CMS School Improvement Plan 2012-13

Metro School

2012-14 SIP CycleREVISED 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: None

Zone Superintendent: Dr. Jane Rhyne 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* / Name / Committee Position* / Name
Principal / Valerie Todd / Math Facilitator / Kristin Galek
Assistant Principal Representatives / Cel St. Pierre & Cathy Yancey / PERepresentative / Shelia Abraham
Teacher Representative / Pat Wright / K-2 Representative / Jennifer Singleton
Inst. Support Representative / Susan Bennett / Home Living Representative / Janie Young
Teacher Representative / Shannon Martin / Upper Transition Representative & SLT Secretary / Donna Belk
Teacher Assistant Representatives / Debra Dates / Teacher Assistant Representative / Eleanor Tribbett
Parent Representative / Delilah Cole / AU K-5 Representative / Ashley Purgason
Pre-Kindergarten Representative & Chairperson of the SLT / Melissa Hastings / Middle School Representative / Annette Cunningham
Parent Representative / Jane Douglass / Parent Representative / Kendra Holcomb

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 visuallyimpaired, itinerant services provided by Occupational and Physical Therapists, and Orientation & Mobility services. Students attend supportclasses as scheduled into their classroom schedules. Our students’ instruction is planned, organized and delivered as aligned with the NCCreative Curriculum (preschool), the NC Extended Content Standards (grades K-10), and the CMS Life Skills Curriculum (grades 11 and 12),andwith 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, andwas specifically designed and built to meet the educational, physical, and behavioral needs of our students. We have a large number ofvolunteers 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 sothat 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 fromadults. Our classrooms are organized into grade level teams (preschool, elementary, middle, high school, and transition), and teachers meet asProfessional 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 assistants have specific time in their weekly schedule to plan instruction together, to review data, and to support continual classroomand 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 / Avg. / H.G.
Ratio
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
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 / Avg. / H.G.
Ratio
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
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 / Avg. / H.G.
Ratio
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
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 / Avg. / H.G.
Ratio
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
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 / Avg. / H.G.
Ratio
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
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 / Avg. / H.G.
Ratio
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
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 / Avg. / H.G.
Ratio
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
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 / Avg. / H.G.
Ratio
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
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 / Avg. / H.G.
Ratio
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
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 / Avg. / H.G.
Ratio
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
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 / Avg. / H.G.
Ratio
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
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 / Avg. / H.G.
Ratio
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
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 / Avg. / H.G.
Ratio
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
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 / Avg. / H.G.
Ratio
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
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 / Avg. / H.G.
Ratio
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
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 / Avg. / H.G.
Ratio
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
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 / Avg. / H.G.
Ratio
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
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 / Avg. / H.G.
Ratio
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
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 / Avg. / H.G.
Ratio
15 / 15 / 0 / 100.0 / 5 / 33.3 / 6 / 40.0 / 2 / 13.3 / 2 / 13.3 / 4 / 26.7 / 0 / 0 / 0.0
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 / Avg. / H.G.
Ratio
5 / 5 / 0 / 100.0 / 0 / 0.0 / 4 / 80.0 / 1 / 20.0 / 0 / 0.0 / 1 / 20.0 / 0 / 0 / 0.0
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 / Avg. / H.G.
Ratio
5 / 5 / 0 / 100.0 / 1 / 20.0 / 2 / 40.0 / 1 / 20.0 / 1 / 20.0 / 2 / 40.0 / 0 / 0 / 0.0
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 / Avg. / H.G.
Ratio
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 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 data-driveninstructional 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)
/ Point Person
(title/name) / Evidence of Success
(Student Impact) / Funding
(estimated cost and source) / Personnel Involved / Timeline
Start–End
  • Interim Check Dates

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
/ 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 / Faculty / 8/1 – 6/10
  • 8/1/11
  • 11/2/11
  • 2/3/12

1. Review planningprocedure 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 definethe objectives foreach lesson and consistently share objectives with students andappropriate support personnel.
  • Using standardsbased goals andobjectives for IEPsthat support currentcurricula.
  • Refine lessonplanning so that theinstructionmatches thelearning needs of allstudents
/ Administrators
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 / Staff toprovide
families with
student progress
info. Based on the Data Trackers and IEP goals / 6/2013
10/2012
11/2013
1/2013
4/2013
2. Use of specificallydefined school-wide
data tracker for teachersto use for collecting
data.
  • Insert students’ formaland informalassessment data into the data trackers in order to track achievementand generalizationof skills.
  • Use the data tracker information tomake instructionaldecisions concerning students’ progress.
  • Collaboration between Data Tracker team and thestudent review teamto support teacherswithin theclassrooms.
/ Administrators
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 / Staff to provide
families with
student progress
info. Based on the Data Trackers and IEP goals / 6/2013
10/2012
11/2013
1/2013
4/2013

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)
/ Point Person
(title/name) / Evidence of Success
(Student Impact) / Funding
(estimated cost and source) / Personnel involved / Timeline
Start–End
  • Interim Check Dates

  1. Provide Professional Development to staff in order to:
  • Effectively write Donors Choose Grants
  • Effectively write grants to community agencies
/ Administrators
Academic
Facilitator,
All teachers / Increase in funded grants / n/a / Administrators
Academic
Facilitator,
All teachers / 6/2013
10/2012
11/2013
1/2013
4/2013
  1. Researching and applying for grants/otherfunding sources.
/ Administrators
Academic
Facilitator,
All teachers / Increase in funded grants / n/a / Administrators
Academic
Facilitator,
All teachers / 6/2013
10/2012
11/2013
1/2013
4/2013
  1. Use PLC planning timeto plan instruction usingtechnology (SmartBoards, iPads, etc.)
  • Use data collectionto adjust and adaptinstruction
/ Administrators
Academic
Facilitator,
All teacherslevel Chair,
teachers / Increased student achievement / n/a / Administrators
Academic
Facilitator,
All teachers / 6/2013
10/2012
11/2013
1/2013
4/2013

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)
  1. Task
  2. Task
  3. 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.Provide training to staff on research-based 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
/ Administrators
Academic
Facilitator,
All staff / Agenda and Sign-in sheets
CEU credit sheet / n/a / Administrators
Academic
Facilitator,
All staff / 6/2013
10/2012
11/2013
1/2013
4/2013
2.Provide a baseline form for all classes
  • Add/deletematerials to/from the list based on best practices.
/ Administrator
Academic
Facilitator,
All staff / Agenda and Sign-in sheets
Staff meeting / n/a / Administrators
Academic
Facilitator,
All staff / 6/2013
10/2012
11/2013
1/2013
4/2013
3.purchase materials/equipment for classroom use.
  • Use school funds
  • Encourage DonorsChoose grants
/ Administrator
Academic
Facilitator,
All staff
secretary / Meeting Agendas / n/a / Administrator
Academic
Facilitator,
All staff
secretary / 6/2013
10/2012
11/2013
1/2013
4/2013

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