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School: Sterling Elementary

Principal: Beth Wardy

Title I Specialist: Annika Curren

Address: 9601 China Grove Church Rd

Pineville, NC 28134

Courier Number: 550

Phone: 980-343-3636

Learning Zone: Central Elementary

Zone Superintendent: Tyler Ream

CMS School Improvement Plan 2010-12

Sterling Elementary 2011-12

2

BELIEFS

Students will achieve at high levels if we provide high-quality instruction and intervention matched to student needs

Students will achieve if their progress is monitored frequently to make decisions about change in instruction

We can achieve our fundamental purpose of high levels of learning for all students only if we work together

Targeted Time + Instruction = Learning

Programs don’t improve schools- people do!

MISSION STATEMENT

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

School: Sterling Elementary School staff is committed to providing a challenging curriculum that will establish the academic

foundation necessary for our students to reach their full potential and prepare them to be successful in middle school and

beyond.

VISION

District: CMS provides all students the best

education available anywhere,

preparing every child to lead a rich

and productive life.

School: Sterling Elementary School is committed

to providing an exceptional instructional program

for all students, with a focus of increased student

learning. This begins with promoting a school

climate that is safe and orderly, encourages

communication with the home and community,

celebrates diversity, and emphasizes character

development.

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

To increase Reading Proficiency for all students by 5% as measured on the state EOG reading test, CMS K-2 Summative

exams and the Pre-K local common assessments.

To increase Math Proficiency by 5% as measured on the state EOG math test, K-2 CMS Summative exams and the Pre-K

local common assessments.

To establish stronger relationships between families and school as would be indicated by an increase of 5% total

parent/family satisfaction with Sterling Elementary 2012 Parent Survey. Specifically the goal is to increase the number of

parents that agree with the survey question “When I have concerns or problems, I feel comfortable seeking help from staff at my

child’s school.”.

CMS School Improvement Plan 2010-12

Sterling Elementary 2011-12

3

ASSESSMENT DATA SNAPSHOT

Subject/Measure # in

Membership #

Tested %

Tested

# In Performance Composite

# Proficient

% Proficient

# in Growth

Composite

# Making Growth

% Making Growth

Growth Sum

Avg. Growth

Growth Status

High Growth Ratio

High Growth Status

EOG Grade 03 Math 101 99 98.0 99 82 82.8

EOG Grade 03 Reading 101 99 98.0 99 75 75.8

EOG Grade 04 Math 92 89 96.7 89 85 95.5 68 51 75.0 30.918 0.4547 Met 3.00 Met

EOG Grade 04 Reading 92 89 96.7 89 64 71.9 68 38 55.9 8.333 0.1226 Met 1.27 Not Met

EOG Grade 05 Math 58 55 94.8 55 47 85.5 48 32 66.7 8.714 0.1815 Met 2.00 Met

EOG Grade 05 Reading 58 55 94.8 55 43 78.2 48 24 50.0 5.700 0.1188 Met 1.00 Not Met

EOG Grade 05 Science 58 55 94.8 55 38 69.1

EOG Math Total 251 243 96.8 243 214 88.1 116 83 71.6 39.632 0.3417 Met 2.52 Met

EOG Reading Total 251 243 96.8 243 182 74.9 116 62 53.4 14.034 0.1210 Met 1.15 Not Met

EOG Science Total 58 55 94.8 55 38 69.1

EOG Total 560 541 96.6 541 434 80.2 232 145 62.5 53.666 0.2313 Met 1.67 Met

School Composite 560 541 96.6 541 434 80.2 232 145 62.5 53.666 0.2313 Met 1.67 Met

Kindergarten Grade 1 Grade 2

Reading RComp Math Reading RComp Math Reading RComp Math

Our

School

93.02% 80% 60.47% 87.76% 30% 63% 79.17%

CEZ 76.76% 68.81% 60.64% 80.75% 45% 92.62% 46.6% 53.71% 63.15%

District 86.0% 70.33% 74.992% 91.07% 47.8% 94.18% 60.80% 54.58% 74.94%

CMS School Improvement Plan 2010-12

Sterling Elementary 2011-12

4

SCHOOL PROFILE

Sterling Elementary is a Title 1 school serving 639 students in grades PreK-5. The school was established in 1935 and is located in

southwest Charlotte. A new school was built in 2002.

A broad range of socio-economic levels, ethnicity, and geographic locations are represented within the student population.

Demographics are as follows: 43% Hispanic students and 57% non Hispanic students. Approximately 90% of our population are

considered economically disadvantaged.

Sterling’s staff is experienced, dedicated, and enthusiastic, and includes 35 classroom teachers, 10 instructional assistants, 1 counselor,

an art, music and PE teacher. In addition, our leadership team consists of two deans of instruction, a Literacy facilitator, Math

facilitator, 1 ½ EC teachers, 2 ESL teachers, .5 TD teacher, 2 parent advocates and 1 BMT.

In the past two years Sterling has shown a significant increase in the percentage of students scoring at/above grade level on the state

reading and math tests. During the 2010-2011 school year we will continue to implement instructional programs that promote student

growth with Response to Intervention (Sterling is an RTI pilot school), Investigations Math, Lucy Calkins Writing, Inclusion, and

Remediation and Enrichment.

Our students are our first priority, and it is our goal to provide the best instructional programs/teaching strategies that promote

increased student learning. In addition to our focused instructional program, we promote character education, the Accelerated

Reading Program, Right Moves for Youth program, and the Kiwanis Terrific Kids program.

Sterling is fortunate to have numerous volunteers and over fourteen corporate, church, and business sponsors who partner with the

school to enhance and maintain academic programs and initiatives. We attempt to reach out to as many community partners and

family partners as we possibly can and encourage two way communication as a consistent vehicle to make decisions.

CMS School Improvement Plan 2010-12

Sterling Elementary School 2011-12

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

5

SMART GOAL (1): To increase Reading Proficiency for all students by 5% as measured on the state EOG reading test, CMS K-

2 Summative exams and the Pre-K local common assessments. Data Used:Teacher selected common assessments per grade level both formal and informal as well as EOY EOG and summative exams PreK-5. SP 2014 Tactic: (# 1 ) - Effective Teaching and Leadership

Strategies (determined by what data)

Implement rigorous expectations for creating and monitoring an effective literacy program.

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.Continue to expand and monitor an effective literacy program

Create literacy curriculum maps for each quarter for each grade level

Develop lesson plans that include the 5 components of an effective reading program

Create a Master Schedule that has a 120 minute block for literacy instruction

Create a K-2 Literacy Model and a 3-5 Literacy Model

Create a master schedule that has a 90 minute planning blocks each week for each grade level

Create and monitor an effective AR program

Principal: Beth Wardy Dean of Instruction: Emily Miles Math Facilitator: Sean Carberry Literacy Facilitator: To be hired

- On DIBELS we will

decrease the amount of students that are considered intensive (red) by EOY benchmark in comparison with May2011 EOY benchmark.

- The EOG literacy and K-2 literacy summative will indicate a 5% increase in comparison with the May 2011 scores.

- Pre-K students will show growth according to their formal assessments

$15,000 in training and in house staff development materials: Source federal funds

All Faculty

8/1/2011-6/10-2011

Checkpoints:

10/1/2011 1/2/12 4/2/12 6/10/12

CMS School Improvement Plan 2010-12

Sterling Elementary School 2011-12

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

6

Create and monitor daily fluency practice

Send home progress reports at least every 5

Provide after-school tutoring for students who are struggling

Provide summer school tutoring to students who are struggling

Provide a planning day for staff to plan at the beginning of each quarter

Provide staff opportunities to attend quality literacy professional development training at the local, state, and national levels

Create mid-quarter-common literacy assessments for each grade level and provide release time for teachers

to write assessments

Create end-of- quarter common assessments and provide release

time for teachers to write assessments.

Provide students with a variety of reading genres

Provide teachers with materials that relate to the 5 reading components

Purchase data management systems to monitor student progress

Purchase literacy materials

Hire reading tutors

Provide research-based instructional materials for literacy

Provide technology to enhance literacy instruction and management of data

Dean of Students: To be Hired

across a year’s time. - According to Reading

3D, students will increase reading level by 1 year, or 1.5 years if student is below benchmark grade level.

- According to common assessments (formal and informal) across 2011-2012, students will consistently show increasing growth.

CMS School Improvement Plan 2010-12

Sterling Elementary School 2011-12

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

7

2. Use RTI model to monitor student progress through universal screenings, benchmark assessments, and on-going progress monitoring

Purchase universal screening programs to determine grade-level goals individual student deficiencies

Use all available resources to progress monitor as deemed important by each grade level.

Create and administer mid-quarter and end of quarter common assessments

Implement effective intervention programs (RTI)

Purchase and provide training on research-based intervention programs

Send staff to training on RTI components

Provide struggling students an additional 30 minutes a day of intensive small group instruction based on individual student need

Provide students who are 1 ½ -2 years below grade level an additional 45 minutes instruction with a supplemental reading program

Provide after school tutoring and summer school for struggling students

Use all available staff for intervention instruction

Create an after-school tutoring program

Principal: Beth Wardy Dean of Instruction: Emily Miles Math Facilitator: Sean Carberry Literacy Facilitator: To be hired Dean of Students: To be Hired

- Monitoring student

referral to Intervention team as well as students referred on to EC for evaluation, we will see a decrease in numbers of referrals to both areas, which will determine that our core curriculum is more effective.

- On DIBELS we will decrease the amount of students that are considered intensive (red) by EOY benchmark in comparison with May2011 EOY benchmark.

- The EOG literacy and K-2 literacy summative will indicate a 5% increase in comparison with the May 2011 scores.

- Pre-K students will show growth according to their formal assessments across a year’s time.

- According to Reading 3D, students will increase reading level by 1 year, or 1.5 years if student is below benchmark grade level.

- According to common assessments (formal and informal) across 2011-2012, students will

All Faculty

8/1/2011-6/10-2011

Checkpoints:

10/1/2011 1/2/12 4/2/12

6/10/12

CMS School Improvement Plan 2010-12

Sterling Elementary School 2011-12

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

8

consistently show increasing growth.

3.Analyze data to determine needs of students

Weekly meeting of teachers to analyze data

Provide staff development opportunities on data analysis

Provide opportunities for all staff to attend training on effective reading strategies at the local, state, and national levels.

Use test-taking materials specific to needs to prepare students for testing

Principal: Beth Wardy Dean of Instruction: Emily Miles Math Facilitator: Sean Carberry Literacy Facilitator: To be hired Dean of Students: To be Hired

- On DIBELS we will decrease the amount of students that are considered intensive (red) by EOY benchmark in comparison with May2011 EOY benchmark.

- The EOG literacy and K-2 literacy summative will indicate a 5% increase in comparison with the May 2011 scores.

- Pre-K students will show growth according to their formal assessments across a year’s time.

- According to Reading 3D, students will increase reading level by 1 year, or 1.5 years if student is below benchmark grade level.

- According to common assessments (formal and informal) across 2011-2012, students will consistently show increasing growth.

Title One Federal Dollars

All Faculty

8/1/2011-6/10-2011

Checkpoints:

10/1/2011 1/2/12 4/2/12

6/10/12

CMS School Improvement Plan 2010-12

Sterling Elementary School 2011-12

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

9

SMART GOAL (2): To increase Math Proficiency by 5% as measured on the state EOG math test, K-2 CMS Summative exams

and the Pre-K local common assessments. Data Used: Teacher selected common assessments per grade level both formal and informal as well as EOY EOG and summative exams PreK-5. SP 2014 Tactic: (# 1 ) - Effective Teaching and Leadership

Strategies (determined by what data)

Task

Point Person (title/name)

Evidence of Success (Student Impact)

Funding (estimated cost and source)

Personnel involved

Timeline Start–End

Interim Check Dates

1. To establish an effective math program that meets the needs of all students

Create curriculum maps for each quarter for each grade level

Create lesson plans that include requirements for effective math strategies

Create a master schedule that includes a 90 minute block for planning.

Group students for ability level instruction as determined necessary by the instructional team.

Provide extra blocks of instructional time for remediation and enrichment.

Principal: Beth Wardy Dean of Instruction: Emily Miles Math Facilitator: Sean Carberry Literacy Facilitator: To be hired Dean of Students: To be Hired

- The EOG math and K-2 math summative will indicate a 5% increase in comparison with the May 2011 scores.

- Pre-K students will show growth according to their formal assessments across a year’s time.

- According to Math common assessments strategically placed throughout the year,, students will increase reading level by 1 year, or 1.5 years if student is below benchmark grade level.

- According to common assessments (formal and informal) across 2011-2012, students will consistently show

Title One Federal Dollars

All Faculty

8/1/2011- 6/10-2011

Checkpoints:

10/1/2011 1/2/12 4/2/12

6/10/12

CMS School Improvement Plan 2010-12

Sterling Elementary School 2011-12

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

10

increasing growth.

2. Use RTI model to monitor student progress through universal screenings, benchmark assessments and ongoing progress monitoring

Purchase universal screening programs to determine grade level goals and student deficiencies.

Use progress monitoring materials as appropriate per grade level.

Give teachers quarterly planning days to create and plan administration of common assessments.

Principal: Beth Wardy Dean of Instruction: Emily Miles Math Facilitator: Sean Carberry Literacy Facilitator: To be hired Dean of Students: To be Hired

- Monitoring student referral to Intervention team as well as students referred on to EC for evaluation, we will see a decrease in numbers of referrals to both areas, which will determine that our core curriculum is more effective.

- The EOG literacy and K-2 literacy summative will indicate a 5% increase in comparison with the May 2011 scores.

- Pre-K students will show growth according to their formal assessments across a year’s time.

- According to Reading 3D, students will increase reading level by 1 year, or 1.5 years if student is below benchmark grade level.

According to common assessments (formal and informal) across 2011-2012, students will consistently show increasing growth.

Title One Federal Dollars

All Faculty

8/1/2011-6/10-2011

Checkpoints:

10/1/2011 1/2/12 4/2/12

6/10/12

CMS School Improvement Plan 2010-12

Sterling Elementary School 2011-12

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

11

3. Implement intervention strategies and programs

Purchase and provide training on research based interventions.

Provide time for small group re-teaching.

Use all staff for small group intensive instruction.

Provide an afterschool tutoring program to remediate deficiencies for below grade level students.

Administrative team and facilitators will attend professional development training on

Principal: Beth Wardy Dean of Instruction: Emily Miles Math Facilitator: Sean Carberry Literacy Facilitator: To be hired Dean of Students: To be Hired

Title One Federal Dollars

All Faculty

8/1/2011-6/10-2011

Checkpoints:

10/1/2011 1/2/12 4/2/12

6/10/12

CMS School Improvement Plan 2010-12

Sterling Elementary School 2011-12

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

12

SMART GOAL (3): To establish stronger relationships between families and school as would be indicated by an increase of 5%

total parent/family satisfaction with Sterling Elementary 2012 Parent Survey. Specifically the goal is to increase the number of

parents that agree with the survey question “When I have concerns or problems, I feel comfortable seeking help from staff at my

child’s school.”. Data Used: Formal and Informal survey data, attendance at parent and community functions, volunteers logged hours and student achievement data. SP 2014 Tactic: (# 6 ) – Parent and Community Connections

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. Develop a plan to insure high levels of

parent and family participation in school activities.

Encourage PTA membership

Utilize mass communication method frequently to reach out to parents, Connect Ed, newsletters, updated website, etc.

Allow ample opportunity for 2 way feedback such as surveys, e-mail, agendas and social media as applicable.

Send all messages in English and Spanish

Maintain a hired translator on staff to improve the connections with the Hispanic community and making them feel a part of our school.

2. Develop an authentic school

Principal: Beth Wardy Translator: Stella Bobadilla Family School Advocate: Ruth Hood Customer Service Team: Helen Maser, Cynthia Miller, and to be hired secretary

Parent and family events will increased attendance throughout the year. Increased Parent Involvement will increase student achievement as measured in K-2 summatives, 3-5 EOG scores and PreK common assessments. School leadership team will be initiated and conducted monthly with a team set goal, collaborative strategies to accomplish and clear outcomes of the year attached to student achievement. Families that are involved with the school will be as equally diverse as the student’s in attendance, accurately representing the voices of our

Title One Federal Dollars

All faculty and staff Community members and volunteers Families of Sterling

8/1/2011-6/10-2011

Checkpoints:

10/1/2011 1/2/12 4/2/12

6/10/12

CMS School Improvement Plan 2010-12

Sterling Elementary School 2011-12

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

13

leadership team that invites parents and community members in to assist in making significant decisions that affect the school body.

- Create master schedule that gives dates of meetings in advance to promote attendance.

- Represent the diversity of the school within the SLT.

- Make decisions that are focused on the most effective teaching and learning as a team.

- Facilitate meetings of SLT using set agendas, norms and opportunities for all voices to be heard.

3. Keep a Family School Advocate on staff to increase community and family partnerships as well as maintaining the relationships that we have.

4. Survey families and community outreach on a consistent basis to use feedback for school improvement.

5. Purposefully connect families with needed resources on a regular basis.

- Utilize in house Child’s Place for families served by McKinney Vento but also to connect other family needs to local resources.

- Set up relationship with a “Back the Pack” program so that selected needy families will be given food over the weekend.

- Strategically reorganize in house office human resources to provide highly efficient and top notch customer service.

Counselor April Smith

population. Increase in families that use the school a resource to have “out of school needs” met

* Identify for each strategy, the NC Leadership Standard (7-listed below) and supporting McREL

Responsibility (21) that the principal will assume.

1-Strategic, 2-Instructional, 3-Cultural, 4-Human Resources, 5-Managerial, 6-External Development, 7-

Micro Political.

CMS 2010-11 Bullying-Prevention

Implementation and Process Plan

I. School: Sterling Elementary School Principal: Beth Wardy

Point Person: Mica McCoy, BMT

II. School Bullying-Prevention Committee Members:

Member: April Edwards, Counselor

Member: Mica McCoy, BMT

III. Implementation Vehicle: If using more than one implementation vehicle, please

list (i.e., Advisor-advisee time/character education time/integration into a specific core class)

K-3rd

: Bullying Prevention Activities through Social Studies classes, Character Education

Lessons provided monthly by volunteers and (via BMT and counselor)

4th

-5th

: Bullying Prevention Activities through Social Studies classes, Character Education

Lessons provided monthly by volunteers and 14 Stepping Stones To Empower Me To Be A

Better Student. ( via BMT)

Sterling Elementary 2011-2012

15

Charlotte-Mecklenburg School Quality Review School Self-Evaluation Form

Name of principal: Beth Wardy

**This review was conducted when Celestine Crowder was the principal and modified by Nancy Guzman’s tem. Beth Wardy submitted report as she came in just as SEF was due.

Name of school: Sterling Elementary School

Please complete with as much detail as you can, use the completion as a professional development

exercise if appropriate and send it to your lead reviewer (electronically) two weeks before the

review.

Completing this form will help you prepare for some of the discussions which will take place both before and during the review. It will also help the review team get to know you and your school and to understand how well the school community knows itself. Guidance on completing the form:

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 2006”.

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. This section is summative and draws on your evaluations elsewhere in the self-evaluation report.

Please omit sections where you feel that you are not in a position to respond. How should evaluations be made?

You are strongly encouraged to refer to the Quality Criteria, sub-criteria and rubrics and as you complete the evaluations. These are included within the Notes of Guidance for the School Quality Review and should be kept close at hand as you complete the evaluations.

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. Whichever approach you adopt, we recommend that you do not make this an onerous task but that you take the opportunity to stop, reflect and record your immediate perceptions.

Sterling Elementary 2011-2012

16

School Profile

School name and number: Sterling Elementary School School address: 9601 China Grove Church Rd. School telephone number: 980-343-3636

#

%

Grades: K-5

Number of students enrolled: 517

Number of general education students: 517

Number of EC students: 32

Number of LEP students: 136

Principal suspensions: 25

Superintendent suspensions: 0

Percentage of students eligible for Free or Reduced-Price Lunch:

91%

Ethnic make-up of the students (by percentage): 98% African-American and Hispanic

Sterling Elementary 2011-2012

17

A. What is distinctive about your school?

Sterling is a Title 1, Strategic Staffing School. The school student population is 98% minority, with 91% qualifying for F/R lunch.

Sterling has a student population that is 98% minority and 91% economically disadvantaged.

B How effective is your school overall?

4 3 2 1

School Self-Evaluation: High quality (4) x Undeveloped (1)

How do you know?

Sterling’s composite math score for 2011 was 86% proficient- a significant increase over the 2008 composite math score of 46%proficient. Sterling received a state rating of “Expected Growth” in math. In reading sterling’s 2011 composite score of 73.6%.

Sterling met AYP by achieving all 21 achievement goals for the second consecutive year the school has been removed from the state and district “School Improvement” list.

On the 2010 Parent Survey, 92% of parents responded that they were satisfied/very satisfied with the educational quality offered at Sterling, and 100% responded that their child likes going to this school.

In addition, 90% of parents responded that they would recommend Sterling to their friends.

What are its notable strengths?

The implementation of Response to Instruction.

A strong staff who care deeply about this children.

Staff who want to increase student learning and constantly seek ways to improve their teaching.

What are its main areas for improvement?

Increasing reading achievement with our Intensive and Strategic students, and the implementation of the Investigations math program.

Supporting the new teachers on staff

1. How effective is your school in ensuring high quality achievement for students in all grades, especially in the core subjects?

4 3 2 1

School Self-Evaluation: High quality (4) X Undeveloped (1)

How do you know? In 2010 Sterling had a increase over the 2009 scores in the percent of students in grades 3-5 scoring at/above grade level on the End-of-Grade reading test. The school met all 21 AYP goals, and the school received an overall rating of “Expected Growth” in reading and math. The school was removed from the state and district “School Improvement” list. In 2010 Sterling had a significant increase in the percentage of students reaching Benchmark at the end of the year on the DIBELS K-2 Assessments..

Sterling Elementary 2011-2012

18

On the Parent Survey 93% of parents responded that they were satisfied/very satisfied with the educational expectations placed on their child. In which subjects and grades do students do best, and why? Students do best in math. Math is a subject that is more concrete and our ESL students and EC students do not struggle with math as they do in reading. In which subjects and grades is improvement needed, and what action is being taken? Reading is an area that needs improvement. Currently we are using the RTI process to increase student achievement in reading. Students receive additional reading time depending on their strengths and weaknesses. We have created small Targeted Skills Instruction groups to provide extra time and support of our struggling readers,.

Is there evidence of disparities in student achievement by subgroups? If so, what action is being taken?

No, all subgroups need to improve reading skills.

In math, 79% of African American students passed the Math EOG, whereas 96% of Hispanic students passed and 100% of white students (which is 2 students) passed.

How is the school addressing the specialized needs of EC and LEP students?

EC and LEP receive additional instruction daily in reading and math. At the beginning of the year teachers are given a copy of the IEP for their students. Teachers review the IEP and make sure that all aspects of the IPE are being addressed.

How does the school use student performance data to take and adjust actions to improve student achievement? Teachers have two 90 minutes planning blocks each week- one block for reading and one block for math. During these planning times student work and student data is reviewed. Students are flexibly grouped for remediation and enrichment based on their needs as discussed in these PLC groups.

How does your school allocate available resources to improve student learning and achievement? All Title 1 money and Sterling’s instructional allocation is used to support the academic program to increase achievement.

2. How effective is your school in providing a relevant and appropriate curriculum for all students, grades and sub-groups?

4 3 2 1

School Self-Evaluation: High quality (4) X Undeveloped (1)

How do you know? All subgroups had a significant increase in the percentage of students scoring at/above grade level on the reading and math EOG’s from 2008-2010. All student groups are making good progress and progress in monitored thoroughly, regularly and consistently

Sterling Elementary 2011-2012

19

by the administrative team and by teachers. On the 2010Parent Survey, 92%^ of parents responded that they were satisfied/very satisfied with the educational quality offered at Sterling. How is alignment with the NCSCOS ensured? Lesson plans and teacher-made informal assessments are reviewed. Teachers record the NCSCOS objective on their lesson plan for all subjects. How does the school ensure a broad range of learning experiences? Sterling’s main focus in teaching students to attain grade level proficiencies in reading, writing, and math. Teachers take students on various field trips, including cultural events throughout the city.

3. How effective is the quality of teaching and instruction in ensuring high quality learning, progress and achievement?

4 3 2 1

School Self-Evaluation: High quality (4) x Undeveloped (1)

How do you know? Most students are making very good progress in their learning as reflected in their EOG and DIBELS scores (). On the 2010 Parent Survey, 96% of parents responded that their child’s educational accomplishments are important to the teachers and staff at Sterling, and 92% responded that they are satisfied/very satisfied with the educational quality offered at Sterling. Which are the strongest features of teaching and learning and why? Teaching is focused, strategic and high quality. Teachers work collaboratively during their two ninety-minute planning times to plan and design teaching strategies, create lessons, develop assessments, discuss student data, review student work, and share ideas to increase student learning. What aspects of teaching and learning most need improvement and what action is being taken? Teachers need to have a deeper understanding of the five reading components and strategies for teaching each component. This is a school-wide staff development initiative this year. Teachers need a better understanding of the new Investigations Math program. How do teachers assess students’ achievement of learning objectives and adjust instruction with assessment information?

Teachers use various formal and informal assessments such as mid-quarter and end-of-quarter teacher-made assessments, textbook assessments, Study Island, and Class Scapes, in addition to grade-level benchmark assessments to determine student mastery of grade-level benchmarks and grade-level standards.

Sterling Elementary 2011-2012

20

4. How effective is the school in ensuring high quality leadership and management?

4 3 2 1

School Self-Evaluation: High quality (4) X Undeveloped (1)

How do you know? School leadership team is beginning to form and create processes with the vision of empowering teachers. Which are the strongest aspects and why? Leaders that are hired were strategically placed to insure maximum student achievement will be gained as the school moves through the transition in leadership. What most needs improvement and what action is being taken? -Leadership team needs to build from the ground ip this year as all members are new and the team in existence started the year with an interim principal in place. Systems and procedures for operating as collaborating units need to be developed and implemented quickly.

5. How effective is the school in creating a high quality learning environment?

4 3 2 1

School Self-Evaluation: High quality (4) x Undeveloped (1)

How do you know? On the 2009 Student Survey, 95% of students responded that what they are learning at Sterling will be useful. 97% responded that they receive extra help when they need it, and 98% responded that I think what I am learning is interesting, and 92% responded that teachers encourage them to do good work. Which are the strongest aspects and why? The focus of the learning environment at Sterling is increased student achievement, and every decision that is made, from materials to procedures, is based on this focus.

What most needs improvement and what action is being taken? An area that needs improvement is increasing parent involvement. Currently we send home a monthly newsletter, use ConnectEd for all announcements, send home student progress reports every two weeks, and solicit parent involvement through meetings and conferences.cc

6. How effective is the school in establishing a high quality partnership with parents, other schools and the community?

4 3 2 1

School Self-Evaluation: High quality (4) 4 Undeveloped (1)

How do you know? During the 2008-2009 school year Sterling reported the following numbers to the Office of Strategic Partnerships:

Sterling Elementary 2011-2012

21

169 Volunteers during the Academic Year 1,132 Total Tutor Volunteer Hours during the Academic Year 224 Total Mentor Volunteer Hours during the Academic Year 1656 Total Number of Volunteer Hours Business Partners: Texas Roadhouse, Wal-Mart, Belk, Sam’s Club, Vulcan, Kiwanis Club, Latin-American Coalition, Urban League, Alturas Club International, Bo jangles, Ever light, Kohl, Lance, Time Warner Cable, Beverly Woods Elementary, Target, Art Institute, Temple Beth El, China Grove Church Road, AME Zion Church, Providence High Spanish Club, Audrey Kill High School Which are the strongest features of communication between home/school about the school’s work and about each student’s achievement? Why? A much-needed Parent Advocate was hired to improve home-school and volunteer communication. What most needs improvement and what action is being taken? Many businesses are cutting back personnel due to the economy, and it is becoming more difficulty to solicit new involvement. A Parent Advocate was hired with Title 1 money to work on this. What aspects of the school’s work to involve parents/guardians and the community in the life of the school work best? Why? Use of a Parent Advocate, whose full time job is to involve parents and the community has worked best for Sterling. Without this position, there would be no one to solicit involvement and coordinate volunteer services. Also, an Interpreter/Translator was hired to communicate with our large Hispanic population. This allows us to send home all school communication in two languages, and provides both parents and teachers an interpreter/translator which enhances teacher/parent communication. What needs improvement and what action is being taken?

A Parent Advocate who speaks should be provided by the district for all schools with large non-English speaking populations.

7. What other information, if any, do you feel it would be important for the reviewers to know prior to the review? (For example: principal recently appointed previous month)

The principal (Beth Wardy) just appointed this week. The leadership team is not yet in place. There will no longer be an AP, but two dean of student positions instead.

Page 22 of 25

Professional Development Plan (Required documentation of PD): 1. Maintain sign-in sheets & agendas, handouts, notes 2. Provide renewal credit through MyPD (when appropriate) 3. Teacher feedback on PD

(surveys, questionnaires, ect.) 4. Documentation that shows what was learned is being implemented correctly 5. Documentation that shows PD is

impacting student achievement 6. Analyze effectiveness & decide what next

Ongoing Professional

Development Conferences, workshops, in-service,

mentoring, planning, courses

PARTICIPANTS

Why needed? Tie to needs assessment &

Goal/strategy from SIP pg. # &

if applicable-

How will this help remove from

improvement?

Funding

Sources State or local

Prof. Dev.

Money, Title

I, grants…

Cost

Timeline When &

Effectiveness

Check-points

Point Person

Evaluation/Follow-up State specifics ex: # 4 lesson plans,

observation, work sample…

#5 Progress Monitoring results in

ORF, AR diagnostic Reports, tests,

EOGs …

1. In service in regards

to Balanced literacy

and necessary

reading components

All Sterling

Faculty

Teachers will increase

level of knowledge of the

various components of

literacy so that learners

of all levels of

proficiency will show

needed growth.

Title One $2000 Ongoing

throughout

year

(October-

June)

Beth

Wardy

Teacher Evaluations and

Walkthroughs,

Summatives and common

assessments throughout the

year.

2. Strategies for

Differentiation &

Working on the

Work (P.

Schlectedy)

All Sterling

Faculty

It has been identified that

increasing resources for

differentiation within the

classrooms will assist

with meeting learners on

all levels in an engaging

way.

Title One $2000 Ongoing

second

semester

(January

through

June)

Beth

Wardy

Teacher Evaluations and

Walkthroughs,

Summatives and common

assessments throughout the

year.

5. PEAK Development

Strategies

All Sterling

Faculty

Title One $500 February

2011

Beth

Wardy

Teacher Evaluations and

Walkthroughs,

Summatives and common

assessments throughout the

year.

For schools in improvement: PD mandatory 10% set aside for school in $_5,000__ _______________improvement.

Page 23 of 25

Title I Action Plan

Family & School Engagement

School Name: Sterling Elementary Title I Allocation for Parent Involvement ______$4,979_______________

Any activities that support Epstein’s six keys to building successful family/school partnerships are based on

research that substantiate the fact that student achievement is directly linked to parent involvement.

Activity means any event or strategy you will do to improve parent involvement/engagement and

increase a parent’s ability to support their child’s learning

Name of Activity

(Include a brief summary along with any

instructional materials that need to be purchased.)

.

Date & Time

Flexible meeting

times &/or

locations

Outcome # &

Strategy (from SIP)

Funding

Sources &

Costs (Title I,

contributions,

partnerships, etc.)

Check Epstein’s six keys of

building successful

partnerships supported in

activity Refresh

men

ts (Y o

r N)

Pare

ntin

g

Co

mm

un

i

catio

n

Vo

lun

teer

ing

Lea

rnin

g

at H

om

e

Decisio

n-

Ma

kin

g

Co

mm

un

i

ty

Co

llab

ora

tion

1. Meet & Greet August 2011 Outcome 3, Strategy

1,5 n/a x x x

2. Open House/Title one parent Meeting September 2011 Outcome 3,

Strategy 1,5 n/a x x x x

3. Movie Night November 2011 Outcome 3,

Strategy 1,5 PTA x x x

4. Ready, Set, Read (or other Parent University Event) January 2012 Outcome 3,

Strategy 1,5 Partnership x x x x x

5. Donuts with Dad October 2011 Outcome 3,

Strategy 1,5 Partnership x x x x

Page 24 of 25

6. Muffins with Moms October 2011 Outcome 3,

Strategy 1,5 Partnership x x x x

7. Family Bingo Night December 2011 Outcome 3,

Strategy 1,5 PTA x x x

8. Parent Conferences October 2011 Outcome 3,

Strategy 1,5 N/A x x x x

9. PTA and SLT Meetings Monthly Outcome 3, Strategy

1,5

N/A x x x x

10. Chorus Concerts December 2011 and

March 2012 Outcome 3,

Strategy 1,5 n/a x x x

11. SIP Parent Review Meeting May 2012 Outcome 3,

Strategy 1,5 N/a x x x x

12. Terrific Kid Parent Assembly Monthly Outcome 3,

Strategy 1,5 Partnership x x x

Page 25 of 25

Sterling Elementary School

Parent Involvement Policy

Sterling Elementary School’s School-wide Title I program encourages each parent to be an actively

involved member of the school community in order to support their child’s education. Sterling’s

parent policy outlines activities, events, and initiatives taking place at our school that we hope will

support parents in being an active partner in their child’s education.

Sterling families will receive a copy of our Parent Involvement Policy during each semester. This

policy is intended to encourage parent involvement in their child’s school by providing relevant

information.

Each parent will receive a copy of the Parent-School Compact, which serves as an agreement

between the home and school, and outlines the responsibilities each party holds for the child’s

educational success.

A school-wide open house is held August 25, 2011 and September 19, 2011. We encourage all

parents and student’s to attend our open houses.

The Title I annual parent meeting will be held on September 10, 2011 prior to the open house.

This meeting will provide families with information referencing:

o Sterling activities open for student’s participation

o Sterling’s Principal will share school-wide assessment programs

o The principal will share with Sterling’s assessment programs including EOG, STAR,

DIBELS, and quarterly interim and formative assessments.

o Parents will have an opportunity to ask questions and provide suggestions for the school.

The Tiger Times Newsletter, PTA Newsletter, PTA Meetings, classroom newsletters, school

marquee, connect-ed and the Sterling Website are available for parents to learn more about the

school and how to get involved.

Parent-Teacher conference days are scheduled for October 28. Parents are encouraged to attend

to speak with their child’s teacher and our literacy/math facilitators about their child’s standards-

based report card, PEP, and assessment data.

A survey will be conducted in the spring of 2012 to allow parents the opportunity to voice their

feelings about the Title I School-wide Program. We hope that all parents will come to share their

suggestions and recommendations in an effort to improve the quality of our children’s educational

experience.

An annual review meeting will be held at Sterling Elementary School in the spring of 2012 to

review and evaluate our school-wide plan. Parent survey results and teacher input will be

considered in the development of the school plan for the next year. Outcomes of this meeting will

be shared with parents at Sterling’s annual parent meeting in the fall of 2012.

The Sterling Family wants you to feel invited and welcome to call our school or your child’s

teacher throughout the school year. If you would like, you can schedule a time to visit our school

or plan a conference with your child’s teacher. It is our sincere hope that your child will enjoy

their time at Sterling Elementary and leave prepared to succeed in our global society.