CMS SCHOOL IMPROVEMENT PLAN REPORT · proficient in science in grade 5 increased by 30% over the results of the previous year. The overall percentage of students who were proficient

October 30, 2009 SCHOOL IMPROVEMENT PLAN 2009 - 2010

Nathaniel Alexander Elementary School Page 1

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School: Nathaniel Alexander Principal: Thelma Smith Title I Specialist: Eula Davis Address: 7910 Neal Road Charlotte, NC 28262 Courier Number: 468 Phone: 980-343-5268 Learning Community: Northeast

Area Superintendent: Scott Muri



BELIEFS

At Nathaniel Alexander Elementary School we believe that teaching students to think independently is the center for all other learning to take place. Throughout our instructional day, we explore “what, why, and how” along with logic and reasoning to successfully solve problems as well as delving into all areas of the curriculum. Challenging students to question and explore motivates students to enjoy the learning process. Through inquiry and investigation we:

• Help students to recognize the value of their own thinking. • Inspire strategic questioning which improves retention of their learning. • Help students be persistent in seeking mastery of their instruction. • Assist students to become independent learners. • Provide instruction that is connected to previous knowledge and students’

insight. • Build a community of learners, making the learning process fun. At NAES we believe we will teach All children by

• Nurturing • Advising • Equipping • Supporting

VISION

Nathaniel Alexander Elementary School at the Governor’s Village integrates home, school, and the community in order to develop a caring, scholarly learning environment for all children.

OUTCOMES OF FOCUS

Based upon analysis of data and needs assessment, our focus will be upon the following outcomes: • High Academic Achievement • Safe Schools • Parent/Community Connections

MISSION STATEMENT

Nathaniel Alexander Elementary School will prepare tomorrow’s leaders today.



ASSESSMENT DATA SNAPSHOT

EOG Reading Math

07-08 08-09 09-10 (target)

10-11 (target)

07-08 08-09 09-10 (target)

10-11 (target)

Prof. AYP Growth Prof. AYP Growth Prof. Growth Prof. Growth Prof. AYP Growth Prof. AYP Growth Prof. Growth Prof. Growth

All 32.2 N Y 45.2

Y NOT MET

49 Y 54 Y 50.0

N MET 64.4

Y MET 70 Y 77 Y

AA 43.6

Y NOT MET

49 Y 54 Y 46.1

N MET 59 Y MET 64 Y 70 Y

Asian 50 Y MET 55 Y 60 Y 72.4

Y MET 79 Y 87 Y

H 45.2

Y NOT MET

49 Y 54 Y 48.5

N MET 78.5

Y MET 86 Y 94 Y

W 56 Y MET 61 Y 66 Y 76 Y MET 83

Y 91 Y

AI 16.7

Y MET 18 Y 20 Y 58.3

Y MET 63 Y 69 Y

MR 65.4

Y MET 70 Y 77 Y 73.1

Y MET 80 Y 88 Y

LEP 33.3

Y NOT MET

36 Y 40 Y 45.5

N MET 72.6

Y MET 79 Y 87 Y

SWD 10.3

Y MET 11 Y 12 Y 15.9

N NOT MET

40.7

Y MET 44 Y 48 Y

FRL 41.2

Y NOT MET

45 Y 50 Y 46.2

N MET 61.9

Y MET 67 Y

74 Y



SCHOOL PROFILE Nestled along the tree-lined street and sharing the campus with a magnet school are the sprawling grounds of Nathaniel Alexander Elementary School. Named for one of North Carolina’s governors, Nathaniel Alexander Elementary School was the first of four schools in the Governors’ Village. Just as Governor Nathaniel Alexander treasured a learned citizenry, so does the school today. Our mission statement, “Preparing Tomorrow’s Leaders Today”, embodies the ideas of teaching students to think as they question and explore concepts in order to become productive citizens. Our school’s distinctiveness can be seen in the nurturing environment created by 104 staff members which includes 78 licensed staff who meet the highly qualified standards. The staff models the drive to be life-long learners by pursuing advanced education through National Board Certification, and graduate level courses leading to advanced degrees. Several non-certified staff members hold Associates and 4-year degrees and are also pursuing additional college courses. The growth in student achievement will continue during the 2009-10 school year as we become a Targeted Assistance Title I School. The designation brings additional resources to students identified for services, and additional professional development for staff. As a targeted assistance Title I school as well as a focus school, attention is given to reduced class sizes. A collaborative environment is desired through the development of Professional Learning Communities (mentors, grade level chairs, SLT, administrative support, teacher assistance, professional development, and staff incentives) the capacity of stake holders will be increased, thus impacting the achievement of students. Formative and summative assessments were used to improve instruction and monitor student progress. The school met 25 of 25 targets indicating growth for each student group. As a result, the school made Adequate Yearly Progress for the 2008-09 school year. The percentage of students who were proficient in mathematics in grades 3, 4, and 5 met expected growth with high growth met in grades 3, 4, and school total math. The percentage of students who were proficient in science in grade 5 increased by 30% over the results of the previous year. The overall percentage of students who were proficient in reading and mathematics combined met expected growth for the school. A data wise team will use the formative and summative assessment data to plan programs in the 2009-10 school year specifically targeted to meet growth in reading, which is a significant area of need for the subgroups of African-American, Hispanics, LEP, Economically Disadvantaged, and Students with Disabilities. Students were identified for the targeted assistance from the criteria for the selection process which included performance data from the End of Grade Tests, fluency scores from DIBELS in grade 3 and running records in grade 4, Star Reports noting students below grade level in reading development, teacher recommendations, and parent recommendations. The targeted assistance for identified students shall be provided in one of 3 models: inclusion within the class for direct instruction in reading, pull-out for select eligible students who require more intense one-to-one or small group instruction, or extended day for students who have conflicting in-school schedules which occurs in cases for students with disabilities and limited English proficiency students. Administrators, teachers, and teacher assistants shall continue to participate in professional development opportunities that build the capacity to teach reading, math, and science. During the 2009-10 school year professional development concentration shall be in reading across the content areas. The professional development plan shall be published. Agenda and attendance shall document implementation. Evaluation of the effectiveness of the professional development plan shall be garnered from class observations and student assessment data. Our school and community are collectively responsible for engaging students in authentic learning. In the School Quality Review (October 2008), the area of parent and community involvement was rated well-developed. A random sampling of families in spring 2009 indicates that 75% of the respondents graded the



school as A-B, with 83% feeling that the school works closely with them to help the students achieve. Nathaniel Alexander Elementary school is committed to involving parents in the joint development of the school improvement plan and promoting parent involvement activities to improve student academic achievement. Eighty-three percent of the respondents of the family survey (2009) strongly agree that they receive enough communications to keep them informed about the school. Programs shall be planned and delivered to build the capacity of parents in curriculum, assessment, and information of interest. The school shall be transparent regarding the school’s status as a Targeted Assistance Title One School by providing information via written and oral communications, surveys, conferences, and publications. Parents shall be informed of the status in the opening letter, via website development, in general PTA meetings (September 15, 6:00 p.m.). Specific meetings for TAS parents were scheduled for: Annual Meeting of TAS parents (September 24, 6:00 p.m.); October 29-30 Parent Teacher Conferences (varied times); Parent Reading Workshop, November 18 (9:00 a.m.), Games That Teach, December 1 (5:00), EC/ESL Parent Meeting, January 14 (6:00); Oratorical Contest, February 11 (6:00), Crescendo Concert Family Involvement Night, March 2 (7:00), Curriculum Night, March 18 (6:00); Test-Taking Skills, April 15 (9:00); Poetry Night and Culminating Activity, May 6 (5:00). Programs within our school such as PTA, After School Tutorials, Communities In Schools (CIS), Mental Health, Prevention and Intervention Services, After-School Enrichment Program (ASEP), Student Council Association, Nathaniel Young Men’s Group, Girls on the Run, Right Moves for Youth Basketball, Resolve, PBIS, Cougar Club for Physical Education, Music Makers, and Library Club support the development of academia, wellness, and social-emotional well-being. The after school extracurricular programs include student clubs for chess, math, golf, cheerleading, flag squad, double-dutch jump rope, soccer, drama, yoga, step squad, dance, baton twirling, basketball, and scrap booking. These activities provide a broad range of experiences for the students, and emphasize working collaboratively for successful outcomes. These foci help us provide productive outlets for children, teach the value of team work, and increase the acceptance of students’ rights and responsibilities, thus keeping students in school and learning. Each of us accepts individual accountability in creating a learning environment that is nurturing and child-centered, and wrought with high expectations for success in school and other life experiences. We celebrate our successes, and continue to plan collaboratively to achieve the possible. Together, we will prepare our children to become the leaders of tomorrow. Principal: Thelma Smith Assistant Principal: Vincent G. Golden Students: 1013 (Demographics: 65.2% African American, 3.9% Caucasian, 19.7% Hispanic, 5.6%Asian, 4.7%Multi-Racial) Economically Disadvantaged: 81.7% Student at or above grade level for 2008 composite EOG: 53.1% Telephone: 980-343-5268 Fax: 980-343-5190 Bell Schedule: 7:30 am Start 1:45 pm End Partnerships : Wachovia Bank, Hewitt Associates, Eaton Corporation, University Library, Junior Achievement, Big Brothers and Big Sisters, All State, Liberty Mutual National Board Certified Teachers: 4



School Improvement Action Plan 2008-11

Nathaniel Alexander Elementary School

Outcome (1): Increase by 10 % the percentage of students in the subgroups for African American, Hispanics, LEP, Students with Disabilities, and Economically Disadvantaged who score at or above proficiency (Level III or IV) in reading, math and science as measured by the NC EOG tests. Strategic Plan 2010 Goal s: School Quality Review Criteria:

High Academic Achievement Safe and Orderly Schools Achievement Leadership/Management Effective Educators Freedom and Flexibility Curriculum Learning Environment Adequate Resources/Facilities World-Class Service Learning/Teaching Parent and Community Parent/Community Connections

Deliverables/Assessments

(evidence-SQR rubric) Strategies

• Task • Task

Point Person (title/name)

Process Outcome

Leadership Standard* • Responsibilities

Prof. Dev. Focus • Participants • Funding

Parental Involvement

• Funding

Timeline End Date • ck date • ck date

1.1 Implement Comprehensive Reading Model a. Plan and implement school wide staff development for reading in the content areas while providing mini-staff development and maintenance sessions as needed by individual/group instructional staff .

(Standard 2: Instructional Leadership)

b. Implement specific Professional

Development in reading supported by technology for teachers who serve targeted

assistance Title I students. (Standard 2: Instructional Leadership)

Administrators Facilitators Title I Teachers Administrators Facilitators

Grade Level Planning Monthly Professional Development Title I planning meetings Training for use of technology in teaching reading comprehension

Classroom Walkthroughs/ Observations ClassScape generated reported Lesson Plan documentation

Standard 2: Instructional Leadership

• Monitor • Evaluate



Instructional Strategies

• Faculty Instructional Strategies

• Title I teachers

• Teachers grade3 &4

• Teacher assistant grade 3 & 4

Curriculum meetings with parents Title I TAS Funds

6-05-10 10-05-09 02-03-10 11-12-09 01-14-10 03-11-10



c. Provide models of teacher implementation of rigorous instruction and assessment, and students engaged in responding to text during reading instruction. (Standard 2: Instructional Leadership

d. Utilize research-based strategies of (a) nonlinguistic representations, (b) similarities and differences (c) summarizing and note-taking and (d) advanced organizers during instructional presentations in all subjects. (Standard 2: Instructional Leadership)

e. Analyze assessments measured by DIBELS, EOG, ACCESS, and Fall and Spring formative for determination of strengths and weaknesses to enhance student learning. (Standard 2: Instructional Leadership) f. Teach parents strategies for responding to the needs of their children using the results of assessments.(Standard 6: External Leadership)

g. Plan and deliver instruction for intensive reading in grades K-2. (Standard 2: Instructional Leadership)

Administration Grade Level Chairmen Classroom Teacher, Grades K-5 Administrators Teachers Facilitators Data Wise Team Title I Teachers Classroom Teachers Grades K-2

Identify model teachers and/or schools Video Presentations Professional Development Training Data Wise Process Parent Workshops Planning Meetings Intensive Reading Plan

Peer Observations Records Reflection journals & observations Observations PEP’s DIBELS Reports EOG Data ACCESS Scores Formative Assessments Reports Title I Exit Criteria Attendance Logs DIBELS Report



Instructional


Instructional


Instructional


Instructional


Instructional Strategies ?Teachers

• Administration

• Facilitators Instructional Strategies ?Faculty Data Disaggregating

• Faculty Instructional Strategies

• Parents • Title I

Intensive Reading

• K-3 Teachers

Curriculum meetings with parents. Title I Funds

06-05-10 11-16-09 02-03-10 6-05-10 09-12-09 02-03-10 6-05-10 09-19-09 01-22-10 03-26-10 11-12-09 01-14-10 03-14-10 6-05-110 09-19-09 12-12-09 02-03-10 05-15-10



h. Implement targeted instruction on specific identified skills for all AYP groups during workshop and after school extended day tutorials. (Standard 2: Instructional Leadership)

i. Implement administration of writing on demand and content writing prompts that will be scored using NC writing assessment rubric and serve as indicators of student progress. (Standard 2: Instructional Leadership)

j. Plan and implement the integration of math, science and literacy utilizing visual presentations, technology and study guides for assistance in retention of concepts.

(Standard 2: Instructional Leadership)

Administrators Teacher Assistants Teachers 3-5 Title I Teachers Administrators Facilitators Teachers Teacher Assistants Classroom Teachers Grades 3-5 Title I Teachers

Extended Day Tutorials Plans Weekly Planning Meetings Targeted Assistance Plans Title I , EC, ESL Inclusion Plans Data Wise Process Lesson Plans Collaborative Lesson Plans

Classroom Walkthroughs Reports Tutorial Data Targeted Assistance Data

Portfolio Evidences Formative Assessments EOG

Instructional


Instructional


Data Disaggregating

• Faculty • Title I • ESL

Writing Strategies

• Faculty Galaxy Science Training

• Faculty

Title I Funds

6-05-10 09-12-09 10-17-09 12-12-09 02-13-10 04-24-10 06-05-10 09-19-09 11-21-09 01-16-10 03-13-10 05-15-10 06-05-10 09-05-09 11-14-09 01-09-10 03-06-10 05-15-10



1.2. Implement targeted interventions for attaining a positive change for achievement levels in subgroups performances.

a. Provide access to the general curriculum through inclusive practices utilizing models

of co-teaching, consultation, and/or collaboration. (Standard 1: Strategic Leadership; Standard 2: Instructional Leadership)

b. Differentiate the presentation of instruction in subject areas through planning for individual /group needs for changes in content, process, product and environment modified with accommodations for the benefit of the learners in mastering NCSCOS. (Standard 4: Human Resource Leadership)

c. Provide additional support and services in reading for students eligible for Title I targeted assistance. (Standard 2: Instructional Leadership)

ECGC Teachers ESL Teachers Facilitators Talent Development Teacher Title I Teacher

Lesson Plans Lesson Plans Data Wise Process Title I Rankings

Progress Reports Formative Assessments Reports DIBELS Report

Title I Exit Criteria

Instructional


Human Resources

• Professional Development

• Observations

Instructional • Monitor • Evidence

Cultural

Differentiation

• Faculty

Instructional Strategies • Faculty

Curriculum meetings with parents. Title I Funds

06-05-10 09-05-09 11-14-09 01-09-10 05-22-10 06-05-10 11-07-01 02-20-10 05-15-10 11-12-09

01-14-10 03-14-10



School Improvement Action Plan 2008-11 Nathaniel Alexander Elementary School

Outcome (2): Achieve 100% on school safety audit. Strategic Plan 2010 Goals: School Quality Review Criteria:




a. Task b. Task


Process Outcome




• Funding


2.1. Promote a safe and orderly environment

a. Provide trainings for the requirements, and participation in the drills for safe schools for all staff. (Standard 4: Human Resources)

b. Create and publicize the PBIS matrix for the school discipline plan. (Standard 5: Managerial Leadership)

c. Know and communicate the requirements of the Safe Schools Plan, lock down procedures, and other safety policies with students, staff, substitutes, and parents. (Standard 5: Managerial Leadership)

Administration Dean of Students Building Services PBIS Team Teachers Administration Building Services BMT

Training Sessions PBIS Matrix Safe Schools Plan

Safe School Scores Monthly Fire Drills Reports State Discipline Reports State Discipline Reports SWIS Records

Human Resources

• Professional Development

• Evaluate

Managerial

• Design

• Evaluate

Managerial

• Design • Evaluate

Safe Schools Overview

• Faculty PBIS Training

• Faculty Safe Schools Training

• Faculty

06-05-09 08-18-08 09-11-08 10-02-09 03-12-09 06-05-08 08-18-08 10-31-08 01-22-09 03-26-09 06-05-08 08-18-08 09-11-08 10-02-09 03-12-09



d. Review Students Rights and Responsibilities Handbook with students at the beginning of each semester. (Standard 5: Managerial Leadership)

2.2 Decrease the percentage of students who receive out-of-school suspensions

a. Define and deliver services of mental health agencies and student support services used to modify behaviors. (Standard 5: Managerial Leadership)

Classroom Teachers Mental Health Student Support Services & Committee School Social Worker Community in Schools

Safe Schools Plan Document Log PBIS Plan

State Discipline Reports SWIS Reports

Managerial

• Communication • Evaluate

Managerial

• Evaluation

06-05-09 08-18-08 11-05-08 01-26-09 03-30-09 06-05-08 08-18-08 11-05-08 01-26-09 03-30-09



School Improvement Action Plan 2008-11 Nathaniel Alexander Elementary School

Outcome (3): Increase the percentage of parent communication and involvement. Strategic Plan 2010 Goals: School Quality Review Criteria:




c. Task d. Task


Process Outcome




• Funding


3.1 Plan and implement parent meetings for curriculum and instruction, parenting supports for each subgroup (African-American, Hispanics, LEP, Economically Disadvantaged), and parent conferences to inform parents of students’ progress. (Standard 6: External Leadership)

3.2 Provide newsletters and Connect Ed calls for outreach to parents and community. (Standard 6: External Leadership) 3.3 Maintain office decorum and business procedures for addressing the publics. (Standard 3: Cultural Leadership

Principal Teachers Administrators Teachers Administrators Administrators

SLT Agenda

Connect Ed Phone System PTA Meetings Monitoring Log PTA Team

Parent Surveys Results Parent Surveys Results Survey Results

External Development

• Communication External Development

• Communication Cultural

• Communication

Parent Workshop

• PTSA

Supply Materials

• PTSA PTA Generated Newsletter PTA Decorum Team

06-05-09 09-09-08 10-07-08 12-02-08 02-03-09 05-05-09 06-05-09 10-31-08 01-22-09 03-26-09 06-05-09 10-31-08 01-22-09 03-26-09



3.4 Increase the number of hours parents volunteer at school. (Standard 6: External Leadership) 3.5 Increase the number of parents who attend school-sponsored activities. (Standard 6: External Leadership) 3.6 Provide opportunities for parents to participate and receive information regarding programs for curriculum and assessment, and expected proficiency levels required to meet state standards in literacy, science, and math. (Standard 6: External Leadership)

Community Schools Coordinator Teachers Administrators Teachers Administrators

Parent Newsletter Parent Newsletter Curriculum Nights PTA Meeting Parent Workshops

Parent Participation Log of Volunteers Parent Surveys Log of Attendance Parent Surveys Log of Attendance

External Development External Development

• Communication External Development

• Communication

Parent Workshop

• PTSA

Parent University

Supply Materials

• PTSA

06-05-09 10-31-08 01-22-09 03-26-09 06-05-09 10-31-08 01-22-09 03-26-09 06-05-09 09-09-08 10-07-08 12-02-08 02-03-09 05-05-09



Charlotte-Mecklenburg School Quality Review

School Self-Evaluation Form

Name of principal: Thelma Smith

Name of school: Nathaniel Alexander Elementary School

Please complete with as much detail as you can, use the completion as a professional development exercise if appropriate and send it to your lead reviewer (electronically) two weeks before the review. Completing this form will help you prepare for some of the discussions which will take place both before and during the review. It will also help the review team get to know you and your school and to understand how well the school community knows itself. Guidance on completing the form: • Please be evaluative, rather than descriptive, and make your focus outcomes for students. • Include references to where the evidence of your self-evaluation can be found, e.g.,"excellent

boys’ results in state math tests as shown in annual report to the state”, “parents’ questionnaires from 2006”.

• Be concise; (for example, use bullet points or note form). • Aim to confine your response to no more than eight pages. • Please place an X against the grade (1-4), which most accurately reflects your judgment of

overall quality in response to the questions. • You are advised to complete section B last. This section is summative and draws on

your evaluations elsewhere in the self-evaluation report. • Please omit sections where you feel that you are not in a position to respond. How should evaluations be made? • You are strongly encouraged to refer to the Quality Criteria, sub-criteria and rubrics

and as you complete the evaluations. These are included within the Notes of Guidance for the School Quality Review and should be kept close at hand as you complete the evaluations.

What approach should we take? Schools have adopted different approaches. In some schools the principal and the leadership team have completed the form as a part of one of their regular meetings. Other schools have devoted part of a faculty meeting as a way of involving all members of staff; this is highly recommended as a means of engaging the whole staff, helping them to prepare for the review and gathering evidence which reflects the work of the whole school. Whichever approach you adopt, we recommend that you do not make this an onerous task but that you take the opportunity to stop, reflect and record your immediate perceptions.



School Profile School name and number: Nathaniel Alexander Elementary - 468 School address: 7910 Neal Road Charlotte, NC. 28262 School telephone number:980-343-5268

#

%

Grades: K – 5 Number of students enrolled: 1,017

Number of general education students: 927 Number of EC students: 90 8.8%

Number of LEP students: 146 14.4% Principal suspensions: 81 7.8%

Superintendent suspensions: 0 0 Percentage of students eligible for Free or Reduced-Price

Lunch: 829

81.5%

Ethnic make-up of the students (by percentage): African American - 65.3% White - 3.9% Asian - 5.6% Hispanic - 19.7% American Indian - 0.8% Multi-Racial - 4.7%



A. What is distinctive about your school?

• School reached AYP status for the first time in ten years (North Carolina State Report) reaching 25 of 25 targets.

• Captivating Activities Promote Success, Nathaniel’s Young Men, Student Council, Dr. Suess Week Celebration, Strong Anti-Bullying Initiative, resulted in the reduction of the number of out of school suspensions by 55% (state discipline report)

• Science Laboratory resulted in a 30% increase over the previous year.

• Inclusion of EC and ESL students in general education resulted in meeting AYP targets for the student groups.

• The large population of students include several diverse culture groups (ISparta), which are clustered for homogeneous and heterogeneous groupings.

• The committed staff plans collaboratively and uses data to improve instruction (Summative test results).

• The high population of free and reduced lunch resulted in the school becoming a Title I school.

• The location of N.A.E.S in the Governor’s Village provides a distinctive feeder pattern which supports the transition of students from elementary to middle and high school.

• All instructional staff is highly qualified according to the state of North Carolina.

B How effective is your school overall?

4 3 2 1

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

How do you know?

• Summative data resulted in the school reaching AYP status for the first time in ten years.

• The data from DIBELS resulted in fewer students in intensive reading.

• EOG scores in mathematics resulted in the school making high growth in grades three and four.

What are its notable strengths?

• Staff is dedicated to data driven instruction

• PBIS

• Scores in mathematic assessments

• science laboratory

• learning environment,

• subject integration

• collaborative planning

• responsive administrative team

• teacher-student relationships

• committed staff



• after school tutorials

• team work

• sense of family collaboration

• mentoring program

• strong facilitators

• diverse population

• NCSCOS is incorporated in the lesson planning

What are its main areas for improvement?

• Place more value on work samples, class work and informal assessments (higher level learning)

• Student engagement (more student driven learning),

• more parent involvement

• reading achievement levels,

• data driven planning and instruction

• leaders and facilitators give examples of high instructional practices

• need to reach our larger subgroups

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

4 3 2 1

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

How do you know? • Student performance shows growth as indicated by common assessments, • AYP status and targeted interventions.

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

Math, because of the use of material, hands-on manipulative and targeted interventions. In which subjects and grades is improvement needed, and what action is being taken?

• Reading in all grades as evidence by ABC summaries where growth was not met • Title I monies will be used to target reading interventions for eligible students in grades 3 and 4. • Teacher assistants will provide support in upper grades in reading • Parent involvement activities will include training in strategies for helping children • Targeted interventions will be planned an implemented for math and reading • Writing is included in all content areas

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

Yes, students with disabilities are scoring lower as a student group. African American students have begun to score lower than ESL students. Actions being taken: Collaborative planning across grade levels attended by all teachers, extended day programs, and intensive reading programs. Title I targeted assistance in grades 3 – 4.

How is the school addressing the specialized needs of EC and LEP students? The school implements a combination of services including: inclusion, pull-out services, extended day, targeted interventions, team planning, professional development, and specific and strategic identification and



grouping of students.

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

• Data are used to plan targeted interventions in reading

• Professional development is planned based on student performance and understanding of the NCSCOS.

• After school tutorials address specific needs in reading and math.

• Small groups within classrooms provide differentiation.

• DIBELS data identify high risk students for intensive reading.

• Team planning held with teacher and exceptional education.

• Collaborative lesson plans are written.

• PEP’s are developed and communicated to parents. How does your school allocate available resources to improve student learning and achievement?

• State leveled funds are allocated for instruction, and resources are ordered for the subject area in need as determined by summative data.

• Human resources (teacher assistants) are scheduled into classrooms to provide assistance. • Instruction is enhanced through the use of available technology. • Accelerated Reader materials and classroom reading sets supplement the reading program. • In 2009-10, Title I funding will support instruction in reading for targeted assisted students through one

full-time teacher and two tutors. • Classroom Central provides teachers with supplemental supports for classrooms. • State funds are used to replace math manipulatives.

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

4 3 2 1

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

How do you know? • The curriculum outlined by NCSCOS is followed as well as the district level non-negotiables. • Lesson plans are aligned with NCSCOS, and the pacing guides are used. • Grade levels develop common lesson plans following the four questions as guides for Professional

Learning Communities. • The Galaxy Science Program is followed with hands-on science activities in a laboratory setting. • Test scores indicate increased achievement of students in each of the identified sub groups..

How is alignment with the NCSCOS ensured?

• Lesson plans and objectives posted in classrooms indicate alignment with NCSCOS. • Facilitators provide guidance in calibrating the objectives to the planned instruction. • Team planning and observations of instruction serve to ensure alignment.

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

• Science lab has been developed with technological support through Galaxy Science. • Professional development emphasizes increased student engagement through hands on activities,

questioning strategies, and use of technology. • Non-linguistic representations provide varied experiences for learning.



• Curriculum is integrated across content areas. • Student enrichment special interest clubs and activities are sponsored after school.

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

4 3 2 1


How do you know? • Planning is based on data and evidence. • Teacher and teacher assistants work together and co-teach to help student achievement. • Several teachers carry advance degrees and few laid off due to poor performance. • AYP met • Improved test scores • Lower retention rate. • Collaborative teaching and planning. • Formal and informal observations of student work. • Administrative observations • Feed back from walkthroughs • Mentor/mentee relationships.

Which are the strongest features of teaching and learning and why?

• There is common planning for the grade levels which allows for sharing of knowledge and expectations.

• Teachers work collaboratively to plan lessons which follow the NCSCOS by following pacing guides and meeting regularly as grade level teams.

What aspects of teaching and learning most need improvement and what action is being taken?

• Increase communication between teachers and administrators regarding the use of data to improve instruction shall serve to address the need for students to meet state academic achievement levels.

• The DataWise team and facilitators in cooperation with teachers shall model the use of assessments and strategies to respond to academic needs with re-teaching opportunities.

• Professional development will present models for increasing the capacity of teachers and teacher assistants in reading in order to increase the number of students scoring levels III and IV.

How do teachers assess students’ achievement of learning objectives and adjust instruction with assessment information? Student achievement is assessed by the following means: unit testing, checklist, weekly assessments, student work samples, student portfolios, groupings and re-teaching, interventions and differentiation, and other pre and post formative assessments. Instruction is adjusted as data are read. Students may be regrouped for guided practices, or be recommended for more intensive interventions. Parents are notified of progress, and strategies provided for home supports.

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



4 3 2 1


How do you know? • There is continued improvement with curriculum and instruction according to 72.1% of the respondents

on the teacher survey, which feels that effective teaching is recognized and 83.3% in the teacher survey feels the principal expects teachers to adjust instruction based on student assessment information.

• 75% of staff feels that the administration promotes opportunities for professional development. • 85.1% of the teachers surveyed feel that the administration have high expectation of them. • Leadership has been delegated out to grade level chairs, etc…. • Giving staff the opportunity to participate in workshops/trainings, and to work with peers in other

schools, state and district funds are used to provide opportunities to participate in professional development.

• Teachers are given guidance and support in collaborative planning. (80.6% according to survey) • Title I monies will be used to target reading interventions for eligible students in grades 3 and 4

Which are the strongest aspects and why?

• Existing as professional learning communities. • Visible administrative team, which helps teachers set reachable goals and plans and how to reach

them. • Detail oriented.

What most needs improvement and what action is being taken?

• Retain teachers for a longer period of time. • Consistent use of research based strategies to improve curriculum and instruction is needed. • Professional development, technology and guidance from administration shall be actions taken.

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

4 3 2 1


How do you know? • Safe orderly environment. • Colorful hallways that promote happiness and a love for learning. • Strong teachers willing to go the distance. • Students are more engaged. • Made AYP using targeted interventions. • Strong emphasis on hands-on activity. • Students making continuous progress.

Which are the strongest aspects and why?

• Non-linguistic representation. • Full use and availability of technology. • Teachers work together. • Variety of work displays.



• Student and teachers have a sense of community. • Collaborative team planning and lesson plans. • Celebration of diversity encourages bond and unity. • Students feel safe and welcomed to school and classrooms. • Extra curricular activities are available for students.

What most needs improvement and what action is being taken?

• Parent involvement and PTA.

• Communication between teachers and parents.

• Classroom volunteers.

• Behavior issues interfere with classroom instruction.

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

4 3 2 1


How do you know? • Involvement during PTA meetings and notifications. • High priority for communication. • NYM volunteers. • Junior Achievement. • Parent participation increased during student programs. • Cougar concert with Vance HS. • Poetry night. • Parents are involved with the school leadership team.

Which are the strongest features of communication between home/school about the school’s work and about each student’s achievement? Why? The strongest features of communication are: notes/letters, phone calls, and newsletters. Eighty-five percent (85%) of the parents surveyed agree they receive communications through these means most frequently. What most needs improvement and what action is being taken? Reaching out to the community for more support and involvement with CMS Parent University are areas of improvement.. The school is more intentional in creating opportunities for parents to come to school through such programs as Lunch and Munch, Muffins for Moms, Donuts for Dad, ESL Night, PTA Programs, DEP, etc. Program plans for Title One will increase partnerships with parents. A Parent Involvement Policy has been created to make transparent the efforts to increase parent opportunities. What aspects of the school’s work to involve parents/guardians and the community in the life of the school work best? Why?

• Communities In Schools link resources in the community to our families’ needs.

• Wrap around services are provided to families by the Counselor, Psychologist, Social Worker, Dean of Students, Title I Parent Contact, and Mental Health.

• There is an Increase after school activities with parent support as sponsors or attendees.



What needs improvement and what action is being taken? Sixty-seven percent of the respondents on the family survey indicate that meetings are scheduled at times and places that are convenient. In response to the need for more parent involvement, teachers and administrators will become more intentional in encouraging parents to attend conferences, volunteer, and become involved.

7. What other information, if any, do you feel it would be important for the reviewers to know prior to

the review? (For example: principal recently appointed previous month)

• Many teachers returned.

• Most have one to five year experience.

• There is higher teacher morale.

• Partnerships need to be stronger with business groups in the area.

• Translate Connect ED in Spanish.

• Encourage parent volunteers.

Title I Action Plan Family/School Partnerships

School Name: _____Nathaniel Alexander Elementary___________ Title I Allocation for Parent Involvement $15, 724

*Note: Any activities that support Epstein’s six keys to building successful family/school partnerships are based on research that substantiate the fact that student achievement is directly linked to parent involvement. **Note: Please show flexible meeting times and various meeting locations to meet the needs of all families.

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Which of Epstein’s six keys of building successful partnerships does this activity support?*

Will refreshments be served?

Name of Activity (Include a brief summary along with any instructional materials that need to be purchased.)

Date/ Time

Goal # (from SIP)

Funding Sources/ Costs (Title I, contributions, partnerships, etc.)

Parenting

Com

munication

Volunteering

Learning at

Hom

e

Decision-

Making

Com

munity

Collaboration

Yes

No

1. PTA General Membership Meeting and Back to School Night. Information was shared to notify parents that NAES is a Title I School. A brochure was disseminated describing TAS. Teachers explained the grade level curriculum to all parents. Opportunities for volunteering in the school were provided.

September 15, 2009 6:00

3 Donated refreshments from Sam’s Club

x x x x

2. Annual Meeting of TAS Parents

September 24, 2009 6:00

3 Donated refreshments from Principal

x x

3. PTA Meeting Workshops: Parents were provided

October 6, 2009

1, 3 Liberty Mutual Keller Realty

x x x x x




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with information from Parent University, Insurance Planning, Home Purchasing, Dad’s Role in Education, Family Health & Wellness, Book Fair, and Using the Library to Support Achievement

6:00

Parent Volunteer for Dad’s Role Community Volunteer for Family Wellness University Library

3. Parent-Teacher Conferences Parents and teachers discussed the progress of students during the first quarter. PEPs were written, agreed upon, and signed. Strategies for home supports were given.

October 29-30 Varied Times (7a.m – 6pm.)

1, 3 None x x x

4. Parent Reading Workshop Focus: Teaching parents how to read and respond to text.

November 18, 2009 9:00

1, 3 Title One budget for novels, tote bags for parents

x x

5. Games That Teach Various games will be displayed and played that reinforce reading vocabulary and/or comprehension concepts. These games will serve as suggestions for purchases and sharing due the upcoming holiday.

December 1 5:00

1, 3 Displays by Education Express, Concord Mills Open game purchases through

x x x x




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Title I Donated items for gift baskets

6.EC/ESL Parent Meeting Parents will be provided information for procedures within CMS, and strategies for working with students as reading coaches. The requirements of EOG will also be shared.

January 13, 2010 6:00 p.m.

1, 3 Title I Materials

x x x x x

7. Mother-Daughter Tea for Grades 3-5 with Special Invitation for Targeted Assisted Girls The event provides an avenue for parents to work collaboratively with other families, while also reinforcing reading in the content area of science. The practices will be planned at the application and evaluation levels supporting skills of cause and effect, and compare and contrast.

February 5, 2010 12:00

1, 3 Donations to be sought for the food. Discovery Place

x x

8.Oratorical Contest The oratorical contest for grades 3-5 creates an authentic opportunity for students to research contributions of persons in literature, and civics, and

February 11, 2010 10:00

1, 3 Donated Refreshments

x x




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perform chosen works which may include original pieces or poems. Parents will be asked to practice with the students at the school to prepare them for the oratorical presentations.

9. Third and Fourth Grade Curriculum Night

Focus: Parent training for third quarter requirements for NCSCOS. Parents will also participate in the decisions for designing the school wide Title I program.

March 18, 2010 6:00

1, 3 None x x x x x x

10. Test Taking Skills Parent Workshop Focus: Parents and students will experience the requirements of the EOGs using released test items. Procedures will be taught for understanding what the questions are asking, eliminating answer choices, and referencing the text. After the training, the families will play “Jeopardy”. TAS Parents will be asked to help create the powerpoints for the Jeopardy.

April 15, 2010 6:00

1, 3 Title I paper, presentation materials Donated food

x x x x x x

11. Culminating Activity: Planning for School wide Title One. Parents will be invited to attend the Poetry Night presented by grade 2.

May 6, 2010 5:00 p.m.

1, 3 Donated foods will be sought

x x x




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CMS SCHOOL IMPROVEMENT PLAN REPORT · proficient in science in grade 5 increased by 30% over the results of the previous year. The overall percentage of students who were proficient

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