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School: Westerly Hills Academy

Principal: Kendra D. March

Title I Specialist: Kaneka Turner

Address: 4420 Denver Avenue

Charlotte, NC 28208

Courier Number: 577

Phone: 980-343-6021

Learning Community: Central Elementary

Area Superintendent: Tyler Ream

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BELIEFS

All students can learn, achieve and succeed

Academic success is birthed from a strong relationship between staff and parents

Teachers must recognize and accommodate the various learning styles of our students

A safe school is one where staff ensures that the learning environment is safe and orderly

Students must be an active participant in the learning environment

Cultural diversity increases student understanding of different people and cultures

MISSION STATEMENT

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

School: Our mission is to work collaboratively with students, staff, parents and community partners to create a safe, orderly and supportive atmosphere where

the unique gifts and talents of all students are recognized and developed.

VISION

Westerly Hills School is a special place where the

dreams of all students are realized and where they

become leaders and winners.

OUTCOMES OF FOCUS

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

Increase student achievement in Reading

Increase student achievement in Math

Increase Parent Involvement and participation

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ASSESSMENT DATA SNAPSHOT

EOG Reading Math Science

09-10 10-11 11-12 (target)

09-10

10-11 11-12 (target)

10-11 11-12 (target)

ABC Prof AYP Prof Growth ABC Prof AYP Prof Growth ABC Prof Growth AAABC Prof AYP Prof Growth ABC Prof AYP Prof Growth ABC Prof Growth ABC Prof

AABC Prof

All 53.9 yes 55.9 48.5 no 60.5 85 85 66.1 yes 73.2 71.2 yes 78.9 85 85 54.9 8 85

AA 53.4 yes 54.2 46.5 no 58.9 85 85 67.7 yes 72.9 73.3 yes 76.8 85 85 51.3 85

Asian 54.5 no 85.7 85 85 63.6 yes 92.9 66.7 85

H 40.0 85 85 80.0 yes 33.3 50.0 85

W 66.7 50.0 85 85 33.3 yes 100.0 85

AI 85 85 85

MR 100.0 85 85 100.0 yes 100.0 100.0 85

LEP 38.9 72.7 85 85 55.6 yes 81.8 33.3 85

SWD 85 85 27.3 yes 100.0 85

ED 44.1 yes 55.2 47.5 yes 53.4 85 85 64.4 yes 72 85 85 85 85

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SCHOOL PROFILE This narrative should include a description of student and staff demographics, recent achievement, and staff qualifications.

K-2 DIBELS data:

Class K-2 Data 2009 – 2010 K-2 Data 2010 – 2011 K-2 Data 2010-2011

Intensive Strategic Benchmark Intensive Strategic Benchmark Intensive Strategic Benchmark

Kindergarten

BOY 3 16 18 8 7 25 6 8 24

First Grade

BOY 2 5 38 8 2 32 7 2 29

Second Grade

BOY 2 8 34 8 9 30 6 9 30

Third Grade

BOY 8 12 28 11 14 19 10 15 19

* BOY = Beginning of Year

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School Profile

General Information

Type the number of personnel assigned to the school

2009-2010

2010-2011

2011-2012

Grade levels K-5 K-5 PreK-8

Total number of students 281 278 500

Administrators (principal and assistant principal 3 2 2

Classroom teachers 20 20 36

ILT staff members 3 4 12

Staff members with advanced degrees 10 11 15

National Board Certified Teachers 1 1 3

School counselors 1 1 2

Media specialists 0 0 1

School social workers .5 0 0

School psychologists 0 0 .4

Curriculum facilitators/lead teachers/coaches 1 1 4

Student attendance rate (%) 97% 96.9% 95%

Staff attendance rate (%) 85% 87% 95%

Teacher Turnover Rate (%) 20% 30%

Type: School-wide Title I or Targeted Assisted or N/A Title 1 Title I Title 1

Average class size 19 19 20

100% of staff at Westerly Hills is Highly Qualified.

If a teacher is out of work for more than four weeks, parents will receive a written communication about the absence.

The students will either be dispersed or a qualified substitute will be assigned to the class in the interim.

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School Profile cont’d

Student Demographics

Type each grade level and the number of students.

2009-10

2010-2011

2011-2012

Pre-Kindergarten 32

Kindergarten 38 54

First Grade 47 51

Second Grade 47 49

Third Grade 50 57

Fourth Grade 56 50

Fifth Grade 43 53

Sixth Grade x x 75

Seventh Grade x x 51

Eighth Grade x x 44

Westerly Hills Academy School Profile

Westerly Hills is an urban pre- K-8 Title I Focus school located in the Westerly Hills‟ community with approximately 500

students from various backgrounds. Our school operates under a traditional calendar and instructional schedule. We are a Title 1

school as identified by the federal government. 95% of students are on free or reduced lunch. This year Westerly Hills Academy

welcomed the first class of middle school students due to the closing of area middle school sites. Our staff recognizes that special

skills will be needed in order for our students to thrive in the 21st century. Our students will be able to function well in diverse cultural

and professional settings in order to take advantage of many career opportunities in the future. Our staff members are dedicated to

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opening doors to success and opportunities for all students. We are committed to integrating the arts, music, and physical education

into the curriculum as well as reading across all content areas. Technology is also integral part of our instructional program, with the

inclusion of SMART boards, Airliners, mini laptops, and computer based testing. We are committed to making sure that every student

acquires the rich, multifaceted elementary level education necessary to be a life long learner, as well as a strong and productive citizen

of the world. We firmly believe that each student will succeed, and we are committed to being instrumental in helping them to achieve

their goals.

After disaggregating the data and reviewing teacher surveys, Westerly Hills continues to focus on staff development to

improve the quality of instruction. We have placed emphasis on lesson planning and the delivery of lessons, integration across the

curriculum and implementation of the integration of technology tools, and Oncourse system for education. We also use additional

resources such as Accelerated Reading & Math, Class Scape, Study Island which can also be used at home, and Reading Mastery as

supplementary tools for student learning. Title I funds play a significant role in helping us to meet the needs of our students

academically and offer professional development for our staff.

SCHOOL REFORM STRATEGIES

We are addressing the total needs of our school community through our School Improvement Plan; which is a living document.

Our staff, students, parents, and community partners are committed to providing and fostering an academic environment that will

improve student achievement at our school. We take great pride in implementing our instructional programs with fidelity. Our overall

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End of Grade composite was 59.4% after retests. This is an 3% increase from 2010-2011 . Reading was challenging to students,

therefore various reading initiatives, such as the utilization of the Comprehensive Toolkit, were implemented to address this matter.

Focus will remain on students needing intensive remediation in grades Kindergarten and 1st.A reduced amount of students

needed intensive remediation in grades 1 and 2 due to supplemental educational initiatives. Common and formative assessment data

will be used to analyze our progress in math and reading this year. We will regroup students across grade levels to ensure mastery of

objectives. We will also utilize the Intensive Reading Model (grades K-5) to individualize instruction for all subgroups. We will use

the expertise of our Exceptional Children teachers through the inclusion model.

To ensure that our diverse student academic needs are met we provide specific individualized instruction for all of our AYP

groups. At this time our AYP subgroups are African American and Free/Reduced lunch students.

We are offering intensive focused intervention during the academic day for our K-3 students who are below grade level based

on the DIBELS data previously noted. Through technical assistance from the School district, throught the 21st century grant 100 of our

students in grades Kindergarten through Eighth be offered tutoring on Tuesday and Thursdays beginning September 19, 2011

Charlotte Post will tutor 3rd

through 5th

grade students on Monday, and Thursdays. During these tutoring sessions, students will

receive remediation based on specific goals not mastered according to the North Carolina Standard course of study in Reading. We are

also offering extended learning tutoring for other students in grades three through eight. In addition we will offer after school tutoring

to our Kindergarten through second grade students by using Title One funds. The extended learning will offer remediation and

acceleration in the areas of Reading, Math and Science for these students. We also use Title I funding to lower our teacher: student

ratio and to provide additional instructional support via Title I Instructional Assistants. Our biggest need is to have more students pass

the EOG in Reading, Math, and Science. To date we know the following:

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Grade Reading Math Science

3rd

40.9% 68.2%

4th

62.2% 86.5%

5th 45.1% 62.7% 52.4%

We realize that only 59.4% of our students were proficient based on the NC EOG test. This year we will hire retired teachers to

remediate and accelerate students in grades 3 through 8 in Language Arts. With the support of technology based individualized

programs, common assessments and Class Scape we will be able to identify specific needs of each student. We will group students

based on specific skills to improve mastery in Math and Language Arts objectives. Our ESL/LEP students are identified through W-

APT testing. Once results are available our English as a Second Language teacher will utilize pull out and inclusion methods

depending on the needs of our students. We have hired part-time talent development teacher who will plan with classroom teachers

high level, engaging lessons that will accelerate not only identified talent development students but catalyst students as well.

2011- 2012 Student Data

Subgroups # of Students

African-American 395

Asian 51

Hispanic 28

Multi-Racial 4

American-Indian 3

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White 11

Female 247

Male 245

LEP 47

Non-LEP 445

Non-EC 430

SWD 50

F/R Lunch

AG 12

ESL

EC

Because of our improved student attendance rate we will not offer the Truancy Court program. Our attendance data reveals that

we tested 100% of our 3-5 graders on the NC EOG in May 2010. We met out attendance goal according to the AYP Standard. In 2010

– 2011 we will continue implementing attendance incentives for staff. Staff members who have been on time and at work every day

will have a chance to be chosen through a drawing for a gift card.

We note that we have approximately 10 – 15 students who are tardy two – three times weekly. We have implemented an

attendance committee who will work with individual families to improve attendance.

We are also committed to using the federal, state and local resources allocated to our school as a means of funding academic

and social development programs. We continuously disaggregate and analyze data which enables us to use the appropriate

instructional strategies and best practices for high academic achievement. The instructional staff of Westerly Hills provides

remediation, enrichment, and differentiation of instruction for all students. We use our grade level planning, our professional learning

communities, Progress Monitoring through the use of Benchmarking and DIBELs, Instructional & Non-Instructional staff

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observations, Curriculum and Instruction support staff, as well as the resources from our Zone Superintendent and his staff to monitor

and support our progress for School Improvement. We have also been given Freedom and Flexibility to be creative regarding

scheduling, staffing and decision-making procedures.

IDENTIFYING STUDENTS WITH SPECIAL NEEDS

Teachers monitor academic/behavioral skills of students and voice concerns with the Student Services Specialist. The student is

referred to the intervention team which meets on Tuesdays as needed and monitored for a period of three to six weeks. After

reviewing the implemented strategies and success rate the intervention plan may be re-instated for an additional three to six weeks or

the students may be referred to the Exceptional Children‟s Team for an evaluation. An initial meeting with the IEP team, including the

parents, is conducted and members sign off in agreement to test the child. A series of necessary information is gathered. Depending on

the student the information may include: vision, hearing, motor, or medical screening results, achievement testing, psychological

testing, social history, and adaptive behaviors. Results of the testing are analyzed and if the guidelines are met to receive services,

eligibility is determined and an IEP is developed to address the frequency, location, and type of services. The Assessment Team may

include: the school nurse, the school psychologist, speech language pathologist, special education teacher, occupational therapist,

physical therapist, resource teacher, adaptive physical education teacher, and a visual impairment provider. Department of Social

Services and Area Mental Health are involved on an as needed basis. We also, have available A Child‟s Place.

We will utilize W-APT data to identify our ESL students who need remediation and acceleration.

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COMMUNITY COLLABORATION

The Communities in Schools coordinator, School Counselor, Social Worker, Parent Advocate, and Positive Behavior

Intervention and Support Committee assists in the implementation of the parent involvement component. Opportunities for parent

involvement include curriculum nights, Muffins for Moms, Donuts for Dads, extensive volunteer initiatives, workshops and

informational sessions. The preceding activities will occur throughout the year, at various times in order to accommodate parents‟

availability. Interpreters are provided for Limited English speaking parents. Transportation is available through contracted services to

assist families with transportation issues. Childcare is provided at all parent evening events.

Westerly Hills has a number of partnerships that work to improve the total well being of all our students.

1. Alpha Lambda Omega Chapter, Alpha Kappa Alpha Sorority, Inc.

2. Communities In Schools

3. First Presbyterian Church

4. Goodrich Inc..

5. Junior Achievement

6. Walmart Corp

7. Zeta Phi Beta Sorority, Inc.

8. Charlotte Post

9. Charity League of Charlotte

10. Junior League of Charlotte

11. American Legion Post 380

12. Cub Scouts

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PARENT INVOLVEMENT

At Westerly Hills, one of our belief systems is that students are successful when there is a strong connection and positive

relationship between school and home. Consequently, increased parent involvement is another focus that we continue to address. We

believe that parents are vital to the success of their students. As a result, we conduct parent surveys to receive input from our parents.

This is done via our “Muffins In the carpool line” and “Pastries with the principal” workshops. Additionally, we sponsor various

workshops to address the needs of our parents based on the parent survey conducted in the spring of 2009. The district is also

implementing the „Parent University‟ which is a program to inform and teach parents various skills needed to be successful parents.

We are hoping to host a session or sessions at WHES. In summary, we hope parent trainings will have profound effect on our parents

and student achievement. Ongoing evaluation and assessment continues to increase parent involvement. Parents receive a monthly or

bi-weekly classroom newsletter from teachers. They also receive a four week progress reports. At the end of the first quarter, students

performing below grade level will receive a personalized education plan. Also parents of all students will be required to participate in

a conference at the end of first quarter and as needed thereafter.

At our annual PTSA/Title I meeting parents were given the opportunity to give input on the revised parent policy. Parents were

informed of our Title One status at the annual parent meeting. Written notification of our Title One status is sent home with each

student and a copy of the written notification in three languages is posted on the website. Parents are also encouraged to channel any

suggestions or concerns through our school leadership team and our parent advocate. at all meetings. We have a Mnong interpreter

available along with a Spanish speaking staff member to accommodate parents whose first language is not English at parent

conferences and parent meetings. The school leadership will facilitate future parent meetings along with our parent advocate to

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inform, educate and solicit support of parents. These meetings will occur at various times in order to meet the various scheduling

needs of our parents. We have required all parents to sign the 2011 – 2012 learning compact. We sent notification through principal

monthly newsletter, individual teacher newsletter, posted on the school marquee and will follow up with a phone call to ensure 100%

participation. We also encourage parents to volunteer at school, in the main office and as a classroom tutor.

We have added Pre-K to Westerly Hills Academy. We will send Beginner‟s Day packets and flyers to surrounding day cares

and Pre-K programs. Large businesses receive notification of Beginner‟s Day and support us by putting up posters with information

regarding beginning Westerly Hills Academy. We also, send out invitations to our current families.

Please see the attached Parent Involvement plan which illustrates how the Title I funds are to be allocated.

Allocation for Parent Involvement: $3957.00

Date/Time

Goal # (from SIP)

Funding

Sources/Costs (Title I, contributions,

partnerships, etc.)

Which of Epstein’s six keys of building successful

partnerships does this activity support?*

Will refreshments

be served?

Pare

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Yes

No

1. Open House

August 2011 3 Title I $50 X X X X X X

April 2012 3 Title I /Partnerships X X X X X

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2. Beginners Day $50

3. Multicultural Day

May 2012 3 Title I $500 X X X X X X X

4. Pastries with the Principal

November February April

3 Title I Partnerships $300

X X X X X X X

5. Curriculum Night

November February March

3 Title I/ $500

X X X X X X X

7. Thanksgiving Dinner

November 2011 3 Partnership $200 X X X X X

8. Parent University

October 2011 January 2012

3 Title I /Partnerships $50

X X X X X X

9. Coffee/Cocoa from the carline

Ongoing 2011-

2012

3 Title I /Partnerships $300

X X X X X X

10. H.E.L.P. Ongoing

3 Title I/Partnerships $257

X X X X X X X

11. Purchase Student Agenda March 2011 3 Title I $700 X X X X

12. Fall Festival November 2011 3 Title I $1,050 X X X X X

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SCHOOL SAFETY AND SCHOOL CLIMATE

The safety audit score for Westerly Hills during the 2010-2011 school year was 93%. The Parent Involvement Policy requires

parents/guardians to attend parent teacher conferences and meet various criteria to receive support and sponsorship. The criteria

include: volunteer hours at school, attendance at parent teacher conferences, and participation in informational meetings and

curriculum nights.

PROGRAMS

The following programs are currently in place to support academic instruction for all students;

a. Accelerated Reader-STAR Reading

b. Accelerated Math-STAR Math

c. Intensive Reading

d. Reading Mastery

e. Study Island

f. Starfall.com

g. Math Investigations

h. Corrective Reading

i. Comprehension Toolkit:

DRA

QRI

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FUNDING

These programs are funded through FOCUS and Title I funds. Other additional supplemental resources are Communities in

Schools , First Presbyterian church our faith based partner and Goodrich Corp, our business partner.

TEACHER RECRUITMENT AND RETENTION

Westerly Hills is part of the superintendent‟s Strategic Staffing Initiative. We have also developed master teacher characteristics

which will be used to create a rubric for future hiring consistency. The staff will be recognized monthly for going above and beyond

by their peers and the administrative team. Part of the PBIS program encourages the staff to acknowledge each other through eagle

feathers. At the monthly PBIS celebration the teacher who has earned the most eagle feathers will win a gift card or jean pass. Staff

will also participate in various activities sponsored by the Social Committee.

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ADVANCEMENT VIA INDIVIDUAL DETERMINATION (AVID)

Avid is a method of curriculum delivery and monitoring that focus on the development of a college ready culture. AVID

methodologies aim to prepare students for more rigorous coursework and active student engagement. Westerly Hills Academy will

implement Professional Learning Communities and student intervention systems, and utilize a data system designed to monitor

student progress and guide classroom instruction with technology in every classroom to enhance quality instruction.

Westerly Hills Academy will in increase the number of students proficient in Reading and Math by 10% as measured by the EOG test.

In order to increase achievement we will employ various strategies that include the following:

AVID strategies will be implemented with an emphasis on Writing, Inquiry, Collaboration, Reading, organizational skills, and

college readiness.

Improve the impact of instruction through best practices, Common Core Strategies, and improves differentiation, rigor, and

integration.

Develop Professional Learning Communities to improve and engage community partnerships, parents, staff, and students.

Improve school operations and develop school wide processes to manage behavior.

Interventions for selected groups and individuals facilitated by support staff which includes guidance counselor, Communities

in Schools, social workers, Family School Advocate, members of Administrative staff and others.

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School Profile

School name and number: Westerly Hills Academy School address: 4420 Denver Avenue Charlotte, NC 28208 School telephone number: 980.343.6021

#

%

Grades: PreK-8

Number of students enrolled: 487

Number of general education students: 439 90.2

Number of EC students: 48 9.9

Number of LEP students: 46 9.4

Principal suspensions:

Superintendent suspensions:

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

Ethnic make-up of the students (by percentage): African-American 392 80.5

White 11 2.3

Asian 50 10.3

Hispanic 27 5.5

American Indian 3 0.6

Multi-Racial 4 0.8

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A. What is distinctive about your school?

We are one of eight PreK-8 schools in the district

We are part of the district’s Strategic Staffing Initiative

PBIS School (Positive Behavioral Intervention Support)

Title I school- Close to 95 % Free/Reduced Lunch

Collegial & committed staff

Smart Boards in all PreK-8 classrooms

Renewed commitment to quality instruction and professional development

Low staff turnover rate

Inclusive practices and co-teaching model

Anti-bullying policy

The school is friendly, well-ordered, and welcoming

Community partnerships with First Presbyterian & First Wesleyan Church and Goodrich Corp.

Newly formed partnership with Walmart

High growth in Reading and Math for the 2010-2011 school year

School of Progress (from low performing)

Multicultural

CIS

Boy Scouts

ACE/free tutoring

Boy Scouts

Camp Invention (Science Camp w/Reading & Math Integration)

120+ hrs/month of volunteer services

FAME Dance Team

Staff Weight Loss Challenge

Host Parent University Sessions

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B How effective is your school overall?

4 3 2 1

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

How do you know?

Our school has shown growth in the overall performance of our students, as reflected in our test scores for the past two years. Our school also met Adequate Yearly Progress for the past school year.

What are its notable strengths?

Smartboards in all general ed classrooms

Planning includes EC/ESL teachers

Data driven common planning

Safe and orderly learning environment

Teachers are supported and empowered by administration and also feel a strong sense of commitment to our school, students, and the community

Strong leadership

Refer to the School Progress Report

NBCT (National Board Certified Teachers

What are its main areas for improvement?

High student achievement

Instructional rigor

Parent Involvement

Implementing an effective Professional Learning Community

Reading achievement for all students

Attendance/Tardies

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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? Our school has met and continues to make progress towards meeting state goals for expected growth for all groups of regular education students.

Lesson plans are monitored weekly by the administrative team

Data driven instructional planning

Monthly common assessments

Staff are expected to participate in professional learning community PD

Quarterly data

Common assessments

EOGs In which subjects and grades do students do best, and why?

Math has the greatest gains in all grades and all groups; however, the greatest growth was in 4th

grade. Teachers are able to incorporate technology into their math lessons. We have Smartboards in all general education classrooms. Students are also able to be engaged through an innovative and hands-on approach to the math curriculum.

Improvement in Science and Math in 3-5; because of the Science lab/Intervention Camp,

K-2 DIBELS; data is strong

Full-time Science Teacher/Lab In which subjects and grades is improvement needed, and what action is being taken? Reading and Science still continue to be areas of challenge for our students. The following steps are being taken to address this:

Creation/utilization of common assessments

Teachers will monitor individual student growth and progress through collaborative planning sessions

Data driven instructional planning

Full-time, certified science teacher to support K-5 science curriculum

Creation of pacing guides (Reading & Math)

Utilization of Think gate to guide instruction

Instructional assistants will be utilized to co-facilitate small group tutorials

Utilization Comprehensive toolkit

Teachers will conduct peer observations to gain strategies across grade levels

After school tutorials for reading and math through ACE grant

DIBELS QRI/DRA & Comp. Toolkit is being implemented

Assistants are pulling our small-groups, inclusive EC classrooms

Full-time inclusive EC teacher using all mods LEP-test mods, small groups, inclusive & pull-out

Data drives instruction & IWT

Tutoring program

Instructional Assistants

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

Yes, our African American male students continue to fall behind our white students. Although, growth has been observed, we are working to ensure proficiency for all subgroups. This is being addressed in the following ways:

More effective use of data (drilling down to specific student needs and instructional practices.

Collaborative/Data driven planning sessions for teachers

After school tutorials for students in reading and math

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

The specialized needs of EC and LEP students are addressed in the following ways:

EC and LEP staff collaborates and plans with general education teachers to ensure that the needs/modifications of the students are being met.

EC and LEP staff offer inclusive and pull-out services

Multiple methods of communication allow parents to be kept fully involved and informed.

How does the school use student performance data to take and adjust actions to improve student achievement?

The school is driven by data and performance results. Instruction and planning is driven by student data. DIBELS data and common assessment data is used to create small group design/IWT and interventions. Monthly common assessment data and formative assessment data, QRI and DRA help to determine mastery and non-mastery of skills.

How does your school allocate available resources to improve student learning and achievement? Title I monies are utilized to purchase additional positions and materials to support classroom instruction. Smartboards were also purchased for all PreK-8 classrooms. Support is also provided through faith-based and corporate sponsors for the purchase of additional instructional supplies and also for tutorials.

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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? The North Carolina Standard Course of Study is the curricular foundation that is used; however, staff utilizes supplemental material to meet the needs of their students. We also offer a wide range of after school programs which help our students develop socially, academically, and physically.

Regular classroom walk through

Planning/lesson plans

Activities themselves How is alignment with the NCSCOS ensured?

The administrative team monitors and reviews programs to ensure consistency and alignment of the NCSCOS

The administrative team plans with teachers during their instructional planning block weekly

The administrative team reviews lesson plans weekly

Planning/plans

Pacing guides

Assessments How does the school ensure a broad range of learning experiences?

Focus on core subjects

Providing curricular enrichment for all students both during and after school

Involve parents and the community as active participants in positively impacting student achievement

Flexibility in the way we meet the needs of the students

Differentiated instruction professional development for staff

Exposure to virtual field trips through technology (Smartboards)

PBIS Celebrations

Integrated curriculum

Field trips / onsite & offsite

Career Day/Multicultural Day

Exposure to technology

After-school program/tutoring

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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? While students continue to make gains in their learning, there still needs to be consistency in growth.

Teachers collaborate weekly during data driven/focused planning sessions to discuss common assessment data to determine the needs of students (remediation/enrichment)

Daily observation of student performance

Formal & informal assessment data

Common & mini assessment data

Which are the strongest features of teaching and learning and why? Teachers plan collaboratively with an administrator to monitor student data, discuss strategies/interventions, and to determine small group design. With the incorporation of the Smartboards, students are actively engaged in learning.

Data-driven instruction

NCSCOS-based lesson plans

Student-mastery of concepts & objectives consistently What aspects of teaching and learning most need improvement and what action is being taken?

Addressing individual needs of students

Collaboration among grade levels

Instructional rigor These are being addressed the following ways:

“Data Talk” which takes place during instructional planning to give teachers an opportunity to discuss student data and brainstorm interventions based on students’ needs

School-wide intervention team

Professional development will be offered on rigor, technology, classroom management and differentiation

Ensuring 100% student involvement in the learning process; calling process, group participation, student product (evidence of learning)

How do teachers assess students’ achievement of learning objectives and adjust instruction with assessment information?

Through the creation of monthly common assessments

Student achievement data

Student observation

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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?

An administrator attends all instructional planning sessions

High expectations are clearly defined by the administrators

Administrators are visible in the classroom and throughout the building

The administration received positive ratings on staff and parent surveys

Staff attendance (high)

Staff well informed about district and school-wide events

Staff treated as professionals Which are the strongest aspects and why?

Staff are empowered to serve in leadership roles

Open and ongoing communication with staff

Strong focus and support for teaching and continuous student achievement

Communication within the school and community

Strong School Leadership Team which involves all stakeholders in the school improvement process

Clear and high expectations

Open Door Policy

Safety of staff and students

Suggestions and solutions are well taken

Funds spent properly for student achievement What most needs improvement and what action is being taken?

Continuation of PLC

Professional development of PLC

All teachers taking on leadership roles as a profession

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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?

High student and staff morale

Students know and understand set expectations and the importance of education

We are a PBIS school (Positive Behavioral Intervention Support)

Professional Learning Communities

Small group instruction

Data driven lessons

Technology in all classrooms

Which are the strongest aspects and why?

School exhibits a safe and orderly environment

Opportunities for students to become leaders within the school community

An instructional assistant to support each grade level

PBIS (Character building opportunities for students and staff)

Data driven lessons that improves achievement by the use of Common Assessments, Think Gate Assessments

All day planning

Attendance Committee

School Culture/Climate

Flexible Grouping

Cleanliness of the school

What most needs improvement and what action is being taken?

Parent involvement

Attendance

Reading Scores

Rigor

Cross grade-level planning

Flexible grouping

Tutoring

Assistant pull outs

Whole day planning

Attendance committee

Classroom climate, PBIS once a month

School culture

28

The following action is being taken to address the above concerns:

Parent University and curriculum nights are scheduled throughout the year

Newsletters, student agendas, Tuesday Folders, and connect-ed messages are avenues used to communicate with parents

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) X Undeveloped (1)

How do you know?

We are constantly seeking parent input/feedback on communication and how the school can better assist them in becoming involved in their child’s education. With the assistance of parents, we have developed a Parent Involvement Policy.

Volunteerism is encouraged and evident through the visibility of our faith-based and corporate partnerships

Which are the strongest features of communication between home/school about the school’s work and about each student’s achievement? Why?

Newsletters (Teacher/Principal)

Connect Ed messages

Marquee announcements

Websites (Teacher/School)

Progress Reports

Daily agendas

Weekly Tuesday Folders

High rate of attendance to the Parent-Teacher conferences

Parent University

100% participation for Parent-Teacher Conferences

School Newsletters

Teacher Websites

Volunteers

Business Partnerships

Tutoring (ACE)

CIS

Boy Scouts

PTA

29

What most needs improvement and what action is being taken?

Parent Involvement (Also noted as part of our School Improvement Plan)

Parent support in implementing students’ accountability at home/school

Language barriers

Parent attendance

The following action is being taken to address the above concerns:

Parent University and curriculum nights are scheduled throughout the year

Newsletters, student agendas, Tuesday Folders, and connect-ed messages are avenues used to communicate with parents

Marquee announcements

What aspects of the school’s work to involve parents/guardians and the community in the life of the school work best? Why?

Special events hosted by the school (Student performances) that include providing dinner and/or babysitting services for parents

Parent Center What needs improvement and what action is being taken?

Parent Involvement (Also noted as part of our School Improvement Plan)

The following action is being taken to address the above concerns:

Parent University and curriculum nights are scheduled throughout the year

Newsletters, student agendas, Tuesday Folders, and connect-ed messages are avenues used to communicate with parents

Marquee announcements

30

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)

Teacher/staff made adjustments to increase class size due to reduction in force- “Doing MORE with LESS”

All staff members had the opportunity to contribute to the writing of this SEF

31

Outcome (1): Increase student proficiency on the North Carolina End of Grade tests by 10% in Reading

Strategic Plan 2014 Areas of Focus: School Quality Review Criteria: X Effective Teaching and Leadership X Performance Management X Achievement Leadership/Management

Increasing the Graduation Rate Teaching/Learning through Technology X Curriculum X Learning Environment Environmental Stewardship Parent/Community Connections X Learning/Teaching Parent and Community

Strategies

Task

Task

Point Person (title/name)

Evidence of Success Leadership Standard*

Responsibilities

Prof. Dev. Focus

Participants

Funding Source

Parental Involvement

Activity

Funding

Timeline End Date

ck date

ck date Process Outcome

Example: 1. Differentiate instruction for each subgroup

Include differentiation strategies in lesson plans

Academic Facilitator Dept Planning Agenda, Lesson Plans

SQR 3.1, 3.2 – “Teaching is high quality, well paced and challenging for all students." Walk-throughs

Instructional (2)

Monitor

Evaluate

Differentiation

Faculty

PDC

Supply Material

None

PTSA

6-10-12

11-3-11

1-24-12

4-4-12

1. Utilization of year long pacing guide

K-5 alignment

6-8 alignment

Literacy Facilitator

Planning agenda, Pacing Guide

SQR 6 Instructional (2)

Monitor

Evaluate Human Resources (4)

Faculty N/A

8- 11 9-12

2. Develop/Initialize common assessments

Reading/Math alignment

Assistant Principal Literacy Facilitator Math Facilitator

Planning agenda, Pacing Guide

SQR 6 Instructional (2)

Monitor

Evaluate Human Resources (4)

Instructional (2)

Monitor

Evaluate Human Resources (4)

Monthly

3. IWT Grouping

Differentiation Strategies based on needed skills

Assistant Principal Literacy Facilitator

Planning agenda, Pacing Guide

SQR 6 Instructional (2)

Monitor

Evaluate Human Resources (4)

Instructional (2)

Monitor

Evaluate Human Resources (4)

8-11- 5-12

32

Outcome (2): Increase student proficiency on the North Carolina End of Grade tests by 10% in Math

Strategic Plan 2014 Areas of Focus: School Quality Review Criteria: X Effective Teaching and Leadership X Performance Management X Achievement Leadership/Management

Increasing the Graduation Rate Teaching/Learning through Technology X Curriculum X Learning Environment Environmental Stewardship Parent/Community Connections X Learning/Teaching Parent and Community

Strategies

Task

Task

Point Person (title/name)

Evidence of Success Leadership Standard*

Responsibilities

Prof. Dev. Focus

Participants

Funding Source

Parental Involvement

Activity

Funding

Timeline End Date

ck date

ck date Process Outcome

1. Utilization of year long pacing guide

K-5 alignment

Duty free lunch for all staff

Assistant Principal Math Facilitator

Planning agenda, Pacing Guide Master schedule

SQR 6 Instructional (2)

Monitor

Evaluate Human Resources (4)

Faculty N/A

8-11 – 5-12

2. Develop/Initialize common assessments

Reading/Math alignment

Common planning weekly

Assistant Principal Math Facilitator

Planning agenda, Pacing Guide Master schedule

SQR 6 Instructional (2)

Monitor

Evaluate Human Resources (4)

Instructional (2)

Monitor

Evaluate Human Resources (4)

Monthly

3. IWT Grouping

Differentiation Strategies based on needed skills

Assistant Principal Math Facilitator

Planning agenda, Pacing Guide Master schedule

SQR 6 Instructional (2)

Monitor

Evaluate Human Resources (4)

Instructional (2)

Monitor

Evaluate Human Resources (4)

8-11 -5-12

33

Outcome (3): Increase parent involvement participation by 10%

Strategic Plan 2014 Areas of Focus: School Quality Review Criteria: Effective Teaching and Leadership Performance Management Achievement Leadership/Management Increasing the Graduation Rate Teaching/Learning through Technology Curriculum Learning Environment Environmental Stewardship X Parent/Community Connections Learning/Teaching X Parent and Community

Strategies

Task

Task

Point Person (title/name)

Evidence of Success Leadership Standard*

Responsibilities

Prof. Dev. Focus

Participants

Funding Source

Parental Involvement

Activity

Funding

Timeline End Date

ck date

ck date Process Outcome

1. Conduct Parent University

BMT & Parent Advocate Communities In School

Planning agenda, Event

2 Parent University One each semester

Monitor Evaluate

Parents Parent University

Activity

10-2011 1-2012

2. Conduct quarterly parent curriculum nights

Facilitators

Planning agenda, Event

Curriculum event

Monitor Evaluate

Parents Title I

Activity 11-2011 2-2012 3-2012

3. Host Parent Day

BMT & Parent Advocate

Planning agenda, Event

Parent Event Monitor Evaluate

Parents N/A

Activity April 2012

ONGOING PROFESSIONAL DEVELOPMENT

34

Areas for professional development include a mentoring program for first and second year teachers conducted by experienced

teachers trained in mentoring strategies. Third year teachers and teachers new to the district are assigned an experienced peer buddy.

The monthly professional development activities for staff are based on: student data, teacher observations, curriculum needs, staff

surveys and district requirements. Funding for professional development activities are provided by the following: Title I, Communities

in Schools, district funding, private donations, and community partnerships.

The professional development timeline is ongoing and documented online through staff‟s My PD profile. Activities for

teachers include data driven and curriculum workshops, Lucy Calkins Writing Training, Imagine It Boosters, DIBELS updates,

District advised Investigations Math Training and Kathy Richardson‟s Developing Number Sense Training. Assistants are enrolled in

local universities, participate in district in-services, and attend monthly school based professional development. The support staff

includes the school psychologist, parent advocate, speech pathologist, behavioral health counselor, English as a Second Language

teacher, and resource teacher.

The support staff participates in monthly professional development activities with the administration and lead teachers on site,

in addition to ongoing training provided by their individual agencies. Evidence of effective professional development includes student

data, At a Glance student profiles, teacher observations and feedback, walkthroughs, and administrative and peer observations. Based

on the administrative team observations, support in classroom management and differentiation of instruction is needed.

The professional development will increase staff knowledge of instructional best practices. Teachers will learn to develop

higher level questions and utilize the inquiry method. The inquiry method requires students to think at a higher level which will

improve student achievement. Classroom teachers, teacher assistants and support staff will participate in the school wide professional

development.

35

Guided Reading

School-Wide Plan

Task Who is involved Time Frame Attend Guided Reading Training Grade level

representative

(Literacy Facilitator, 1st,

2nd, 3rd, 4th, 5th)

August 2011

Inventory Materials Literacy Team August-

September

2011

Assess student needs to determine

guided reading level. In-house

assessments (DRA, QRI)

Train students in IWT (Guided

Reading) procedures

Teachers at each grade

level (K-5th)

August-

October,

2011

Guided Reading Training for staff

members

Literacy Facilitator,

selected literacy team

members

October 2011

Data meetings to discuss student

groupings

Literacy Facilitator,

selected literacy team

members

October 2011

Guided Reading groups begin Teachers in grades K-5

and reading teachers

October 2011

Data meetings to discuss student

progress

Literacy facilitator,

teachers in grades K-5

and reading teachers

October –

May 2012

Staff trainings and check points Literacy Facilitator,

literacy team members

and reading teacher

October-May

2012

End of year assessments and

debriefing about student progress and

next steps

Literacy facilitator,

teachers in grades K-5

and reading teachers

June 2012

36

Strategies/Rationale

Task

Point Person

Evidence of Success Names of Participants (Add names to titles where appropriate)

Information related to task as indicated

Timeline

Outcome Measures

1. School leadership training

School leadership is aware of CMS’s district-wide plan, provided w/ the Safety and Respect for All BP manual, and provided with train-the-trainer materials.

Principal, AP, & BP Liaison

School leadership will be prepared to lead BP efforts at their school.

Principal, AP, and Liaison Training

Principal and AP will receive on-line training. Liaisons will attend a group training.

Between 8/18 to 9/30/11

2. School staff training

School leadership will provide information to all teachers and support staff selected by principal regarding the district-wide program, school efforts and BP awareness.

Principal or AP, & BP Liaison

School staff will have an understanding of school’s BP efforts and expectations.

All school staff

Between 8/25 to 9/30/11

3. Establish a BP taskforce

A taskforce is created to assist in the implementation and communication of BP efforts. The following stakeholders should be included: School administrator; BP liaison; parent(s), student(s); counselor, teacher(s), other as indicated by principal.

Principal & BP Liaison

A taskforce representing all stakeholders establishes clear objectives as indicated by Safety and Respect for All district plan.

List titles, names of taskforce members

BP liaisons will be provided with information on how to work with taskforce to promote and implement BP Plan.

Between 8/19 to 9/30/11

4. Review/Share policy of expectations and processes with students and parents

Teachers BP Taskforce

Parents and students will have an understanding of expectations and BP efforts and discipline management at the school.

Teachers will share information with parents at open house. BP Taskforce will share information with parents and students at PTA meetings and with students on closed circuit TV or assembly.

Between 8/25 to 8/31/11

37

Bullying Prevention Outcome: Decrease office referrals regarding bullying by 10%

5. Administer on-line BP Survey

Survey will provide immediate information of school climate regarding bullying, type of bullying, and places where bullying is taking place so that school staff is aware of hot-spots and issues in school.

BP Taskforce A diverse sample (10%) of 7th and 9

th

grade students provides immediate information to BP Taskforce regarding bullying at school to inform BP efforts.

Between 9/29 to 10/8/11

6. Initiate school-wide Bullying Prevention Month Activities

This is a national event that will help establish school culture and set tone for rest of year.

BP Taskforce Activities during this month will promote student integration, a culture of respect and awareness of the impact of bullying.

www.pacer.org/bullying/index.as

p

10/1 to 10/31/11

7. Submit this form with final SIP plan

Copy of this form should be submitted to jose.hparis@cms.k12.nc.us. Please include the name of your school.

Principal & BP Liaison

BP SIP form is filled out with the names of all the stakeholders and information requested.

Please indicate here whether you are using the Safety and Respect for All manual, or describe what plan/strategy you are going to use.

10/29/11

8. First semester Bullying-Prevention activities begin with Mix-It Up Day

Mix-It up day is a national event to promote better relationships across all segments of the student population (and staff).

BP Taskforce School environment is greatly improved when students have established at least some basic knowledge and communication with someone from a different background.

www.mixitup.org

11/09/11

9. Second semester bullying-prevention activities begin

Bullying activity and discipline issues tend to increase during the last semester of school. It is important to reconnect with stakeholders and sustain BP efforts.

BP Taskforce Discipline referrals related to bullying and school environment continues to improve. BP Liaisons meet to compare best practices and support.

1/26/12

10. Completion of bullying-prevention activities for 2011-2012

Principal & BP Taskforce

Schools will report on how effective BP efforts were through on-line survey and group gathering.

5/27/12