three Year Trend Data


Math-College and Career Ready Proficiency (Achievement Levels 4 & 5) –Three Year Trend Data



2013-14 2014-15 2015-16 Performance Composite CCR

71.4 67.9 65.9

Performance Composite GLP

81.3 78.8 75.5

Growth Status Exceeded Met (-1.89) Not Met (-3.43)

AMO Targets Met 100% 97.6% 100%

School Grade-Overall N/A Achievement: 79 Growth: 70.5 Performance: 77 Grade: B

Achievement: 76 Growth: 62.8 Performance: 73 Grade: B

School Grade-Reading N/A Achievement: 77 Growth: 81.1 Performance: 77 Grade: B

Achievement: 75 Growth: 80 Performance: 76 Grade: B

School Grade-Math N/A Achievement: 76 Growth: 59.0 Performance: 73 Grade: B

Achievement: 69 Growth: 55.8 Performance: 66 Grade: C


Collinswood Language Academy Profile

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

Student Demographic Data

Currently, 764 students are enrolled at Collinswood. Our school is rich with a culturally diverse student population comprised of 61.5% Hispanic, 15.7% African-American, 19.5% White and 3.0% Other. Ninety-seven students, 12.7% of our children, are speakers of a first language that is not English and are identified as Limited English Proficient (LEP). Seventy-nine students (10.3%) currently qualify for services by EC Resource Teachers and/or the Speech Clinician. Seventy-two (9.4%) are identified as gifted and receive instruction from the Talent Development teacher through the Catalyst Model. Staff Demographic Data

The entire staff at Collinswood works as an efficient, flexible team to provide quality instruction for all students. Staff members originate from the United States and many Spanish-speaking countries, including Spain, Argentina, Bolivia, Chile, Colombia, Costa Rica, Cuba, Dominican Republic, Ecuador, Venezuela, Mexico, Panama, El Salvador, Peru, Venezuela, Mexico and Puerto Rico.


Seven hundred and sixty-four students are currently enrolled for the 2016-17 school year in grades K-8 with 12 primary classes, 12 intermediate classes and 12 middle school classes. Seven teacher assistants support the instructional program. The support staff at Collinswood includes: two full-time music, media, two PE teachers, one and a half art teachers, two counselors, school nurse, TD teacher, 3 EC Resource teachers, one EC assistant, two literacy facilitators, two full-time ESL teachers, Magnet Lead teacher, Biliteracy facilitator, assistant principal, and a principal. The speech-language clinician and school psychologist are shared with other schools. We have one part-time school resource officer. Teacher Qualifications

Collinswood Language Academy has thirty-five classroom teachers and a total of twenty other licensed staff. Four teachers have less than three years’ experience, while the remaining licensed staff has been educators for three years or more. Thirty-four percent of the staff currently holds advanced degrees. Four staff members are Nationally Board Certified Teachers. School Programs and Schedules

Collinswood Language Academy is a Dual Language Program where students become bilingual and biliterate. Through the use of best instructional practices, students at Collinswood are taught both the Common Core State Standards and Essential Standards curriculum. Students at the K level are taught 90% of the day in Spanish and 10% of the day in English utilizing the Reader’s Workshop Model. Students in grades 1-8 receive instruction 50% Spanish instruction in math, social studies, and Lectura (Spanish literacy). The other 50% of the day is instructed in English for reading, writing,


and science. By the time students exit Collinswood, they are proficient in reading, writing, speaking and listening in both Spanish and English.

We work together within a Professional Learning Community (PLC) to continue our effective implementation of the Reader’s Workshop Model, EC Inclusive Practices, and our Bully Prevention Program. Teacher Assistants and Support Staff have flexible schedules to support instruction. As a component of our MTSS model, we have included Tier 1 and Tier 2 PLC Grade Level Discussions to address student needs.

Awards and Partnerships

● Local, State, and National Awards- Excelente Award, National Magnet Schools of America School of Excellence, VIF School of the Year, Magnet School of America Merit Award- School of Excellence, North Carolina Honor School of Excellence, International Spanish Academies School of the Year Award and Global Schools Network.

● Grants Received- Arts Teach, NC Donor’s Choose, AT&T, Time Warner, Target Corporation, Clorox Brighter Future, Jimmie Johnson Foundation, Office Depot Racing, Cam Newton Foundation, Lowe’s Toolbox for Education, Charlotte Hornets and Belk Innovation Lab.

● Community Involvement- Numerous artist residencies in special areas, Participation in off-campus events (musicals, art exhibitions, and dance performances), Martin Luther King, Jr. Contest, Young Author’s Contest, La Noticia , El Progreso Hispano, NC Dance Theatre, Charlotte Mecklenburg Fire Department, Bank of America

● Partnership-Queens University, Compare Foods, and South Mecklenburg H.S.

● Recognition- Featured in October 2014 edition of Education Week, Host various educators from across the country yearly as a model site for two-way dual language immersion schools.


Strategic Plan 2018: For a Better Tomorrow

Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready Four focus areas:

I. College- and career-readiness II. Academic growth/high academic achievement III. Access to rigor IV. Closing achievement gaps

Goal 2: Recruit, develop, retain and reward a premier workforce Five focus areas:

I. Proactive recruitment II. Individualized professional development III. Retention/quality appraisals IV. Multiple career pathways V. Leadership development

Goal 3: Cultivate partnerships with families, businesses, faith-based groups and community organizations to provide a sustainable system of support and care for each child Three focus areas:

I. Family engagement

Goal 4: Promote a system-wide culture of safety, high engagement, cultural competency and customer service Five focus areas:

I. Physical safety II. Social and emotional health


II. Communication and outreach III. Partnership development

III. High engagement IV. Cultural competency V. Customer service

Goal 5: Optimize district performance and accountability by strengthening data use, processes and systems Four focus areas:

I. Effective and efficient processes and systems II. Strategic use of district resources III. Data integrity and use IV. School performance improvement

Goal 6: Inspire and nurture learning, creativity, innovation and entrepreneurship through technology and strategic school redesign

Four focus areas: I. Learning everywhere, all the time

II. Innovation and entrepreneurship III. Strategic school redesign IV. Innovative new schools


SMART Goal (1): Duty Free Lunch for Teachers

Provide a duty-free lunch period for every teacher on a daily basis.

Strategic Plan Goal: Recruit, develop, and retain a premier workforce. Strategic Plan Focus Area:

Retention

Data Used: Staff Survey Data, District Survey Data, Pre-Conference and Post-Conference Data

Strategies (determined by what data) ● Task ● Task ● Task (PD)

Point Person (title)

Evidence of Success (Student Impact)

Funding (estimated cost / source)

Personnel Involved

Timeline (Start—End) ● Interim

Dates

1.Continue to hire a lunch room monitor to supervise students at lunch

Jack McIver, Assistant Principal

Administer staff surveys each semester to obtain relevant feedback from stakeholders

N/A Principal, AP

09/2016- 6/2017 11/16 02/17

2.Create a duty schedule for teacher assistants and support staff to cover the cafeteria.


Schedule for coverage N/A Teacher assistants, counselors, parent advocate

Monthly check-in


SMART Goal (2): Duty Free Instructional Planning Time

Provide duty-free instructional planning time for every teacher under G.S. 115C-105.27 and -301.1, with the goal of proving an average of at least five hours of planning time per week, to the maximum extent that the safety and proper supervision of students may allow during regular student contact hours.

Strategic Plan Goal: Recruit, develop, and retain a premier workforce.

Strategic Plan Focus Area: Retention

Data Used: Staff Survey Data, District Survey Data, Pre-Conference and Post-Conference Data





Personnel Involved


Dates

1.Create a master schedule that provides teachers with 45 minutes of duty free instructional planning time on a six-day “specials” rotation schedule (Elementary)

Jen LiBrizzi-3-5 Facilitator

Administer staff surveys each semester to obtain relevant feedback from stakeholders

N/A Admin./T.A./ Special area teachers

9/16-6/17

● 11/16 ● 2/17

2. Provide coverage to elementary teachers one morning a week from 8:30-9:15 (during morning arrival) to provide an additional 45 minutes of planning.


NC Teacher Working Conditions Survey CMS Insight Survey Feedback during post conferences

N/A Administration Support Staff

10/16-6/17 ● 11/16 ● 2/17


3. Middle School teachers receive one instructional block daily (55 minutes) of planning during electives


CMS Teacher Survey Feedback during post conferences

N/A Administration Support Staff

10/16-6/17 ● 11/16 ● 2/17


SMART Goal (3): Anti-Bullying / Character Education

Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and harassing behaviors.

Strategic Plan Goal: Promote a system-wide culture of safety, high engagement, customer service, and cultural competence

Strategic Plan Focus rea: Physical Safety, Social and Emotional Health

Data Used: Student Survey Data, Staff Survey Data, Referral Data, Student Discipline Data, Intervention Team Data





Personnel Involved


Dates

1. Bully Liaison / Bully-prevention •Establish Collaborative Student Support Services Team (CSSST) Partner with Welcoming Schools to provide training for staff

Burgess and Malveaux (counselors); Stephanie Fleming (psychologist)

Monitor and track reports and incidents of bullying; Referrals(counselor) Committee Meeting Agendas/Minutes

N/A All Staff 9/16-6/17 •10/16 •3/17 -12/16 -1/13/17 -3/1/17

2-Develop a PBIS Behavior Management System • Develop PAWS incentive program • Train teachers on PAWS/Character/Etiquette Rules

Burgess and Malveaux (counselors); Administrators-

Committee meeting minutes; Meetings agendas Morning News Program Classroom Walkthroughs and Observations

N/A All Staff 9/16-6/17 •10/16 •4/17


• Facilitate Friendship Meetings • Facilitate Bi-weekly Class Meetings • Facilitate PAW Power Club Winners

Jennifer Pearsall and Jack McIver

Staff Meetings

3. Healthy Active Child 30 min. • Implement a school-wide recess policy and expectations for participation (K-8) as per State regulation. Elementary:150 min/week, Middle School: 225 min/week. Addresses issues such as obesity, cardiovascular disease, and type 2 diabetes • Create equitable recess schedule • Provide recess equipment

Classroom Teachers Jen LiBrizzi (3-5) teachers PE teachers-Dawn Brooks and Erick Casteneda

Master Schedule Grade Level Meetings (agendas, minutes) Staff Meetings

N/A All Staff 9/16-6/17 •11/16

4. School Health Team • Implement a Wellness Program for students and staff

PE teachers-Dawn Brooks and Erick Casteneda

Post-Conferences, Staff Meetings, Staff Surveys PE class data/observation

N/A All Staff 9/16-6/17 -11/16


The 90-Day Plan serves as a road map that provides clarity to specific priorities and actions that are most important during the next 90 days. The plan will help ensure the focus of all stakeholders toward an aligned understanding of the implementation and progress of our school’s continuous improvement initiative.

PURPOSE OF THE CONTINUOUS IMPROVEMENT INITIATIVE:

Articulate in a few sentences what you hope to achieve by participating in the continuous improvement initiative.

The mission of Collinswood Language Academy is to provide each student with rigorous coursework in two languages to teach them the 21st century skills necessary to think critically in order for the students to become bilingual and biliterate in English and Spanish

GOAL SETTING: Along with a Literacy goal, identify a math or science goal for the school year. If your school would like to identify goals in all three subject areas and/or school culture those sections are included.

GOAL SETTING :

Goals 2015-2016 RESULTS 2016-2017 GOALS GOAL INDICATORS (METRIC TO INDICATE PROGRESS)

5 (Literacy) By June 2017, 3rd-8th grade reading GLP and CCR will increase by 5% respectively as measured by EOG test

62.2% CCR

75.4% GLP

67% CCR

80% GLP

Level 3, 4 or 5 on the NC End of Grade Test


6 By June 2017, 3rd-8th grade math GLP and CCR will increase by 5% respectively as measured by the EOG test.

61.4% CCR

68.7% GLP

66% CCR

74% GLP

Level 3, 4 or 5 on the NC End of Grade Test

7

By June 2017, 3rd-8th grade growth as measured by EVAAS on the Reading EOG will increase from 0.0 to 0.8.

0.0 0.8 EVAAS

8 By June 2017, 3rd-8th grade growth as measured by EVAAS on the Math EOG will increase by from -3.8 to 0.0.

-3.8 0.0 EVAAS

Principal Commitment: My signature indicates that this plan provides focus and urgency to move the continuous improvement initiative forward – and that a school team participated in the development of the plan and support its direction. My signature also indicates a commitment to ambitiously pursue the articulated goals, addressing priorities, and monitoring progress. Finally, my signature confirms that this plan is a living document and that adjustments will likely be needed based on ongoing data and lessons learned. ______________________________________________________________ ___________________________________________ Principal Signature Date


Learning Community Superintendent Commitment: My signature indicates that this plan has been reviewed and the content of the plan is aligned with the needs of the school. My signature confirms a commitment to support the school in the implementation of this plan, while also holding the school’s leader accountable for its implementation. ______________________________________________________________ ___________________________________________ Learning Community Superintendent Signature Date


90-Day Action Plan – Priority #1

Continuous Improvement Initiative Focus Area (Big Rock): Implementation of the Instructional Planning Approach (IPA)

School’s Priority: (Given the goals identified, what problem needs to be addressed to achieve these goals?) Improve the ways teachers plan and execute core instruction through collaborative planning as per the IPA model.

School Leader Responsible:

Jennifer Pearsall

Desired Outcome: (What will be different if you are successful in addressing this priority?) Teachers’ participation in collaborative planning sessions using the tenets of the IPA model will result in an increase in student achievement.

Root Cause(s) to Address Hypothesis of Priority: (What do you believe is at the heart of this problem? What evidence do you have to support this hypothesis?) In the past, lesson planning was driven by pacing guides and activities done previously. Although teachers were compliant with administering and reviewing assessment data, there was inconsistency between data application and instructional practices.

ACTIONS Critical Action to Address Root Cause & Achieve Desired Outcome (Focus

on teacher practice and systems & processes) Person

Completing Action Timeline Resources Needed / Source

Train PLC instructional leaders, admin team and instructional support team on the Instructional Planning Approach.

Kelly Cunningham Danielle Miller

10-11-2016 Sub funding/Coverage for PLC instructional leaders

Establish meeting protocols/norms for the PLC Instructional leaders, instructional support team and administration to meet regularly with grade level teams to begin faithful implementation of the Instructional Planning Approach.

Administrative Team, Instructional Support Team, PLC

10-17-2016 to 12-18-2016

Coverage, Time to meet, Agenda Template to focus outcome-based, collaborative conversations IPA Model Template


Instructional Leads

Publish a schedule of weekly grade level planning sessions along with expectations for

members of the instructional support team and administration to participate. PLC Leads, Instructional Support Team

10-17-2016 Schedule

Invite CMS support specialists (Math and Literacy) to participate in grade level and

department planning with teachers, support staff, and the administration. McIver

10-13-2016 to 12-21-2016

Office of Academics, McIver, Nicolette Grant

Collaborate with middle school staff to create a planning schedule which would allow

for common planning by content area across grade levels. Pearsall

McIver

Deluca

10-7-2016

10-27-2016

Master Schedule

Develop and implement coverage system to allow middle school teachers at 6th, 7th and 8th to collaboratively plan.

McIver

Deluca

10-27-2016 Coverage schedule

Develop and implement coverage system to allow elementary teachers collaborative planning time before school.

McIver 10-27-2016 Coverage schedule

Implement differentiated professional development focused on improving core instruction. Three strands/tiers (Novice, Proficient, and Experienced) will be created to support the needs of teachers in the specific areas of: Assessment and Data Analysis, Unpacking/Alignment of Standards, and Differentiation of Instruction.

McIver LiBrizzi

10-17-2016 to 12-21-2016

PD Schedule PD Resources

Design ILT Academic Conversation PD to coincide with the Guiding Principles of Dual Language Education and address planning and implementation to address speaking and listening standards across two languages.. Collaborate on PD delivery with Center of Applied Linguistics (CAL) Staff.

LiBrizzi CAL Duran

10-12-16 to 12-21-16

PD Schedule PD Course Resources

Design a peer observation/ team learning walk schedule that allows teachers to observe and provide feedback on lesson components outlined in IPA expectations and rehearsed during differentiated professional development. Bring learning walk/peer observation back to professional development meetings for discussion.

McIver 10-12-16 to 12-21-16

Learning walk/peer observation schedule


PROGRESS INDICATORS Indicator Date Evidence to Determine Progress Toward Achieving Desired Outcome Potential Adjustments

End of Nov.

2016

Training Completed and protocols in place during planning meetings

Teachers need to own the protocols and may

adjust over time. Tenets of IPA will drive

meetings (agenda, norms).

Oct-Nov. ILT/Admin will review and give feedback on shared lesson plans via Google Docs to observe the incorporation of differentiation and alignment/unpacking of standards.

Create a system/schedule of direct coaching based on data gained walkthroughs, observations, and lesson plan analysis

Oct-Dec Admin will conduct walkthrough observations using a specific protocol to target teacher’s use of differentiation and alignment/unpacking of standards

Feedback given during face to face debriefs and via walkthrough form/template

Oct-Dec ILT/Admin will review and give feedback on shared lesson plans via Google Docs to observe the incorporation of language standards and tenets of Academic Conversations PD.

Create a system/schedule of direct coaching based on data gained walkthroughs, observations, and lesson plan analysis

12-2016 Cycle, MAP, and formative assessments reviewed and data disaggregated. Instructional next steps discussed during Day 1 PLC meetings.

Modifications/adjustments to instruction

made during PLC planning


Collinswood Language Academy Mastery Grading Procedures Plan – Required for All Schools

Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready.

Strategic Plan Focus Area: Academic growth/high academic achievement Data Used:





Personnel Involved


Dates

1. Common assessments ● At minimum, 4 common formal assessments are given and are aligned to content standards. ● Teachers will use School Net and Achieving the Core for common assessments ● Assessment components will be broken down by objective ● PLC leaders will facilitate weekly meetings that focus on concepts of backward design and data analysis ● PLC common assessments uploaded to Google

3-5 Facilitator-LiBrizzi K-3 Spanish Facilitator-Duran PD Facilitator-Deluca

Improved student performance of all common assessments through effective PLC planning and collaboration (Quarterly Planning/Data Dives) Vertical Teams

N/A Teachers Instructional Support Team Administration

8/16-6/17 ●10/16 ●12/16 ●2/17 ●4/17


Docs ● Academic Facilitators review and monitor PLC common assessments PLC pacing calendars for lesson design and assessments on Google Docs

2. Data disaggregation ● PD provided to aid PLC in analyzing data ● School Net/Achieving the Core data of student mastery is compiled and discussed in grade level department meetings. ● Students will analyze data to improve performance and set goals ● Assessment data is analyzed to determine effectiveness of assessment questions ● Data used to group and differentiate instruction to meet individual student needs. ● Teachers will communicate with parents regarding skills that are not mastered

3-5 Facilitator-LiBrizzi K-3 Spanish Facilitator-Duran AP-McIver Principal-Pearsall

Data used to plan for differentiated instruction. Common assessment data trackers demonstrate greater mastery among student population. Assessment quality will be continuously improved. Student data analysis will empower students to take ownership of their learning Student data tiers/leveled groups (Data Dives/Quarterly Planning) Teachers will consider EVAAS effectiveness data

N/A Teachers Instructional Support Team Administration

8/16-6/17 ●10/16 ●12/16 ●2/17 ●4/17


● Data Trackers will be uploaded to Google Docs ● EVAAS data is used for teacher reflection and planning

to intentionally focus on the various student levels and make necessary adjustments to their instruction

3. Flexible grouping ● Remediation and extension period built into school day and to be driven by data results. ● Strategic scheduling based on EOG test scores by academic facilitators for Foundations classes ● Use School Net data to group students according to ability. Grade level teams create instruction to match each group’s specific needs. Incorporate this targeted instruction during remediation and extension period. ● Utilize Leveled Literacy Interventions for targeted support

Instructional Support Facilitators- Jen LiBrizzi Marta Duran Mariana Deluca Karen Donaldson Administrators- Jack McIver Jennifer Pearsall Facilitators EC Teachers

Remediation instruction much more targeted and strategic to increase overall mastery. Students who have demonstrated mastery will be provided with strategic, rigorous, and meaningful learning opportunities.

N/ Teachers Instructional Support Team Administration

8/16-6/17 ●10/16 ●12/16 ●2/17 ●4/17

4. Late and make-up work School Grading Policy- ● A student who misses homework or other assignments

Instructional Support Facilitators- Jen LiBrizzi

Greater student accountability to make-up work

N/A Teachers Instructional Support Team

8/16-6/17 ●10/16 ●12/16 ●2/17


or due dates because of absences, whether excused or unexcused, must be allowed to make up work. ● It is the student’s responsibility to make arrangements for completing the work within five school days of the student’s return. ● A teacher may choose to provide extended time for a student to complete missing assignments. ● Students should be encouraged to attend tutoring with their teachers following an absence to ensure students get the academic support they need to stay current in their studies. ● If the student was present in the class on the due date, the work may be given less credit.

Marta Duran Mariana Deluca Karen Donaldson Administrators- Jack McIver Jennifer Pearsall

An understanding among all staff, students, and parents regarding CMS and school grading expectations

Administration

●4/17


Collinswood Language Academy - 600 Waiver Requests

Request for Waiver

1. Insert the waivers you are requesting

● Maximum Teaching Load and Maximum Class Size (grades 4-12) [required for all schools with grades 4-12]

2. Please identify the law, regulation or policy from which you are seeking an exemption.

● 115C-301 (c and d) Maximum Teaching Load and Maximum Class Size [required for all schools with grades 4-12]

3. Please state how the waiver will be used.

● Class size will be adjusted to address student individual instructional needs through flexible grouping of students in the most effective utilization of teaching teams. Maximum teaching load will be used to allow teachers in specific areas of the curriculum to teach students designated for specific skill needs and to address the large number of students requesting elective classes.

4. Please state how the waiver will promote achievement of performance goals.

● This waiver will allow more flexibility in grouping students to meet their abilities and needs and thus should enhance their achievement on the performance goals.


Approval of Plan Committee Position Name Signature Date

Principal Jennifer Pearsall

Assistant Principal Representative Jack McIver

Teacher Representative Marta Duran

Teacher Representative Adrienne P’Simer

Teacher Representative Valerie Glenn

Inst. Support Representative Jen LiBrizzi

Teacher Assistant Representative Irma Burggraaf

Parent Representative Becca Kucera

Parent Representative Michelle Smolowitz

Parent Representative Sean Canty

Parent Representative Karen Sanders

Parent Representative Jen Rothacker

Parent Representative Rich Robles