school improvement plan - charlotte-mecklenburg...

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 Metro School School Improvement Plan Report

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Metro School Contact Information

School: Metro School

Courier Number: 454

Address:

405 South Davidson St.

Phone Number: 980-343-5450

Charlotte, NC 28202

Fax Number: 980 – 343-5607

Learning Community Central Learning Community

School Website: http://schools.cms.k12.nc.us/metroEC/Pages/Default.aspx

Principal: Valerie Todd

Learning Community Superintendent: Gina Smith

Metro School 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 Valerie Todd [email protected] 8/23/16

Assistant Principal Representative Cel St. Pierre [email protected] 8/23/16

Teacher Representative Pre-K and Elementary Andrenia Reyna [email protected] 8/22/16

Inst. Support Representative Samantha Pierce [email protected]

Teacher Assistant Representative Ponpasert Vongvilay [email protected]

Teacher Representative High School Jenna Raber [email protected] 8/22/16

Teacher Representative Middle School Miranda Goodman [email protected] 8/22/16

Teacher Representative Transition Amanda Bell [email protected] 8/22/16

Parent Representative Jane Douglas – PTO President [email protected] N/A

Parent Representative Mariame Boujlil [email protected] 5/4/2016

Parent Representative Alease Acker [email protected] 5/4/2016

Parent Representative Kathy Taylor [email protected] 5/4/2016

Parent Representative Willa Strong [email protected] 5/4/2016

Parent Representative Russell Sumrall [email protected] 5/4/2016


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

School: We, the parents, staff and community of Metro School will work collaboratively to provide our students a high quality, challenging, and personally relevant

education, with a specialized emphasis on providing them the knowledge, skills, and tools needed to be successful and productive members of our global

community.

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

School: Metro School will provide a comprehensive personally relevant educational environment challenging each student to develop his or her abilities, skills and

talents by providing instruction that assures access to the grade level curriculum including access to general curriculum materials and resources. Metro faculty,

parents, and caregivers will work together improve the community’s focus on our students’ capabilities and integrate our students into our larger community so that

they may lead productive and fulfilling lives.

Metro School Shared Beliefs We believe in the right of each individual student to receive a comprehensive,

challenging, age appropriate and personally relevant education, ensuring access to the grade level curriculum supported through the Expanded Forerunners of the OWL Curriculum, Extensions of North Carolina Common Core Standards which includes English, Language Arts, Math, and Literacy in History/ Social Studies, Science, Technical Subjects and the North Carolina Extended Occupational Course of Studies, Life Skills Curriculum, Unique Learning, and district goals/objectives, using current research and materials to support the development of instruction that is based on the analysis of student data and best practices.

We believe in the dignity of each student, and the right to be treated at all times with respect, in a safe, caring, and orderly school environment where behaviors are taught using positive interventions.

We believe that every student has the competency to learn skills that are personally relevant to his or her needs and support the grade level curriculum.

We believe in the collective strength of Metro School personnel, Professional Learning Communities, students, families, community partnerships and volunteers, as well as the leadership of CMS to assure equity in services and resources, high standards of instruction, and the provisions of quality programming at Metro School.

We believe in the provision of professional development to support all faculty in assuring that staff is prepared to provide Metro School students with comprehensive, challenging, age appropriate, personally relevant instruction to access grade level curriculum.

Metro School SMART Goals Provide a duty-free lunch period for every teacher on a daily basis. Ensure that 100% of certified staff will receive a duty free lunch daily for at least 30 minutes as measured by school-wide schedules.

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. Ensure that 100% of certified staff (classroom teachers) will receive duty free instructional planning for at least 5 hours per week as measured by school-wide schedules.

Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and harassing behaviors. Ensure that our school is a safe and caring environment that promotes and supports developing healthy responsible students as measured by the Spring Insight Survey question – Across my school, there are consistent expectations and consequences for student behavior, from 81% to 91%.

Increase professional development opportunities for all staff in order to maximize students’ academic achievement in a 21st century learning environment as measured by the Spring Insight Survey question – In the past six months, I have practiced teaching techniques in a professional development setting outside my own classroom, from 44% to 64%.


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Metro School Assessment Data Snapshot

School Composite

# Assessments Administered % Tested # Level I % Level I # Level II % Level

II # Level

III % Level

III # Level

IV % Level

IV # Level V % Level V

# Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

81 93.1 26 32.1 44 54.3 7 8.6 4 4.9 0 0.0 11 13.6 4 4.9

Grade 03 EOG Math

# Assessments Administered % Tested # Level I % Level

I # Level II % Level II

# Level III

% Level III

# Level IV

% Level IV

# Level V

% Level V

# Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

7 100.0 2 28.6 5 71.4 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0

Grade 04 EOG Math


II # Level

III % Level

III # Level

IV % Level


# Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

4 100.0 2 50.0 1 25.0 0 0.0 1 25.0 0 0.0 1 25.0 1 25.0

Grade 03 EOG Reading


II # Level

III % Level

III # Level

IV % Level


# Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

7 100.0 4 57.1 2 28.6 1 14.3 0 0.0 0 0.0 1 14.3 0 0.0


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II # Level

III % Level

III # Level

IV % Level


# Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

4 100.0 1 25.0 3 75.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0

Grade 05 EOG Math


II # Level

III % Level

III # Level

IV % Level


# Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

3 60.0 1 33.3 2 66.7 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0



II # Level

III % Level

III # Level

IV % Level


# Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

3 60.0 2 66.7 1 33.3 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0

Grade 05 EOG Science


II # Level

III % Level

III # Level

IV % Level


# Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

3 60.0 0 0.0 3 100.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0


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Grade 06 EOG Math


II # Level

III % Level

III # Level

IV % Level


# Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

5 100.0 1 20.0 2 40.0 1 20.0 1 20.0 0 0.0 2 40.0 1 20.0



II # Level

III % Level

III # Level

IV % Level


# Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

5 100.0 1 20.0 3 60.0 0 0.0 1 20.0 0 0.0 1 20.0 1 20.0

Grade 07 EOG Math


II # Level

III % Level

III # Level

IV % Level


# Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

8 100.0 2 25.0 6 75.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0


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II # Level

III % Level

III # Level

IV % Level

IV # Level

V % Level

V # Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

8 100.0 3 37.5 5 62.5 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0

Grade 08 EOG Math


II # Level

III % Level

III # Level

IV % Level

IV # Level

V % Level

V # Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

3 100.0 1 33.3 1 33.3 1 33.3 0 0.0 0 0.0 1 33.3 0 0.0



II # Level

III % Level

III # Level

IV % Level

IV # Level

V % Level

V # Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

3 100.0 0 0.0 3 100.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0

Grade 08 EOG Science


II # Level

III % Level

III # Level

IV % Level

IV # Level

V % Level

V # Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

3 100.0 0 0.0 2 66.7 0 0.0 1 33.3 0 0.0 1 33.3 1 33.3


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School EOG Math Composite


II # Level

III % Level

III # Level

IV % Level

IV # Level

V % Level

V # Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

30 93.8 9 30.0 17 56.7 2 6.7 2 6.7 0 0.0 4 13.3 2 6.7

School EOG Reading Composite


II # Level

III % Level

III # Level

IV % Level

IV # Level

V % Level

V # Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

30 93.8 11 36.7 17 56.7 1 3.3 1 3.3 0 0.0 2 6.7 1 3.3

School EOG Science Composite


II # Level

III % Level

III # Level

IV % Level

IV # Level

V % Level

V # Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

6 75.0 0 0.0 5 83.3 0 0.0 1 16.7 0 0.0 1 16.7 1 16.7

Grade 03 EOG Composite


II # Level

III % Level

III # Level

IV % Level

IV # Level

V % Level

V # Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

14 100.0 6 42.9 7 50.0 1 7.1 0 0.0 0 0.0 1 7.1 0 0.0


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II # Level

III % Level

III # Level

IV % Level

IV # Level

V % Level

V # Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

8 100.0 3 37.5 4 50.0 0 0.0 1 12.5 0 0.0 1 12.5 1 12.5



II # Level

III % Level

III # Level

IV % Level

IV # Level

V % Level

V # Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

9 60.0 3 33.3 6 66.7 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0



II # Level

III % Level

III # Level

IV % Level

IV # Level

V % Level

V # Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

10 100.0 2 20.0 5 50.0 1 10.0 2 20.0 0 0.0 3 30.0 2 20.0



II # Level

III % Level

III # Level

IV % Level

IV # Level

V % Level

V # Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

16 100.0 5 31.3 11 68.8 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0

http://navigator.cms.k12.nc.us/Pages/MyReport.aspx?rex1_ComponentReportID=1359&UserDynamicFilterType=SourceSystemStaffID=&Parameters!SourceSystemStaffID.Value&rex1_School=600454&rex1_AssessmentCode=CPEOG04&rex1_Achlev=1&rex1_AssessmentYear=20152016


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II # Level

III % Level

III # Level

IV % Level

IV # Level

V % Level

V # Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

9 100.0 1 11.1 6 66.7 1 11.1 1 11.1 0 0.0 2 22.2 1 11.1

School EOG Composite


II # Level

III % Level

III # Level

IV % Level

IV # Level

V % Level

V # Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

66 91.7 20 30.3 39 59.1 3 4.5 4 6.1 0 0.0 7 10.6 4 6.1

Biology


II # Level

III % Level

III # Level

IV % Level

IV # Level

V % Level

V # Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

5 100.0 2 40.0 2 40.0 1 20.0 0 0.0 0 0.0 1 20.0 0 0.0

English II

# Assessments Administered % Tested # Level I % Level

I # Level II % Level II

# Level III

% Level III

# Level IV

% Level IV

# Level V

% Level V

# Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

5 100.0 2 40.0 3 60.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0


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Math I


II # Level

III % Level

III # Level

IV % Level

IV # Level

V % Level

V # Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

5 100.0 2 40.0 0 0.0 3 60.0 0 0.0 0 0.0 3 60.0 0 0.0

School EOC Composite


II # Level

III % Level

III # Level

IV % Level

IV # Level

V % Level

V # Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

15 100.0 6 40.0 5 33.3 4 26.7 0 0.0 0 0.0 4 26.7 0 0.0


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Metro School Profile

Metro School is the sole CMS school specifically serving only EC students, ages 3-22, all of whom are significantly

cognitively disabled. The majority of our students’ areas of EC certification include the areas of Mentally Disabled,

Moderate and Severe, Multi-handicapped, and Autistic. All students require constant supervision and a structured

educational environment. All classroom teachers (K-transition) are EC certified teachers, deemed Highly Qualified in the

EC Specialized Adapted Curriculum area. The pre-kindergarten teachers are highly qualified, with a Birth through

Kindergarten certification (B-K). Our support teachers (Art, Music, Adapted PE, Family and Consumer Sciences), are

certified in their general education content area. We also employ a full time Behavior Coordinator, two Behavior

Modification Technicians (BMTs), literacy and academic facilitators as well as three (3) Speech-Language Pathologists.

We also have a .33 time school psychologist, part-time ELL teacher, 2 itinerant teachers of the visually impaired, as well as

itinerant services provided by Occupational and Physical Therapists, Orientation & Mobility services, HI & VI. Students

attend support classes as scheduled into their classroom schedules. Our students’ instruction is planned, organized and

delivered as aligned with the Bright Beginnings Opening the World of Learning (OWL) Curriculum (preschool), the NC

Extended Common Core State Standard (grades K-11) , and the CMS Extended Occupational Course of Study with the

Unique Learning curriculum (grade 12 - transition) as well as their unique Individual Education Plan (IEP) goals. All

students have significant deficits in their academic skills; self-help skills, levels of independence, communication, and

social skills. Many of our students also have significant behavior deficits or require total care for all mobility, feeding,

bathroom skills, etc. Approximately 75-80% of all Metro School students are functionally nonverbal and use a Total

Communication approach in order to communicate. The building is twelve (12) years old, and was specifically designed

and built to meet the educational, physical, and behavioral needs of our students. We have a large number of volunteers

who support our school. Our staff is committed to our students and work to meet their instructional, physical, emotional,

social, behavioral, and personal care needs. Beginning in the elementary grades, our students engage in prevocational

skill training in the classroom, so that by the time they reach 9th grade, they are involved in both on and off-campus

Community-Based Instructions. In the transition years (ages 19-22), students are increasingly off campus more for

Community-Based age appropriate training. We provide off-campus Community-Based instruction to most students to

support the application of skills and content learned in the classroom to community settings. Our students participate in


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Special Olympics events, which include athletic teams such as, basketball, soccer, track and field, swimming, and

cheerleading. We hold special events such as a prom, a winter program, and many other special activities for our students,

faculty, families and community stakeholders. The PTO provides grants and support for staff and students. We have many

volunteers who are active and supportive of our school, including business partners, individuals, university, and corporate

partners. We have a close partnership with the Second Ward Alumni, an all African-American Alumni Association from the

former Second Ward High School. Metro has several students who have significant behavior concerns, including

aggression, self-injurious behaviors, and running from adults. Our classrooms are organized into grade level teams

(preschool, elementary, middle, high school, and transition), and teachers meet as Professional Learning Communities

(PLCs) to plan instruction, discuss student achievement, student placement and engage in on-going professional

development. Teachers maintain a classroom or program area Weebly page to which lesson plans, current classroom

events, and other information is posted. We broadcast our morning news, announcements and weather report from our on-

campus closed-circuit TV (WTGR) studio and students are involved in this daily production. Metro’s teachers and their two

classroom assistants have specific time in their weekly schedule to plan instruction together, to review data, and to support

continual classroom and school improvement initiatives.


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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 II. Communication and outreach

III. Partnership development

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

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


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SMART Goal (1): Duty Free Lunch for Teachers

Provide a duty-free lunch period for every teacher on a daily basis. Ensure that 100% of certified staff will receive a duty free lunch daily for at least 30

minutes as measured by school-wide schedules.

Strategic Plan Goal: Goal 2: Recruit, develop, retain and reward a premier workforce.

Strategic Plan Focus Area: Proactive recruitment, Individualized professional development, Retention/quality appraisals, Multiple career pathways, Leadership development

Data Used: School-wide schedules

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. Scheduling committee will meet during the summer and at the beginning of the school year to create the school-wide schedule to include duty free lunch for staff.

Appoint members of the scheduling committee

Schedule time for staff to review, question, and provide input into draft schedules

“Work” schedules for one week and ask for input.

Make changes, if necessary

Implement final school-wide schedules

Scheduling committee

Literacy Facilitator

Academic Facilitator

Secretary Assistant

Principal

Powerschool staff

All schedules completed and working effectively for the 2016-2017 school year

None Scheduling committee



Secretary Assistant

Principal Powerschool staff

Sept., 2016 through

June, 2017

Quarterly


16

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. Ensure that 100% of certified staff (classroom teachers) will receive duty free instructional

planning for at least 5 hours per week as measured by school-wide schedules.

Strategic Plan Goal: Goal 2: Recruit, develop, retain and reward a premier workforce.

Strategic Plan Focus Area: Proactive recruitment, Individualized professional development, Retention/quality appraisals, Multiple career pathways, Leadership development

Data Used: School-wide schedules


Task

Task

Task (PD)




Personnel Involved


Interim Dates

2. Scheduling committee will meet during the summer and at the beginning of the school year to create the school-wide schedule to include duty free lunch for staff.

Appoint members of the scheduling committee

Schedule time for staff to review, question, and provide input into draft schedules

“Work” schedules for one week and ask for input.

Make changes, if necessary

Scheduling committee



Secretary Assistant

Principal

EC depart.

All schedules completed and working effectively for the 2016-2017 school year

None Scheduling committee



Secretary Assistant

Principal

Sept., 2016 through

June, 2017

Quarterly


17

Implement final school-wide schedules


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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.

Ensure that our school is a safe and caring environment that promotes and supports developing healthy responsible students as measured by the Spring Insight Survey question – Across my school, there are consistent expectations and consequences for student behavior, from 81% to 91%.

Strategic Plan Goal: Goal 4: Promote a system-wide culture of safety, high engagement, cultural competency and

customer service

Strategic Plan Focus Area: Physical safety, Social and emotional health, High engagement, Cultural competency, Customer service

Data Used: Spring Insight Survey data


Task

Task

Task (PD)




Personnel Involved


Interim Dates

1. Bully Liaison / Bully-prevention

Provide copies of the book: Crucial Conversations by Patterson, Grenny, McMillan and Switzler to all new certified staff.

Train new FAC members to act as facilitators that support staff with conflict resolution.

Maintain open communication between the administrative team and staff. Discuss Title IX and

Administrative team

FAC members

Media Specialist

Increase on the Spring

Insight Survey

Purchase of the book: Crucial Conversations at $20.00 per book - school donation funds

Administrative team

FAC members

Media specialist

SLT members

Sept., 2016 through

June, 2017

Quarterly


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bullying at all SLT meetings.

2. Character Education

Discuss monthly character traits on WTGR

Provide monthly character traits information in the Principal’s Newsletter

Maintain a character traits bulletin board

Provide monthly suggestions of books on character traits to parents

Display copies of monthly Character Trait books in main office

Administrative team

Media Specialist

Increase on the Spring Insight Survey

School instructional funds to complement

Media specialist

Administrative team

Sept., 2016 through

June, 2017

Quarterly

3. Healthy Active Child 30 min.

APE department will provide Healthy Active Kids activities for staff per the PE Weebly site.

Teachers will complete Healthy Active Kid activities/ lessons with students for at least three times per week for 30 minutes.

APE Staff

Administrative team


Insight Survey

None APE Staff

Administrative team

Sept., 2016 through

June, 2017

Quarterly

4. School Health Team

Create a School Health Team (SHT) for the 2016-2017 school year

Meeting will take place two times per year

The SHT shall create a School Health action plan as part of the

Administrative team

SHT members

Cafeteria manager


Insight Survey

None Administrative team

SHT members

Sept., 2016 through

June, 2017

Quarterly


20

SIP

The SHT will ensure that students receive an adequate amount of health & physical education per classroom schedules

The SHT will inform the staff of the Healthy Active Child Policy

School nurse

APE Staff


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SMART Goal (4): Increase professional development opportunities for all staff in order to maximize students’ academic achievement in a 21st century learning environment as measured by the Spring Insight Survey question – In the past six months, I have practiced teaching techniques in a professional development setting outside my own classroom, from 44% to 64%

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: Spring Insight Survey


Task

Task

Task (PD)




Personnel Involved


Interim Dates

1. Provide an in-house training on

the first Early Release Day

entitled, “Teaching Tools”. In this

half day training, staff will get to

learn about play based learning

and how it can be modified to

work with the students at Metro.

Staff will learn from the presenter

about three different 21st century

activities used to keep classrooms

engaged and learning. They are:

a) Go Noodle

Administrative team

APE Staff


PTO

Title 1

School Funds

Administrative team

Teacher

Sept., 2016 through

June, 2017

Quarterly


22

b) Goose Chase

c) Kahoot

Staff will then break into small

groups and share engaging

methods they use in their

classrooms. Groups will also

share with the whole group their

methods for student engagement.

Notes will be taken to be sent out

to the whole staff as a resource. A

survey will be presented at the

end of the class, giving

participants an opportunity to ask

for more training. This procedure

will allow more opportunities for

staff to share teaching techniques

in a professional development

setting outside their classroom.

2. Provide opportunities for professional development during Early Release Days:

a. October 12th – Teaching Tools

b. January 23rd – CPI Training

c. March 7th – CPI

Administrative team

Teacher


None Administrative team

Teacher

Sept., 2016 through

June, 2017

Quarterly


23

Training d. April 26th


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Metro School - 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.


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