CMSS SSCHHOOOOLL IMMPPRROOVVEEMMEENNTT O …

CMS School Improvement Plan 2010-12

Ballantyne Elementary School 2011-12

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

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CCMMSS SSCCHHOOOOLL IIMMPPRROOVVEEMMEENNTT PPLLAANN RREEPPOORRTT

School: Ballantyne Elementary School

Principal: Sharon Damarè

Title I Specialist: n/a

Address: 15425 Scholastic Drive

Charlotte, NC 28277

Courier Number: 437

Phone: 980-343-0413

Learning Zone: Southwest

Zone Superintendent: Kit Rea




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BELIEFS

Teachers, parents, and the community share the responsibility for the support and advancement of the school’s mission.

Students learn best in a safe and orderly learning environment where individual learning styles are supported through differentiation of instruction.

Student diversity and talent should be valued, nurtured, and celebrated.

Students learn best when actively engaged in authentic tasks that develop higher order thinking.

Positive relationships and mutual respect among students, staff, and parents create an effective learning environment.

All school staff work as a team, are knowledgeable educators, are committed to the success of all children, and actively seek professional development opportunities.

Character education integrated into the daily curriculum enhances student pride in themselves and in our school.

MISSION STATEMENT

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

School: Promoting character and creating lifelong learners, one child at a time.

VISION

District: CMS provides all students the best

education available anywhere,

preparing every child to lead a rich

and productive life.

School: Preparing every child to excel in a

global society.

SMART GOALS

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

At least 80% of staff surveyed will indicate that they have increased their knowledge and understanding of the world by developing 21st century

skills and creating a learning environment conducive to global learning.

To increase the number of students scoring at level IV in reading and math by 5% across all subgroups as measured by end of grade assessments.

To achieve high growth in reading as a school, as measured by end of grade assessments.

At least 85% of fifth grade students will score at level III in science as measured by end of grade assessments.




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ASSESSMENT DATA SNAPSHOT

Ballantyne Elementary - 600437

2008-2009

School Year 2009-2010

School Year 2010-2011

School Year

Subject Demographic Subgroup

% Prof.

% Met Exp. Growth

Avg. Growth

High Growth Ratio

% Prof.

% Met Exp. Growth

Avg. Growth

High Growth Ratio

% Prof.

% Met Exp. Growth

Avg. Growth

High Growth Ratio

Grade 03 Reading Grade Total 87.6 61.5 0.097 1.6 89.7 85.7

Grade 03 Math Grade Total 90.5 64.6 0.186 1.8 97.4 95.5

Grade 03 Total Grade Total 89.1 63.0 0.141 1.7 93.6 90.6

Grade 04 Reading Grade Total 92.4 56.6 0.084 1.3 85.0 37.6 -0.139 0.6 95.0 65.0 0.172 1.9

Grade 04 Math Grade Total 94.1 61.6 0.142 1.6 93.3 66.7 0.247 2.0 95.8 68.0 0.195 2.1

Grade 04 Total Grade Total 93.2 59.1 0.113 1.4 89.2 52.2 0.055 1.1 95.4 66.5 0.183 2.0

Grade 05 Reading Grade Total 87.7 70.7 0.267 2.4 90.2 55.1 0.097 1.2 88.1 63.4 0.150 1.7

Grade 05 Math Grade Total 93.8 63.8 0.153 1.8 91.9 72.0 0.259 2.6 93.2 73.5 0.333 2.8

Grade 05 Science Grade Total 84.0 87.0 90.7

Grade 05 Total Grade Total 88.5 67.2 0.210 2.1 89.7 63.6 0.178 1.7 90.7 68.5 0.242 2.2

Reading Total Total 89.4 61.7 0.131 1.6 88.3 46.6 -0.018 0.9 89.5 64.2 0.161 1.8

Math Total Total 92.7 63.2 0.161 1.7 94.2 69.4 0.253 2.3 94.9 70.7 0.263 2.4

Science Total Total 84.0 87.0 90.7

EOG Total Total 90.3 62.5 0.146 1.7 90.6 58.0 0.118 1.4 92.0 67.5 0.212 2.1

School Composite Total 90.3 62.5 0.146 1.7 90.6 58.0 0.118 1.4 92.0 67.5 0.212 2.1




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Ballantyne Elementary - 600437

School Composite

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

Subgroup Perf. Composite

Avg. Growth

AYP Reading

AYP Math

Grad. Rate

Perf. Composite

Avg. Growth

AYP Reading

AYP Math

Grad. Rate

Perf. Composite

Avg. Growth

AYP Reading

AYP Math

Grad. Rate

Perf. Composite

Avg. Growth

AYP Reading

AYP Math

Grad. Rate

African-American 69.7 0.064 Insuf

Data

Insuf Data

~ 73.8 0.037 Met Met ~ 79.0 0.212 Met Met ~

Asian 97.6 0.215 Insuf Data

Insuf Data

~ 92.0 0.168 Met Met ~ 96.1 0.238 Met Met ~

Hispanic 88.9 0.165 Insuf Data

Insuf Data

~ 91.8 0.027 Insuf Data

Insuf Data ~ 88.1 0.090 Insuf

Data Insuf Data ~

Multi-Racial 90.9 0.233 Insuf

Data

Insuf Data

~ 95.7 0.030 Insuf Data


Data Insuf Data ~

Native American 100.0 0.393 Insuf

Data

Insuf Data

~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~

White 93.5 0.140 Met Met ~ 93.9 0.141 Met Met ~ 94.7 0.223 Met Met ~

LEP 94.1 0.088 Insuf Data

Insuf Data

~ 81.6 0.281 Insuf Data


Data Insuf Data ~

SWD 56.3 0.227 Insuf Data

Insuf Data

~ 53.1 0.182 Insuf Data

Insuf Data ~ 42.1 -0.01 Insuf

Data Insuf Data ~

ED 75.8 0.057 Insuf Data

Insuf Data

~ 77.6 -0.04 Met Met ~ 82.9 0.117 Met Met ~

EOG Total 90.3 0.146 Met Met ~ 90.6 0.118 Met Met ~ 92.0 0.212 Met Met ~

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

School Composite 90.3 0.146 Met Met ~ 90.6 0.118 Met Met ~ 92.0 0.212 Met Met ~




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SCHOOL PROFILE

Ballantyne Elementary School opened in August, 2008, relieving overcrowded conditions at Hawk Ridge, Endhaven, and Pineville Elementary Schools. Located in the community of Ballantyne in south Charlotte, we currently serve approximately 810 students in grades K-5, which is over our projected enrollment of 786. Our demographics are as follows: White-60.7%, African-American-12.2%, Asian-14.1%, Hispanic-10.1%, American Indian-0.2%, and Multiracial-2.6%. For the third year, Ballantyne has been designated a North Carolina Honor School of Excellence. High growth was achieved in reading and in math, in fourth and fifth grades (no growth data is used for third grade). All 21 targets set by the federal No Child Left Behind Program were met as the school once again achieved adequate yearly progress (AYP). Data from the CMS Teacher and Teacher Assistant Survey, as well as from the North Carolina Working Conditions Survey, indicated that ratings are above the district and the state levels in almost all areas. We have a very dedicated staff working at Ballantyne and most have previous teaching experience. Our faculty includes 37 classroom teachers, 13 teacher assistants, one media specialist, one fulltime and one parttime music, art, and PE teacher, a talent development teacher, a literacy facilitator, and an ESL teacher. We also have a special education resource teacher, two exceptional children’s assistants, a speech-language pathologist, a parttime psychologist, and a guidance counselor. We house a state rated five-star before/after school enrichment program, under the direction of the after school program coordinator. Two fulltime secretaries, an assistant principal, three custodians, and a cafeteria manager round out the staffing for Ballantyne. In terms of teaching experience, our school has 34% of teachers wilth advanced degrees, as compared to the district (35%) and state (28%) averages. We have seven national board certified teachers (district is 7 and state is 5). At our school 37% of teachers have 0-3 years experience, 34% have 4-10 years of experience, and 29% have 10 or more years of experience. One hundred percent of staff isdeemed highly qualified. A hallmark of our school is strong family involvement. The PTA continues to build traditions that will contribute to a culture of positive home-school experiences and partnerships. The PTA raises funds for the school that will directly impact classroom instruction. Initiatives funded include technology such as Smartboards, document cameras, LCD projectors, and future purchase of Senteo responders. Other areas funded have included novel sets, handwriting materials, early literacy materials, and educational games. We will continue to integrate technology in order to help students acquire strong 21

st century skills that they will take forward to middle and high school.

As we establish ourselves in the community, we continue to build strong partnerships with area businesses. Our school family is actively involved in community projects such as providing donations of various items to the Levine Children’s Hospital and to A Child’s Place. We have a formal partnership with Wingate University and Ballantyne is one of two CMS schools to house their master’s level interns and student teachers each semester. We also have many other interns and student teachers from other area universities working under the expertise of our teaching staff. Helping students to become leaders in the classroom, as well as within their community, is key to their emotional and social development. We are focusing on expecting and modeling strong character in our school, as we continue to build a culture of collaboration and respect. Students have opportunities to join various clubs such as chess, Odyssey of the Mind, orchestra, chorus, drama, and others. Leadership roles include serving as a safety patrol, character ambassador, running the WBES closed-circuit broadcasts, and working on the yearbook committee. Clubs are fluid, and students’ interests are taken into account as we evaluate these clubs for their effectiveness.




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SMART GOAL (1): At least 80% of staff surveyed will indicate that they have increased their knowledge and understanding of the world by developing 21

st century skills and creating a learning environment conducive to global learning.

Data Used: Survey results; feedback from staff; needs assessment data SP 2014 Tactic: (#1D )-Provide access to training that is tailored to student and teacher learning needs.

Strategies (determined by what data)

Task

Task

Task (PD)

Point Person (title/name)

Evidence of Success (Student Impact)

Funding (estimated cost and source)

Personnel Involved

Timeline Start–End

Interim Check Dates

1.

Make global education a priority at Ballantyne Elementary School

Secure resources to begin establishing a global education program Administer needs assessment to staff Assess learning environment for global learning

Principal/ S. Damare

Increased student achievement on district and state assessments Survey data will indicate that at least 80% of staff have increased their knowledge and understanding of global learning

$3500.00 Funding will be from instructional account; will also use money made from sale of school pictures to send global leadership team to training at the UNC World View Institute

All instructional staff

September, 2011-June,

2012 Checkpoints will be at the end of each

quarter November 4,

2011

January 20, 2012

March 29,

2012

June 5, 2012




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2.

Train staff in implementing global education practices

Provide professional development to staff at the school site Integrate global education in special area classes Utilize Socratic Seminar to connect literacy, social studies, and global learning

Global Leadership Team/ E. Davis M. Hudson M. Bitter L. Parsons K. Gordon S. Damare

Increased student achievement on district and state assessments Survey data will indicate that at least 80% of staff have increased their knowledge and understanding of global learning

$1000.00 Funding will come from PTA and picture account to begin developing global education resources library for staff

Global leadership team (see point person) All staff



quarter November 4,

2011

January 20, 2012

March 29,

2012

June 5, 2012

3.

Use information technology resources and media to expand student knowledge and understanding of regions and global issues Continue E-pals program and expand to other grade levels Utilize wikis for student to student and student to teacher discussion of global issues Subscribe to various publications covering international/global issues

Technology Facilitator/ L. McAlhany

Increased student achievement on district and state assessments

$1500.00 Funding will come from PTA technology fund




quarter November 4,

2011

January 20, 2012

March 29,

2012

June 5, 2012




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SMART GOAL (2): To increase the number of students scoring at level IV in reading and math by 5% across all subgroups as measured by end of grade assessments. Data Used: End of grade assessments; anecdotal records; formative data; progress reports SP 2014 Tactic: (# 1 D) – Provide access to training that is tailored to student and teacher learning needs.


Task

Task

Task (PD)




Personnel involved


Interim Check Dates

1.

Differentiate instruction to meet the needs of all students

Identify a 90-minute uninterrupted weekly planning block for every grade level to collaborate and inform instruction Utilize a variety of strategies to differentiate instruction based upon ongoing analysis of all available assessment data Preassess to determine needs for each unit of study Utilize instructional assistants to meet with students during literacy workshop daily Increase collaboration with TD teacher to provide teacher support in curriculum and higher order thinking

Literacy Facilitator/ M.Bitter

Number of students scoring at level IV in reading and math will increase by 5% across all subgroups

No funding required

All staff



quarter November 4,

2011

January 20, 2012

March 29,

2012

June 5, 2012




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activities Implement Thinking Maps professional development Utilize the Comprehension Toolkit in lesson planning Continue implementation of monthly Socratic seminars in grades K-5 Utilize SEM-R (Schoolwide Enrichment Model) with fourth and fifth grades Increase use of technology /resources to enhance rigor and relevance in all teaching and learning

2.

Increase the opportunities for staff collaboration within and across grade levels through continued efforts to develop strong professional learning communities Provide opportunities for vertical and horizontal team meetings/collaborative work Utilize staff meetings to recognize and spotlight effective teaching practices and best practices

Prinicipal/ S. Damare

Improved student achievement as measured by district and state assessments

Funding for subs that will come from state PD money




quarter November 4,

2011

January 20, 2012

March 29,




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Recruit staff to share their expertise in a variety of areas of teaching and learning Encourage staff to participate on district design teams for effective teaching Hold quarterly data meetings with staff to discuss student progress Provide quarterly planning days for K-5 teams to analyze data and inform instruction

2012

June 5, 2012

3.

Analyze assessment data and develop common formative assessments as grade levels to inform all instructional practices Increase work of data team in guiding staff toward consistent development of common formative assessments across all grade levels Utilize flexible groupings for instruction Develop rubrics which outline quality work/projects Utilize inclusion strategies through the coteaching model for EC students, using pullouts as indicated by students’ IEPs Implement the RtI model to address


Increased student achievement as measured by district and state assessments; increased proficiency of students across subgroups

No funding required




quarter November 4,

2011

January 20, 2012

March 29,

2012

June 5, 2012




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students working below grade level, or having behavioral issues, to ensure a high level of success in the classroom Monitor K-3 students’ progress in reading through DIBELS and CMS formative assessments Identify ESL students, working closely with classroom teachers to provide strategies that will maximize language development, as well as reading, writing, and math skills Integrate literacy strategies across all content areas




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SMART GOAL (3): To achieve high growth in reading as a school, as measured by end of grade assessments. Data Used: End of grade assessments SP 2014 Tactic: (#1D; 1E; 1F) – Provide access to training that is tailored to student and teacher learning needs; recruit and retain top talent for school-level positions; ensure that school leaders have the ability and resources to meet the needs of students and teachers


Task

Task

Task (PD)




Personnel involved


Interim Check Dates

1.

Implement new strategies to provide additional tools for interacting with text in all grade levels Implement guided reading in literacy workshop for all students Train instructional assistants to work with individuals or groups of students during literacy workshop Implement Thinking Maps strategies Utilize the Comprehension Toolkit EC and ESL teachers will collaborate with classroom teachers to plan and share resources for students PD will be aligned with best practices Continue to increase the integration of informational texts across the

Literacy facilitator/ M. Bitter

High growth will be achieved in reading as measured by end of grade assessments

$500.00 to purchase materials such as Bringing Words to Life, Words Their Way, and Reading with Meaning




quarter November 4,

2011

January 20, 2012

March 29,

2012

June 5, 2012




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curriculum

Integrate vocabulary instruction in all content areas using a variety of resources

2.

Utilize support personnel to work with students struggling in reading

Deploy special area teachers to work with students needing extra help in reading Train assistants in implementing the Intensive Reading Model strategies for struggling readers Utilize inclusion strategies through the co-teaching model Implement the RtI model to address students reading below grade level Utilize a variety of resources, including online resources such as AR and Study Island Ensure that special area teachers integrate literacy strategies in their daily instruction

Literacy facilitator/ M. Bitter

High growth will be achieved in reading as measured by state end of grade assessments

No funding needed

Literacy facilitator EC and ESL teachers Instruc- tional assistants Special area teachers



quarter November 4,

2011

January 20, 2012

March 29,

2012

June 5, 2012




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SMART GOAL (4): At least 85% of fifth grade students will score at level III on the state end of grade science assessment. Data Used: End of grade science assessment SP 2014 Tactic: (#1D, 1E, 1F ) - Provide access to training that is tailored to student and teacher learning needs; recruit and retain top talent for school level positions; ensure that school leaders have the ability and resources to meet the needs of students and teachers


Task

Task

Task (PD)




Personnel involved


Interim Check Dates

1.

Analyze assessment data in order to develop appropriate instructional strategies for all children in science

Preassess to determine needs for each unit of study Utilize flexible groupings for instruction Integrate science vocabulary and concepts into literacy workshop Teach science five days a week in order to provide more depth and complexity Utilize Bloom’s Taxonomy to encourage students to take a greater ownership in their learning, enabling teachers to become facilitators Increase rigor and relevance in the science curriculum


At least 85% of fifth grade students will score at level III on the state end of grade assessments; all students in grades K-5 will increase understanding of scientific knowledge and principles for inquiry, as measured by district and common formative assessments

$1000.00 Funding to continue adding to classroom informational texts and acquisition of lab equipment

Classroom teachers; TD teacher; literacy facilitator



quarter November 4,

2011

January 20, 2012

March 29,

2012

June 5, 2012




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Expose students to item banks so that they can better understand assessment format Continue to explore getting grant funding for Weatherbug

2.

Include differentiation strategies in lesson plans and instruction

Include informational texts in workshop to further increase scientific knowledge Utilize Thinking Maps to develop understanding of scientific concepts Collaborate with TD teacher to enrich curriculum

Classroom teachers

Increased student achievement in science

No funding required

Classroom teachers; TD teacher; literacy facilitator



quarter November 4,

2011

January 20, 2012

March 29,

2012

June 5, 2012

3.

Increase rigor and relevance in the teaching of science through the integration of global learning, informational texts, real world

Classroom teachers

Increased student achievement in science

$1500.00 Funding needed to pay for

Classroom teachers; TD teacher; global leadership


2012 Checkpoints




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application, and science labs which require students to utilize hands on experiences and higher level thinking

Send global leadership team to World View seminars throughout year Provide focused PD on global issues and integrate within all content areas to provide relevancy Recognize identified staff to share best practices and to allow other colleagues to observe these classroom teaching practices

World View seminars twice during the year for six team members; funding will come from picture sales as well as from instructional account ; Substitutes will be paid for from state PD account

team; literacy facilitator

will be at the end of each

quarter November 4,

2011

January 20, 2012

March 29,

2012

June 5, 2012

Bullying-Harassment Individual School Prevention Plan (BHISPP)

Action Plan

Ballantyne Elementary School (2011-2012)

Bullying Prevention Outcome: To reduce office referrals for bullying by 10%.

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

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 bullying awareness prevention.

S. Damare, Principal

N. John, AP

P. Wright, Counselor

School staff will have an understanding of the school’s bullying prevention efforts and expecations

All school staff

Between 9/30 and 10/7

Establish a bullying prevention committee

A committee is created to assist in the

S. Damare, Principal

A committee representing all stakeholders will establish clear objectives as indicated by the Safety and Respect for All district

Character education/

bullying prevention

Between 9/30 and

10/15

implementation and communication of bullying prevention efforts.


plan

committee made up of school administra-tors, the bullying prevention liason, a parent, a student, and teachers

Review/share policy of expecations and processes with students and parents

P. Wright, counselor

Parents and students will have an understanding of expectations and bullying prevention efforts and discipline management of the school


S. Waller, SSS

Teachers will share information with parents through newsletters, conferences, and phone calls

School committee will share information with parents and students at PTA meetings, classroom meetings, and through closed circuit broadcasts

Between 9/30 and

11/1

Initatiate school-wide bullying prevention activities during BP month

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

Committee members

Activities during this month will promote student understanding and establish a culture of respect and responsibility for the impact of bullying

All staff, students, and parents

www.pacer.org/bullying/index.asp

Between 10/1 and

11/15

School Liaison: Peggy Wright, Guidance Counselor

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

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

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