Self Evaluation Form
2014-2015
Metro School Self Evaluation Form
Metro School Contact Information
School:
Address:
Learning Community:
Metro School
Courier Number:
454
405 South Davidson
Street
Phone Number:
980-343-5450
Charlotte, NC 28202
Fax Number:
980-343-5607
Central Learning
Community
School Website:
http://schools.cms.k12.nc.us/metroEC/Pages/Default.aspx
Principal:
Valerie Todd
Learning Community
Superintendent:
Gina Smith
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Total Students Enrolled: 241 (as of 7/30/14)
Non-Hispanic
Race
Hispanic
African American
American Indian
Asian
Ethnicity
More Than One
Pacific Islander
White
General Education Students:
Exceptional Children Students:
Exceptionality
Academically Intellectually Gifted Students
Limited English Proficient Students:
McKinney Vento
504 Plans
Suspensions:
Retentions:
%
Male
Female
Male
Female
138
23
70
0
6
5
0
34
0
138
0
13
1
0
0
0
103
22
53
1
3
0
0
24
0
103
0
3
0
0
0
0
57%
17%
29%
0
2%
2%
0
14%
0
57%
0
5%
.41%
0
0
0
43%
22%
22$
.41%
1%
0
0
10%
0
43%
0
1%
0
0
0
0
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Metro School Self Evaluation Form
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What is distinctive about your school?
 Metro School serves approximately 251 students with significant disabilities who all have Individual Education Plans.
 Some students participate in state testing (Extend 1) and other are except from testing due to significant medical and/or behavioral
concerns.
 All students are taught using the extensions of the Common Core Curriculum (NCCCSS)and the Essential Standards - science and social
studies - (K-11), Opening the World of Learning (OWL) Curriculum (Pre-K) or the Occupational Course of Studies (OCS) Extended
Curriculum (11 – transition) .
 Partnership with Trinity School
 Aquatics program - two separate pools
 Student progress is monitored and reflected upon through IEP goals/objectives and data from the IEP Data Trackers
 Extended Literacy blocks, new reading initiative- “Metro Tigers ROAR for Reading”, UNCC Reading Grants (Go-Talk Phonics), increase in
technology use (IPADs, Chromebooks, HP Revolve, etc).
 Several forms of technology to include: iPad’s, SMARTboards, SMART table, PC’s, AAC devices of all forms, adapted keyboards, various
software (i.e. Boardmaker, writing with symbols) to reach each student based on their own individual physical and cognitive needs.
 Developmental Day site (pre-K through middle school) with a 5 star rating
 Title 1 school with parent participation
 Parent Advisory team
 On site specialists to assist the growth and development of the whole student to include: multiple Physical Therapists, Occupational
Therapists, Speech/Language Pathologists, VI professionals, and ESL professionals.
 Monthly parent/administrative team meetings – Table Talk with the Administrative team
 Technology Team that created and implemented a technology plan
 Leadership opportunities for all staff during staff meetings – PLCs chair all staff meetings including teacher assistants in the PLC will chair
teacher assistants meetings
How effective is your school?
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Metro School Self Evaluation Form
Based on the NC Teachers Working Conditions Survey and the CMS Insight surveys, Metro school is a very effective school for students with
significant disabilities.
 How do you know?
See responses below
 What are your school’s notable strengths?
 On site specialists to assist the growth and development of the whole student to include: multiple Physical Therapists, Occupational
Therapists, Speech/Language Pathologists, VI professionals, and ESL professionals.
 Staff trainings in EC curricula, adaptive equipment, and implementation demonstrations.
 On site school psychologist and nurses to ensure wellness and health.
 On site Behavior Coordinator with two BMTs.
 Consultations with EC department on any questions that arises with students or instruction.
 Teachers practice language immersion concepts through picture to word print in two languages using software and environmental
print/posters which teaches greater cultural awareness and appreciation, supports an expansion of vocabulary in both languages, and
increases interaction between diverse language groups.
 Classroom walk- throughs and peer teacher observations.
 Monthly mentor/mentee program
 Developmental Day site (pre-K through middle school) with a 5 star rating
 Title 1 school
 Reading program – Reach Out And Read (ROAR) for pre-K through transition classrooms
 Parent Advisory Team and PTO
 Partnerships through Community Based Instructions & Community Based Training program
 Partnerships through the Horticulture program (recycling, fork to feed program, etc.)
 New teacher coffee with the administrative team.
 New lesson plan format which shows differentiation and reflection of practices as well as Bloom’s Taxonomy thinking skills.
 Plan within the PLC’s to cross connect the content areas in the lessons.
 Teach/re-teach method and provide additional time and individualization on concepts during academic enrichment periods.
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Metro School Self Evaluation Form
 The administrative team members (principal, two assistant principals, literacy facilitator and academic facilitator), are not only highly
qualified in administration and management but also have many of the same teacher certifications as the classroom teachers
 What are your school’s main areas for improvement?
 Continued use and understanding of technology devices/equipment
 Increase the amount of materials/equipment in classrooms
 Continued use and understanding of the Data Trackers
1. How effective is your school in ensuring high quality achievement for students in all grades, especially in the core
subjects?
Metro School serves approximately 251 students with significant disabilities who all have Individual Education Plans. Some of our students
participate in state testing (Extend 1) and all students are taught using the extensions of the Common Core Curriculum (NCCCSS)and the Essential
Standards - science and social studies - (K-11), Opening the World of Learning (OWL) Curriculum (Pre-K) or the Occupational Course of Studies
(OCS) Extended Curriculum (11 – transition) . Student progress is monitored and reflected upon in order to better meet the needs of our
students.
 How do you know?
 Lesson plans
o Differentiation
o Reflection
o Repetition
o Students’ choice making
o Research based (Bloom’s Taxonomy)
o Professional researched –based articles from the Exceptional Children’s department
o Small group, whole group and individual instruction
o Technology
o 21st Century Skills
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Classroom walkthroughs and teacher observations
Use of data tracker system to monitor student progress (IEP goals) and data driven IEP goals
PLC collaboration
Parent/Teacher Communication
o Daily Contact Log
o IEP Meetings
o Weekly PLC newsletter
o Monthly Principal’s Newsletter
 Classroom Team Meetings
 Weekly administrative team meetings
 In which subjects and grades do students do best, and why?
Due to the population Metro School serves, some of our students participate in Extend 1 testing. Last year 70 students out of 101 students
participated in this testing. The results from this testing will be available in October 2014 In addition; student’s achievement is measured
through IEP goals, CBT, and CBI using the data tracker system. Students also tend to so best in reading, paired with videos. Students seem to
enjoy stories.
 In which subjects and grades is improvement needed, and what action is currently being taken?
Based on previous years, Extend I scores, students typically do better in the area of math than in reading. The following actions have been taken
to improve reading instruction: extended Literacy block, reading initiative- “Metro Tigers ROAR for Reading”, UNCC Reading Grants (Go-Talk
Phonics), increase in technology use (IPADs, Chromebooks, HP Revolves) and Myers Park Readers. High school readers that come to Metro one
time per week. A teacher felt that math is a subject that needs improvement.
 Is there evidence of disparities in student achievement by subgroups? If so, what action is being taken?
There is no evidence, at this time, which shows disparities in student achievement at Metro School.
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How is your school addressing the specialized needs of EC and LEP students?
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On site specialists to assist the growth and development of the whole student to include: multiple Physical Therapists, Occupational
Therapists, Speech/Language Pathologists, VI professionals, and ESL professionals.
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Staff trainings in EC curricula, adaptive equipment, and implementation demonstrations.
On site school psychologist and nurses to ensure wellness and health.
Consultations with EC department on any questions that arises with students or instruction.
Teachers practice language immersion concepts through picture to word print in two languages using software and environmental
print/posters which teaches greater cultural awareness and appreciation, supports an expansion of vocabulary in both languages, and
increases interaction between diverse language groups.
Weekly newsletters and monthly principle newsletter in English and Spanish. District newsletters and notices in English and Spanish.
Several forms of technology to include: IPad’s, SMARTboards, SMART table, PC’s, AAC devices of all forms, Big Mack’s, adapted
keyboards, various software (i.e. Boardmaker, etc. ) to reach each student based on their own individual physical and cognitive needs.
Team on Positive behavior interventionists who assess behaviors and create plans to extinguish behaviors.
Two on site compliance facilitators to ensure accuracy of all aspects of IEPs.
Easy IEP training to ensure evaluations and testing are all completed within 90 days. Monthly compliance updates
Specialized classes which contain materials purchased at the school and district level for the betterment of the school and learning.
Implement state of the art DATA tracker.
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How does your school use student performance data to take and adjust actions to improve student achievement?
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New lesson plan format which shows differentiation and reflection of practice.
Plan within the PLC’s to cross connect the content areas in the lessons.
Teach/re-teach method and provide additional time and individualization on concepts during academic enrichment periods.
Specialized data tracker to track student performance on IEP goals.
Teach students choice making skills
Ongoing student work samples, student data, and observations.
IEP progress reports to provide continuous monitoring of individual student performance.
Classroom walk- throughs and peer teacher observations.
Parent/teacher conferences, PLC’s, and weekly classroom teacher/TA meetings.
EC Curriculum support meetings four times a year.
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Metro School Self Evaluation Form
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Monthly training for teachers and for assistants.
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How does your school allocate available resources to improve student learning and achievement?
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Yearly allotment for teachers to spend on instructional tools.
Funds from fundraisers supply the school with instructional tools/supplies.
Grants provide IPad’s, a smart table, and other technology devices for students.
School curriculum funds go to useful websites for teachers to implement and support instruction such as News-2-You, Unique learning,
and Brainpop.
Achieved a five star rating with Developmental Day to keep much needed items always in place.
Title 1 funds used to supplement classroom materials/equipment.
Staff follow the materials needed process in PLC meetings and use the Material Needed notebook
Teachers use the benefit for Classroom Central to provide additional items for the students and student learning and achievement.
Partnerships with local businesses such as Fuel Pizza. They provide fresh herbs to show student’s the importance of the connection with
the community, economics, and to foster their sense of achievement by observing their efforts in their community.
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2. How effective is your school in providing a relevant and appropriate curriculum for all students, grades and sub-groups?
Our school is effective at providing a relevant and appropriate curriculum for all students, grades and sub groups.
 How do you know?
 All staff provided copies of extensions of NCCCSS, OWL or OCC for his/her grade level.
 Staff provided research-based curriculum/materials that are aligned with extensions of NCCCSS, OWL or OCC (i.e. Pathways to Literacy,
ELSB, Early Numeracy, etc.).
 Unique Learning
 Teachers plan weekly in PLCs.
 All sections of lesson plans addresses alignment with extensions of NCCCSS, OWL and OCC as well as differentiation, etc.
 Literacy and Academic facilitators plan with PLCs in order to offer research-based suggestions in literacy and math.
 Support provided from related service providers and support staff.
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Metro School Self Evaluation Form
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Weekly classroom team meetings conducted.
How is alignment with the Common Core and Essential Standards ensured?
Lesson plans must align with extensions of NCCCSS, OWL and OCC.
Research-based curriculum/materials are aligned with NCCCSS, OWL and OCC.
How does your school ensure a broad range of learning experiences?
Lesson plans address differentiation.
Community-based Instruction, Community-based Training, and Field Trips
Support classes align with classroom instruction
Centers allow for individualized learning
School-wide assemblies
Healthy Active Kids (30 minutes per day)
English as a Second Language program
Related services (PT, OT, SLP, HI, VI, APE)
Individual and small group instructions
Technology team and increased technology
3. How effective is the quality of teaching and instruction in ensuring high quality learning, progress and achievement?
The quality of teaching and instruction has been effective because of the use of data trackers, PLC meetings, adapting curriculum, using
technology, and assessing each child’s knowledge of the content taught.
 How do you know?
Teachers have been consistently using data trackers to keep up with IEP goal progress. Teachers are bringing the data to IEP meetings, as well as
PLC meetings to discuss progress and achievement with their colleagues. When meeting in PLC’s, teachers are given the opportunity to align
lessons with the Extensions of the Common Core Curriculum to ensure that the quality of the lessons and teaching are in line with state
standards. This is also true with the OWL curriculum for preschool and OCS for transition students.
 Which are the strongest features of teaching and learning and why?
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Metro School Self Evaluation Form
Teachers are becoming increasingly stronger at adapting the curriculum to meet the needs of each student. This includes adapting materials for
students with visual impairments, hearing impairments, severe cognitive impairments, behavioral impairments, and physical challenges.
The use of technology has enhanced the quality of teaching by being able to incorporate 21 st century skills into each lesson. The use of
technology also enhances the student’s learning because it gives each student access to the curriculum in a way they may not have had before.
Student choice making from a field of two, three or four has been successful for students with significant disabilities.
 What aspects of teaching and learning most need improvement and what action is being taken?
Teachers should be able to consistently differentiate the lessons to meet the needs of each student. Teachers, especially the newer members of
the school, should have to opportunity to perform Learning Walks throughout their own PLC, as well as across all grade levels.
 How do teachers assess students’ achievement of learning objectives and adjust instruction with assessment
information?
Teachers are able to assess students’ achievement by using the data trackers. The information given to them from the data trackers can then
allow the teachers to make decisions on how to differentiate the lesson, and how to possibly change the way they teach to meet the needs of
the student. PLC discussions on student achievement can allow all members of the team to brainstorm and create better ways to ensure the
highest level of learning is taking place. Teachers are able to incorporate informal assessments into each content lesson to ensure that progress
and achievement are being made.
4. How effective is your school in ensuring high quality leadership and management?
Our school is very effective at ensuring high quality leadership and management.
 How do you know?
The administrative team members (principal, two assistant principals, literacy facilitator and academic facilitator), are not only highly qualified in
administration and management but also have certification in the following areas:
Principal (Valerie Todd) – Years of Experience – 28 – Certifications - Principal (K-12), Mentor, Birth through Kindergarten certification (B-K),
Elementary education (K-6), Middle grades (6-9), Severely/profoundly handicapped (K-12), Mentally Handicapped (K-12), Exceptional Children
Program Administration (K-12),
Assistant Principal (Cecilia St.Pierre) – Years of Experience – 21 – Certifications - Middle School Science (6-9); Middle School Social Studies (69); Principal/School Administration (K-12); Curriculum & Instruction
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Metro School Self Evaluation Form
Assistant Principal (Cathy Yancey) – Years of Experience – 35 Certifications - School Administration/Principal (K-12), Early Childhood (K-4), Pre-K
Add on, Birth-Kindergarten, Elementary (K-6), Mentor, Reading (K-12)
Literacy Facilitator (Holly Adams) – Years of Experience –11 Certifications - Mentally Handicapped (K-12) – Highly Qualified for Language Arts,
Math, Science and Social Studies. National Boards Certification
Academic Facilitator (Donna Belk) – Years of Experience – 13- Certifications - Mentally Handicapped (K-12)
 Which are the strongest aspects and why?
The additional certification of the administrative team qualifies them to effectively manage and lead the students and staff at Metro School.
 What most needs improvement and what action is being taken?
In regards to the teaching staff, a teacher felt that more district-wide professional development in specific content areas (EC teachers learn what
regular education teachers are doing and adapt it for our population).
5. How effective is the school in creating a high quality learning environment?
Our school is very effective at creating a high quality learning environment for students with special needs.
 How do you know?
 The school environment is friendly, well-ordered and welcoming.
 Visitor sign in, visitor badges as well as visitor’s policy aligned with CMS
 Student work displayed; not pattern or teacher made
 Follow ECERS, OWL, extended common core, extended essential standards and extended occupational course of study curriculum
 Schedules posted with teacher and teacher assistant duties
 Administrators walk through the school and observe classrooms daily
 Online staff handbook
 Levels I, II, and III Crisis plans aligned with CMS
 Intervention team addresses and develops behavior modification plan for some students
 Evaluations and walkabouts by Principal and Asst. Principal to ensure positive relationships
 Attendance records which include tardy/absences, phone calls
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Information posted concerning Developmental Day
Title I Parent Advisory team
School Leadership Team
Population of students is diverse culturally and developmentally. Diverse baby dolls, food, family puppets, family figures, pictures and
books. Around the world sections in lessons to learn how other cultures do the skills that the lessons covers.
Teacher and Principal daily, weekly and monthly notes/newsletters
Use of interpreters
PTO meetings
Recycling initiative
Grounds are cared for i.e. Fresh mulch, flowers trimmed, grass mowed by our Ecology teacher
Fire, tornado and lockdown drills
Discipline plan in parent handbook visit, parent orientation, posted in classroom (code of conduct)
School-wide rules/procedures
Accident reports for Developmental Day and other students
Developmental Day, Health department and Title I unannounced walk thoughts by outside observers
Safe school audit reports on file (lockdowns, emergency responders and accountability team)
Smartboards for teachers and students
Teachers have laptops, HP Revolves, iPads, and /or Chromebooks to use throughout the year (including the summer)
Safe school audits
School and classroom websites/Weeblys that are linked/aligned to CMS
Technology team with a technology plan
Metro Tigers ROAR for reading (with a goal of each student will have someone read 100 books to him/her)
Character trait books that are highlighted in the Principals newsletter and bulletin board and in the school’s front office
Social committee that focuses on celebrations (baby showers, weddings, etc)
Health team that focused on the well being of the students and staff
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Metro School Self Evaluation Form
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Athletic teams
Student teachers and practicum programs from UNCC, Winthrop, Johnson & Wales, and JCSU
Parent members of the school leadership team and the Parent Advisory team
Monthly parent/administrative team meetings – Table Talk with the Administrative team
IEP’s are written and data collected on those goals and objectives
BIC team and behavior plan for crisis
Leadership opportunities for all staff during staff meetings – PLCs chair all staff meetings including teacher assistants in the PLC will chair
teacher assistants meetings
Use data trackers
FAC committee
Chromebooks for students, iPads/iPods for staff and students
Specific materials for classes – Early Literacy Skills Builder (ELSB), Building with Stories, Pathways to Literacy, Go Talk Phonics (current
research with UNCC, Attainment Science and Math, Early Numeracy Curriculum, Unique Learning, adapted chapter books (age
appropriate)
Collaborate with therapist
Open house and school wide curriculum night
Which are the strongest aspects and why?
Safety measures are in place for staff and students
Use of assistive technology (BigMack, CheapTalk, iPads, etc.)
Collaboration between teacher, assistants and therapist
What most needs improvement and what action is being taken?
Need to address excessive tardies of students –remainder calls or letters to parents, automatic ConnectED messages
Open house and Curriculum Night low attendance – include in teacher and principal newsletter, Connect ED, align PTO meeting with
Curriculum Night.
Technology team in order to continue investigation of technology for students with severe disabilities.
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Metro School Self Evaluation Form
6. How effective is the school in establishing a high quality partnership with parents, other schools and the community?
Metro school is effective in establishing a high quality partnership with parents, other schools and the community.
 How do you know?
Metro School knows how effective the school is through the positive feedback it receives from the community partnerships. Effectiveness is also
known through the daily communication between the student’s families and the classroom staff. The school is also effective in establishing a
high quality partnership with parents, schools and the community through the staff and school’s wiki/weebly pages, the Principal’s Monthly
Newsletter, phone calls, daily communication log, curriculum night and monthly Table talks between parents and the administrative team.
 Which are the strongest features of communication between home/school about the school’s work and about each
student’s achievement? Why?
The strongest features of communication between home and school are through the teacher’s weekly newsletter, teachers periodic calls to
families, and daily logs, which informs parents/caregivers on what their child learned throughout the day/week. Each month, the Principal sends
home the “From the Principal’s Desk” which informs parents on the next month’s upcoming events. When special events occur at the school, the
Principal sends out a ConnectEd message to invite all families to the event. Connect Ed messaging system is also used to inform
parents/guardians of important information. Quarterly, parents are update on their child’s progress with a report card which indicates their
child’s progress in the core subjects. Parents also receive a quarterly IEP progress report which summarizes their child’s progress on their
Individual Education Plans (IEP). At the parents request and at annual IEP meetings, parents are shown a visual data tracker which shows their
child’s progress on the IEP goals and gives the percent of mastery of the goal. Daily communication books, emails, text messaging, and telephone
calls are also features of strong communication between home and school.
 What most needs improvement and what action is being taken?
Maintaining open lines of communication and being transparent. The administration team, the PTO and the Parent Advisory team are working
together to maintain open lines of communication and transparency. Increasing parental involvement through volunteering, field trips and other
school sponsored activities. Again, this school year the administration, literacy facilitator and the media specialist will announce Metro R.O.A.R.
This initiative is seeking parental involvement by having the parents read 100 books or chapters to their child(ren).
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What aspects of the school’s work to involve parents/guardians and the community in the life of the school work
best? Why?
The aspects of the school to involve parents/guardians and the community in the school is through the different resources we receive whether
they are monetary and/or through volunteers. Parents/guardians, as well as community partners are encouraged to participate in school
sponsored activities which include but are not limited to: field trips, Special Olympics, donations to food banks, clothing donations, volunteering
throughout the school and the classroom.
 What needs improvement and what action is being taken?
Areas of improvement includes –
 Increase in community partnerships
 encouraging teachers/staff members to send thank you notes, emails, and letters to the community partners as well as the PTO
 School personal continues to explore new possible partnerships within the community
Guidance on completing the form:
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Please be evaluative, rather than descriptive, and make your focus outcomes for students.
Include references to where the evidence of your self-evaluation can be found, e.g.,"excellent boys’ results in state math tests as
shown in annual report to the state”, “parents’ questionnaires from 2010”.
Be concise; (for example, use bullet points or note form).
Aim to confine your response to no more than eight pages.
Please place an X against the grade (1-4), which most accurately reflects your judgment of overall quality in response to the
questions.
You are advised to complete section B last, as this section is summative.
Please omit sections where you feel that you are not in a position to respond.
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What approach should we take?
Schools have adopted different approaches.
In some schools the principal and the leadership team have completed the form as a part of one of their regular meetings.
Other schools have devoted part of a faculty meeting as a way of involving all members of staff; this is highly recommended as a
means of engaging the whole staff, helping them to prepare for the review and gathering evidence which reflects the work of the whole
school.
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