ࡱ> } bjbj55 W__~r$77Tkkk$kB^ %^%%%)*l+8B'4)@)'4'477%%[:[:[:'4b7%%[:'4[:[:ݏ@%=Ik6Nј0B8T(V+4. [:@01CV+V+V+9V+V+V+B'4'4'4'4V+V+V+V+V+V+V+V+V+ : CMS SCHOOL IMPROVEMENT SUB-PLAN School: Mallard Creek Elementary Principal: Alison Hiltz DEPARTMENT: Safe & Orderly Schools Committee Chairperson: Michael Marrone Department Members: Jared Weiner co-chair Betina Coetzee Kathleen Howell Joanne Copeland Brandy Whitaker Jennifer Gary Dixie Reynolds Karen Hammett Erin McCarthy  SHAPE \* MERGEFORMAT   SCHOOL PROFILE In the 2008-2009 school year, there were 680 students. The school student population was 22% White, 47% Black, 10% Hispanic, 14% Asian/Pacific Islander, 1% American Indian, 6% Multi Racial, 14 % Special Education and approximately 30 % Free Reduced Lunch. Our K-2 classes averaged 20 students per class. Our 3-5 classes average 24 students per class.. Our staff population is 52% White, 44% Black, 3% Multi Racial, 1% Asian/ Pacific Islander. We had nine men on our teaching staff. In 2009-2010 there were 670 students. The school student population is 21% White, 48% Black, 10% Hispanic, 14% Asian/Pacific Islander, 1% American Indian, 6% Multi Racial, 8 % Special Education and approximately 41 % Free Reduced Lunch. In 2010 -2011 there are 749 students The school student population is 17% White, 52% Black, 10% Hispanic, 15% Asian/Pacific Islander, 1% American Indian, 6% Multi Racial, 8 % Special Education, 9% LEP and approximately 41 % Free Reduced Lunch. At Mallard Creek Elementary, in order to address our students needs and promote higher academic achievement, we have six core school improvement committees: math, reading, writing, science/social studies, safe and orderly schools, and parent and family connections. Each committee includes a teacher from each grade level. The committees review all data past and present and develop action items to drive our school improvement plan and our instruction. Lets look at the difference those committees made with our preliminary results. Our schools composite reading scores was 70.2 percent proficient. Our science composite scores jumped from 60.3 percent proficient to78.4 percent proficient. Our schools composite math scores was79.4 percent proficient. Our overall composite score is 75.3 percent proficient. In addition, Mallard Creek Elementary made High Growth in math. This means that our students made more growth than expected compared to other schools in the state. We made high growth status overall with our composite scores. We did make Adequate Yearly Progress, the standard set for schools by the No Child Left Behind Act. We met 17 of 17 targets. Each of our sub groups made growth. Well done to all of our School Improvement Committees, our School Leadership Team, and our students and parents. This summer each of our grade level teams have each spent two days mapping out the curriculum plans for the first two quarters. Each grade level has planned units of instruction that integrate language arts, math, science and social studies standards. Each unit has a novel that the students will be reading. For the 2010-2011 school year, in our curriculum grade level meetings, we will continue to ask the following questions: What do we want students to learn? How will we know they have learned it? What do we do with the students who have not learned it? What do we do with the students who have mastered it? We will continue to use data to develop targeted or differentiated instruction for students at all levels of mastery. In reading flex time, we will focus on the five building blocks core components of literacy: phonemic awareness, phonics, fluency, vocabulary, and comprehension. During math flex time, we will focus on the key skills needed for developing a number sense foundation that is essential for success in mathematics: words for numbers, counting, comparing, sequence, place value, math facts, money, number lines, and fractions. We will move students through the learning process of concrete representation using manipulative to visual representation to abstract representation. Our goal is for all of our students in grades 1st 5th to have individual data folders and to lead their parents in a student led conference at the end of the 2nd quarter. Our mission is that every child will make over one years worth of growth. Our vision is to reach every child, every day and every way..We believe that it takes a whole village to raise a child. We challenge each family to be involved in their students education and for each family to spend a minimum of 40 hours being involved. We know that by including all stakeholders, Mallard Creek will continue to build on our successes. Outcome (1): Reduce the amount of office referrals(majors as defined by matrix) by 25% Strategic Plan 2010 Goals: School Quality Review Criteria:  FORMCHECKBOX  High Academic Achievement  FORMCHECKBOX  Safe and Orderly Schools  FORMCHECKBOX  Achievement  FORMCHECKBOX  Leadership/Management  FORMCHECKBOX  Effective Educators  FORMCHECKBOX  Freedom and Flexibility  FORMCHECKBOX  Curriculum  FORMCHECKBOX  Learning Environment  FORMCHECKBOX  Adequate Resources/Facilities  FORMCHECKBOX  World-Class Service  FORMCHECKBOX  Learning/Teaching  FORMCHECKBOX  Parent and Community  FORMCHECKBOX  Parent/Community Connections Strategies Task TaskPoint Person (title/name)Deliverables/Assessments (evidence-SQR rubric)Prof. Dev. Focus Participants Funding Parental Involvement Funding Timeline End Date ck date ck dateProcessOutcome 1. Increase structured activities on playground with equipment. Teachers will initiate an energizer activity (Weiners Energizer book) for the first ten minutes of their recess block. This may also be used as a reward system for students.  Weiner Safe & Orderly Schools Committee School Improvement Team planning/ Action plan 5.2 The schools policies and practices ensure a safe, orderly, and secure school climate.  Materials: Mr. Weiner Energizer BookQuarterly: Oct. 30th January 30th March 30th June 30th 2. Continue to concentrate on and employ a proactive approach to bus safety and discipline Decrease number of bus referrals by promoting positive bus behavior.  Coetzee Safe & Orderly Schools Committee School Improvement Team planning/ Action plan 5.7 Students and teachers respond well to the schools effective measures to promote good attendance and behavior Review behavior matrix with staff Marrone and Golden will conduct assembly to discuss/model appropriate school bus behavior. Coetzee will write and submit grant to PTA to obtain rewards Quarterly: Oct. 30th January 30th March 30th June 30th 3. Continue to implement/strengthen existing cafeteria and bus incentive programs.  Safe & Orderly Schools Committee Re-teach/review cafeteria and bus expectations found on PBIS Matrix. 5.2 The schools policies and practices ensure a safe, orderly, and secure school climate Review of PBIS Matrix with staff Teachers must periodically review these procedures with their students None required at this timeQuarterly: Oct. 30th January 30th March 30th June 30th4. Continue to educate students, staff, and parents on bullying, its causes, warning signs, and effective approaches to addressing bullying in the schoolMarrone & Safe & Orderly SchoolsConduct anti-bullying workshops for staff and parents5.2 The schools policies and practices ensure a safe, orderly, and secure school climate.Educate staff and parents on all elements of bullying (causes, warning signs, solutions/interventions)Parents will be included in bullying workshop intended for parentsQuarterly: Oct. 30th January 30th March 30th June 30th Outcome (3): Writing proficiency will by 10% Strategic Plan 2010 Goals: School Quality Review Criteria:  FORMCHECKBOX  High Academic Achievement  FORMCHECKBOX  Safe and Orderly Schools  FORMCHECKBOX  Achievement  FORMCHECKBOX  Leadership/Management  FORMCHECKBOX  Effective Educators  FORMCHECKBOX  Freedom and Flexibility  FORMCHECKBOX  Curriculum  FORMCHECKBOX  Learning Environment  FORMCHECKBOX  Adequate Resources/Facilities  FORMCHECKBOX  World-Class Service  FORMCHECKBOX  Learning/Teaching  FORMCHECKBOX  Parent and Community  FORMCHECKBOX  Parent/Community Connections Strategies Task TaskPoint Person (title/name)Deliverables/Assessments (evidence-SQR rubric)Leadership Standard* ResponsibilitiesProf. Dev. Focus Participants Funding Parental Involvement Funding Timeline End Date ck date ck dateProcessOutcome 1. Create and maintain a writing portfolio for each student K-5 with 3 samples per year. 2. Create graduated specific standards from K through 5 for writing in 3 areas; convention, grammar and content. 3. To involve and educate parents of the community regarding the writing process and K-5 standards. 4. Writing committee will be grading the 4th grade writing tests. Admin and all teachers Writing committee Writing committee Writing committee Writing sample portfolios Revise CMS rubric to include specific standards Provide parent workshop and train community volunteers Writing scores will demonstrate competency according to K-2 rubrics and 3rd 4th , 5th grade rubrics. State scores and CMS rubric scores K-5 clear standards Increase scores and community involvement Darla Barker, CMS writing facilitator Jeri Van Dyne, PD contact Writing committee Writing committee will provide training All staff In-house Committee will present new writing rubric to staff In-house Moodles Training online  0 0 0 1st Wed. of each month (SIP Committee Meeting) 3rd Wed. of each month (SLT Meeting)  5. Staff development on writing. Writing committee Staff will have a clear understanding of writing expectations in each grade level. CMS SCHOOL IMPROVEMENT SUB-PLAN School: Mallard Creek Elementary Principal: Alison Hiltz DEPARTMENT: Math Chairperson: Debra Bullin Department Members: William Jamison co-chair Benita Burney Erin McCarthy Jessica Hsu Arienne Williams Tanya Diggs Allysen Loosemore Gloria McCray Jason Ward Christopher DiCesare Outcome (1): Math: Increase to 90% mastery for ALL STUDENTS who score at or above proficiency (Level III or IV) in math as measured by the NC EOG tests. Strategic Plan 2010 Goals: School Quality Review Criteria:  FORMCHECKBOX  High Academic Achievement  FORMCHECKBOX  Safe and Orderly Schools  FORMCHECKBOX  Achievement  FORMCHECKBOX  Leadership/Management  FORMCHECKBOX  Effective Educators  FORMCHECKBOX  Freedom and Flexibility  FORMCHECKBOX  Curriculum  FORMCHECKBOX  Learning Environment  FORMCHECKBOX  Adequate Resources/Facilities  FORMCHECKBOX  World-Class Service  FORMCHECKBOX  Learning/Teaching  FORMCHECKBOX  Parent and Community  FORMCHECKBOX  Parent/Community Connections Strategies Task TaskPoint Person (title/name)Deliverables/Assessments (evidence-SQR rubric)Prof. Dev. Focus Participants Funding Parental Involvement Funding Timeline End Date ck date ck dateProcessOutcome1. Utilize all paraprofessional to support differentiated instruction during daily workshop time K-5. Identify grade level workshop time  Teachers/IAs School Improvement Team planning/ Action plan 2.2 Meet individual learning needs Differentiated instruction Utilizing assessment data SLT Committee Quarterly Oct. 30th January 30th March 30th June 10th2. Introduce and implement Mountain Math in every classroom K-5 K-2 will use Mountain Math on a community board 3-5 will have Mountain Math in their classroom for daily use  Classroom Teachers School Improvement Team planning/ Action plan 3.2 Students are involved in their own learning.  Staff Development within team planning (K-5Teachers)Quarterly Oct. 30th January 30th March 30th June 10th 3. Continue use of universal problem solver (SOLVE). Put a SOLVE poster in each room School wide School Improvement Team planning/ Action plan 3.2 Students are involved in their own learning.   All Staff Quarterly Oct. 30th January 30th March 30th June 10th  Strategies Task TaskPoint Person (title/name)Deliverables/Assessments (evidence-SQR rubric)Prof. Dev. Focus Participants Funding Parental Involvement Funding Timeline End Date ck date ck dateProcessOutcome 4. Collaborating and sharing academic knowledge and functional skills to increase curriculum effectiveness among grade levels. Vertical planning to discuss needs and expectations for the following year.  School wide School Improvement Team planning/ Action plan3.7 Teachers work collaboratively to plan lessons that are effective and improve instruction. Staff  Quarterly Oct. 30th January 30th March 30th June 10th 5. Supplementation of Investigations Program  School wide Grade level planning using NCSCOS strategies 3.7 Teachers work collaboratively to plan lessons that are effective and improve instruction. Math Investigations training All staff Quarterly Oct. 30th January 30th March 30th June 10th6. Increase parent knowledge and participation of math strategies /skills to use at home with students.  School Wide  Math Night and Curriculum (EOG) night6.3 Parent/ guardian involvement is solicited to enhance work school.  Staff All Staff Nov. 4th Feb. 20117. Grades 2-5 will use Star Math as a diagnostic assessment to track/monitor students progress throughout the year.  3-5 teachers School wide School Improvement Team planning/ Action plan2.2 Meet individual learning needs 3.2 Data Notebook Staff  Quarterly Oct. 30th January 30th March 30th June 10th8. Continue to develop professional learning through staff development.  Classroom Teachers  Staff Meeting3.7Teachers work collaborative-ly to plan lessons that are effective and improve instruction. Staff K-5 teachers Quarterly Oct. 30th January 30th March 30th June 10th9. Grades 2-5 will use Accelerated Math to review skills throughout the school year.  Classroom Teachers School Improvement Team planning/ Action plan2.2 Meet individual learning needs 3.2 Students are involved in their own learning 2-5 Teachers Additional Scanner for 2nd grade Additional Scan Cards for grades 2-5 November 2010-June2011  CMS SCHOOL IMPROVEMENT SUB-PLAN School: Mallard Creek Elementary Principal: Alison Hiltz DEPARTMENT: Parent &Community Involvement Chairperson: Lynne DiMarco Department Members: Lynne Dimarco Jennifer Counselmann Jason Irving Celia Mondelli Donna Oates Outcome (1): Increase and maintain communication between teachers/as measured in parent surveys. Strategic Plan 2010 Goals: School Quality Review Criteria:  FORMCHECKBOX  High Academic Achievement  FORMCHECKBOX  Safe and Orderly Schools  FORMCHECKBOX  Achievement  FORMCHECKBOX  Leadership/Management  FORMCHECKBOX  Effective Educators  FORMCHECKBOX  Freedom and Flexibility  FORMCHECKBOX  Curriculum  FORMCHECKBOX  Learning Environment  FORMCHECKBOX  Adequate Resources/Facilities  FORMCHECKBOX  World-Class Service  FORMCHECKBOX  Learning/Teaching  FORMCHECKBOX  Parent and Community  FORMCHECKBOX  Parent/Community Connections Strategies Task TaskPoint Person (title/name)Deliverables/Assessments (evidence-SQR rubric)Prof. Dev. Focus Participants Funding Parental Involvement Funding Timeline End Date ck date ck dateProcessOutcome 1. Develop grade level websites/newsletters with a parent/guardian interactive component.  Grade level rep. Updated weekly Ongoing and purposeful dialogue (6.1)   Quarterly Oct. 28th January 20th March 31st June 10th 2. Utilize Student agendas as daily communication  Parent and teacherRecorded communication between home and school Ongoing and purposeful dialogue (6.1) PTA purchased agenda for each studentQuarterly Oct. 28th January 20th March 31st June 10th 3. Utilize E-mail and Connect-ed Phone System for all events  Teacher, PTA, Admin. As neededOngoing and purposeful dialogue (6.1)Quarterly Oct. 28th January 20th March 31st June 10th4. Parents and Guardians receive weekly progress reports of students academic performance in Tuesday Folders (Grades 3-5 Weekly print out of grades from NCWISE) TeachersWeeklyWeekly academic progress updates (6.2)NoneQuarterly Oct. 28th January 20th March 31st June 10th Outcome (2): Parent Involvement and Volunteering 6.3 Strategic Plan 2010 Goals: School Quality Review Criteria:  FORMCHECKBOX  High Academic Achievement  FORMCHECKBOX  Safe and Orderly Schools  FORMCHECKBOX  Achievement  FORMCHECKBOX  Leadership/Management  FORMCHECKBOX  Effective Educators  FORMCHECKBOX  Freedom and Flexibility  FORMCHECKBOX  Curriculum  FORMCHECKBOX  Learning Environment  FORMCHECKBOX  Adequate Resources/Facilities  FORMCHECKBOX  World-Class Service  FORMCHECKBOX  Learning/Teaching  FORMCHECKBOX  Parent and Community  FORMCHECKBOX  Parent/Community Connections Strategies Task TaskPoint Person (title/name)Deliverables/Assessments (evidence-SQR rubric)Prof. Dev. Focus Participants Funding Parental Involvement Funding Timeline End Date ck date ck dateProcessOutcome 1. Track family involvement (40 hour volunteer challenge) with the computerized check-in system (Parents must sign in as volunteers rather than visitors in order for hours to count)  Volunteer Log School Improvement Team planning/ Action plan Maximize use of all available resources (5.9)  Utilize PTA events, conferences, grade level web sites to communicate with parents. Quarterly Oct. 28th January 20th March 31st June 10th 2. Invite parents, guardians, grandparents and volunteers to the classroom through consistent reminders  Individual teachersSchool Improvement Team planning/ Action plan Maximize use of all available resources (5.9)Parents Volunteers GrandparentsUtilize PTA events, conferences, grade level web sites to communicate with parents.Quarterly Oct. 28th January 20th March 31st June 10th 3. Train parents, guardians and grandparents on various at-home instructional strategies  All staffSchool Improvement Team planning/ Action plan Maximize use of all available resources (5.9) Parents GrandparentsUtilize PTA events, conferences, grade level web sites to communicate with parents.Quarterly Oct. 28th January 20th March 31st June 10th Outcome (3): Collaboration with Community 6.4 Strategic Plan 2010 Goals: School Quality Review Criteria:  FORMCHECKBOX  High Academic Achievement  FORMCHECKBOX  Safe and Orderly Schools  FORMCHECKBOX  Achievement  FORMCHECKBOX  Leadership/Management  FORMCHECKBOX  Effective Educators  FORMCHECKBOX  Freedom and Flexibility  FORMCHECKBOX  Curriculum  FORMCHECKBOX  Learning Environment  FORMCHECKBOX  Adequate Resources/Facilities  FORMCHECKBOX  World-Class Service  FORMCHECKBOX  Learning/Teaching  FORMCHECKBOX  Parent and Community  FORMCHECKBOX  Parent/Community Connections Strategies Task TaskPoint Person (title/name)Deliverables/Assessments (evidence-SQR rubric)Prof. Dev. Focus Participants Funding Parental Involvement Funding Timeline End Date ck date ck dateProcessOutcome 1. Create partnerships with various community businesses to use as guest speakers and special events Show appreciation and send thank you cards to community donors and volunteers  Partnership Team School Improvement Team planning/ Action plan Maximize use of all available resources (5.9)  Quarterly Oct. 28th January 20th March 31st June 10th 2. Increase teacher membership and involvement in PTA sponsored events. Pre-scheduled events with designated staff participation  All staff School Improvement Team planning/ Action plan Maximize use of all available resources (6.1) Parent/ guardian participation.Quarterly Oct. 28th January 20th March 31st June 10th 3. Increase advertising and marketing of school events to increase community support and participation  All staffSchool Improvement Team planning/ Action plan More informed school, staff, and students(6.1)Quarterly Oct. 28th January 20th March 31st June 10th CMS SCHOOL IMPROVEMENT SUB-PLAN School: Mallard Creek Elementary Principal: Alison Hiltz DEPARTMENT: Reading Chairperson: Amanda Bradford Department Members: Kim Winston co-chair Stacie Abasiekong Lynn Gallagher Waheeda Ahmad Melanie Hyman Vanessa Briggs Kelly Reeder Sandra Stillwell Outcome (1): 80% of students in grades 3-5 will be proficient as measured by the EOG test. Strategic Plan 2010 Goals: School Quality Review Criteria:  FORMCHECKBOX  High Academic Achievement  FORMCHECKBOX  Safe and Orderly Schools  FORMCHECKBOX  Achievement  FORMCHECKBOX  Leadership/Management  FORMCHECKBOX  Effective Educators  FORMCHECKBOX  Freedom and Flexibility  FORMCHECKBOX  Curriculum  FORMCHECKBOX  Learning Environment  FORMCHECKBOX  Adequate Resources/Facilities  FORMCHECKBOX  World-Class Service  FORMCHECKBOX  Learning/Teaching  FORMCHECKBOX  Parent and Community  FORMCHECKBOX  Parent/Community Connections Strategies Task TaskPoint Person (title/name)Deliverables/Assessments (evidence-SQR rubric)Prof. Dev. Focus Participants Funding Parental Involvement Funding Timeline End Date ck date ck dateProcessOutcome 1. Increase lexile level awareness, use and presences in theclassroom libraries, for student reference and use for reading on their personalized reading level. Lexile level room, library color code  Classroom teachers, Literacy Facilitator School Improvement Team planning/ Action plan 2.2 The curriculum is designed to meet the individual learning needs of all students. Reading 9-2 Faculty   Quarterly Oct. 30th January 30th March 30th June 30th  2. Assessment documentation. Teachers will have a Data form to display data by class and for each individual student to increase documentation, and use of data to flex group and differentiate per objective. Create, collect and reflect data per student and class  Teachers, EC, Literacy Facilitator, IAs School Improvement Team planning/ Action plan 3.11 Teachers use a variety of strategies, data, and information to assess achievement Data, flex group, differentiation Quarterly Oct. 30th January 30th March 30th June 30th 2009-10 3. Increase daily reading through a tracking system and classroom motivation. K-2 minutes read 3-5 pages read Quarterly reading celebrations will occur to celebrate students successes and gains in reading and their homeroom classrooms.  Teachers School Improvement Team planning/ Action plan 3.7 Teachers work collaboratively to plan lessons that are effective and improve instruction. PTA motivation Quarterly Oct. 30th January 30th March 30th June 30th 4. Dolch word posters present in library, EC rooms, ESL and on all classroom word walls and CAT rooms. Create posters, Dolch word lists Reading committee, Teachers, EC, ESL, CAT School Improvement Team planning/ Action plan 3.11 Teachers use a variety of strategies, data, and information to assess achievement Staff Using Sight words  Posters Quarterly Oct. 30th January 30th March 30th June 30th Strategies Task TaskPoint Person (title/name)Deliverables/Assessments (evidence-SQR rubric)Prof. Dev. Focus Participants Funding Parental Involvement Funding Timeline End Date ck date ck dateProcessOutcome 5. Each classroom will have a reading a-z benchmark Bin with levels aa-k, for easy access and continuous assessment to increase students reading fluency and comprehension from their benchmark level. Each teacher will utilize reading benchmarks to identify instructional lexiles in reading  Reading Committee, teachers School Improvement Team planning/ Action plan 3.11 Teachers use a variety of strategies, data, and information to assess achievement Read A-Z P.D. Running record  A-Z subscription  Quarterly Oct. 30th January 30th March 30th June 30th Book room will be leveled/ lexiled/colored -a check out system will be created and put in place for easy access to authentic literature to be used in classrooms and during workshop. -A folder for each book will be created Teachers will utilize the book room to incorporate authentic literature in the classroom to hold lessons and ideas that teachers create for the books that they use; in order to create a library of lessons and activities for each novel in the book room for future teacher use.  Reading Committee School Improvement Team planning/ Action plan 2.2 The curriculum is designed to meet the individual learning needs of all students.Quarterly Oct. 30th January 30th March 30th June 30th Strategies Task TaskPoint Person (title/name)Deliverables/Assessments (evidence-SQR rubric)Leadership Standard* ResponsibilitiesProf. Dev. Focus Participants Funding Parental Involvement Funding Timeline End Date ck date ck dateProcessOutcome 7. Utilize all paraprofessionals, EC and TD staff to support differentiated instruction during daily workshop time K-5 to work with targeted groups to increase growth. Groups are assigned using data from assessments. Grade levels will plan and organize plans to be given prior to workshop time. 8 .Collaborating and sharing academic knowledge and functional skills to increase workshop and curriculum effectiveness among grade levels Each grade level will meet to discuss the needs of academic and behavior expectations for the following.  Teachers/ T.As, tutors, parents, volunteers. Teachers/ I/As, EC and TD.  School Improvement Team planning/ Action plan Increase growth in partially mastered students to 80% on EOG tests, weekly assessments, and formative assessments. Increase teacher knowledge of previous and rising grade academic expectations. Teachers will spiral curriculum. 1.3 The school is using data to adjust student learning. 3.7 Teachers work collaboratively to plan lessons that are effective and improve instruction  Differentiated instruction by Utilizing all assessment data How to Spiral tests and curriculum  Volunteers working with small groups, parent support at home. Quarterly Oct. 30th January 30th March 30th June 30th Quarterly Oct. 30th January 30th March 30th June 30th  Outcome (2): Reading (page 2 of 3) Strategic Plan 2010 Goals: School Quality Review Criteria:  FORMCHECKBOX  High Academic Achievement  FORMCHECKBOX  Safe and Orderly Schools  FORMCHECKBOX  Achievement  FORMCHECKBOX  Leadership/Management  FORMCHECKBOX  Effective Educators  FORMCHECKBOX  Freedom and Flexibility  FORMCHECKBOX  Curriculum  FORMCHECKBOX  Learning Environment  FORMCHECKBOX  Adequate Resources/Facilities  FORMCHECKBOX  World-Class Service  FORMCHECKBOX  Learning/Teaching  FORMCHECKBOX  Parent and Community  FORMCHECKBOX  Parent/Community Connections 9. Incorporating more reading based technology into the classroom to increase interest and engagement. 10. Authenticating assessments to holistically evaluate students growth. 11. Create a responsible community of learners by increasing the level of student ownership as learners. Each student will have a data tracking system which they track their weekly, biweekly, monthly, and quarterly assessments in reading. Students will then chart their growth and set goals throughout the year using their data folder. Students will also conduct student led parent conferences to increase their self awareness and ownership of their learning. Grade 2-5 12. Each Classroom will have a reading incentive program in their classroom to encourage and reward students for reading on their level. 13. School will implement school wide summer reading program yearly Teachers/ I/As Teachers, EC and TD. . Teachers/ I/As, EC and TD. Grades 2-5 Classroom Teachers Parents, reading committee Increase teachers knowledge of technology programs and tools available, and how to use them effectively through Professional development. Teachers will authenticate and spiral assessments. Reading Committee chair persons will share and implement within their grade level. Teachers will hold monthly data conferences with students, students will participate in student led parent conferences. Book It/ A/R incentives, quarterly celebrations Students will read a minimum of 25 books over the summer. The Reading committee will provide grade level reading lists. Increase in students fluency, and comprehension. EOG assessments, weekly content area test and formatives. Students will make at least one years growth. EOG tests, fall and spring formatives. Students will become more self aware and responsible for their own learning, therefore increasing their overall achievement. Increase Students reading proficiency and motivation to read To increase students reading levels and engagement, which will in turn increase reading proficiency Strategic Instructional, Managerial, External Development, Cultural. Strategic Instructional, Managerial, External Development, Cultural. Strategic Instructional, Managerial, External Development, Cultural. Strategic Instructional, Managerial, External Development, Cultural. External Development, Cultural. Technology in the classroom and thinking outside the program. Spiraling, authenticating and differentiating assessments. All forms will be on Pdrive. Each reading committee member will train teams. Reading committee will write a PTA Grade to purchase new/updated quizzes Reading committee will send home summer reading incentive program  Parent review and signature of all assessments sent home. Student led parent conference.Ongoing through out 2008-2009 2009-2010 2010-2011 Ongoing through out 2008-2009 2009-2010 2010-2011 Ongoing through out 2009-2010 2010-2011 Ongoing through out 2009-2010 2010-2011 2011-2012 Summer 2011 Summer 2012 Summer 2013 CMS SCHOOL IMPROVEMENT SUB-PLAN School: Mallard Creek Elementary Principal: Alison Hiltz DEPARTMENT: Science Chairperson: Audrey Hurst Department Members: Sabrina Huffman Amy Bright Christine Davis Fantaye Gemeda Cathy Edwards Wayne Pickett Wendy Ferguson Robert Schumann Angela St. Charles Arlene Mance Outcome (1): To increase proficiency to 90% on the Science EOG tests Strategic Plan 2010 Goals: School Quality Review Criteria:  FORMCHECKBOX  High Academic Achievement  FORMCHECKBOX  Safe and Orderly Schools  FORMCHECKBOX  Achievement  FORMCHECKBOX  Leadership/Management  FORMCHECKBOX  Effective Educators  FORMCHECKBOX  Freedom and Flexibility  FORMCHECKBOX  Curriculum  FORMCHECKBOX  Learning Environment  FORMCHECKBOX  Adequate Resources/Facilities  FORMCHECKBOX  World-Class Service  FORMCHECKBOX  Learning/Teaching  FORMCHECKBOX  Parent and Community  FORMCHECKBOX  Parent/Community Connections Strategies Task TaskPoint Person (title/name)Deliverables/Assessments (evidence-SQR rubric)Prof. Dev. Focus Participants Funding Parental Involvement Funding Timeline End Date ck date ck dateProcessOutcome 1. Every classroom will model an experiment per unit to increase vocabulary knowledge and introduce a concept. Create an experiment that matches with NCSCOS and the unit to increase vocabulary.  Grade level representative on the science committee School Improvement Team planning/ Action plan 3.7 Teachers work collaboratively to plan lessons that are effective and improve instruction  CMS Science kits   Quarterly  2. Every grade level conducts unit and quarterly assessments.  Grade level representative on the science committee School Improvement Team planning/ Action plan 1.3 School uses data to adjust student learning processes for all students.Conduct training on where to find research-based science resources to create quarterly assessments. Professional Development Fall 2010 3. Each grade level/class will participate in a school-wide science fair in the spring using the scientific method. Each classroom teacher will model an experiment using the Scientific method. Science school improvement committee School Improvement Team planning/ Action plan3.7 Teachers work collaboratively to plan lessons that are effective and improve Scientific Method classroom teachers and studentsFunding: Mad Science, Awards, Extra Boards, BannerStaff Training: February 2011 Fair: Spring 2011 4. All classroom teachers will utilize Discovery Education as a resource tool to introduce and enhance Science objectives.  Grade Level representatives will instruct grade level teams on the use of the website. School Improvement Team planning/ Action plan 3.7 Teachers work collaboratively to plan lessons that are effective and improve Within Grade Level Training: Fall 2010 Website: Throughout each unit 5. Create an inventory list of all Science Literature that integrates with the NCSCOS by grade level. Grade Level representatives will work with teams to create inventory. School Improvement Team planning/ Action plan 3.7 Teachers work collaboratively to plan lessons that are effective and improve Inventory by grade level and placed on P drive Spring 2011 6. The Scientific Method will be displayed in every classroom. Grade level representative on the science committee School Improvement Team planning/ Action plan 3.7 Teachers work collaboratively to plan lessons that are effective and improve Order or Design Poster by Science Committee Funding: To Order or provide materials to make the posters Spring 2011 Charlotte-Mecklenburg School Quality Review School Self-Evaluation Form Name of principal:Alison HiltzName of school:Mallard Creek Elementary 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. School Profile School name and number: Mallard Creek Elementary 446 School address: 9801 Mallard Creek Rd. School telephone number: 980-343-3980 # %Grades:6Number of students enrolled: 742100%Number of general education students: 65888.68%Number of EC students: 8411.32%Number of LEP students: 628.36Principal suspensions:4.54%Superintendent suspensions:00Percentage of students eligible for Free or Reduced-Price Lunch:Ethnic make-up of the students (by percentage):American Native-10.11% Asian-14.29% Black-54.17% Pacifica Islander-.13% White-17.25% Mulit-4.18% Other-0.0% A. What is distinctive about your school?Located in the University area, Mallard Creek Elementary reaches across cultural and economic lines to serve all students equitably. At last count, approximately 33 countries were represented among our student population. Mallard Creek has a positive and collegial climate that serves to create teamwork among parents, paraprofessionals, teachers, and administrators. Our school has access to many community partners that contribute resources and volunteers to meet the needs of students. For example, we had over 300 parents to attend the Muffins for Moms event, and 158 grandparents attend the Grandparents Luncheon. The Fall Festival and Book Fair raised in excess of $6,000.00. for 2010-2011 school year. Student interns from nearby universities participate and contribute expertise and support in all curricular areas. Our school had 100% of the teachers requesting to return to their jobs this year. The staff survey reflected a high level of job satisfaction and desire to continue the work that we have started at Mallard Creek Elementary.  B. How effective is your school overall?4321School Self-Evaluation:High quality (4) XUndeveloped (1)How do you know? 89.1% of students met gateway on the EOG Math assessment. 77.3% of students met gateway in Reading. 87.5% of students met gateway in Science. What are its notable strengths? Teachers working collaboratively during team planning to disaggregate data and develop appropriate flexible grouping and the development of effective strategies. Collaborating and sharing academic knowledge and functional skills to increase curriculum effectiveness among grade levels during team planning. Utilization of paraprofessionals to support math and reading instruction. Parent and Community Partner participation. What are its main areas for improvement? More specific data is being collected this year using Developmental Spelling Analysis, Reading A-Z, DIBELS Oral Reading Fluency and authentic teacher made assessments. Last year flexible groups were sometimes interrupted when IAs were needed to cover classes when subs were unavailable. This year a student dispersal plan is in place to support the continuity of instruction.  How effective is your school in ensuring high quality achievement for students in all grades, especially in the core subjects?4321School Self-Evaluation:High quality (4) xUndeveloped (1)How do you know? In which subjects and grades do students do best, and why? 5th Grade Reading 81% scored Level III and IV, in addition, 5th Grade Science Scores increased for the 2009-2010 school year. 87.5 % of students met the Science gateway. This is an increase of 18.1%. The continuation of hands on science experiences in the Science Lab, in additional to an increased focus on Reading throughout the curricular areas has augmented the success of Science and Reading scores. In which subjects and grades is improvement needed, and what action is being taken? The 4th Grade cohort went from -19.35558 to -10.09865. Although improvement was demonstrated, continued flexible grouping and Reading Camps for all intensive and strategic students in reading will be increased with EC and ESL students receiving additional time in Reading Camp in addition to EC and ESL services. Is there evidence of disparities in student achievement by subgroups? If so, what action is being taken? EC overall score of 37%% proficiency did not meet AYP. LEP students scored 62.9% proficiency, below the composite school score. These students are served in the EC and ESL programs and this year are being served for an additional 45 minutes daily in Intensive Reading Camp. In addition translators are being offered to encourage parent participation with parent conferences. How is the school addressing the specialized needs of EC and LEP students? (See above) Collaborating and sharing academic knowledge during team planning and RTI meetings serves to increase curriculum effectiveness among subgroups. Additional time in Intensive and Strategic Reading Camp has been implemented this year. Flex groups with a smaller teacher to student ratio has been achieved by adding more IAs to full time Reading Camp. How does the school use student performance data to take and adjust actions to improve student achievement? Data meetings are held in team planning and groups are adjusted to meet students needs by skill. IAs, tutors and teachers work in smaller groups this year to effectively reach the needs of the students. How does your school allocate available resources to improve student learning and achievement? Based on data, paraprofessionals are utilized to support instruction during daily flexible workshop grades K-5. School improvement committees drive the distribution of additional resources based on the academic needs of the individual committees and their requests for funds.  How effective is your school in providing a relevant and appropriate curriculum for all students, grades and sub-groups?4321School Self-Evaluation:High quality (4)XUndeveloped (1)How do you know? Implementation of authentic assessments to holistically evaluate students growth, are being used. Greater focus on reading comprehension using the Reading A-Z program, plus increased lexile level awareness, and leveled books present in classroom libraries for appropriate leveling of reading instruction. Continuous assessment to increase reading fluency and comprehension from students benchmark levels. Creation of individual data forms and collection of data per students on a weekly basis assist in flex group placements. Progress monitoring scores are showing weekly growth for the majority of students in Reading Camps. How is alignment with the NCSCOS ensured? The NCSCOS is an essential part of the materials that teachers bring each week to grade level planning. Long range and short term goals are pulled from the NCSCOS. The administration and facilitator sit in on grade level planning and supervise the development of instructional plans. Instructional plans are monitored by administrative walk-through observations and formal observations. One teacher serves as the data manager for each team planning meeting. How does the school ensure a broad range of learning experiences? By incorporating more reading based technology Planning field trips that take the learning outside of the classroom Hands on experienced for reading, math, and science/science lab approach School-wide Science Fair Flexible grouping that provides a wide variety of visual, auditory and hands on learning.  How effective is the quality of teaching and instruction in ensuring high quality learning, progress and achievement?4321School Self-Evaluation:High quality (4)XUndeveloped (1)How do you know? DIBELS assessment results, Reading A-Z assessments, Quarterly Assessment Data, EOG scores indicate growth from 70.8% to 77.3% in reading overall, and students growth in math with scores of 82.1% to 89.1. Students made high growth in math. Which are the strongest features of teaching and learning and why? Our school has developed a plan for collecting more specific data using authentic assessments, observational assessments, Reading A-Z, DIBELS, and supplementation of the Investigations Math Assessments. Flexible grouping is addressing more specific skills at this time. What aspects of teaching and learning most need improvement and what action is being taken? School improvement committees have provided professional development for collecting data and strategies for flexible grouping in reading and math. Mallard Creek Elementary is ahead of the curve in the use of data for planning and addressing specific skills. Reading A_Z has been added for reading comprehension and fluency. AR Math has been added to Grades 2-5 in order to diagnose and address a variety of math skills. How do teachers assess students achievement of learning objectives and adjust instruction with assessment information? Every grade level conducts unit and quarterly assessments. Data forms developed and individual student documentation increased. Use of data to flex groups and differentiate per objective Utilize all paraprofessionals, EC, TD, ESL, and facilitator to differentiate instruction during daily workshop time K-5 to work with targeted groups to increase growth.  How effective is the school in ensuring high quality leadership and management?4321School Self-Evaluation: High quality (4)xUndeveloped (1)How do you know? The progress of the School Improvement Committees is documented each month in the Committee Minutes and plans. Each committee is charged with development School Improvement Goals for Reading, Math, Writing, Science, Community Involvement and Safety. Each committee is further charged with developing a plan, providing professional development, purchasing materials, and communicating to the school community, and parents at the School Leadership Team Meeting. Which are the strongest aspects and why? Goal development and professional development have brought the school into a higher level of academic achievement with the development of new strategies, i.e. Use of the universal problem solver, SOLVE posters in each classroom, Development of templates for assessment/data analysis, increased parent knowledge and participation in the new Investigations Program, consistent use of math manipulatives, increased daily reading through agenda tracking, Dolch word posters present in every classroom, Increased fluency and comprehension monitoring, books leveled/color coded by lexile level. A greater level of differentiation with the use of paraprofessionals and volunteers. What most needs improvement and what action is being taken? Consistently providing the School Leadership Committees an opportunity to share outcome and innovations with the staff. Providing opportunities for grant writing in order to further fund initiatives.  How effective is the school in creating a high quality learning environment?4321School Self-Evaluation:High quality (4)XUndeveloped (1)How do you know? Overall EOG scores have been trending upward. The overall math composite for the 2009-2010 year 79 % scoring Level III and IV. The overall reading composite was 70% scoring level III and IV. Additional support has been put in place with the adding of an additional reading specialist and full time reading camp instructional associates. Time for LEP and EC students in reading camp has been increased, with a lower student to teacher ratio. Which are the strongest aspects and why? The three year trend with overall improvement in scores indicates with the additional differentiation and flexible grouping for LEP and EC students we should be able to close the gap and reach our goal of 90% proficiency in reading and math. What most needs improvement and what action is being taken? Continued professional development for collecting data, including drilling down to more specific skills for teachers who are new to Mallard Creek Continuous monitoring and revisiting appropriate flex group placements.  How effective is the school in establishing a high quality partnership with parents, other schools and the community?4321School Self-Evaluation:High quality (4)XUndeveloped (1)How do you know? Monthly volunteer and participation reports indicate a high level of community and parent participation at school events. School fundraising events have been successful, with the PTA having a working budget of approximately $40,000 per year. Parents are aware of the open door policy and volunteer logs indicate a high number of parents volunteering in classrooms. Which are the strongest features of communication between home/school about the schools work and about each students achievement? Why? Daily report folders with behavior communication logs Daily agendas Teacher web pages Connect ed. Messages. E-mail communications Newsletter from classroom teachers and PTA Parents communicate directly with the teachers about academic concerns and behavior. There is very little expression of dissatisfaction with communication at Mallard Creek Elementary What most needs improvement and what action is being taken? Encouraging parents who may have not participated before at Mallard Creek to come in and take part in school functions. Student performances and family dinner nights have been the most successful in encouraging parents who may not have participated before to attend school events. Awards programs and Family Dances have also encourages all parents to participate. Parent conferences were well attended this year. What aspects of the schools work to involve parents/guardians and the community in the life of the school work best? Why? Programs where the students are performing serve to bring in many parents. Family Dinner Book Fair Night Awards Programs All of these programs have a positive tone and parents are eager to attend. What needs improvement and what action is being taken? A few parents have been reluctant to attend due to lack of transportation and also lack of English speaking. Parents have been accommodated with phone conferences. Translators have been provided by our ESL teacher this year.  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) Our principal, Ms. Alison Hiltz, has accepted a transfer to Druid Hills Elementary that is effective as of November 29, 2010. Ms. Hiltz extraordinary leadership and vision has empowered teachers who will continue the efforts in accomplishing the academic goals that the School Leadership Committee has set for Mallard Creek Elementary School. Mr. Vincent Golden will act as interim leader until the time when the new principal is appointed.  School-Based Management and Accountability Program Summary of School-Based Waiver Requests for 2010-2012 LEA: Charlotte-Mecklenburg Schools LEA code: 600 School Codes Request for Waivers 446 Mallard Creek Elementary Please enter codes of all schools requesting the waiver described on this form.  1. Insert the waivers you are requesting. Maximum Teaching Load and Maximum Class Size (grades 4-12) 2. Please identify the law, regulation or policy from which you are seeking an exemption. 115C-301 (c and d) Maximum Teaching Load and Maximum Class Size 3. Please state how the waiver will be used. Class size will be adjusted to address student individual instructional needs through flexible grouping of students in the most effective utilization of teaching teams. Maximum teaching load will be used to allow teachers in specific areas of the curriculum to teach students designated for specific skill needs and to address the large number of students requesting elective classes. Please state how the waiver will promote achievement of performance goals. This waiver will allow more flexibility in grouping students to meet their abilities and needs and thus should enhance their achievement on the performance goals.     CMS School Improvement Plan 2008-11  PAGE 2 CMS School Improvement Plan 2008-11  PAGE 3 CMS School Improvement Plan 2008-11  PAGE 12 CMS School Improvement Plan 2008-11  PAGE 16 CMS School Improvement Sub-Plan Mallard Creek Elementary School 2010-2011 Safe and Orderly  PAGE 19 * 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. ASSESSMENT DATA SNAPSHOT EOGReadingMath 06-0707-0808-09 09-10 06-0707-0808-09 09-10 Prof.AYPGrowthProf.AYPGrowthProf.GrowthProf.GrowthProf.AYPGrowthProf.AYPGrowthProf.GrowthProf.GrowthAll90.2YN58..2YN70.8N70.2N69YN68.8NN82Y79.6YAA84.6YN44.3YN64.8N64.9N52.3NN59.4YN76.4Y72.2YAsian95YY81..3YY85.7Y85.7N>95YY89.6YY94.3Y94.3YH******62.9N61.3Y******71.4Y83.9YW>95YN69.6YN82.1Y79.7Y86.3YN82.6YN>95Y91.3YAI*****Y>95N>95N******>95Y>95YMR******72.2Y77.8N******83.3Y83.3YLEP******44.8N48.3N******69Y72.4YSWD71.4YN**N25.8N30.3N50NN***45.2Y36.4YFRL82.5YN40.6YN54.4N45.2NN51.1YN71.2YY OUTCOMES OF FOCUS Based upon analysis of data and needs assessment, our focus will be upon the following outcomes: We will have a minimum of 90% of students scoring at level III/IV in mathematics , and Science and 80% in Reading Every child will make a years worth of growth . Teachers will be given many leadership opportunities. The School Improvement Plan will be a living, breathing document. 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4aPp<yt'ukd|$$Ifl4ֈxX |)-2``@ `$ `8` <044 laPp<yt'u$$IfP!vh55555$ 585#v#v#v$ #v8#v:V l4 F04+++++,555$ 585/ 4aPpFyt'uJkd8 $$Ifl4֞xX |)-2   $ 8  F044 laPpFyt'u$$IfP!vh55555$ 585#v#v#v$ #v8#v:V ld F04555$ 5854aPpFyt'uKkdF$$Ifld֞xX |)-2$ 8 F044 laPpFyt'u$$IfP!vh55555$ 585#v#v#v$ #v8#v:V ld F04555$ 5854aPpFyt'uKkd)$$Ifld֞xX |)-2$ 8 F044 laPpFyt'u$$IfP!vh55555$ 585#v#v#v$ #v8#v:V ld F04555$ 5854aPpFyt'uKkd $$Ifld֞xX |)-2$ 8 F044 laPpFyt'u$$IfP!vh55555$ 585#v#v#v$ #v8#v:V ld F04555$ 585/ 4aPpFyt'uKkd$$Ifld֞xX |)-2$ 8 F044 laPpFyt'uhDetDeCheck7hDevDeCheck13hDetDeCheck8hDetDeCheck2tDeCheck5tDeCheck9hDetDeCheck1tDeCheck6$$Ifl!vh555 5T5T55#v#v#v #vT#v#v:V l4 F07++++++555 5T55/ 4alpFyt1 Jkd#$$Ifl4֞dX &-27`` `T`T`` F074 lalpFyt1 $$Ifl!vh555T55T5T55#v#v#vT#v#vT#v#v:V l4 P07++++++,555T55T55/ 4alpPyt1 kd'$$Ifl4ִdX &-27  T T T   P07    4 lalpPyt1 $$Ifl!vh555T55T5T55#v#v#vT#v#vT#v#v:V lf P07555T55T554alpPyt1 kd.,$$IflfִdX &-27TTT P07    4 lalpPyt1 $$Ifl!vh555T55T5T55#v#v#vT#v#vT#v#v:V lf P07555T55T55/ 4alpPyt1 kd0$$IflfִdX &-27TTT P07    4 lalpPyt1 tDeCheck3tDeCheck7vDeCheck12vDeCheck13tDeCheck4tDeCheck8vDeCheck11tDeCheck2tDeCheck5tDeCheck9vDeCheck10tDeCheck1tDeCheck6$$IfP!vh555@ 5T5T5#v#v#v@ #vT#v:V l4 <04+++++555@ 5T5/ 4aPp<yt1 kd:$$Ifl4ֈxX &-2``@ `T`T` <044 laPp<yt1 $$IfP!vh55555T5T5#v#v#vT#v:V l4 F04+++++,555T5/ 4aPpFyt1 Jkd>$$Ifl4֞xX &-2   T T  F044 laPpFyt1 $$IfP!vh55555T5T5#v#v#vT#v:V l F04555T54aPpFyt1 KkdB$$Ifl֞xX &-2TT F044 laPpFyt1 $$IfP!vh55555T5T5#v#v#vT#v:V ld F04555T54aPpFyt1 Kkd]F$$Ifld֞xX &-2TT F044 laPpFyt1 $$IfP!vh55555T5T5#v#v#vT#v:V ld F04555T5/ 4aPpFyt1 Kkd2J$$Ifld֞xX &-2TT F044 laPpFyt1 $$IfP!vh555@ 5T5T5#v#v#v@ #vT#v:V l4 <04+++++555@ 5T5/ 4aPp<yt1 kdN$$Ifl4ֈxX &-2``@ `T`T` <044 laPp<yt1 $$IfP!vh55555T5T5#v#v#vT#v:V l4 F04+++++,555T5/ 4aPpFyt1 JkdQ$$Ifl4֞xX &-2   T T  F044 laPpFyt1 $$IfP!vh55555T5T5#v#v#vT#v:V ld F04555T54aPpFyt1 KkdU$$Ifld֞xX &-2TT F044 laPpFyt1 $$IfP!vh55555T5T5#v#v#vT#v:V ld F04555T54aPpFyt1 KkdY$$Ifld֞xX &-2TT F044 laPpFyt1 $$IfP!vh55555T5T5#v#v#vT#v:V ld F04555T54aPpFyt1 Kkdm]$$Ifld֞xX &-2TT F044 laPpFyt1 $$IfP!vh55555T5T5#v#v#vT#v:V ld F04555T54aPpFyt1 KkdBa$$Ifld֞xX &-2TT F044 laPpFyt1 $$IfP!vh55555T5T5#v#v#vT#v:V ld F04555T54aPpFyt1 Kkde$$Ifld֞xX &-2TT F044 laPpFyt1 $$IfP!vh55555T5T5#v#v#vT#v:V ld F04555T5/ 4aPpFyt1 Kkdh$$Ifld֞xX &-2TT F044 laPpFyt1 tDeCheck3tDeCheck7vDeCheck12vDeCheck13tDeCheck4tDeCheck8vDeCheck11tDeCheck2tDeCheck5tDeCheck9vDeCheck10tDeCheck1tDeCheck6$$IfP!vh555@ 5T5T5#v#v#v@ #vT#v:V l4 <04+++++555@ 5T5/ 4aPp<yt1 kdr$$Ifl4ֈxX &-2``@ `T`T` <044 laPp<yt1 $$IfP!vh55555T5T5#v#v#vT#v:V l4 F04+++++,555T5/ 4aPpFyt1 Jkdiv$$Ifl4֞xX &-2   T T  F044 laPpFyt1 $$IfP!vh55555T5T5#v#v#vT#v:V ld F04555T54aPpFyt1 Kkdiz$$Ifld֞xX &-2TT F044 laPpFyt1 $$IfP!vh55555T5T5#v#v#vT#v:V ld F04555T54aPpFyt1 Kkd>~$$Ifld֞xX &-2TT F044 laPpFyt1 $$IfP!vh55555T5T5#v#v#vT#v:V ld F04555T54aPpFyt1 Kkd$$Ifld֞xX &-2TT F044 laPpFyt1 $$IfP!vh55555T5T5#v#v#vT#v:V ld F04555T5/ 4aPpFyt1 Kkd$$Ifld֞xX &-2TT F044 laPpFyt1 tDeCheck3tDeCheck7vDeCheck12vDeCheck13tDeCheck4tDeCheck8vDeCheck11hDetDeCheck5hDevDeCheck10hDehDe$$IfP!vh555 55T5#v#v#v #v#vT#v:V l4 <04+++++555 55T5/ 4aPp<yt1 kd$$Ifl4ֈx !&-2`` ``T` <044 laPp<yt1 $$IfP!vh555T555T5#v#v#vT#v#vT#v:V l4 F04+++++,555T55T5/ 4aPpFyt1 JkdC$$Ifl4֞xl !&-2  T  T  F044 laPpFyt1 $$IfP!vh555T555T5#v#v#vT#v#vT#v:V ld F04555T55T54aPpFyt1 Kkd_$$Ifld֞xl !&-2TT F044 laPpFyt1 $$IfP!vh555T555T5#v#v#vT#v#vT#v:V ld F04555T55T54aPpFyt1 KkdP$$Ifld֞xl !&-2TT F044 laPpFyt1 $$IfP!vh555T555T5#v#v#vT#v#vT#v:V ld F04555T55T5/ 4aPpFyt1 KkdA$$Ifld֞xl !&-2TT F044 laPpFyt1 tDeCheck3tDeCheck7vDeCheck12vDeCheck13tDeCheck4tDeCheck8vDeCheck11hDetDeCheck5hDevDeCheck10hDehDe$$IfP!vh555@ 5T5T5#v#v#v@ #vT#v:V l4 <04+++++555@ 5T5/ 4aPp<yt1 kd$$Ifl4ֈxX &-2``@ `T`T` <044 laPp<yt1 $$IfP!vh55555T5T5#v#v#vT#v:V l4 F04+++++,555T5/ 4aPpFyt1 Jkd$$Ifl4֞xX &-2   T T  F044 laPpFyt1 $$IfP!vh55555T5T5#v#v#vT#v:V ld F04555T54aPpFyt1 Kkd$$Ifld֞xX &-2TT F044 laPpFyt1 $$IfP!vh55555T5T5#v#v#vT#v:V ld F04555T54aPpFyt1 Kkd$$Ifld֞xX &-2TT F044 laPpFyt1 $$IfP!vh55555T5T5#v#v#vT#v:V ld F04555T5/ 4aPpFyt1 KkdT$$Ifld֞xX &-2TT F044 laPpFyt1 tDeCheck3tDeCheck7vDeCheck12vDeCheck13tDeCheck4tDeCheck8vDeCheck11tDeCheck2tDeCheck5tDeCheck9vDeCheck10tDeCheck1tDeCheck6$$IfP!vh555 55T5#v#v#v #v#vT#v:V l4 <04+++++555 55T5/ 4aPp<yt1 kd#$$Ifl4ֈx !&-2`` ``T` <044 laPp<yt1 $$IfP!vh5555T55T5#v#v#vT#v#vT#v:V l4 F04+++++,555T55T5/ 4aPpFyt1 Jkd$$Ifl4֞x !&-2  T  T  F044 laPpFyt1 $$IfP!vh5555T55T5#v#v#vT#v#vT#v:V ld F04555T55T54aPpFyt1 Kkd$$Ifld֞x !&-2TT F044 laPpFyt1 $$IfP!vh5555T55T5#v#v#vT#v#vT#v:V ld F04555T55T54aPpFyt1 Kkd$$Ifld֞x !&-2TT F044 laPpFyt1 $$IfP!vh5555T55T5#v#v#vT#v#vT#v:V ld F04555T55T54aPpFyt1 Kkd$$Ifld֞x !&-2TT F044 laPpFyt1 $$IfP!vh5555T55T5#v#v#vT#v#vT#v:V ld F04555T55T5/ 4aPpFyt1 Kkd$$Ifld֞x !&-2TT F044 laPpFyt1 $$IfP!vh555@ 5T5T5#v#v#v@ #vT#v:V l4 <04+++++555@ 5T5/ 4aPp<yt1 kd$$Ifl4ֈxX &-2``@ `T`T` <044 laPp<yt1 $$IfP!vh55555T5T5#v#v#vT#v:V l4 F04+++++,555T5/ 4aPpFyt1 Jkd{$$Ifl4֞xX &-2  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