CMS School Improvement Plan 2012-13
Metro School
2012-14 SIP Cycle REVISED 10/24/12
2012-2013 SCHOOL IMPROVEMENT PLAN REPORT
School:
Metro School
Courier Number: 454
Address:
405 South Davidson Street, Charlotte, NC 28202
Phone: 980-343-5450
Principal:
Valerie Todd
Title 1 Specialist:
Zone Superintendent: Dr. Jane Rhyne
None
Zone: Central Secondary Zone
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*
Principal
Assistant Principal Representatives
Teacher Representative
Inst. Support Representative
Teacher Representative
Teacher Assistant Representatives
Parent Representative
Pre-Kindergarten Representative &
Chairperson of the SLT
Parent Representative
Name
Valerie Todd
Cel St. Pierre & Cathy
Yancey
Pat Wright
Susan Bennett
Shannon Martin
Debra Dates
Delilah Cole
Melissa Hastings
Jane Douglass
Committee Position*
Math Facilitator
PE Representative
K-2 Representative
Home Living Representative
Upper Transition Representative &
SLT Secretary
Teacher Assistant Representative
AU K-5 Representative
Middle School Representative
Parent Representative
Name
Kristin Galek
Shelia Abraham
Jennifer Singleton
Janie Young
Donna Belk
Eleanor Tribbett
Ashley Purgason
Annette Cunningham
Kendra Holcomb
SMART: S – Specific; M – Measurable; A – Attainable; R – Realistic; T – Time-bound.
1
CMS School Improvement Plan 2012-13
Metro School
2012-14 SIP Cycle REVISED 10/24/12
MISSION STATEMENT
District: 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.
VISION
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 Creative Curriculum, NC Extended Content Standards, NC
Extensions of North Carolina Common Core Standards which includes English, Language Arts, Math,
and Literacy in History/ Social Studies, Science, and Technical Subjects and the North Carolina Essential
Standards for Science and Social Studies, Life Skills Curriculum, and district goals and 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 and families, community partnerships and volunteers, and 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.
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.
SMART GOAL
Based upon analysis of data and Self Evaluation, our focus will be upon the following outcomes:
 Improve Student EOY overall proficiency scores in math from 71% to 73%, reading from 57% to 59% and science from 57% to
59% through the use of school wide Data Trackers
 Metro School recognizes that all students, including students with significant cognitive disabilities, need opportunities to directly
access technology in order to develop 21st Century Skills. Metro School supports the embedding of technology into instruction.
Members of the Metro School community will pursue at least two additional funding sources to increase student access to
SMART: S – Specific; M – Measurable; A – Attainable; R – Realistic; T – Time-bound.
technology by June, 2013.
2
 To increase the percentage of baseline materials in each classroom.
CMS School Improvement Plan 2012-13
Metro School
2012-14 SIP Cycle REVISED 10/24/12
SCHOOL PROFILE
Metro School is the sole CMS school specifically serving only EC students, ages 3-22, all of whom are significantly cognitively disabled. Our
students’ areas of EC certification include the areas of Mentally Disabled Moderate and Severe, Multi-handicapped, or Autistic. All students
require constant supervision and a structured educational environment. All classroom teachers are EC certified teachers, deemed Highly
Qualified in the EC Specialized Adapted Curriculum. Our support area teachers (Art, Music, Adapted PE, Family and Consumer Sciences, and
School/Community-Based Instruction) are certified in their general education content area. We also employ a full time counselor,
literacy facilitator and three (3) Speech-Language Pathologists. Beginning this school year, Metro hired a full-time math facilitator in order to
support students in grades Pre-K through Transition with math practices and content. We also have a .33 time school psychologist, 2 itinerant
teachers of the visually impaired, itinerant services provided by Occupational and Physical Therapists, and Orientation & Mobility services.
Students attend support classes as scheduled into their classroom schedules. Our students’ instruction is planned, organized and delivered as
aligned with the NC Creative Curriculum (preschool), the NC Extended Content Standards (grades K-10), and the CMS Life Skills Curriculum
(grades 11 and 12),and with their unique Individual Education Plan (IEP) goals. This school year, teachers implemented the Extensions of North
Carolina Common Core Standards which include English Language Arts, Math, and Literacy in History/Social Studies, Science, and Technical
Subjects and the North Carolina Essential Standards for Science (Extended) and Social Studies. 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 to communicate. The building is seven (7) 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 works to meet their instructional, physical, emotional, social, behavioral, and personal care needs. Beginning in
preschool, our students engage in prevocational skill training in the classroom so that by the time they reach 9th grade, our students are involved in
both on and off-campus Community-Based Instruction. By 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 all students to support the application of skills
and content learned in the classroom to community settings. Our students participate in Special Olympics events and we have school athletic
teams for bocce, basketball, track and field, swimming, soccer, and cheerleading. We hold special events such as a prom, a winter program, and
many other special activities for our students, faculty and families. The PTO sponsors special events such as the book fair each year; various fund
raisers, field days, holiday around the world creations, and several other events for all classes. We have many volunteers who are active and
supportive of our school, including business partners, individuals, 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 have 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, and engage in on-going professional development. Teachers maintain a classroom or program area wiki 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 studio and students are involved in this daily production. Metro’s teachers and their two classroom
SMART: S – Specific; M – Measurable; A – Attainable; R – Realistic; T – Time-bound.
3
CMS School Improvement Plan 2012-13
Metro School
2012-14 SIP Cycle REVISED 10/24/12
assistants have specific time in their weekly schedule to plan instruction together, to review data, and to support continual classroom and school
improvement initiatives.
ASSESSMENT DATA SNAPSHOT
Cumulative - All Classes/Grade Levels
Achievement Level and ABC Growth Distribution - Percent at Each Achievement Level and % Making Growth
Enrollment/% Tested
Level I
Level II
Level III
Level IV
Level III/IV
Gateway
Growth*
#
Enrolled
#
Tested
#
Exempt
%
Tested
N
%
N
%
N
%
N
%
#
%
#
Met
%
Met
#
Eligible
#
Met
%
Met
191
58
0
30.4
7
12.1
9
15.5
36
62.1
6
8.6
42
72.4
48
82.8
0
0
0.0
Avg.
H.G.
Ratio
Avg.
H.G.
Ratio
Grade 03 Math
Achievement Level and ABC Growth Distribution - Percent at Each Achievement Level and % Making Growth
Enrollment/% Tested
Level I
Level II
Level III
Level IV
Level III/IV
Gateway
Growth*
#
Enrolled
#
Tested
#
Exempt
%
Tested
N
%
N
%
N
%
N
%
#
%
#
Met
%
Met
#
Eligible
#
Met
%
Met
9
0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0
0.0
SMART: S – Specific; M – Measurable; A – Attainable; R – Realistic; T – Time-bound.
4
CMS School Improvement Plan 2012-13
Metro School
2012-14 SIP Cycle REVISED 10/24/12
Grade 03 Reading
Achievement Level and ABC Growth Distribution - Percent at Each Achievement Level and % Making Growth
Enrollment/% Tested
Level I
Level II
Level III
Level IV
Level III/IV
Gateway
Growth*
#
Enrolled
#
Tested
#
Exempt
%
Tested
N
%
N
%
N
%
N
%
#
%
#
Met
%
Met
#
Eligible
#
Met
%
Met
9
0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0
0.0
Avg.
H.G.
Ratio
Avg.
H.G.
Ratio
Grade 04 Math
Achievement Level and ABC Growth Distribution - Percent at Each Achievement Level and % Making Growth
Enrollment/% Tested
Level I
Level II
Level III
Level IV
Level III/IV
Gateway
Growth*
#
Enrolled
#
Tested
#
Exempt
%
Tested
N
%
N
%
N
%
N
%
#
%
#
Met
%
Met
#
Eligible
#
Met
%
Met
5
2
0
40.0
0
0.0
0
0.0
2
100.0
0
0.0
2
100.0
2
100.0
0
0
0.0
SMART: S – Specific; M – Measurable; A – Attainable; R – Realistic; T – Time-bound.
5
CMS School Improvement Plan 2012-13
Metro School
2012-14 SIP Cycle REVISED 10/24/12
Grade 04 Reading
Achievement Level and ABC Growth Distribution - Percent at Each Achievement Level and % Making Growth
Enrollment/% Tested
Level I
Level II
Level III
Level IV
Level III/IV
Gateway
Growth*
#
Enrolled
#
Tested
#
Exempt
%
Tested
N
%
N
%
N
%
N
%
#
%
#
Met
%
Met
#
Eligible
#
Met
%
Met
5
2
0
40.0
1
50.0
1
50.0
0
0.0
0
0.0
0
0.0
1
50.0
0
0
0.0
Avg.
H.G.
Ratio
Avg.
H.G.
Ratio
Grade 05 Math
Achievement Level and ABC Growth Distribution - Percent at Each Achievement Level and % Making Growth
Enrollment/% Tested
Level I
Level II
Level III
Level IV
Level III/IV
Gateway
Growth*
#
Enrolled
#
Tested
#
Exempt
%
Tested
N
%
N
%
N
%
N
%
#
%
#
Met
%
Met
#
Eligible
#
Met
%
Met
14
5
0
35.7
0
0.0
0
0.0
4
80.0
1
20.0
5
100.0
5
100.0
0
0
0.0
SMART: S – Specific; M – Measurable; A – Attainable; R – Realistic; T – Time-bound.
6
CMS School Improvement Plan 2012-13
Metro School
2012-14 SIP Cycle REVISED 10/24/12
Grade 05 Reading
Achievement Level and ABC Growth Distribution - Percent at Each Achievement Level and % Making Growth
Enrollment/% Tested
Level I
Level II
Level III
Level IV
Level III/IV
Gateway
Growth*
#
Enrolled
#
Tested
#
Exempt
%
Tested
N
%
N
%
N
%
N
%
#
%
#
Met
%
Met
#
Eligible
#
Met
%
Met
14
5
0
35.7
0
0.0
0
0.0
5
100.0
0
0.0
5
100.0
5
100.0
0
0
0.0
Avg.
H.G.
Ratio
Avg.
H.G.
Ratio
Grade 05 Science
Achievement Level and ABC Growth Distribution - Percent at Each Achievement Level and % Making Growth
Enrollment/% Tested
Level I
Level II
Level III
Level IV
Level III/IV
Gateway
Growth*
#
Enrolled
#
Tested
#
Exempt
%
Tested
N
%
N
%
N
%
N
%
#
%
#
Met
%
Met
#
Eligible
#
Met
%
Met
14
5
0
35.7
0
0.0
0
0.0
5
100.0
0
0.0
5
100.0
5
100.0
0
0
0.0
SMART: S – Specific; M – Measurable; A – Attainable; R – Realistic; T – Time-bound.
7
CMS School Improvement Plan 2012-13
Metro School
2012-14 SIP Cycle REVISED 10/24/12
Grade 06 Math
Achievement Level and ABC Growth Distribution - Percent at Each Achievement Level and % Making Growth
Enrollment/% Tested
Level I
Level II
Level III
Level IV
Level III/IV
Gateway
Growth*
#
Enrolled
#
Tested
#
Exempt
%
Tested
N
%
N
%
N
%
N
%
#
%
#
Met
%
Met
#
Eligible
#
Met
%
Met
10
3
0
30.0
0
0.0
0
0.0
2
66.7
1
33.3
3
100.0
3
100.0
0
0
0.0
Avg.
H.G.
Ratio
Avg.
H.G.
Ratio
Grade 06 Reading
Achievement Level and ABC Growth Distribution - Percent at Each Achievement Level and % Making Growth
Enrollment/% Tested
Level I
Level II
Level III
Level IV
Level III/IV
Gateway
Growth*
#
Enrolled
#
Tested
#
Exempt
%
Tested
N
%
N
%
N
%
N
%
#
%
#
Met
%
Met
#
Eligible
#
Met
%
Met
10
3
0
30.0
1
33.3
0
0.0
1
33.3
1
33.3
2
66.7
3
100.0
0
0
0.0
SMART: S – Specific; M – Measurable; A – Attainable; R – Realistic; T – Time-bound.
8
CMS School Improvement Plan 2012-13
Metro School
2012-14 SIP Cycle REVISED 10/24/12
Grade 07 Math
Achievement Level and ABC Growth Distribution - Percent at Each Achievement Level and % Making Growth
Enrollment/% Tested
Level I
Level II
Level III
Level IV
Level III/IV
Gateway
Growth*
#
Enrolled
#
Tested
#
Exempt
%
Tested
N
%
N
%
N
%
N
%
#
%
#
Met
%
Met
#
Eligible
#
Met
%
Met
22
6
0
27.3
0
0.0
3
50.0
3
50.0
0
0.0
3
50.0
3
50.0
0
0
0.0
Avg.
H.G.
Ratio
Avg.
H.G.
Ratio
Grade 07 Reading
Achievement Level and ABC Growth Distribution - Percent at Each Achievement Level and % Making Growth
Enrollment/% Tested
Level I
Level II
Level III
Level IV
Level III/IV
Gateway
Growth*
#
Enrolled
#
Tested
#
Exempt
%
Tested
N
%
N
%
N
%
N
%
#
%
#
Met
%
Met
#
Eligible
#
Met
%
Met
22
6
0
27.3
2
33.3
2
33.3
1
16.7
1
16.7
2
33.3
4
66.7
0
0
0.0
SMART: S – Specific; M – Measurable; A – Attainable; R – Realistic; T – Time-bound.
9
CMS School Improvement Plan 2012-13
Metro School
2012-14 SIP Cycle REVISED 10/24/12
Grade 08 Math
Achievement Level and ABC Growth Distribution - Percent at Each Achievement Level and % Making Growth
Enrollment/% Tested
Level I
Level II
Level III
Level IV
Level III/IV
Gateway
Growth*
#
Enrolled
#
Tested
#
Exempt
%
Tested
N
%
N
%
N
%
N
%
#
%
#
Met
%
Met
#
Eligible
#
Met
%
Met
19
7
0
36.8
0
0.0
1
14.3
6
85.7
0
0.0
6
85.7
6
85.7
0
0
0.0
Avg.
H.G.
Ratio
Avg.
H.G.
Ratio
Grade 08 Reading
Achievement Level and ABC Growth Distribution - Percent at Each Achievement Level and % Making Growth
Enrollment/% Tested
Level I
Level II
Level III
Level IV
Level III/IV
Gateway
Growth*
#
Enrolled
#
Tested
#
Exempt
%
Tested
N
%
N
%
N
%
N
%
#
%
#
Met
%
Met
#
Eligible
#
Met
%
Met
19
7
0
36.8
2
28.6
1
14.3
3
42.9
1
14.3
4
57.1
5
71.4
0
0
0.0
SMART: S – Specific; M – Measurable; A – Attainable; R – Realistic; T – Time-bound.
10
CMS School Improvement Plan 2012-13
Metro School
2012-14 SIP Cycle REVISED 10/24/12
Grade 08 Science
Achievement Level and ABC Growth Distribution - Percent at Each Achievement Level and % Making Growth
Enrollment/% Tested
Level I
Level II
Level III
Level IV
Level III/IV
Gateway
Growth*
#
Enrolled
#
Tested
#
Exempt
%
Tested
N
%
N
%
N
%
N
%
#
%
#
Met
%
Met
#
Eligible
#
Met
%
Met
19
7
0
36.8
1
14.3
1
14.3
4
57.1
1
14.3
5
71.4
6
85.7
0
0
0.0
Avg.
H.G.
Ratio
Avg.
H.G.
Ratio
Math Total
Achievement Level and ABC Growth Distribution - Percent at Each Achievement Level and % Making Growth
Enrollment/% Tested
Level I
Level II
Level III
Level IV
Level III/IV
Gateway
Growth*
#
Enrolled
#
Tested
#
Exempt
%
Tested
N
%
N
%
N
%
N
%
#
%
#
Met
%
Met
#
Eligible
#
Met
%
Met
79
23
0
29.1
0
0.0
4
17.4
17
73.9
2
8.7
19
82.6
19
82.6
0
0
0.0
SMART: S – Specific; M – Measurable; A – Attainable; R – Realistic; T – Time-bound.
11
CMS School Improvement Plan 2012-13
Metro School
2012-14 SIP Cycle REVISED 10/24/12
Reading Total
Achievement Level and ABC Growth Distribution - Percent at Each Achievement Level and % Making Growth
Enrollment/% Tested
Level I
Level II
Level III
Level IV
Level III/IV
Gateway
Growth*
#
Enrolled
#
Tested
#
Exempt
%
Tested
N
%
N
%
N
%
N
%
#
%
#
Met
%
Met
#
Eligible
#
Met
%
Met
79
23
0
29.1
6
26.1
4
17.4
10
43.5
3
13.0
13
56.5
18
78.3
0
0
0.0
Avg.
H.G.
Ratio
Avg.
H.G.
Ratio
Science Total
Achievement Level and ABC Growth Distribution - Percent at Each Achievement Level and % Making Growth
Enrollment/% Tested
Level I
Level II
Level III
Level IV
Level III/IV
Gateway
Growth*
#
Enrolled
#
Tested
#
Exempt
%
Tested
N
%
N
%
N
%
N
%
#
%
#
Met
%
Met
#
Eligible
#
Met
%
Met
33
12
0
36.4
1
8.3
1
8.3
9
75.0
1
8.3
10
83.3
11
91.7
0
0
0.0
SMART: S – Specific; M – Measurable; A – Attainable; R – Realistic; T – Time-bound.
12
CMS School Improvement Plan 2012-13
Metro School
2012-14 SIP Cycle REVISED 10/24/12
Cumulative - All Courses
Achievement Level and ABC Growth Distribution - Percent at Each Achievement Level and % Making Growth
Enrollment/% Tested
Level I
Level II
Level III
Level IV
Level III/IV
Growth*
#
Enrolled
#
Tested
#
Exempt
%
Tested
N
%
N
%
N
%
N
%
#
%
#
Eligible
#
Met
%
Met
15
15
0
100.0
5
33.3
6
40.0
2
13.3
2
13.3
4
26.7
0
0
0.0
Avg.
H.G.
Ratio
Avg.
H.G.
Ratio
NCEXTEND-1 Math
Achievement Level and ABC Growth Distribution - Percent at Each Achievement Level and % Making Growth
Enrollment/% Tested
Level I
Level II
Level III
Level IV
Level III/IV
Growth*
#
Enrolled
#
Tested
#
Exempt
%
Tested
N
%
N
%
N
%
N
%
#
%
#
Eligible
#
Met
%
Met
5
5
0
100.0
0
0.0
4
80.0
1
20.0
0
0.0
1
20.0
0
0
0.0
SMART: S – Specific; M – Measurable; A – Attainable; R – Realistic; T – Time-bound.
13
CMS School Improvement Plan 2012-13
Metro School
2012-14 SIP Cycle REVISED 10/24/12
NCEXTEND-1 Reading
Achievement Level and ABC Growth Distribution - Percent at Each Achievement Level and % Making Growth
Enrollment/% Tested
Level I
Level II
Level III
Level IV
Level III/IV
Growth*
#
Enrolled
#
Tested
#
Exempt
%
Tested
N
%
N
%
N
%
N
%
#
%
#
Eligible
#
Met
%
Met
5
5
0
100.0
1
20.0
2
40.0
1
20.0
1
20.0
2
40.0
0
0
0.0
Avg.
H.G.
Ratio
Avg.
H.G.
Ratio
NCEXTEND-1 Science
Achievement Level and ABC Growth Distribution - Percent at Each Achievement Level and % Making Growth
Enrollment/% Tested
Level I
Level II
Level III
Level IV
Level III/IV
Growth*
#
Enrolled
#
Tested
#
Exempt
%
Tested
N
%
N
%
N
%
N
%
#
%
#
Eligible
#
Met
%
Met
5
5
0
100.0
4
80.0
0
0.0
0
0.0
1
20.0
1
20.0
0
0
0.0
SMART: S – Specific; M – Measurable; A – Attainable; R – Realistic; T – Time-bound.
14
CMS School Improvement Plan 2012-13
Metro School
2012-14 SIP Cycle REVISED 10/24/12
SMART GOAL (1): Improve Student EOY overall proficiency scores in math from 71% to 73%, reading from 57% to 59% and
science from 57% to 59% through the use of student data, tracking achievement across the total school environment, and making datadriven instructional decisions.
Data Used: EOG and EOC Extend1
SP 2014 Tactic: (# 1 Effective Teaching and Leadership) – Train all teachers in the effective use of data to monitor students’ learning
(Data Wise and Data Trackers).
Strategies (determined by what data)
 Task
 Task
 Task (PD)
Example:
1. Differentiate instruction for students experiencing target
deficit reading skills as determined by 3D assessments
 Use PALs
 Use Orton Gillingham Strategies
 Use flexible, small group instruction based upon
teacher observations and student work products
 Training teachers on Orton Gillingham strategies
1. Review planning procedure with faculty,
including a review of the new Extensions of
North Carolina Common Core Standards which
include English Language Arts, Math, and
Literacy in History/Social Studies, Science, and
Technical Subjects and the North Carolina
Essential Standards for Science (Extended)
and Social Studies as well as objectives in the
lesson planning process in order to:
 Specifically define the objectives for
each lesson and consistently share
objectives with students and
appropriate support personnel.
 Using standards based goals and
objectives for IEPs that support current
Point Person
(title/name)
Evidence of Success
(Student Impact)
Funding
(estimated
cost and
source)
Academic
Facil/Smith
-On DIBELS less than 5% of students
will be below benchmark by EOY
measures
-On Running Records all students will
be above a level H
-On DRA, less than 5% of students will
be below a 10
-$500 training
faculty on OG
strategies
-Source: PD
allotment
Administrator
s
Academic
Facilitator,
All staff
Team Planning Agendas and
Minutes, Lesson Plans, Data
Sheets, Data Trackers
Assessment Data
Increase of EOG and EOC
student test scores
n/a
Personnel
Involved
Timeline
Start–End
 Interim
Check Dates
Faculty
Staff to provide
families with
student progress
info. Based on the
Data Trackers and
IEP goals
8/1 – 6/10
 8/1/11
 11/2/11
 2/3/12
6/2013
10/2012
11/2013
1/2013
4/2013
SMART: S – Specific; M – Measurable; A – Attainable; R – Realistic; T – Time-bound.
15
CMS School Improvement Plan 2012-13
Metro School
2012-14 SIP Cycle REVISED 10/24/12

curricula.
Refine lesson planning so that the
instruction matches the learning needs
of all students
2. Use of specifically defined school-wide
data tracker for teachers to use for collecting
data.
 Insert students’ formal and informal
assessment data into the data trackers
in order to track achievement and
generalization of skills.
 Use the data tracker information to
make instructional decisions
concerning students’ progress.
 Collaboration between Data Tracker
team and the student review team to
support teachers within the
classrooms.
Administrator
s
Academic
Facilitator,
All staff
Team Planning Agendas and
Minutes, Lesson Plans, Data
Sheets, Data Trackers
Assessment Data
Increase of EOG and EOC
student test scores
6/2013
n/a
Staff to provide
families with
student progress
info. Based on the
Data Trackers and
IEP goals
10/2012
11/2013
1/2013
4/2013
SMART: S – Specific; M – Measurable; A – Attainable; R – Realistic; T – Time-bound.
16
CMS School Improvement Plan 2012-13
Metro School
2012-14 SIP Cycle REVISED 10/24/12
SMART GOAL (2): Metro School recognizes that all students, including students with significant cognitive disabilities, need
opportunities to directly access technology in order to develop 21st Century Skills. Metro School supports the embedding of
technology into instruction. Members of the Metro School community will pursue at least two additional funding sources to increase
student access to technology by June, 2013.
Data Used: 2012-2013 School Progress Report – Teachers who feel instructional technology is improving student performance.
SP 2014 Tactic: (# 4 Teaching and Learning Through Technology) – Expand student and staff access to technology.
Strategies (determined by what data)
 Task
 Task
 Task (PD)
1. Provide Professional Development to
staff in order to:
 Effectively write Donors Choose
Grants
 Effectively write grants to community
agencies
2. Researching and applying for
grants/other funding sources.
Point Person
(title/name)
Administrators
Academic
Facilitator,
All teachers
Evidence of Success
(Student Impact)
Increase in funded grants
Funding
(estimated
cost and
source)
Personnel
involved
Timeline
Start–End
 Interim Check
Dates
6/2013
n/a
Administrators
Academic
Facilitator,
All teachers
10/2012
11/2013
1/2013
Administrators
Academic
Facilitator,
All teachers
Increase in funded grants
4/2013
6/2013
n/a
Administrators
Academic
Facilitator,
All teachers
10/2012
11/2013
1/2013
3. Use PLC planning time to plan
instruction using technology
(SmartBoards, iPads, etc.)
 Use data collection to adjust
and adapt instruction
Administrators
Academic
Facilitator,
All teachers
level Chair,
teachers
Increased student
achievement
n/a
Administrators
Academic
Facilitator,
All teachers
4/2013
6/2013
10/2012
11/2013
1/2013
4/2013
SMART: S – Specific; M – Measurable; A – Attainable; R – Realistic; T – Time-bound.
17
CMS School Improvement Plan 2012-13
Metro School
2012-14 SIP Cycle REVISED 10/24/12
SMART: S – Specific; M – Measurable; A – Attainable; R – Realistic; T – Time-bound.
18
CMS School Improvement Plan 2012-13
Metro School
2012-14 SIP Cycle REVISED 10/24/12
SMART GOAL (3): To increase the percentage of baseline materials in each classroom.
Data Used: 2011-2012 CMS Teacher Survey – Funds are appropriately allocated to support the instructional needs of this school.
SP 2014 Tactic: (# 1 Effective Teaching and Leadership) – Ensure that school leaders have the ability and resources to meet the needs
of students and teachers.
Strategies (determined by what data)
a. Task
b.Task
c. Task (PD)
1. Provide training to staff on researchbased materials/equipment for use in
the classroom to assist students with
special needs.
 Early Childhood Environmental Rating
Scale (ECERS) training
 Basic School Age Care (BSAC)
training
 OT & PT training
2. Provide a baseline form for all classes
 Add/delete materials to/from the list
based on best practices.
3. purchase materials/equipment for
classroom use.
 Use school funds
 Encourage DonorsChoose grants
Point Person
(title/name)
Administrator
s
Academic
Facilitator,
All staff
Evidence of Success
(Student Impact)
Agenda and Sign-in sheets
CEU credit sheet
Funding
(estimated
cost and
source)
n/a
Personnel
involved
Timeline
Start–End
 Interim Check
Dates
Administrators
Academic
Facilitator,
All staff
6/2013
10/2012
11/2013
1/2013
4/2013
Administrator
Academic
Facilitator,
All staff
Administrator
Academic
Facilitator,
All staff
secretary
Agenda and Sign-in sheets
Staff meeting
Meeting Agendas
n/a
n/a
Administrators
Academic
Facilitator,
All staff
Administrator
Academic
Facilitator,
All staff
secretary
6/2013
10/2012
11/2013
1/2013
4/2013
6/2013
10/2012
11/2013
1/2013
4/2013
SMART: S – Specific; M – Measurable; A – Attainable; R – Realistic; T – Time-bound.
19
CMS School Improvement Plan 2012-13
Metro School
2012-14 SIP Cycle REVISED 10/24/12
SMART: S – Specific; M – Measurable; A – Attainable; R – Realistic; T – Time-bound.
20