web view2015-2016ihe bachelor performance report. university of north carolina charlotte. overview...

2015-2016

IHE Bachelor Performance Report

University of North Carolina Charlotte

Overview of the Institution

The University of North Carolina at Charlotte (UNC Charlotte) is a member of the University of

North Carolina multi-campus state university system. In 2015-2016, more than 27,000 students

were enrolled at the bachelors, post-baccalaureate, masters, and doctoral levels. UNC Charlotte is

a Carnegie Foundation Doctoral/Research University (DRU) and serves as the only doctoral

research university in the dynamic Charlotte area. UNC Charlotte is North Carolina’s urban

research institution, maintaining a particular commitment to addressing the cultural, economic,

educational, environmental, health, and social needs of the greater Charlotte region. UNC

Charlotte is committed to extending educational opportunities to ensure success for qualified

students of diverse backgrounds through programs offered in its seven academic colleges - Arts

and Architecture, Business, Computing and Informatics, Education, Engineering, Health and

Human Services, Liberal Arts and Sciences, and the Graduate School. UNC Charlotte has also

been named as a community engagement campus by the Carnegie Foundation. This label is

reserved for colleges and universities demonstrating a sustained commitment to collaborating

with off-campus constituencies. While in its early years, UNC Charlotte served a largely non-

traditional, adult, commuting student population, there has been a remarkable transformation in

recent years. Although non-traditional, diverse students continue to be an important part of the

UNC Charlotte student body, undergraduate students now more closely mirror traditional

undergraduates in age, full-time status, and residential status. The University has developed

strong programs, including Freshman Learning Communities, to respond to this population. A

multidisciplinary Honors College and wide range of honors programs are also offered. For

example, the campus welcomed its sixth class of 15 Levine Scholars in fall 2015. The Levine

Scholars Program admitted its inaugural class in 2010. This is UNC Charlotte’s most prestigious

merit scholarship program. The campus continues to be one of the fastest growing campuses in

the UNC system. In fall 2011 an11-story academic Center City Building opened. The Center City

facility offers programming focused on arts and the creative economy, business and finance,

urban and regional development, education collaboration, and health and community

engagement.

Special Characteristics

The College of Education at UNC Charlotte serves North Carolina’s largest metropolitan region

of 1.5 million residents well. One of the College’s most important functions is to serve as a

regional resource for helping address the challenges in urban schools. The University’s diverse

undergraduate and graduate student body reflects the diversity of the region, and has a strong

representation of international students enrolled in University programs. The College of

Education has strong partnerships with the surrounding school districts including Charlotte-

Mecklenburg Schools, a school district with 168 schools and a highly diverse enrollment of more

than 146,000 pupils who are 29% white, 40% African American, 22% Hispanic, 6% Asian, and

2

3% American Indian or multiracial. There are more than 15,000 students learning English as a

second or additional language, and a little over half the students qualify for free or reduced lunch.

The College provides a leadership role in preparing teachers, principals, and counselors. It also

provides a leadership role in teacher recruitment and retention. The themes of responding to

diverse learner needs, cultural competence, and urban education are infused in our professional

preparation programs. The College of Education enrolls approximately 2,700 students in

undergraduate and graduate licensure and non-licensure programs and serves career changers

who have chosen alternative licensure pathway to become teacher educators. The College works

in partnership with the Teach for America (TFA) program to serve individuals in their initial

licensure programs. The College has for many years hosted a very successful Principal Fellows

program, and is home to one of six mathematics and science education centers in the state. Our

professional preparation programs are NCATE-accredited and Department of Public

Instruction/State Board approved; the M.A. and Ph.D. programs in Counseling are Council for

Accreditation of Counseling and Related Educational Programs (CACREP) accredited. The

College of Education is committed to accepting and offering classes for all qualified applicants,

as well as providing a GPA forgiveness route for adults who can re-establish academic

credentials and work toward a teaching license. To enhance enrollment opportunities for

principal preparation, the College has an add-on licensure program for qualified candidates

already holding a master's degree.

Program Areas and Levels Offered

Undergraduate majors in the College of Education include Child and Family Development

(Birth-Kindergarten licensure); Elementary Education; Middle Grades Education (with

concentrations in English language arts, mathematics, science, social studies); Special Education

(general or adapted curriculum); and Dual Elementary Education/Special Education. Teaching

English as a Second Language (licensure), Reading Education (licensure), Child and Family

Development (non-licensure), and Urban Youth and Communities (non-licensure) are also

offered as minors for undergraduate candidates. In addition, candidates may prepare for careers

in secondary education fields by majoring in programs in the College of Liberal Arts and

3

Sciences and completing the minor in Secondary Education or Foreign Language Education in

the College of Education. The secondary education minor is available to majors in English, math,

biology, chemistry, earth sciences, physics, history, and geography. The Foreign Language

Education minor is available to majors in French, Spanish, or German. Finally, the College of

Education collaborates with the College of Arts and Architecture to prepare teachers in the arts

education fields of art, dance, music, and theatre. The Graduate Certificate in Teaching program,

designed as a post-baccalaureate route to initial teacher licensure for second career professionals,

offers teacher preparation in the following fields: child and family development (B-K licensure),

elementary education, middle grades education (English language arts, math, science, or social

studies), secondary education (comprehensive science, comprehensive social studies, English, or

math), special education (general and adapted curriculum), art education, theatre education,

second language education, and teaching English as a second language. Successful completion of

these academic programs results in candidates being recommended for the North Carolina initial

teaching license. A number of Graduate Certificate in Teaching (initial licensure programs in the

fields noted above) provide candidates with the option of continuing their academic work to

complete a Master of Arts in Teaching (M.A.T.) degree. Other graduate programs offered are as

follows: M.Ed. in Child and Family Studies; M.Ed. in Elementary Education; M.Ed. in

Middle/Secondary Education; M.A. in English with an education concentration; M.S. in

Mathematics with an education concentration; M.Ed. in Special Education (with specializations

in adapted curriculum, general curriculum, and academically gifted); M.Ed. in Reading

Education; M.Ed. in Teaching English as a Second Language; M.Ed. in Instructional Systems

Technology; M.A. in Counseling (school, clinical mental health, and addiction); and M.S.A. in

School Administration. Four doctoral programs are offered: Ed.D. in Educational Leadership;

Ph.D. in Counseling; Ph.D. in Special Education, and the Ph.D. in Curriculum and Instruction.

Add-on licensure programs include: Academically/Intellectually Gifted, School Counseling,

Instructional Systems Technology, and School Administration (principalship).

Pathways Offered (Place an ‘X’ under each of the options listed below that your IHE

Provides)

4

Traditional RALC Lateral Entry

X X

Brief description of unit/institutional efforts to promote SBE priorities.

For the 2015-2016 report, briefly describe your current efforts or future plans to respond to the

recent legislative provisions below.

All candidates are prepared to use digital and other instructional technologies to provide

high-quality, integrated digital teaching and learning to all students.

All candidates receive preparation in using instructional technologies for teaching and learning

through required and elective coursework that emphasizes updated Web 2.0 tools, e.g. EIST

4100/5100, ELED 3111, ELED 4121, MDSK 3151/6162, SPED 4279/5279. Updated

technologies are integrated into coursework, including SmartBoards, iPad cart classroom sets,

and mobile technology. Competency in using instructional technology is demonstrated during

student teaching and measured on the Student Teaching Assessment Rubric and the Certificate of

Teaching Capacity. Each program also has specific technology-related assignments designed to

assess candidate use of technology for planning, instructional and/or assessment purposes. These

assignments are aligned to CAEP standards and are also used for institutional student learning

outcomes.

Teacher education candidates in all initial programs are required to take coursework that teaches

them how to integrate technology for instructional purposes. This coursework serves as a

prerequisite for methods courses. Candidates are required to use a variety of assessment tools,

such as Reading 3D, in order to collect and analyze data to support instructional decision-making

practices. They develop lesson plans that show how they can use technology appropriately to

maximize student learning. Throughout their coursework and student teaching, candidates are

provided the opportunities to learn and demonstrate strategies for the integration and use of

5

technology that best support their teaching and learning objectives. In addition, they are required

during student teaching to reflect upon the use of technology to engage and support student

learning in all instructional practices, including modification and/or differentiation for all

learners.

Assess elementary and special education: general curriculum candidates prior to licensure

to determine that they possess the requisite knowledge in scientifically based reading and

mathematics instruction that is aligned with the State Board's expectations. Describe your

efforts for ensuring candidates are prepared for the new Foundations of Reading and General

Curriculum licensure exams effective October 1, 2014.

All elementary education and special education candidates complete two reading methods

courses and four mathematics courses (two in mathematics content and two in methods). Special

Education faculty have been trained and certified by DPI and are implementing the North

Carolina Reading Foundations and Mathematics Foundations curricula based on research-

validated reading and mathematics instructions. Special education candidates take pre- and post-

tests for the NC Reading/Mathematics Foundations curricula. During student teaching

candidates are placed in classrooms with cooperating teachers who are certified in Foundations

and can assess candidate performance. Elementary Education and Special Education faculty

have collaborated to create modules that can be used to assist (remediate) students attempting to

pass the Foundations of Reading exam. In addition, a faculty position has been allotted to

provide extra assistance for students in preparing for the Foundations of Math exam, as this was

determined to be a particular area of need. Modules and assignments in both Literacy and

Mathematics classes have been restructured to align with the expectations of the exams.

Candidates are required to take “practice” exams before admission to the teacher education

program and before the student teaching semester to ascertain areas of need; faculty then work

individually with candidates to target areas for improvement. Content area specialists in the

Elementary Education Department have compiled a list of recommended resources for students

to use in preparation for the General Curriculum exam. Some faculty have taken the

Foundations of Reading and General Curriculum practice tests, resulting in curriculum

modifications and the creation of workshops and on-line modules.

6

Candidates (preparing to teach in elementary schools) are prepared to apply formative and

summative assessments within the school and classroom setting through technology-based

assessment systems available in North Carolina schools that measure and predict expected

student improvement.

Candidates in elementary education and special education complete required coursework in

measuring and evaluating student learning, e.g., ELED 4121 and SPED 3173. In these courses,

candidates are taught best practices for designing and collecting formative assessment results to

determine how well their students have mastered the lesson material. Candidates then learn how

to interpret and use these results to design the next lessons or remediate/enhance as needed,

based on individual student results. In this way, the assessment courses build on what candidates

have learned in previous courses on appropriate ways to differentiate for individual student

learning needs. In addition, one faculty member has been trained in READ3, the technology-

based assessment system used in our partner schools. READ3 is introduced to candidates as a

part of courses in the elementary education and special education, e.g., READ 3224/5200 and

SPED 4275/5275, using classroom sets of iPads. In this way, candidates are already aware of this

system and have a working understanding of it prior to entering our P12 partner classrooms.

Candidates (preparing to teach in elementary schools) are prepared to integrate arts

education across the curriculum.

Candidates are required to take at least two arts courses, one of which must be an arts activity

course. Candidates may take additional coursework toward a concentration in visual and

performing arts. During the ELED 4220 course on integrating curriculum, candidates complete

an integrated instructional unit that must include art curriculum. Instructional competence is

demonstrated and assessed during student teaching and measured on the Student Teaching

Assessment Rubric. An arts education specialist that works with both the College of Education

and the College of Arts and Architecture coordinates communication and examines arts

integration across the curriculum.

7

Explain how your program(s) and unit conduct self-study.

In the UNC Charlotte professional education unit (PEU), program improvement is a continuous

process, and self-study is the first step. Programs are required to submit annual reports of our

established Student Learning Outcomes (SLOs). These SLO reports are then submitted to the

university academic assessment office annually to document data-based student outcomes. Part

of this process requires programs to report data on key assessments in each program, and then

establish areas of growth/improvement for the next academic cycle. In addition, in the College of

Education, academic departments meet bi-annually by program to review progress on goals

identified on the SLO reports and adjust as needed. In this manner, self-study becomes an

ongoing part of our assessment cycle and a concrete way to measure our candidates’ progress.

Provide a description of field experiences to occur every semester including a full semester

in a low performing school prior to student teaching.

UNC Charlotte expects our teacher education candidates to complete pre-student teaching

clinicals in at least three diverse settings for the undergraduate population. This diversity is

expected to include high/low poverty schools, ethnically and culturally diverse sites, and racially

diverse sites. Candidates are provided website access to a list of all schools in North Carolina and

their most recent demographic information, including racial/ethnic information, ELL student

information, and free/reduced lunch information on student populations. This list allows

candidates to research school sites prior to requesting placement so they may be sure to meet the

“diverse placement” requirements. The Office of Field Experiences faculty and staff are

available to work with students on placement and answer questions about sites for students.

Faculty also inform students of the clinical requirements and discuss them in coursework prior to

student teaching. In addition, UNC Charlotte does require some clinicals to occur in only high-

needs schools for some programs. For example, our undergraduate elementary education majors

are required to complete their clinical hours for ELED 3120: The Elementary School Child in

sites specifically identified as high-needs/high-poverty schools in the local Charlotte area.

Diversity of placement for all candidates is verified during intake for student teaching by the

8

Office of Field Experiences; candidates who do not have diverse clinicals are sent to their

advisors/department chairs to complete the additional requirements prior to the student teaching

semester, or to change their student teaching placement to a high-needs school.

For graduate certificate/post-baccalaureate candidates seeking teacher licensure, candidates are

also required to complete three diverse clinical settings, except for candidates who participate in

our NCIS (Niner Clinical Immersion Schools) program. NCIS candidates are placed in schools

specifically identified by the hosting school districts. These sites are strategically selected to

provide candidates with a balanced, diverse experience (i.e., high-needs sites are paired with

low-needs sites). NCIS candidates spend more time in two sites during their teacher education

program, allowing them to become more fully immersed in the culture of each school for a

longer period of time.

While UNC Charlotte candidates spend time in high-needs sites around the Charlotte Metro area

and the state of North Carolina, the criteria we have used to determine these sites has not

necessarily included sites officially designated as “low-performing.” As this legislative mandate

has recently been passed, UNC Charlotte is still in the process of determining how many

candidates are typically placed in identified low-performing schools. We are updating our

website with a list of low-performing sites and instructing students on the need to work in these

schools prior to the student teaching semester. However, based on the high correlation between

“low-performing” schools and high-poverty schools, we do believe that a high majority of our

candidates have worked with these high-needs populations prior to the student teaching semester.

How many weeks are required at your institution for clinical student teaching?

16

How will student teaching be scheduled to allow for experiences to occur at both the

beginning and end of the school year?

9

Currently our undergraduate candidates complete a Yearlong Internship, a two-semester

experience. In the first semester, candidates spend the equivalent of one day per week in their

classrooms; in the second semester, they complete full-time student teaching. This allows

candidates to see both the beginning and ending of the school year. For our graduate

certificate/post-baccalaureate candidates, we have two groups: our “traditional” candidates, and

our NCIS (Niner Clinical Immersion School) candidates. NCIS candidates also complete a

Yearlong internship experience, similar to our undergraduate program. Traditional graduate

certificate candidates currently only complete one semester of student teaching; however, our

long term goal is to transition all our graduate certificate candidates to the NCIS program,

thereby providing all candidates with a Yearlong internship. Traditional graduates do receive

beginning or end of school year experiences before student teaching, as they are completing the

final semester of course work immediately prior to the student teaching experience. Depending

on the semester, these candidates are also seeing either the end or beginning of the school year in

their clinical experiences.

Does your program require teacher candidates to pass all tests required by the North

Carolina State Board of Education before recommendation for licensure?

Yes, at this time we use licensure scores as our “EE 2” for program approval. Once DPI revises

the blueprint / program approval process, and we see what is required, we may change this.

I. SCHOOL/COLLEGE/DEPARTMENT OF EDUCATION (SCDE)

INITIATIVES

A. Direct and Ongoing Involvement with/and Service to the Public SchoolsLEAs/Schools with whom the Institution Has Formal Collaborative Plans

SOLUTIONS PROJECT with CMS Exceptional Children’s Services

Priorities Identified in Collaboration with LEAs/Schools

To develop and evaluate an intervention to teach word problem solving to students with moderate intellectual disability

Activities and/or Programs Implemented to Address the

Developed teaching scripts and word problems-Validated with experts

10

Priorities -Field testedStart and End Dates Project began in schools in October 2013; will run through June 2016Number of Participants 5 teachers 11 studentsSummary of the Outcome of the Activities and/or Programs

-Students have all shown progress in solving word problems

LEAs/Schools with whom the Institution Has Formal Collaborative Plans

CSESA PROJECT with Hough High School (CMS) Mallard Creek High School (CMS)


A schoolwide project to enhance services for students with autism spectrum disorders

Activities and/or Programs Implemented to Address the Priorities

Developed alternate achievement literacy for high school-Field tested in self-contained class-Initiated and supported inclusion in ELA class

Start and End Dates Project began with MPHS in May 2013 and continues through 2017Number of Participants 2 special education teachers

3 ELA (general ed) teachers)4 students with ASD directly (data collected)4 peers nondisabled directly12 students with ASD and 40 students without disabilities indirectly

Summary of the Outcome of the Activities and/or Programs

4 students with ASD improved their ability to comprehend grade-aligned text and generalized their skills to ELA (general ed) classes; this was their first experience of inclusion in an academic high school class

4 peers without disabilities learned how to teach students with ASD

2 special education and 3 general education (ELA) high school teachers learned how to use this literacy approach


Mount Pleasant High School, Cabarrus Schools(with Dr. Chris O’Brien and KU Consultant, Ms. Pam Leitzell)


Improve literacy outcomes for adolescent learners


Professional Development in Learning Strategies (Written Expression Strategies) and Content Enhancements

Observations of teachers implementing the strategies

Consulting with teachers/problem solving

Start and End Dates ongoingNumber of Participants 25 studentsSummary of the Outcome of the Activities and/or Programs

Teachers are implementing PENS this spring.


Concord High School, Cabarrus Schools(with Dr. Chris O’Brien and KU Consultant, Ms. Pam Leitzell)

11


Improve literacy outcomes for adolescent learners in Freshman Academy


Professional Development in Learning Strategies (Fundamentals in Paraphrasing and Summarizing) and Content Enhancements

Observations of teachers implementing the strategies

Consulting with teachers/problem solving

Start and End Dates ongoingNumber of Participants 40 studentsSummary of the Outcome of the Activities and/or Programs

Data collection is beginning this spring.


Robinson Elementary School, Gaston Country Schools


1. To determine the effects of a training and coaching package, including Bug-In-Ear technology, on general education teachers’ accurate facilitation of self-monitoring strategy with students at risk for or with emotional and behavioral disabilities (EBD)

2. To determine the effects of the teachers’ facilitation of self-monitoring strategy and students’ use of self-monitoring on the on-task behavior of target students at risk for or with EBD


1. Conducted a 1-hour professional development session on use of self-monitoring strategies in general education classroom

2. Provided coaching that included individual coaching, in vivo bug-in-ear coaching, and post in-vivo coaching sessions with individual teachers on use of self-monitoring strategy with students

3. Assessed participating teachers’ perceptions about coaching and the use of self-monitoring to promote students’ on-task behavior

4. Assessed students’ views on use of self-monitoring strategy

Start and End Dates Aug. 2016 – March 2016Number of Participants 4 general education teachers, 4 students at risk for or with EBD, 4

“comparison” peersSummary of the Outcome of the Activities and/or Programs

1. Two general education teacher participants met mastery on implementation fidelity after individual coaching sessions; 2 teachers met mastery on fidelity after individual coaching and bug-in-ear coaching sessions (based on measure using implementation fidelity checklist). All teachers’ implementation fidelity maintained high during 1-week, 2-week, and 4-week follow-up (without coaching).

2. All four target students showed clear improvement on on-task behavior. Their level of on-task was similar to or higher than the on-task level for the comparison peers when teachers received coaching, and remained high after coaching ended.

12

3. The outcome for the social validity questionnaires from teacher and student participants is yet to be determined


Beverly Hills Elementary School, Cabarrus County Schools


1. To decrease the classroom rule violations related to schoolwide behavioral expectations of K-1 African American students through culturally responsive social skill instruction

2. To determine feasibility and acceptance of the culturally responsive social skill instruction for school personnel, parents, and participants


1. Trained 1 instructional specialist and 2 paraprofessionals on implementation of computer-assisted culturally responsive social skill instruction

2. Implemented the culturally responsive social skill instruction with K-1 African American students in dyad format (five targeted African American students and four peers)

3. Conducted interviews with 2 parents and social validity questionnaires with school personnel to obtain their opinions about the culturally responsive social skill instruction

Start and End Dates Aug. 2016 - May 2016Number of Participants 1 instructional specialist, 2 paraprofessionals, 3 teachers, 2 parents, 9

students


1. The instructional specialist and paraprofessionals’ implementation fidelity was high (based on measure using fidelity checklist)

2. All five target African American students receiving culturally responsive social skill instruction reduced occurrence of rule violations to schoolwide behavioral expectations in the classroom (based on ongoing classroom direct observations during content instruction)

3. Parents’ inputs about a randomly selected culturally responsive social skill instructional lesson were very positive indicating cultural responsiveness and appropriateness for their children (based on interview data)

4. The outcome for the social validity questionnaires from school personnel is yet to be determined.


Concord Middle School, Caberrus County Schools


Professional Development in Special Education (i.e., ASD) for general education health teachers

13


Professional Development and Continuous Coaching for 3 teachers

Start and End Dates March-May, 2016Number of Participants 3 students with ASD, 3 general education health teachers, 1 special

education teacher; 2 doctoral students, 2 international visiting scholars, 3 faculty members


Data collection is in progress.


Kannapolis City SchoolsShady Brook Elementary


Improve teachers best practices for STEM education

Improve students understandings of STEM fields


Gather resources for teachers at all grade levels

Start and End Dates 2015-2016Number of Participants 2 administrators, 12 teachers, unknown number of studentsSummary of the Outcome of the Activities and/or Programs

Purchased a multitude of curriculum resources for each grade level at the school


Winding Springs Elementary, Charlotte- Mecklenburg Schools


Staff development


Provided consultation services to member of the admin staff

Start and End Dates January, 2016 - presentNumber of Participants 1 administratorSummary of the Outcome of the Activities and/or Programs

Creation of administrative portfolio


Lawrence Orr, Charlotte-Mecklenburg Schools


Provide resources to help increase literacy skills in students


Provided support to first year teacher in building her literacy strategies for students

Start and End Dates August, 2015 – February, 2016Number of Participants 25 students, 1 teacherSummary of the Outcome of the Activities and/or Programs

Added literacy materials to the fourth grade classroom library

14


Oakdale Elementary School, Charlotte-Mecklenburg Schools


Alignment of professional development with identified needs based on staff evaluation and student performance


Professional Development Summer Institutes, and School PD on Reading Comprehension and Fluency (Balanced Literacy)

Start and End Dates August 2015 – presentNumber of Participants 35 teachersSummary of the Outcome of the Activities and/or Programs

Progress monitoring, NC Teacher Evaluation System, Student Assessment Data


David Cox Road Elementary School, Charlotte-Mecklenburg Schools


(K-2): 80% of students will meet or exceed more than one year’s growth as determined by final MAP testing. (Grades 3-5): To increase reading proficiency rates by 10% on EOG tests AND meet overall high growth status.

To increase literacy/reading proficiency rates by 10% of the EOG tests and meet overall high growth targets (grades 4-5); by 10% in grade 3 and with an overall 90% readiness for the next grade level in grades K-2.


Provided on-going professional development to help teachers and teacher candidates plan quality “literacy” instruction that includes a balanced literacy framework with Word Work, Shared Reading, Independent Reading and Writing and that also incorporated supplemental research-proven literacy strategies.

Grade level teams created theme-based balanced literacy units.

America Reads UNCC tutors tutored students reading below grade level.

University clinical students observed literacy instruction to identify balanced literacy components and provided feedback to teachers and to the instructional leadership team.

Start and End Dates 2015-2016Number of Participants 46 certified teachers, 10 instructional assistants,

One administrator, 852 students


In progress. Data have not been analyzed yet.


Joseph Grier Academy (CMS)

Priorities Identified in Professional development on reading strategies; curriculum mapping; and

15

Collaboration with LEAs/Schools

culturally responsive teaching.


Professional development workshops

Classroom Observation

Classroom Demonstrations

Start and End Dates 2015-presentNumber of Participants 48 Pk-5 Teachers


Professional development survey administered


Bethlehem Center Head Start


Professional development on effective developmentally appropriate instruction. Curriculum mapping, and cultural competence in ECE.CLASS evaluation sessions


Professional development workshops

Classroom Observation

CLASS observations

Classroom Demonstrations

Start and End Dates 2015-present Number of Participants 40 PK Teachers and 5-12

Administrators




First Ward Child Development Center (CMS)


Parent education workshops on Kindergarten readiness


Parental development workshop

Start and End Dates 2015– present Number of Participants 30 parentsSummary of the Outcome of the Activities and/or Programs



Community School of Davidson (charter)

16


Writing Workshop Institute: teachers increase understanding of how students develop as writers across the grades.


Meet online once a month.

Meet twice a semester at face-to-face grade level meetings

Start and End Dates 60 total hours

2015-present

Number of Participants 8 TeachersSummary of the Outcome of the Activities and/or Programs

The outcomes are noted qualitatively using analysis based on one page summaries written and shared by teachers.


Oakhurst STEAM Academy (CMS School)


Literacy Coaching: professional development for teachers within their classrooms using a literacy coaching model.


Day-long monthly coaching

Work within teachers’ classrooms

Model teaching in classrooms

Observe instruction in classrooms

Debrief with teachers

Start and End Dates 70 total hours

September 2015-May 2016

Number of Participants 20 Teachers, 2 AdministratorsSummary of the Outcome of the Activities and/or Programs

As noted by administrators, there was a noticeable shift in instruction with the teachers with whom I coached.


W.M Irwin Elementary (Cabarrus County School)


Small Group Reading Instruction: professional development workshops on the topic of small group strategy instruction in reading.


5 Face-to-face meetings at WM Irwin

Designed, created, and delivered professional development to teachers.

Start and End Dates 35 total hours in the school

September 2015-January 2016

17

Number of Participants 40 Teachers


According to administrators, teachers have modified their instruction to include targeted instruction in small groups during reading.


Sugar Creek Charter School (charter)


Provide professional development on explicit comprehension strategy instruction and on teacher self identified goals


Professional development workshops throughout the school year and individual coaching sessions approximately every 2 weeks

Start and End Dates July 2015-April 2016Number of Participants Fall – 13 teachers

Spring – 10 teachers


Teachers are more knowledgeable on explicit comprehension strategy instruction.

Teachers are developing strategies to work with their lowest reading group and to better prepare their students for Reading 3D testing.


Charlotte-Mecklenburg Schools Elementary School Mathematics (Grades K-5)


Support mathematics teaching in elementary schools


Collaborated with district leaders, teacher-leaders, and facilitators to refine mathematics curriculum resources, including scope/sequence, pacing, units, lessons

Start and End Dates June-July, 2015 initial design and development work; ongoing work throughout the year

Number of Participants 20 CMS personnelSummary of the Outcome of the Activities and/or Programs

Mathematics curriculum resources were explicitly aligned to the Common Core Mathematics Standards.

Teachers had resources to use to teach the Standards

Student learning on End of Grade tests and district assessments will be determined at the end of year but preliminary growth is evident on mid-year assessments.


Kannapolis City Schools Elementary School Mathematics (Grades K-6)

Priorities Identified in Collaboration with


18

LEAs/SchoolsActivities and/or Programs Implemented to Address the Priorities

Meet with district leaders and teacher-leaders to refine mathematics curriculum resources, including scope/sequence, pacing, units, lessons

Start and End Dates July, 2015 with ongoing work during the yearNumber of Participants I2 teachersSummary of the Outcome of the Activities and/or Programs



Student learning on End of Grade tests and district assessments will be determined at the end of year but preliminary growth is evident on mid-year assessments.


Union County Schools




Meet with district leaders and teacher-leaders to refine mathematics curriculum resources, including scope/sequence, pacing, units, lessons

Provided feedback on district assessments

Start and End Dates 2015 - presentNumber of Participants 8 math teacher-leaders and 1 district leader Summary of the Outcome of the Activities and/or Programs




Avery County Schools, Buncombe County Schools, Charlotte-Meck Schools, Kannapolis City Schools, Orange County Schools


Support teachers’ use of formative assessment in mathematics in Grades K-2


Oversaw professional development of the APLUS grant funded by the NC Mathematics-Science Partnership grant which supported over 500 teachers between 2012-2015

Conducted a workshop in Orange County to help teachers align formative assessment resources, their curriculum, and the Common Core Standards

Start and End Dates May-July, 2015, ongoing informal supportNumber of Participants Over 500 teachers in the participating districtsSummary of the Outcome of the Activities and/or Programs

Student achievement increased more in classrooms where teachers participated in this project compared to control classrooms. The project helped to close the achievement gap as students from poverty and those

19

performing below grade level grew more than their peers.


ReadWriteServe Program community partnerships (CMS) School sites: David Cox Road Elementary School, Hidden Valley Elementary, Nathaniel Alexander Elementary School, Morehead K-8 STEM Academy


Provide literacy tutoring to K-12 students who are currently below grade level in reading


Trained tutors and provide handbooks and materials for tutoring.

Implemented tutoring at various sites

Start and End Dates 2015-present Number of Participants School principals and literacy/academic facilitators

45 America Reads tutors and 15 Classroom Partner students


Many student learners showed gains in literacy.


Mallard Creek High School, Charlotte-Mecklenburg Schools


Support content area literacy


Worked with academic facilitators to plan literacy-based PD

Start and End Dates 2015-presentNumber of Participants 2 administrators, 125 teachersSummary of the Outcome of the Activities and/or Programs

Teacher evaluations collected



Vance High School, Charlotte-Mecklenburg Schools




Worked with academic facilitators to plan literacy-based PD

Start and End Dates 2015-presentNumber of Participants 2 administrators, 106 teachersSummary of the Outcome of the Activities and/or Programs



20


Martin Luther King, Jr. Middle School, Charlotte-Mecklenburg Schools




Worked with academic facilitators, administration, and teacher PLC leaders to plan literacy-based PD

Start and End Dates 2015-presentNumber of Participants 2 administrators, 8 PLC leaders, 60 teachersSummary of the Outcome of the Activities and/or Programs




Turning Point Academy (TPA) (Alternative Education) Charlotte Mecklenburg Schools


Provide professional support through professional development

Promote continuous education among staff/students to increase their knowledge

Strengthen political responsiveness

Organize Volunteerism

Support Student Mentoring Partnerships Activities and/or Programs Implemented to Address the Priorities

Coached teachers on how to improve their effectiveness by bridging practice and research.

Assisted staff with applying for advanced degrees (Masters and PhD); Facilitated a presentation to students about career/college readiness.

Doctoral students from EDCI 8314 (Urban Educational Reform, Fall 2015) met with CMS School Board Representatives (Dr. Ruby Jones and Ann Clark) to discuss best practices for alternative education.

Facilitated collaboration among UNCC Undergraduate Student Organizations (S.A.V.E.- Students Advancing Vigorously for Education; ABSE- Alliance of Black School Educators; and Collegiate 100), and UNCC Graduate Student Organizations Urban Educators for Change (UEC) and Urban Education Doctoral Fellows, along with several of my classes (MDSK 2100, EDCI 8314, EDCI 8182) to increase volunteerism at TPA.

Recruited doctoral students to collaborate with TPA staff (Berry/ Barnette) to co-facilitate student group mentoring workshops.

Start and End Dates 2014- present Number of Participants Principal (1) – Burch, V.

Administrator (1) – Gadd, S.

21

Family Advocate (1) - Berry, S. Teacher (2) – Bulluck, B., Barnette, C. TPA Students


Co-presented a research presentation with staff member (Brian Bulluck) at the Annual Pursing Extraordinary Outcomes in Public Education Conference. (PEOPE)

Two (2) staff members were accepted into advance degree programs (Masters in Sports Management at JCSU- Juanita Evans; and PhD in Urban Education at UNCC- Sonja Gadd). Increased student awareness of post-high school options.

Partnership established with CMS School Board District #3 Representative Dr. Ruby Jones (oversees TPA) to commit to providing sustainable communication between TPA stakeholders.

Increased volunteerism efforts (i.e., individual mentoring, proctoring, special events/parent workshops, tutoring, High School Sr. Project judges, etc.)

Doctoral students actively co-facilitated several student group mentoring workshops on topics such as, but not limited to, self-concept/self-esteem, college preparation, career opportunities, love, domestic violence/abuse, manhood, etc.


Central Cabarrus High School (Cabarrus)


1. Support CCHS faculty through PD endeavors2. Support UNCC initially social studies education students3. Support CCHS pupils social studies learning


1. Professional Development Day at the School2. On-site social studies methods course3. On-site social studies tutoring of CCHS students.

Start and End Dates 1. August 18, 20152. August to December, 20153. August to December, 2015

Number of Participants 1. 9 UNC Charlotte COED faculty, 70 CCHS staff2. 24 UNC Charlotte students3. 60 CCHS students


1. UNC Charlotte COED faculty engaged in hands-on professional development with staff.2. UNC Charlotte social studies methods students had class at CCHS were they modeled instructional practices with faculty and students.3. CCHS students were tutored by UNC Charlotte social studies methods students, data from the school indicates that tutoring has helped improve student test scores on school benchmark tests and End of Course exams.

LEAs/Schools with whom the NC DPI

22

Institution Has Formal Collaborative Plans Council for State Social Studies Specialists (CS4)


Provide data-driven policy solutions to the teaching of elementary social studies


Two-time Guest speaker at CS4 and NC DPI data retreat for all school district social studies specialists

Start and End Dates September 22, 2015 and October 15, 2015Number of Participants Dr. Paul Fitchett

Dr. Tina Heafner and

30 curriculum supervisors


Dr. Heafner and Dr. Fitchett conducted a webinar for social studies state supervisors on the state of elementary social studies and what data suggests might be practices to help leverage its position in the PK-5 curriculum. (sponsored by CS4)

Based upon the success of this initial program, we conducted a follow up presentation with NC district curriculum supervisors in Raleigh using NAEP data and discussing the possibility for policy reform (sponsored by NC DPI)


Charlotte Mecklenburg Schools


Develop inquiry-based lesson template for middle and high school social studies teacher in CMS


Team of CMS social studies teachers, UNC Charlotte faculty collaborated to create lesson plans designed around historical inquiry

Start and End Dates November 2015 to ongoingNumber of Participants Dr. Paul Fitchett

Mr. Drew Hammill (social studies specialist in CMS)

15 middle and high school social studies teachers


Attended two workshops on creating inquiry-based templates and provided coaching to teachers

Observed a CMS teacher who was attempting to implement activity, provided feedback to her instruction


Central Cabarrus High School, Cabarrus County Schools

23


9-12 Tutoring program to help struggling social studies learners improve academic performance in social studies courses and on the NC Final Exams.

Purpose: to support student understanding of social studies by offering intervention strategies for improving student reading comprehension, test taking skills, and study habits. Additionally, this project provides a service learning opportunity for preservice teachers to work directly with students to improve their understanding of individual student needs and interventions that can be used to help address student learning outcomes. Targeted Participants: Tutoring is targeted for struggling students in 9th, 10th, and 11th grade social studies courses. However, all students enrolled in World History, Civics and Economics, U.S. History, and AP U.S. History are invited to participate. Letters were sent to all parents/guardians with special invitations made by teachers to parents/guardians of struggling students.


Structure of Tutoring: Small group and individual tutoring led by UNC Charlotte social studies methods preservice teachers. UNC Charlotte preservice teachers are advised by corresponding CCHS social studies teachers on the topic for the week. Candidates work with students on homework, readings, and preparation for tests. Candidates focus on reading strategies, study skills, and test taking skills. Candidates model comprehension strategies for students.

Monitoring of Progress: Tutoring participants complete homework and study self-analysis logs to help students monitor their study habits. Logs are discussed weekly to provide feedback for students. The self-regulation guide is to be used to help students monitor their academic progress. Students use this log to self-assess their study habits and strategies by evaluating how well they perform on assignments and tests in comparison to their predicted grade. Students document where and how they study or complete homework. Students predict what grade they make and with what level of certainty that they expect to make that grade. As a follow-up students then compare their actual grade with their predicted grade. If there is a significant difference in their predicted grade and actual grade then students are advised to evaluate their study environment and the strategies that they used. The purpose is to help students recognize what works and what doesn't. UNC Charlotte preservice teachers use these self-regulation guides to introduce new strategies and to help students monitor the use of current strategies. Candidates also review these weekly to see how students are progressing.

UNC Charlotte preservice teachers conduct a diagnostic analysis of student reading, studying, and learning strategies. These are used to develop weekly intervention plans to target instruction in areas of need.

24

Start and End Dates 2003 through present

Class meetings on site at CCHS from 12:45 to 3:45once a week on Wednesdays. The tutoring program is held from 2:15 to 3:30 PM.—Onsite course delivery was suspended in spring 2016 due to low enrollments. Tutoring program continues.

Number of Participants 58 UNC Charlotte teacher education candidates participated in the tutoring program for a total of 20 contact hours per semester.118 secondary students participated in the tutoring program.

Summary of the Outcome of the Activities and/or Programs Impacts on candidate learning are measured through candidate growth as

documented in their reflective journals. All candidates indicated growth in their understanding of how students learn and increased knowledge of pedagogical strategies for helping students learn social studies.

Of the students who attended consistently (approximately 70%), everyone made a C or better in their social studies course.

New MSL (Measures of Student Learning were administered in spring 2013. These became NC Final Exams. Data are not reported during this transition period.


Monroe High School (Union)


Worked to support teachers in advancing pedagogy, research and advocacy knowledge and skills to support 9-12 learners in English, Math, Science and Social Studies.


Guided teachers in designing professional develop for colleagues to promoting a greater understanding of adolescent needs.

Through embedded coaching helped teachers apply pedagogy, reflect on pedagogical practices, and use critical theory to revise and rethink the work they do with diverse students in high schools.

Engaged technology facilitator in exploring the ways content area teachers integrated technology to support student learning of various subject areas.

Opportunities to co-present innovative ideas and learning at state, national, and international conference

Start and End Dates May 2015-August 2016Number of Participants 12 teacher participants and their students (approximately 300) and school

colleagues, 2 administrators, 4 university faculty membersSummary of the Outcome of the Activities and/or Programs

Direct Outcomes:Advanced degree personalized support and professional collaboration for Teachers

UNC Charlotte Faculty Instruction

25

Indirect Outcomes:9-12 LearnersIncreased achievement

Pre-post analysis of teacher impact on learner achievement (EVAAS data for teachers)

Pre-post surveys Improvement in teacher efficacy

Teacher surveys for reflective evaluation of impact


Forest Hills High School (Union)





Start and End Dates May 2015-August 2016Number of Participants 12 teacher participants and their students (approximately 300) and school

colleagues, 2 administrators, 4 university faculty membersSummary of the Outcome of the Activities and/or Programs



9-12 LearnersIncreased achievement





Union County Public Schools


Reading and Literacy in Social Studies

Improved scaffolding of student learning in social studiesActivities and/or Programs Implemented to Address the Priorities

Professional development for middle and secondary social studies teachers in Union County.

Start and End Dates January 2016Number of Participants 60 social studies middle and secondary teachers participated in professional

development workshop.Summary of the Outcome of Evaluations of professional development.

26

the Activities and/or ProgramsPedagogical and curricular applications of strategies and techniques modeled in workshops.


Social Studies School Service Online Professional Development


Common Core State Standards for History and the Social Sciences: Reading in the Common Core

21st Century Professionals:Increase teacher effectiveness


Online professional development targeting pedagogical shifts in the Common Core and discipline-specific reading. Emphasis on key intervention points in content learning and close reading.

Start and End Dates June through August 2015Number of Participants Offered to 100 teachers each time program is offeredSummary of the Outcome of the Activities and/or Programs

Outcome goals are increased understanding of Common Core, C3 Framework, and domain-specific literacy.


National Council for the Social Studies C3 Learning CollaborativeOnline NATIONAL Professional Networks




College, Career and Civic Life (C3) Framework for the Social StudiesActivities and/or Programs Implemented to Address the Priorities

Online professional development targeting pedagogical shifts in the C3 and Common Core and discipline-specific ways of knowing. Emphasis on inquiry in content learning.

Support of 55 teacher practice networks of 275 teachers who developed curriculum materials for implementing the C3 framework based on online PD modules and webinars. These teachers then disseminated their ideas and learning in state professional conferences, local or state-wide professional development, and national conferences.

Designed, organized, and lead a NCSS conference strand of nine sessions to highlight the Teacher Practice Network Initiative and Learning Outcomes. These sessions were venues for dissemination of knowledge gained from collaborative engagements in online professional networks.

Start and End Dates February 2015-April 2016Number of Participants Offered to 55 teacher network team leaders with expected impact of

thousands of teachers across the nation.

27


Outcome goals are increased understanding of Common Core, C3 Framework, and domain-specific ways of knowing.

Led the development of 18 online professional development models that are available to national and international social studies teachers, teacher educators, social studies specialists, and administrators.


National Council for the Social Studies C3 Learning CollaborativeFeatured Issue of Social Education




College, Career and Civic Life (C3) Framework for the Social StudiesActivities and/or Programs Implemented to Address the Priorities

Face to face professional development targeting pedagogical shifts in the C3 and Common Core and discipline-specific ways of knowing. Emphasis on inquiry in content learning.

We received a grant extension and through additional funding will be continuing our work through June 2016. In addition we have been invited by the Gates Foundation to Apply for a second year of funding.

Support of 55 teacher practice networks of 275 teachers who developed curriculum materials for implementing the C3 framework based on online PD modules and webinars in the dissemination of their ideas garnered from C3LC project participation. I am designing and editing a special issue of Social Education to feature the work of these TPN teams.

Also designing and hosting a three-day writing workshop and ideas dissemination planning session to offer another facet of increasing national communication regarding C3 and online PD resources.

Start and End Dates April 2016-April 2017Number of Participants Offered to 55 teacher network team leaders with expected impact of

thousands of teachers across the nation.Summary of the Outcome of the Activities and/or Programs

Outcome goals are increased understanding of Common Core, C3 Framework, and domain-specific ways of knowing.


Monroe Middle School (Union)





Engaged technology facilitator in exploring the ways to better support content area teachers in their integration of technology to support student

28

learning of various subject areas.

Opportunities to co-present innovative ideas and learning at state, national, and international conference

Start and End Dates May 2015-August 2016Number of Participants 3 teacher participants and their students (approximately 300), 1

administrator, 4 university faculty membersSummary of the Outcome of the Activities and/or Programs



6-8 LearnersIncreased achievement





Summit Elementary School


Worked to support teachers and administrators, and scholars in Native American Education to critique and revise the Native American curriculum for the Second Grade. I wrote new curriculum to be implemented as a culminating activity on Native American Day. The day celebrates in historically accurate ways the culture, history, and legacy of Native peoples.


Collaborative connections with scholars, curriculum review, and grade level team meetings were held

Conducted research at the National Museum of the American Indian.

Lead curriculum planning sessions with teachers.

Community partners, specifically parents/guardians, will be co-delivering the curriculum on Native American Day.

Start and End Dates September 2015-April 2016Number of Participants 8 teacher participants and school administrators, 60 second grade students

and their parents/guardian, 4 scholars and researchers



2nd grade LearnersIncreased content area historical knowledge

29


Student interviews to evaluate impact of curriculum on student knowledge and historical thinking

Increased parental/guardian engagement in schools, direct involvement in student learning


Stanly County Public Schools M.Ed. Cohort


Taking learning to teachers—School-based program delivery of M.Ed. in Middle Grades and Secondary Education


The Stanly County Cohort offers teachers a strong partnership with University of North Carolina and makes learning a convenient but in-depth process. Through onsite program delivery and rich analysis of theoretically-based critical pedagogy, teachers learn to systematically reflect on the underpinnings of their pedagogical decision-making.

Through intensive mentoring, these partners in learning work together to improving the educational experiences of 6-12 students.

Start and End Dates August 2015-Spring 2017Number of Participants 24 middle and secondary teachers.Summary of the Outcome of the Activities and/or Programs

Teacher surveys for reflective evaluation of mentoring and program impact.


Charlotte Mecklenburg Schools


1. Investigate the impact of Cooperating teacher training on student teacher edTPA performance


1. Applied for and received a grant to fund project2. Offered training to 18 CTs in Summer 20153. Observed CTs in classrooms4. Student teachers completed a survey5. Interviewed sample of trained and untrained CTs6. Student teachers completed edTPA assessment

Start and End Dates Summer 2015-ongoingNumber of Participants 18 CMS Cooperating TeachersSummary of the Outcome of the Activities and/or Programs

• Evidence suggesting CT training benefitted CT support of interns and intern performance• Presentation of preliminary results at Conference of the American Association of Colleges for Teacher Education (AACTE)


Newell Elementary School (CMS)

Priorities Identified in Preparing new teachers and other school-based educators to better meet the

30

Collaboration with LEAs/Schools

needs of ELLs through collaboration and mentoring

Encouraging new and practicing teachers to engage in multicultural self-reflection to improve their practice


Undergraduate pre-service students enrolled in a required course: TESL 4204 Inclusive Classrooms for Immigrant Students are assigned to an teacher participating in this project. They completed a 20-25 hour field-based clinical experience with ELL students in this teacher’s classroom and write a case study of their experience at the end of the semester. Teachers met with UNCC students weekly to discuss their experiences working with the ELLs in their classrooms and provide support as needed throughout the semester.

Start and End Dates 8/15-ongoingNumber of Participants 20 UNCC students; 20 CMS teachers; multiple studentsSummary of the Outcome of the Activities and/or Programs

Students gained an increased understanding of SIOP and increased strategies for working with second language learners.


Newell Elementary School (CMS)


Improve reading and writing and overall and literacy practices in 3rd graders in need of additional support


Undergraduate students enrolled in TESL 4204 and graduate students enrolled in TESL 6204 served as reading buddies for the Northstar reading initiative and faculty (Kolano)

Start and End Dates 8/15-ongoingNumber of Participants 20 UNCC students; 20 CMS studentsSummary of the Outcome of the Activities and/or Programs

Increase reading comprehension skills and decoding strategies for students


Albemarle Road Elementary School (CMS)


Preparing new teachers and other school-based educators to better meet the needs of ELLs through collaboration and mentoring

Encouraging new and practicing teachers to engage in multicultural self-reflection to improve their practice


Undergraduate pre-service students enrolled in a required course: TESL 4204 Inclusive Classrooms for Immigrant Students are assigned to an teacher participating in this project. They completed a 20-25 hour field-based clinical experience with ELL students in this teacher’s classroom and write a case study of their experience at the end of the semester. Teachers met with UNCC students weekly to discuss their experiences working with the ELLs in their classrooms and provide support as needed throughout the semester.

Start and End Dates 8/15-ongoingNumber of Participants 20 UNCC students; 20 CMS teachers; multiple studentsSummary of the Outcome of the Activities and/or Programs

Students gained an increased understanding of SIOP and increased strategies for working with second language learners.

31


Wake County Public Schools


1) Update district policies regarding intake procedures and high school promotion requirements with newly-arrived English Learners

2) ESL Curriculum re-mapping to interface with other K-12 content areasActivities and/or Programs Implemented to Address the Priorities

Collaborative Team Planning and curriculum writing with WCPSS ESL Department, Center for International Education Team, and Student Services Department

Start and End Dates Spring 2015 – Fall 2016Number of Participants Administrator=20-30

Teachers=50-60School Counselors=TBD


Intended outcomes center on focused district data collection with newly arrived English learners with the goal of ultimately increasing/ impacting high school graduation rate.

Intended outcomes include sample lessons with content and language objectives, aligned with WIDA standards, CCSS, and NC Essential Standards.


Iredell-Statesville Schools


Increase teacher/admin awareness of grading practices and procedures related to English Learners for increased authentic assessments.


Professional development with district ESL department, school-based elementary and secondary teams of administrators and teachers.

Start and End Dates Spring 2016 Number of Participants Administrator=5-10

Teachers=50-75School


Intended outcomes center on focused district data collection with English learners and overall grading/authentic assessment patterns/ultimately impacting grade-to-grade promotion and high school graduation rate.


Asheville City Schools


NC Guide to the SIOP Model training and implementation with selected elementary and secondary teams, to include classroom observations and coaching sessions


Coaching with district ESL department, school-based elementary and secondary teams of administrators and teachers.

Start and End Dates Spring 2015 – ongoingNumber of Participants Administrator=5-10

Teachers=30

32

School Counselors=TBDP12 Students= P12 English learners from schools selected for training and coaching


Intended outcomes center on focused district data collection and analysis of school-based student outcome results with English learners for increased achievement ultimately impacting grade-to-grade promotion and high school graduation rate.


Thomasville City Schools


NC Guide to the SIOP Model training and implementation with selected elementary and secondary teams, to include cohort focus with two phases of implementation.


Coaching and curriculum development with district ESL department, school-based elementary and secondary teams of administrators and teachers (with the second cohort focused on social studies and science teachers).

Start and End Dates Spring 2015 – ongoingNumber of Participants Administrator=15-20

Teachers=50-75(with the second cohort focused on social studies and science teachers)P12 Students= P12 English learners from schools selected for training and coaching




Davidson County Schools


NC Guide to the SIOP Model training and implementation with selected elementary and secondary teams, to include phases of implementation and observations with coaching.

Cultural sensitivity training for all district school counselors and principals.Activities and/or Programs Implemented to Address the Priorities

Professional development with district ESL department, teams of literacy coaches, and administrators.

Start and End Dates Fall 2015 – ongoingNumber of Participants Administrator=35-40

Literacy Facilitators and Teachers= 30-50

ESL Teachers=5

School counselors=50Summary of the Outcome of the Activities and/or Programs


District shift in culture toward deeper advocacy with CLD students.

33


Charlotte-Mecklenburg, Kannapolis City, Orange County, Avery County, Elizabeth City


Formative assessment for K-3 mathematics


1. Increase teachers knowledge of assessment practices2. Increase teachers understanding of number

Start and End Dates Last year of 3 year project – 80 hours of professional development for 3 and 4 cohort groups

Number of Participants 310 teachers; 7440 students


Formative assessment interview data on number understanding for students PLUS students from cohorts 1 and 2 – approximately 22,000 students


Charlotte-Mecklenburg, Avery County, Cabarrus County, Union County


Enrichment activities for students in middle/secondary through Pre-College Program


Saturday Academy

Start and End Dates Monthly during academic year; 2 weeks summerNumber of Participants

325 students


MSEN Day competitions;


Cabarrus County Schools


Lesson Imaging in Mathematics


1. Lesson planning and reflection activities

Start and End DatesOngoing/monthly

Number of Participants 3 teachers;75 students

Summary of the Outcome of the Activities and/or Programs Lesson planning and curriculum development outcomes

LEAs/Schools with whom the J.M. Robinson and Central Cabarrus High Schools, Cabarrus County

34

Institution Has Formal Collaborative Plans

Schools


Targeted support for senior class first generation college aspirants


One-on-one writing workshops for college applicants with graduate faculty

Start and End Dates Four half-day sessions distributed over Fall 2015Number of Participants 2 Cabarrus County Counselors

15 Cabarrus County High School SeniorsSummary of the Outcome of the Activities and/or Programs

15 students successfully completed application packages to a range of colleges. The success of the project has led to request to expand project across Cabarrus County High Schools Fall 2016


A.L. Brown High School,Kannapolis, NC


To provide support to help mathematics teachers understand the Common Core State Standards for Mathematics (high school) and to implement the CCSS-M in their classrooms in successful ways with high fidelity.


• Weekly teacher observations to determine their current pedagogical practices• Weekly teacher meetings to identify possible teacher leaders and to plan for more intense collaboration next year• Weekly meeting with administration to create plan for collaboration and discuss strategy

Start and End Dates Began meeting with Assistant Principal in fall, 2015

Began weekly meetings with teachers Spring 2016

No identified ending dateNumber of Participants Two administrators (Principal and AP), 9 mathematics teachers,

300 studentsSummary of the Outcome of the Activities and/or Programs

To increase students’ proficiency on Math 1 scores


NCIS Program Involved with following counties: CMS, Cabarrus, Union, Iredell-Statesville, Burke

s Long term-goals: successful student teaching experience leading to long-term retention in the teaching profession.


Development of a new piloted model of pre-service teacher training and clinical experiences. Identified priorities include collaborative mentor team approach and an integrated field experiences curriculum.

Start and End Dates Fall 2015-ongoingNumber of Participants Multiple schools in each district at MS/HS level; adding Elementary in

summer 2016. Approx 35 UNC Charlotte candidates working with 100-200 P12 students, 40+ P12 teachers, 15+ principals, 5 superintendents


First cohort to complete student teaching this spring 2016 with additional cohorts to follow. Iniitial results indicate that NCIS candidates are more

35

satisfied with their teacher preparation program than other non-NCIS candidates, but these are not psychometrically tested at this time.


Randolph Middle School, Charlotte-Mecklenburg Schools


To provide teachers and staff with strategies for a balanced literacy component in writing that will help to increase student scores on the EOG


Partnership with the UNCC Writing Project Teacher Consultants which include workshops throughout the semester and a summer institute

MDLG class taught at school site which will provide interns (Joyce Brigman, Instructor)

Start and End Dates August to June annuallyNumber of Participants Administrator, Academic facilitator, professional development facilitator,

and over 60 teachers and staff

Cindy Urbanski from UNCC Writing Project

Class size depends on number of students enrolled in the courseSummary of the Outcome of the Activities and/or Programs

Research narrative from the Writing Consultants about the success of the collaboration as well as student EOG results

Faculty participation / survey


Charlotte-Mecklenburg, Cabarrus, Kannapolis-City, Union, Stanly


New teacher support; enhanced professional development for beginning teachers; external support for teacher development


Beginning Teacher Support via on-campus and off-campus programs simultaneously

Summer Institute: One day professional development day before the first day of school

Monthly Seminars: Networking and professional development 10 times throughout the year

Teacher Toolbox Tuesdays: Professional development 18 times throughout the year linking current pre-service students with current classroom teachers

Start and End Dates August 2015-May 2016under current grant from Z Smith Reynolds

Number of Participants 45 beginning teachers (20 1st year and 25 3rd year)

100 pre-service teachers (freshmen-seniorsSummary of the Outcome of the Activities and/or Programs

Higher retention of teachers in high needs schools; increased collaboration of teachers across schools; connectedness of teachers to the University

36

Increased knowledge of skills and strategies extended beyond what students learn in coursework


Charlotte-MecklenburgNewell Elementary School


Enhanced professional development in literacy strategies for struggling readers, follow-up targeted observations, hosting all 3rd grade classes on campus for a day around literacy


Professional development for entire staff on Literacy Strategies for Struggling Readers (October) followed by targeted observations to provide feedback of the implementation of the strategies

Literacy Alive Read-In (April) – hosted all 3rd grade classes on campus for the day Events included campus tours, lunch, STEM activities, campus life panel, and read aloud

Start and End Dates Sept-Dec 2015

March-April 2016Number of Participants 50 teachers

7 teachers150 students


Increased use of literacy strategies for struggling readers (and all readers) in classrooms; increase in reading scores

Students showed enthusiasm about going to college, being an honorary 49er for the day, being engaged by a STEM activity and expressing dreams for the future


Highland Creek Elementary School CMS


1.cIncrease composite percentage of students at or above proficiency from 64.3 to 70.3 on North Carolina End of Grade assessments in reading, mathematics, and science.

2.Increase the number of K-3 students proficient in reading skills from 85 percent to 92 percent as measured by the North Carolina Reading 3D assessment academic year.


1.1 Worked with Collaborative teams to design curriculum around a common thread within a 4 to 5 week instructional window so that specific Common Core and Essential Standards were organized in logical sequences to provide the best conditions and opportunities for learning to occur at high levels. 1.2 Analyzed assessment data to be used to drive instruction. Teams designed common assessments, performed item analysis of assessment instruments, analyzed results, implemented student self-reflection, and identified student needs.

2.1 Developed appropriate interventions for every student performing below grade level.

37

Implemented the K-3 Intensive reading model in grades K-3 to provide 45 – 90 minutes of additional literacy instruction for students not meeting benchmark according to Reading 3D.Incorporated flexible grouping & intervention block into teacher daily instructional schedules.Targeted instruction for identified students based on specific skills as disaggregated by MAP assessment. 2.2 Held weekly team data meetings to monitor and discuss (using the TIPS process form) each student below grade level.

Start and End Dates 2015/2016 School Year Number of Participants 2 Administrators

1 Facilitator38 Teachers6 Student Teachers / yearlong interns


EOG Outcomes for the 2015-2016 school year are not yet available and will be reported on the annual report submitted in 2017.

Teacher Candidates involved in these activities showed an increase in STAR scores during the course of the semester.

Weekly Team Planning notes now reflect Essential Questions for instruction based on the Common Core.

Teachers attended conferences and trained the staff – survey data was collected on these train the trainer sessions that revealed that success of this model

Reading 3D Outcomes for the end 2015-2016 school year are not yet available and will be reported on the annual report submitted in 2017. However, Reading 3D benchmark assessments showed an increases in the number of students scoring in the proficient range in reading.

Teacher Candidates involved in these activities showed an increase in STAR scores during the course of the semester.


University Meadows, Charlotte Mecklenburg Schools


Induction/Teacher Retention


Bi-monthly support meetings for Induction Program entitled SUMIT – Support for University Meadows Induction Teachers – with six second year teachersQuarterly support meetings for SUMIT for 6 experienced teachers who are new to University Meadows and/or CMS

Start and End Dates August 2015 to May 2016Number of Participants 12 teachersSummary of the Outcome of the Activities and/or Programs

Participant surveys will be distributed at the final SUMIT meetings in May, 2016

LEAs/Schools with whom the A.L. Brown High School, Kannapolis City Schools (OSSEP)

38

Institution Has Formal Collaborative Plans

On-site Secondary School Education Program


Intentional Clinical opportunities for pre-service student teachers to bridge the idea of theory to practice.

School-based teacher leadership opportunities.Activities and/or Programs Implemented to Address the Priorities

Pre-service student teachers take a 2 course combined class in theory/practice.

Intentional Clinicals and debrief seminars are held once weekly at the LEA site.

Students are mentored and have access to teaching experiences with consistent support prior to year-long internship.

Start and End Dates Original grant start date 2014-15

Unfunded program continues in 2015-16 Number of Participants Principal and Assistant Principal as well as 12 various content area teachers

in the school. Core courses and Foreign Language

18 pre-service student teachers from UNCC

3 UNCC Faculty MembersSummary of the Outcome of the Activities and/or Programs

Pre-service student teachers are surveyed on teaching efficacy, theory and practice connections, and reflective practice.

Inform changes to programs to create similar “intentionality” in the clinical experiences for the courses in the Education minor before the year-long internship.


Cabarrus County School Technology Center, Cabarrus County Schools & Kannapolis City Schools


Recruiting for the IST program at UNC Charlotte.


Presentation on Educational Gaming at Annual Summer Technology CampSet up a UNCC Information Booth at the Technology Summer Camp.

Start and End Dates August 12, 2015Number of Participants Mrs. Patti Freeman, Instructional Technology DirectorSummary of the Outcome of the Activities and/or Programs

Increase in IST applications.


Lake Norman Charter Middle School, Charlotte-Mecklenburg Schools


Obtain data from student surveys to inform decision on future technology training needs.


Presentation on Digital Citizenship and Safety with all 8th grade students and faculty.

39

PrioritiesStart and End Dates October 22, 2015Number of Participants Mrs. Sara Danckaert, Instructional Technology FacilitatorSummary of the Outcome of the Activities and/or Programs

160 8th grade student surveys returned to inform technology needs.


Concord Middle School, Cabarrus County Schools


Obtain data from student surveys to inform decision on future technology training needs.


Presentation on Digital Citizenship and Safety with all 8th grade students and faculty on Digital Learning Day

Start and End Dates February 17, 2016Number of Participants Mrs. Tammy Redmond, Technology Facilitator

Dr. Carrie Tulbert. Principal.Summary of the Outcome of the Activities and/or Programs

238 8th grade student surveys returned to inform technology needs.


NC DPI


Measure Indicator 14 for reporting to the Federal Government.


Collected and analyzed data describing students with IEPs who exited the school system.

Start and End Dates Annually Number of Participants Two Special Education Directors at NC DPI Summary of the Outcome of the Activities and/or Programs

Produced the report for IDEA on Indicator 14.


Transition for 5 LEAs


We are working with schools and districts on a tiered approach to interagency collaboration on transitional outcomes for students with disabilities. We involve three levels of interagency collaboration (i.e., community-level team, school-level team, and individual level team). The community-level team provides administrative leadership for the total array of transition services offered and assists in finding solutions for problems that may arise in service delivery. The school-level team provides each student with access to an array of representatives from community agencies that may provide services to the student after graduation. The individual-level team writes the IEP including the transition component.


We have implemented training to all “intervention schools” about using interagency collaboration for improving postschool outcomes for students with disabilities.

Start and End Dates Started in September 2011 and will continue until June 2016.

40

Number of Participants 45 teachers and/or transition specialist have been trained.Summary of the Outcome of the Activities and/or Programs

Evaluation data of the training suggest positive feedback from teachers and/or transition specialist. We start data analysis in the summer of 2015.


NC DPI


Serve on the NC Technical Advisory Committee for Accountability.


I attend meetings in Raleigh to review technical issues around NC testing program.

Start and End Dates Two times a year.Number of Participants We report to Tammy Howard.Summary of the Outcome of the Activities and/or Programs

We serve as an advisory committee to the Accountability group.


CMS & Cabarrus County Schools


Provide a free choral experience to children in grades 3-5 in a campus setting: UNC Charlotte Children’s Choir


• Students will demonstrate and engage in age-appropriate general music and choral experiences with a university professor.• Students will present a concert for parents and their music teachers at the end of the semester.• Methods students will assist, devise lessons, and conduct repertoire on the final concert.• Elementary students will engage in singing, playing instruments, and dancing as part of the laboratory choir’s experiences, free of charge to their parents/caregivers.

Start and End Dates Spring semester; 14 weeks of instruction including concert.Number of Participants Elementary students: 75-85

University students: 4

University professors: 2Summary of the Outcome of the Activities and/or Programs

Students in the choir will exhibit independent singing skills through partner songs, vocal ostinati, and through singing in harmony. They will also demonstrate general music concepts (e.g., form, harmony, melody, etc.) on classroom instruments and through movement.

Students in the choir will present an “informance” to parents/caregivers as a culminating experience.


John Crosland School, Charlotte, NC


Focused clinical experience in general music teaching students with exceptionalities.

41


• Observe, assist, and implement classroom teacher’s lessons to student with exceptionalities

Start and End Dates Spring semesterNumber of Participants Varies according to the number of students in the school.

University methods students in MUED 4192: (3 for Spring 2016)Summary of the Outcome of the Activities and/or Programs

(Outcomes are based on the host school and teacher’s curriculum.)


School Counselors: Charlotte-Mecklenburg Schools


To train school counseling site supervisors in supervision theory and ethics


Presented 2 workshops: 2.5 hours each

Start and End Dates September 2015January 2016

Number of Participants 52 School Counselors participatedSummary of the Outcome of the Activities and/or Programs

Outcomes include:1. Meeting CACREP standards to provide training to site supervisors2. Reduced the number of students who request to leave their placements3. Increased number of sites in CMS


Performance Learning Center:Cabarrus Co.


to provide socio-emotional to support at risk students


Doctoral students provided ongoing individual counseling -Doctoral students provided 8 weeks of small group counseling to increase motivation and academic success

Start and End Dates August 2015-May 2016Number of Participants 19 students participated in the small group counseling sessionsSummary of the Outcome of the Activities and/or Programs

Preliminary outcomes include:Increased attendance and grades


Cato Early Engineering College (CMS)


To assist with 9th grade transitioning and build postsecondary literacy


Master’s school counseling interns provided individual and group counseling and classroom guidance on college and career readiness

Start and End Dates Aug-15

42

Number of Participants 100 ninth gradersSummary of the Outcome of the Activities and/or Programs

Increased college and career readiness self-efficacyIncreased financial aid literacy


Engineering is Elementary for Charlotte-Mecklenburg Schools including 350 teachers in the CMS Afterschool Program, Beverly Woods and Oakwood.


The Engineering is Elementary® (EiE) project fosters engineering and technological literacy among children.


Thinking Inside the Box: Designing a Plant Package To Get to the Other Side: Designing BridgesCatching the Wind: Designing WindmillsWater, Water Everywhere: Designing Water Filters

Start and End Dates September, October

Number of Participants 2 CMS administrators and 60 CMS Afterschool teachers;1 CMS


EiE is creating a research-based, standards-driven, and classroom-tested curriculum that integrates engineering and technology concepts and skills with elementary science topics.


K-12 STEM Conference for regional LEAs –CMS, Lincoln, Union, Gaston, Moorseville City, DurhamAnnual Event


Annual conference designed to promote best practices in science and math teaching


Series of hour-long presentations for elementary, middle and high school science and math teachers

Start and End Dates JanuaryNumber of Participants 10 LEA Administrators and 226 teachersSummary of the Outcome of the Activities and/or Programs

Developed ideas in STEM teaching and learning; Learned about environmental education including work with primates from key note speaker from Discovery


NASA Institute for CMS Teachers


Students, educators and faculty may explore and experience unique space and aeronautics content through NASA's education opportunities.


Earth SystemsForces & Motion

Start and End Dates MarchNumber of Participants 60 CMS teachers

43


Strengthen NASA and the Nation’s future workforce, Attract and retain students in STEM disciplines and Engage Americans in NASA’s mission


GLOBE Climate Literacy Institute for CMS teachers


The Global Learning and Observations to Benefit the Environment (GLOBE) program is a worldwide hands-on, primary and secondary school-based science and education program.


Climate Change and LiteracyEarth SystemsGIS

Start and End Dates May-16Number of Participants 3 CMS teachers; leadership developmentSummary of the Outcome of the Activities and/or Programs

Promotes and supports students, teachers and scientists to collaborate on inquiry-based investigations of the environment and the Earth system working in close partnership with NASA, NOAA and NSF in study and research about the dynamics of Earth's environment.


Statewide Institute of Teaching Excellence (SITE) 3-5 Science for CMS Schools


SITE K-3-5 Science institute Participants will actively learn science content framed within the context of the 5-E model of instruction.


Energy,Forces and Motion, Weather, Ecosystems,Living Systems

Start and End Dates June 25-29, 2015Number of Participants 1 administrator and 27 CMS 3-5 grade teachersSummary of the Outcome of the Activities and/or Programs

Improve content understanding and implement best instructional strategies.


Center for STEM organized Annual Catawba River Festival at Duke Energy Explorium (3rd Annual)


The event provides fifth graders an overview of STEM critical skills and introduces them to careers requiring science, technology, engineering and math


Hands-on lessons in science, technology, engineering and math (STEM) at two dozen kiosks operated by dozens of volunteers from colleges, businesses and non-profit environmental groups

Start and End Dates Sep-15Number of Participants 500 students Whitewater Academy, River Oaks Academy and Mountain

Island Elementary in Mecklenburg County and Rankin Elementary and Catawba Heights Elementary in Gaston County


Promote science literacy; careers and communication

LEAs/Schools with whom the Institution Has Formal

NC Science FestivalRegional LEAs invited

44

Collaborative PlansPriorities Identified in Collaboration with LEAs/Schools

The North Carolina Science Festival is a statewide celebration of science and its impact on education,culture and economics within North Carolina.


Weather-CloudsPhysicsBottle RocketsWatershed Model

Start and End Dates Apr-16Number of Participants 1000+ Visitors including regional LEA teachersSummary of the Outcome of the Activities and/or Programs

Promote science education and activities throughout NC


Annual NC Junior Science & Humanities Symposium


JSHS is designed to challenge and engage students (Grades 9-12) in science, technology, engineering or mathematics (STEM) research


Science, Technology, Mathematics, Engineering

Start and End Dates Mar-16Number of Participants 25 NC teachers and 80 students, CMS and statewideSummary of the Outcome of the Activities and/or Programs

JSHS aims to prepare and support students to contribute as future scientists and engineers -- conducting STEM research on behalf of or directly for the Department of Defense, the Federal research laboratories, or for the greater good in advancing the nation's scientific and technological progress.


Elementary Science Olympiad Tournament Coaches Training for CMS teachers


Provide participants an overview of the Elementary SO hands-on, interactive, challenging and inquiry-based events


Elementary ScienceRocks & MineralsWeatherLandformsHuman BodyForces & MotionsElectricityDesign and Construct Events

Start and End Dates October, 2015May 2016

Number of Participants 1 administrator44 CMS elementary teachers, 3 Homeschool teacher coaches; 2 private school elementary teacher coaches


The NCSO events are designed to enhance and strengthen both science content and process skills.

45


Science Olympiad -CMS schools Middle & High Tournament March / Elementary Tournament, May


Provide participants an overview of the SO hands-on, interactive, challenging and inquiry-based events


Build and Construct Events-application of engineering design; testing events in physical science, life science and earth and environmental science

Start and End Dates March

May Number of Participants 85 teams of 18 CMS students each participated; 55 CMS teachers; 3 CMS

Administrators

66 teams of 15 CMS students each participated; 40 CMS teachers; 2 CMS Administrators


The NCSO events are designed to enhance and strengthen both science content and process skills.


CMS Middle School Alliances


Different topics cover 6-8 standard course of study in science, NC


Physics; Earth Systems; Life Systems

Start and End Dates January, March, April Number of Participants 1 administrator and 14 CMS teachersSummary of the Outcome of the Activities and/or Programs

Provide educators with content knowledge and activities for the classroom.


Annual Regional Science FairCMS teachers & Students


Grade 3 – 12 Science Competition


BiologyPhysical ScienceEngineering & TechnologyEarth and Environmental Science

Start and End Dates Feb-16Number of Participants 30 CMS schools and teachers participateSummary of the Outcome of the Activities and/or Programs

Promote science research; science literacy and communication.


Environmental Education Institutes: 3 10-hour institutes annually for regional science teachers

46


Environmental Education Workshops help provide educators with the basic knowledge, skills and abilities needed to deliver high-quality environmental education.


HydrologyConservationSustainabilityBiodiversityEcosystemWetlands

Start and End Dates October November December March April

Number of Participants 22 CMS K-12 teaches, homeschool teachers, informal educatorsSummary of the Outcome of the Activities and/or Programs

The goal of environmental education in North Carolina is to increase environmental literacy and promote natural resource stewardship.


AP Institutes (multiple districts)


AP Institutes provide teachers of AP courses certification and renewal opportunities that allow them to meet the College Board’s requirements for AP courses


Certified AP instructors provide 40 hours of instruction featuring the latest in content and pedagogical components so that participants can provide effective AP instruction

Start and End Dates 2015 Summer (June 2015 through August 2015)Number of Participants 185 secondary teachers; 6 university professors; 5 master teachersSummary of the Outcome of the Activities and/or Programs

185certificates of completion


AP Review Day (mulitple districts)


Provide a review opportunity for high school students taking AP courses


Review sessions conducted by AP instructors and university faculty

Start and End Dates April Number of Participants Students – 650 Teachers – 10, Faculty – 2Summary of the Outcome of the Activities and/or Programs

Sessions completed with over 600 contact hours of instruction provided for AP students


Kannapolis City Schools; Charlotte-Mecklenburg Schools; Buncombe County Schools; Avery County Schools; Orange County Schools; Elizabeth City Schools


Develop teacher skills and knowledge to implement Assessing Mathematics Concepts program into K-2 mathematics (Project APLUS)


Professional development activities; classroom implementation visits; grade-level school meetings; leadership development of lead teachers

Start and End Dates through 6/2015

47

Number of Participants 280 Current year teachers; 6 IHE faculty(UNCC, UNC, ECU)Summary of the Outcome of the Activities and/or Programs

Data on student achievement is being compiled and data on teachers’ use of the assessment system


MSEN Day 2016


State competition for all of the MSEN Day sites in NC


Students take written test (similar to the EOG and EOC) in the all of the math and science subjects; Students are also able to do hands on activities (bottle rocket, mystery architecture, write it do it, poster are, oratorical, quiz bowl, and picture this); Students are only able to compete in one category

Start and End Dates Apr-16Number of Participants Students: 800, Parents: 45, Teachers: 30, Pre-College Program Staff – 10Summary of the Outcome of the Activities and/or Programs

UNC Charlotte Site won several 1st place


NC MSEN Pre-College Program


The Pre-College Program was designed to broaden the pool of students who graduate from high school prepared to pursue mathematics and science at the university level and move into careers in Science, Technology, Engineering and Mathematics (STEM).


The program offers rigorous science and mathematics based academic enrichment classes (through Saturday Academy [12 Saturdays during the school year] and Summer Scholars [15 consecutive days during the summer] Programs), and activities (college tours, motivational speakers, and other trips) to students in grades 6-12 (targeting under represented students being minorities and females). We actively recruit students from the six school systems surrounding UNC Charlotte area.

Start and End Dates Summer, 2015Academic YearSummer 2015 Academic year

Number of Participants Saturday Academy Participants – students – 376, Teachers – 25, Parents – 100. PRODUCE Student Volunteers – 38, Staff – 3. Summer Scholars 2010: Participants – Students – 253, Teachers – 24, Staff – 3, Parents – 25, Volunteers – 2


Students were able to get the enrichment services they needed. Students received more hands on activities. Students are more knowledgeable about STEM.


Research Experience for 11th and 12th Grade Student Internship Program (multiple districts)


This program is designed to engage participants in rigorous, inquiry-based instruction and research experience and also to help participants to develop a greater understanding of the research process, how to utilize technology and acquire the fundamental skills used in all research.


Students selected for this program are 11th or 12th graders who spend 6 to 7 weeks with a research professor on campus, from this they develop a project

48

Priorities which they will use to participate in local and national science fairs and competitions

Start and End Dates Academic year component –Academic year component – Number of Participants Summer Participants: Students – 7, Teacher Advisors – 2, Coordinator: 1,

Assistant Coordinator: 1, Academic year: Students – 6, Coordinator: 1, Assistant Coordinator: 1.


Students were exposed to research laboratories. Students were able to develop a research project. Students were able to present in several competitions and events.


Summer Ventures in Science and Mathematics (multiple districts)


This is one of five programs in NC that provide a residential experience for rising high school juniors and seniors to study a STEM field.


Intensive study in a STEM area including lab and field components. Selection of a research topic, review of literature in the field, collection/analysis/ and presentation of data.

Start and End Dates Summer 2016Number of Participants Students – 58, Teacher Advisors – 9, University faculty: 4, Master teachers:

6Summary of the Outcome of the Activities and/or Programs

Students completed research projects including a research paper and presentation. Papers are available on the CSTEM website.


Cabarrus County Schools


Member of Board For I3 grant: strategic vision for the school including STEM direction


Board meetings; serving committee; hosting showcase

Start and End Dates June, 2015-ongoingNumber of Participants 12 Board members;

K-12 teachers and studentsSummary of the Outcome of the Activities and/or Programs

Adapted a set of priortie4s o guide curriculum; adopted a strategic plan


Noyce 49er Teacher NSF Program (CMS and Cabarrus)


5 mentor teachers in chemistry and physics


Teachers support Noyce undergrad/grad students working on certification

Start and End Dates June – ongoingNumber of Participants 4 CMS teachers; 1 Cabarrus County teacherSummary of the Outcome of Mentors worked with scholars in developing lessons/ teaching showcases

49

the Activities and/or Programs


Freedom School (CMS)


Freedom School Partners gives children three fundamental resources needed to develop their potential: 1. Literacy skills 2. Character strengths needed to make good decisions and 3. A community that believes in them. Freedom Schools Partners’ impact extends to transform college student interns into advocates for children and inspire them to be future leaders, and to deepen the community’s investment in children.


Activities include:Breakfast; Harambee; Integrated Reading Curriculum; Drop Everything and Read: Lunch: STEAM, Cultural, & Physical Activities; Snack

Start and End Dates June 16 -July 20, 2016Number of Participants 50 students (Nathaniel Alexander Elementary and James Martin Middle); 5

interns ( UNC Charlotte Undergrads); 1 site coordinator (UNC Charlotte Grad Student); 2 bus drivers (CMS)


For five consecutive years, independent research conducted by the University of North Carolina-Charlotte has demonstrated that the majority of Freedom School scholars gain in their ability to read over the summer, while children not participating in Freedom Schools lose two to three months in their reading ability. In 2014, Freedom School Partners educated 1,200 scholars in 20 sites throughout our community. With over 60,000 economically disadvantaged students in our community, there are thousands more who could benefit from Freedom Schools


Oakdale Professional Development Institute (CMS)


This professional development workshop is done in conjunction with teachers from Oakdale Elementary School, a member of Charlotte-Mecklenburg Schools. Priorities include culturally-responsive teaching, classroom management, instructional design, and literacy.


Participants are engaged in workshops facilitated by UNC Charlotte faculty/staff, Oakdale Elementary Lead Teachers, and external subject-matter experts.

Start and End Dates August 18-19, 2016Number of Participants 30Summary of the Outcome of the Activities and/or Programs

Outcomes include but are not limited to the implementation of research-based, classroom best practices, continuing education units for practitioners, and access to university resources and personnel


Teacher-to-Teacher Conference (multiple districts)


Educators from the Southwest Education Alliance (13 school districts that surround and include Charlotte-Mecklenburg Schools) are invited to share best practices and techniques with other school professionals. Cooperating teachers currently mentoring a full-time student teacher (all day, every day) are cordially invited to participate free of charge.*


P-12 professionals and university faculty are welcomed and are encouraged to facilitate sessions on best practices and pedagogical techniques.

50

PrioritiesStart and End Dates October 13, 2015

&March 8, 2016

Number of Participants 130Summary of the Outcome of the Activities and/or Programs

Best practices and techniques shared will be implemented in participants’ respective classrooms and shared with colleagues.


National History Day (multiple districts)


National History Day (NHD) makes history come alive for America's youth by engaging them in the discovery of the historic, cultural and social experiences of the past. Through hands-on experiences and presentations, today's youth are better able to inform the present and shape the future. NHD inspires children through exciting competitions and transforms teaching through project-based curriculum and instruction.


Students compete in 5 categories including: documentary, exhibit, paper, performance, and website.

Start and End Dates April 8, 2016Number of Participants 200Summary of the Outcome of the Activities and/or Programs

Participants have the opportunity to advance to state and national competitions. This event allows the College of Education the opportunity to collaborate with local schools and other departments (Dept. of History) at the university.


Julia Robinson Mathematics and Computing Festival (multiple districts)


The Department of Mathematics and Statistics, Office of Educational Outreach, the Diversity in Information Technology Institute, the Charlotte Teachers Circle, and the Charlotte Mathematics Club present the Charlotte-Mecklenburg Regional Julia Robinson Math and Computing festival founded in spring 2007 to encourage middle school girls to investigate diverse areas of math.


Mathematicians ranging from college undergraduates to first-rate professionals host tables devoted to different activities; students works on the activities with each other and with the activity leaders.

Start and End Dates August 18-19, 2016Number of Participants 120Summary of the Outcome of the Activities and/or Programs

Outcomes include but are not limited to students spending 30 minutes on each of the 6 math activities throughout the day.

51

II. CHARACTERISTICS OF STUDENTSA. Headcount of students formally admitted to and enrolled in programs leading to

licensure.Full-Time

Male FemaleUndergraduate American Indian/Alaskan Native 1 American Indian/Alaskan

Native 1

Asian/Pacific Islander 4 Asian/Pacific Islander 13 Black, Not Hispanic Origin 11 Black, Not Hispanic Origin 64 Hispanic 3 Hispanic 30 White, Not Hispanic Origin 64 White, Not Hispanic Origin 498 Other 2 Other 35 Total 85 Total 641Licensure-Only American Indian/Alaskan Native 0 American Indian/Alaskan

Native 0

Asian/Pacific Islander 0 Asian/Pacific Islander 0 Black, Not Hispanic Origin 2 Black, Not Hispanic Origin 9 Hispanic 1 Hispanic 1 White, Not Hispanic Origin 5 White, Not Hispanic Origin 25 Other 3 Other 2 Total 11 Total 37

Part-Time Male FemaleUndergraduate American Indian/Alaskan Native 0 American Indian/Alaskan

Native 0

Asian/Pacific Islander 0 Asian/Pacific Islander 0 Black, Not Hispanic Origin 0 Black, Not Hispanic Origin 5 Hispanic 0 Hispanic 0 White, Not Hispanic Origin 4 White, Not Hispanic Origin 10 Other 0 Other 1 Total 4 Total 16Licensure-Only American Indian/Alaskan Native 0 American Indian/Alaskan

Native 0

Asian/Pacific Islander 1 Asian/Pacific Islander 11 Black, Not Hispanic Origin 23 Black, Not Hispanic Origin 109 Hispanic 3 Hispanic 14 White, Not Hispanic Origin 77 White, Not Hispanic Origin 203 Other 4 Other 19 Total 108 Total 356

52

B. Program Completers (reported by IHE).

Program Area Baccalaureate Degree

Undergraduate Licensure Only

PCCompleted program but has not applied for or is not eligible to

apply for a licenseLCCompleted program and applied for license

PC LC PC LC

Prekindergarten 21 10Elementary 79 68 26 15MG 6 21 15 20Secondary 15 17 12 25Special Subjects 5 11 5 16EC 6 25 6 20VocEdSpecial ServicesTotal 111 163 64 106

C. Undergraduate program completers in NC Schools within one year of program completion.

2014-2015 Student Teachers Percent Licensed Percent EmployedBachelor UNCC 521 87 63Bachelor State 3918 85 59

D. Top10 LEAs employing teachers affiliated with this college/university. Population from which this data is drawn represents teachers employed in NC in 2015-2016.

LEA Number of TeachersCharlotte-Mecklenburg Schools 1720Cabarrus County Schools 727Union County Public Schools 455Gaston County Schools 364Rowan-Salisbury Schools 264Lincoln County Schools 187Iredell-Statesville Schools 183Cleveland County Schools 177Stanly County Schools 168Kannapolis City Schools 149

53

E. Quality of students admitted to programs during report year.Measure Baccalaureate

MEAN SAT Total 1,186.06MEAN SAT-Math 570.14MEAN SAT-Verbal 564.44MEAN ACT Composite 25.62MEAN ACT-Math 24.71MEAN ACT-English 24.82MEAN PPST-Combined N/AMEAN PPST-Reading N/AMEAN PPST-Writing N/AMEAN PPST-Math N/AMEAN CORE-Combined 496.58MEAN CORE-Reading 177.14MEAN CORE-Writing 168.41MEAN CORE-Math 165.89MEAN GPA 3.2Comment or Explanation:* Less than five scores reported

F. Scores of student teachers on professional and content area examinations.Specialty Area/Professional

Knowledge2014-2015 Student Teacher Licensure Pass Rate

Number Taking Test Percent PassingArt 5 100ESL 11 100Elementary (grades K-6) 208 96English 24 96French 3 *M.G. Language Arts 23 70M.G. Math 31 94M.G. Science 16 81M.G. Social Studies 12 92Math 12 83Science 4 *Social Studies 30 100Spanish 11 91Spec Ed: Adapted Curriculum 31 100Spec Ed: General Curriculum 55 100Institution Summary 476 95* To protect confidentiality of student records, mean scores based on fewer than five test takers were not printed.

54

G. Initially Licensed Teachers: Refers to individuals from your IHE employed by public schools. (Lateral Entry teachers are included)

Program Area Number of Issued Program of Study Leading to Licensure

Number Enrolled in One or More Courses Leading to Licensure

Prekindergarten (B-K)Elementary (K-6)Middle Grades (6-9)Secondary (9-12)Special Subject Areas (K-12)Exceptional Children (K-12)Total n/a n/a

Comment or Explanation: UNC Charlotte does not track lateral entry candidates except Teach for America. Lateral entry and graduate certificate candidates follow the same program of study. At the end of the program, during student teaching, all lateral entry candidates are identified (Teach for America and others). Candidates enrolled in student teaching and the newly enrolled Teach for America candidates are included in the enrollment numbers in the Student Demographic File as ULO.

H. Time from admission into professional teacher education program until program completion

Full Time3 or fewer semesters 4 semesters 5 semesters 6 semesters 7 semesters 8 semesters

Baccalaureate degree 13 51 131 59 16 3

U Licensure Only 1

Part Time3 or fewer semesters 4 semesters 5 semesters 6 semesters 7 semesters 8 semesters

Baccalaureate degree 1

U Licensure Only 64 50 27 13 7 8

Comment or Explanation: “Blanks” = none.

I. Teacher Education Faculty

Appointed full-time in professional education

Appointed part-time in professional education, full-time

in institution

Appointed part-time in professional education, not

otherwise employed by institution118 23 89

55

web view2015-2016ihe bachelor performance report. university of north carolina charlotte. overview...

Documents