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School: Druid Hills Elementary School Principal: Beverly Newsome
Title I Specialist: Susan Patterson Address: 2801 Lucena Avenue
Charlotte, NC 28206 Courier Number: 374 Phone: 980-343-5515
Learning Community: Central
Area Superintendent: Joel Ritchie
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CMS School Improvement Plan 2008-11 Druid Hills Elementary
2009-10
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BELIEFS
§ Establish a safe, respectful, nurturing, and clean environment
for all students and staff
§ A highly qualified, collaborative staff that is supportive,
positive, and flexible using a rigorous standard based
curriculum
§ All children can learn § Have high expectations § Challenging
students is the key to higher learning § Learning is enhanced when
ethical and moral character is expected § Establishing the desire
that learning is a life-long journey § Recognizing and nurturing
the diversity of our school community
MISSION STATEMENT
Our mission is to maximize every student’s academic potential
and personal responsibility.
VISION
Our vision is to ensure that every Druid Hills student leaves
our school prepared for the transition into middle
school, high school and beyond.
OUTCOMES OF FOCUS
Based upon analysis of data and needs assessment, our focus will
be upon the following outcomes: § Increase the percentage of
students who score at or above proficiency (Level III or IV) by 10%
in reading, math and science as measured by
the NC EOG Tests and the CMS K – 2 Assessments. § Increase the
number of EC students who score at or above proficiency (Level III
or IV) by 5% in reading and math as measured by the NC
EOG Tests and the CMS K – 2 Assessments. § Increase the number
of opportunities and time for teachers to plan as a team, share
best practices, and collaborate on instructional strategies
tied to student achievement to promote teacher retention by 120
minutes per week. § Increase the percentage of students, teachers,
and parents indicating that Druid Hills has a safe and orderly
learning environment and
provides numerous opportunities for involvement by 3% as
measured by student, staff and parent surveys. § Increase Parental
Involvement to strengthen the home school connection by 50% as
measured by parent surveys.
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CMS School Improvement Plan 2008-11 Druid Hills Elementary
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SCHOOL PROFILE
Druid Hills is a Title I school that draws students from the
immediate neighborhood. The school is located near downtown
Charlotte. The surrounding community embraces the school and
supports organizations and community events at our school. We have
a state of the art facility that encourages character education as
you walk through our hallways. Our safe and orderly environment
creates an atmosphere that is conducive to students being
successful academically and behaviorally. Visitors can “feel”
learning and engagement consistently occurring with our students
throughout the building. To support the needs of our students and
families, we house A Child’s Place and Communities in Schools to
work with our homeless population and to identify their needs and
support our students at school socially, emotionally and
academically. Strategic Staffing: CMS Superintendent Dr. Peter
Gorman selected Druid Hills as a site to be strategically staffed
to improve academic achievement in March, 2009. The strategically
staffed principal was given the flexibility to select a team of key
individuals to become a part of the DHES faculty. The principal
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 23.5 N 38.9 Y +15.4 60 85 39.8 N 62.8 Y +23 75 85 AA 67.1 N
41.4 Y -25.7 65 85 36.4 N 68.7 Y +32.3 75 85 Asian 50.0 N 33.3 Y
-16.7 60 85 50.0 N 66.7 Y +16.7 75 85 H 66.7 N 50 Y -16.7 70 85
50.0 N 100 Y +50 75 85 W --- --- --- --- --- --- AI --- --- --- ---
--- --- MR 66.7 N 66.6 Y 0 75 85 66.7 N 66.6 Y -0.1 75 85 LEP 44.4
N 22.2 Y -22.2 50 85 44.4 N 77.8 Y +33.4 85 90 SWD 30.4 N 20.0 Y
-10.4 50 85 4.3 N 46.7 Y +42.4 65 85 FRL
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CMS School Improvement Plan 2008-11 Druid Hills Elementary
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strategically staffed 5 highly qualified classroom teachers and
two highly qualified non-classroom educators. With this initiative,
the principal selected 4 classroom teachers in grades 3 – 5 to
displace and 1 Kindergarten classroom teacher from the 2008-2009
DHES faculty. One DHES literacy facilitator retired from CMS in
June, 2009 which allowed for the principal to strategically staff
an intermediate (3-5) academic facilitator. In addition to these
educators, the principal also brought to DHES one Intensive Reading
Teacher. The intensive reading teacher was brought to address the
high percentage of students in grades K – 3 that are not reading on
grade level. These chosen individuals joined an outstanding team of
dedicated educators at Druid Hills and collaboratively they will
strive to raise student achievement to an even higher level.
Strategies to Attract Highly Qualified Teachers to High Need
Schools: A wealth of professional development opportunities are
provided with the support of Title I funds. Teachers are included
in decision-making regarding the use of assessment data that
affects their grade level. The administration assures that
certified staff members are offered professional development
opportunities throughout the school year to earn continuing
education credits for licensure renewal as well as current research
based educational knowledge. Professional Development opportunities
are offered on campus and off campus. We enter our on campus
activities in My PD in order for teachers to receive renewal
credits for staff development activities and workshops. Attendance
at trainings are recorded and retained by the data manager, as well
as agenda, handouts and notes. Evaluations for trainings provided
in our building are gathered and utilized to enhance future
trainings. Student Demographic Data Druid Hills serves
approximately 400 students in the K-5 program. We house
approximately 60 students in our Pre-K program. Pre-K consists of 4
Bright Beginnings classes. The majority of these Pre-K students
live outside our attendance area. A majority of our preschool
students leave our school community after completion of this
program. Of the K – 5 students, 90% are African-American, 10%
Asian, Latino & other. Approximately, 94% of those students
receive free/reduced lunch. Our school qualifies as a Focus School
and a School-wide Title I program. Students are served by 21
classroom teachers, 3 SBS (Specialized Behavior Support)
classrooms, 2 EC Resource teachers, 1 ESL teacher, 2 instructional
assistants, 3 Title I tutors. Approximately 15% of our population
is certified as exceptional students. We house two programs at our
school: 1) Pre-K - a Bright Beginnings preschool intervention
program 2) SBS (Specialized Behavior Support) for Exceptional
Children students. There are currently 42 children who are
identified as McKinney-Vento in our school. Those students are
serviced through our community agencies, counselor, and social
worker. They are involved with an intake meeting and receive
transportation services to our school to maintain consistency and
stabilization in their education.
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CMS School Improvement Plan 2008-11 Druid Hills Elementary
2009-10
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Staff Demographic Data Currently Druid Hills employs 28
full-time certified classroom teachers, 5 certified specialists, 6
full- time assistants, 3 tutors and 3 administrators. The following
statistics further describe the school faculty:
• 33% of our staff have 1-5 years of teaching experience • 33%
of our staff have 6-10 years of teaching experience • 22% of our
staff have 11-20 years of teaching experience • 17% of our staff
have 21-30 years of teaching experience
• 44% of our staff hold a Master’s Degree • 14% of our staff are
in process of obtaining a Master’s Degree • 19% of our staff hold
National Board Certification (This includes our Assistant Principal
and Academic Facilitator) • .05% of our staff are in process of
obtaining National Board Certification
The two instructional assistants support the classroom teachers
by working with small groups, pull-out, re-teach, and co-teaching
with our Kindergarten teachers. We have a reading intensive teacher
who works directly with our reading intensive students. Our Reading
Intensive Teacher implements a variety of instructiona l activities
in small group settings in order to raise the academic achievement
level of our intensive and strategic children in literacy. The
full- time support staff includes: full-time art, music, PE, media
specialist, technology specialist, two academic facilitators, two
EC resource teachers, one EC assistant, one ESL teacher, one
counselor, one Communities in Schools representative, one resident
principal, one assistant principal and principal. The part-time
support staff includes: a speech pathologist, a psychologist, a TD
teacher, and a social worker. Teacher Qualifications In compliance
with NCLB legislation regarding all teachers meeting the highly
qualified requirements by June 30, 2006, the school has not
attained this goal. According to the most recent North Carolina
Schools Report Card, Druid Hills has 97% of its classroom teachers
fully licensed. The majority of our teachers has passed all of the
requirements in accordance to PRAXIS or was already deemed highly
qualified in another state before
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CMS School Improvement Plan 2008-11 Druid Hills Elementary
2009-10
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being hired by CMS. All of our instructional assistants are also
highly qualified. By completing required hours in coursework,
passing scores on work keys assessments or obtaining at least a two
year college degree, the criteria has been met by all instructional
assistants at the school. Our Media Specialist is not highly
qualified. She is completing her last course towards her Master’s
Degree in Library Science and will become eligible in January, 2010
to take the PRAXIS exam. Her expected graduation date is May, 2010
and she should receive her PRAXIS exam results by March of 2010.
Attracting and retaining excellent teachers to CMS and Druid Hills
is a priority at our school. We have put several strategies in
place to reach this goal. We have or will:
• Assigned mentors to appropriate staff • Updated school website
information • Host system wide professional development
opportunities on campus • Held monthly mentor/mentee meetings •
Create an inviting brochure to increase positive publicity
School-wide Data Druid Hills, a Title I, FOCUS and strategic
staffing school, experienced success in academic achievement during
the 2008-2009 school year. Our students made significant growth as
measured by the NC End of Grade Test (EOG) and Adequate Yearly
Progress (AYP) goals. We met AYP last year for the first time in
four years, which alluded to the fact that instruction was driven
by data and decisions were made for students that effected their
academic growth. We are going to continue the use of data driven
instruction this year. Our overall school data states that 61% of
our students are below grade level in Reading based on our NC End
of Grade Test (EOG). Our overall school data also indicates that
37% of our students are below grade level in math based on our NC
End of Grade Test (EOG). Our individual grade levels are deficient
in reading as well: 61% of our 3rd graders are below grade level in
reading. 44% of our 4th graders are below grade level in reading
and 65% of our 5th graders are below grade level in reading. Our
students lack the fluency and comprehension skills necessary to be
successful learning how to read and reading for meaning. We will
use multiple forms of assessments (formatives, weekly ClassScape,
A.R., DIBELS, fluency assessments) to measure the growth and
proficiency with our students throughout this school year. We are
incorporating researched based programs such as the Four Block
Literacy Model, AIMSWeb for fluency, Word Builder to develop
vocabulary and Kagen Cooperative Learning strategies to support
student engagement. Our individual grade levels are deficient in
math as well: 33% of our 3rd graders are below grade level in math.
36% of our 4th graders are below grade level in math. 44% of our
5th graders are below grade level in math.
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CMS School Improvement Plan 2008-11 Druid Hills Elementary
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As the grade levels rise, our math deficiency increases;
therefore, we have a greater need to instill the skills and
concepts with our students to maintain their success. Our students
have a major weakness in number sense, place value and geometry.
These are skills that we address through various forms
(Investigations, small group re-teaching, tutorial groups) and with
professional development for our staff. Based on the NC End of
Grade (EOG) Science results at the end of the year, 91% of our
students are below grade level in science. We received the lowest
scores in science across the school district. Because of this, we
have established two highly functional science laboratories (PreK-2
& 3-5) for our teachers to conduct lessons, experiments and
science activities in these classrooms. We have departmentalized
our 5th grade team and have identified one science teacher to teach
70 minutes of science instruction on a daily basis to every 5th
grade student. As a school, we have consulted with other schools,
our district science curriculum specialist and our academic
facilitators to take charge of our science program. Our K-4
teachers are required to teach the NC SCOS science curriculum in
their classroom. Our K – 2 End of Year (EOY) DIBELS data indicated
that 56% of our students are on grade level (Benchmark). The 44%
that are below grade level are receiving small group instruction,
intensive reading instruction, and are being progress monitored
closely by our classroom teachers and Academic Facilitators. Our
individual grade level for Kindergarten states that 11% of our
students are below grade level based on End of Year DIBELS data.
Our individual grade level for First Grade states that 57% of our
students are below grade level based on End of Year DIBELS data.
Our individual grade level for Second Grade states that 55% of our
students are below grade level based on End of Year DIBELS data.
Instructional Program Our instructional program continues to be
decreasing the achievement gap between our lowest performing
students (African-American and SWD). We are using differentiated
instruction, a flexible teaching approach that adapts the
curriculum to individual curriculum learning needs. We are
analyzing data to help identify if, and how much, a student is
learning with our data-wise team. During the 2009-2010 school year,
we will implement a new math program called ‘Investigations’. This
program will utilize strategies to teach students how to solve
problems in math. We have also created two science classrooms to
provide the opportunity for students to participate in science
experiments that will enhance their content knowledge. We will
implement the use of a Reading Intensive Teacher, modeled
instructional lessons, and provide a wealth of professional
development in order to facilitate our instructional program.
Progress for this instruction is monitored through classroom
assessments, both district and alternative assessments and WAPT
testing, benchmark and quarterly assessments.
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CMS School Improvement Plan 2008-11 Druid Hills Elementary
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Due to our low science scores in the district, our 5th grade
team is departmentalized this year. We are offering a 70 minute
block of science, math and literacy instruction on a daily basis.
Our K – 4 teachers are utilizing the labs to implement innovative
instructional lessons using the NC SCOS. We have 2 science
laboratories for our teachers to utilize this school year. We have
a 3-5 science lab that our 5th grade science teacher uses once or
twice weekly. The Pre-K-2 lab is set up for our primary teachers to
utilize as a laboratory to explore and provide hands-on experiences
for our students. We will continue to provide small group
instruction when necessary this year to meet the needs of our
students who are performing below grade level. These small groups
will be taught by our instructional assistants and Title I tutors.
Assessment Program At Druid Hills, we are utilizing DIBELS progress
monitoring, running records and benchmark assessments for our K-2
students. We will also use the Quarterly assessments provided by
CMS to assess retell, comprehension and math. We are incorporating
ClassScapes with our 3-5 students. We are also using the two local
formative assessments which are given in October and February. For
all of our students, we will assess them using STAR and AR will be
assessed continuously throughout the year. We will be using this
data to make instructional decisions that serve the needs of our
students. This will be done through grade level team planning. Data
Wise We have developed a data wise team to look at the Druid Hills
assessment data. The team consists of the Principal, Assistant
Principal, Resident Principal, Academic Facilitators and a grade
level representative from each grade. The team received week long
training in July through the Charlotte-Mecklenburg Schools. The
team has reviewed various types of data and has identified the
needs that will be focused on during this school year. Master
Schedule Druid Hills implements a A, B, C, D, E day schedule for
our special area classes. Implementing this type of schedule, the
alphabet letters are used on a rotating basis which ensures no
class ever misses their special area class due to a workday,
holiday, or no school for any reason. Using this schedule, we are
also able to ensure grade level team meetings are held on every C
day. Again, a grade level never misses their team planning day due
to a workday, holiday or no school for any reason. This practice
positively impacts instructional planning and the implementation of
special area classes.
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CMS School Improvement Plan 2008-11 Druid Hills Elementary
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Parental Involvement Druid Hills is developing its PTA, but it
has established several community partnerships. The PTA will
provide programs to increase community involvement through school
dances, bingo nights, volunteering in classrooms, the office and
health room. According to district surveys 15.4% of our parents are
actively involved in the school community. Our focus this year is
to increase the quantity and quality of involvement of our
families. The following will be some of the strategies we will use
to build capacity in this area:
• Encourage parents to provide feedback on the Druid Hills
Parent Policy • Provide parents with a copy of the School Progress
Report (provides specific NCLB and subgroup AYP information) •
Develop a Parent Center where parents can access technology,
education brochures and school-wide information • Provide parental
involvement opportunities on a monthly basis to foster
relationships in various forms • Provide monthly newsletters and
calendars to maintain communication with our families • Provide
frequent and time communications to parents through: the school’s
website, ConnectEd messages, student agendas, and the use of
our
marquee. Our school focus this year is to increase the quality
of team planning through administrative input and support, support
staff attendance, and data analysis. The data wise team will be
training the faculty on best practices for analyzing and reflecting
on student data.
Druid Hills made Adequate Yearly Progress (AYP) for the
2008-2009 school year in reading and math. AYP is the standard set
for schools by the No Child Left Behind Act. The greatest
accomplishment for Druid Hills is that we met each of the seven AYP
target goals and made High Growth.
We are currently seeking additional sponsors and support from
various partners to build our community and business partnerships.
We are looking for ways to support our instructional program and
technology for our staff.
Druid Hills has also established partnerships with the following
community businesses
§ Walls Memorial Church (after school tutoring will be provided
in the spring, Back to School Carnival, Men’s Empowerment Breakfast
sponsorship, field trip donations)
§ St. Luke Missionary Baptist Church (use of parking lot for
emergency evacuation site, tutoring, field trip donations) § Junior
League (donations of school uniforms, coats, etc.)
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CMS School Improvement Plan 2008-11 Druid Hills Elementary
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§ Assistance League (donations of school uniforms, coats, apple
and cheese snack provided weekly to homeless students) § Liberty
Mutual (faculty refreshments, refreshments for parent meetings) §
University of North Carolina at Charlotte (student teachers,
interns) § Johnson C. Smith University (student teachers, interns,
use of their facility for our back to school staff meeting) §
Mecklenburg County Park & Recreation (Back to School Carnival,
weekly volunteer/mentor, recycling guest speakers)
Druid Hills also offers the following resources: § A Child’s
Place § Behavioral Mental Health Therapist § Communities In
Schools
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CMS School Improvement Plan 2008-11 Druid Hills Elementary
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Outcome (1): Increase the percentage of students who score at or
above proficiency (Level III or IV) by 10% in reading, math and
science as measured by the NC EOG Tests and the CMS K – 2
Assessments. 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. Provide instructional differentiation for specific student
needs
• Implement an intensive reading plan in K – 3
• Implement flexible, small group instruction for direct
instruction
• Include differentiation strategies in lesson plans
• Utilize math manipulatives • Provide tutorials for
struggling
students • Utilize technology in the classroom • Provide
technology instruction
weekly to all students • Hold an EOG Pep Rally • Continue the
use of Imagine It
reading adoption • Continue to utilize Avenues in the
ESL program • Implement William and Mary
program • Implement Response to
McCarthy, Intensive Reading Teacher Rivens, Academic Facilitator
Newsome, Principal Gathman, Technology Harris, Academic Facilitator
Piland, ESL teacher
Intensive Reading Schedule Lesson Plans DIBELS Progress
Monitoring
Classroom Observations DIBELS Reports Fluency Assessments
Instructional (2) • Monitor • Evaluate • Affirmation • Focus •
Input
Differentiation • K-5 staff • CMS Four Block • K-3 staff • Title
1 Word Builder • 4-5 staff • Title 1 Investigations • K-5 &
EC
staff • Title 1 Smart Boards • Selected
staff • CMS
See Title 1 Action Plan Addendum
06-01-10 • 10-30-09 • 02-28-10
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CMS School Improvement Plan 2008-11 Druid Hills Elementary
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Intervention in K – 5 • Implement Four Block literacy
instruction in conjunction with Imagine It!
• Implement Math Investigations • Create a PreK – 2 and a 3 –
5
science lab • Departmentalize instruction in 5th
grade • Utilize the Panther Playbook for
Academic Excellence • Utilize ClassScapes, Study Island
and Discovery Education technologies
___________________________________ 2. Analyze assessment data
to determine
academic strengths and weaknesses § Utilize data to form
flexible, small
groups for direct instruction § Implement inclusion practices
to
support EC students § Utilize SIOP strategies to meet the
needs of ESL students § Utilize data to form performance
grouping in grades 2 – 4 for math instruction
§ Implement a departmentalized teaching format in 5th grade
§ Utilize Gap Analysis in K – 5 § Utilize a Data Wise notebook
in
PreK - 5
Reicher, TD teacher Swett, Assistant Principal Ray, Resident
Principal _________ Rivens & Harris, Facilitators Humphrey,
Rivers,& Brown, EC Piland, ESL Newsome, Swett, & Ray,
Admin
___________ Grade Level Planning Agenda & Minutes
Inclusionary Progress Monitoring (CT) Common Assessment Development
by Grade Levels Lesson Plans Gap Analysis forms
___________ Admin. Meetings Feedback Form from CT Assessment
Data Observations
_____________ Instructional (2) • Input • Involvement
w/CIA
Kagan Cooperative Learning • PreK – 5
staff • Title 1 ___________ Data Analysis/ Data Wise • All staff
• CMS SIOP • Identified
staff • CMS
__________ See Title 1 Action Plan Addendum
___________ 06-01-10 • 10-27-09 • 02-23-10
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3. Foster a climate of rigor and relevance § Implement higher
level questioning
strategies § Implement Math Olympiad
strategies § Implement William & Mary
Curriculum § Implement Investigation series
strategies § Implement Paideia seminars in 3-5 § Implement Math
Superstars § Implement research activities in 3 –
5 § Science Instruction daily for 5th
grade students
__________________________________
4. Provide staff development on: § Word Builder § Four Block
Literacy instruction § Data Wise § Math Investigations § Science
instructional strategies § Rigor & Relevance § The Eight Habits
of the Heart for
Educators § Poverty § Fluency § Parent/Teacher Conferences
Reicher, TD Rivens & Harris, Facilitators Driggers, Media
Specialist Gathman, Technology _________ Rivens & Harris,
Facilitators Newsome, Swett & Ray, Admin. PIRC
Lesson Plans Research Plans Bulletin Boards ___________ Staff
Meeting Agendas/ Sign in sheets Grade Level Planning Agenda Lesson
Plans
Classroom Observations Student Work Products ___________
Classroom Observations Grade Level Minutes Student Work
Products
Instructional (2) • Affirmation • Communica-
tion • Optimize • Culture _____________ Instructional (2) •
Affirmation • Communica-
tion • Culture • Optimize • Resources
Paideia Seminar • 3-5 staff • N/A ___________ Word Builder • 4-5
staff • Title 1 Four Block • K-3 staff • Title 1 Data Wise •
Faculty • CMS Investigations • K-5
teachers
See Title 1 Action Plan Addendum See Title 1 Action Plan
Addendum
06-01-10 • 10-27-09 • 02-23-10 ___________ 06-01-10 • 10-27-09 •
02-23-10
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___________________________________ 5. Foster a love of reading
for students § Assess students on AR & STAR
reader § Implement a school wide reading
incentive program § Establish book buddy partnerships
between primary and intermediate classes
§ Implement literature circles § Create a central storage of
trade
books § Increase the number of trade and
leveled books available in central storage
6. Utilize transition strategies for PreK – K
and 5th grade to Middle School
_________ Newsome, Swett, & Ray, Admin. Driggers, Media
Specialist Rivens & Harris, Facilitators AR Committee Newsome,
Swett & Ray,
___________ Assessment Results School Wide Reading Incentive
Program Lesson Plans Central Storage Master Lists Parent Meeting
Agendas &
___________ Bulletin Boards Student Surveys AR Folders
Transition Forms
_____________ Instructional (2) • Affirmation • Communica-
tion • Culture • Optimize Resources Instructional (2) •
Affirmation
• Title 1 Science • Faculty • N/A Rigor & Relevance •
Faculty • N/A The 8 Habits of the Heart for Educators • Faculty •
Title 1 ___________ ___________
__________ See Title 1 Action Plan Addendum __________ See Title
1 Action Plan Addendum
___________ 06-01-09 • 10-27-09 • 02-23-10 06-01-09 • 10-27-09 •
02-23-10
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CMS School Improvement Plan 2008-11 Druid Hills Elementary
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§ Assign a part-time instructional assistant (PreK – K)
§ Implement staggered entry (PreK – K) § Hold parent conferences
(Both) § Provide parent training (Both) § Review transition forms
from Bright
Beginnings (PreK – K) § 5th grade students visit JT Williams
Middle School (5) § Middle school counselors visit DHES §
Parents and students visit middle
school at night (5) § 5th grade teachers complete transition
forms for every student § 5th Grade teacher planning with
6th
grade teachers in a Vertical Alignment Feeder School Group
7. Provide extended day opportunities to increase student
achievement in all subgroups.
§ Provide SES free tutoring on Mondays and Tuesdays from
November – March after school
§ Provide additional tutoring (through Extended Day funding) to
identified students during the instructional day
Admin. PreK Teachers K Teachers 5th Grade Teachers Stanley,
Counselor Academic Facilitator Harris Academic Facilitators, Rivens
& Harris Newsome, Swett & Ray, Admin. SES Providers
Tutors
Sign-in Sheet Transition Forms Site Visit Schedule Lesson Plans
SES Provider information SES Tutorial Roster
Student Surveys
Parent Feedback Forms on SES Providers Student work samples
• Communica-tion
• Culture • Optimize Resources Instructional (2) • Affirmation •
Communica-
tion • Optimize • Culture
___________
See Title 1 Action Plan Addendum
___________ 06-01-09 • 11-27-09 • 02-23-10
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CMS School Improvement Plan 2008-11 Druid Hills Elementary
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Outcome (2): Increase the number of EC students who score at or
above proficiency (Level III or IV) by 5% in reading and math as
measured by the NC EOG Tests and the CMS K – 2 Assessments.
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* • Respons ibilities
Prof. Dev. Focus • Participant
s • Funding
Parental Involvement
• Funding
Timeline End Date • ck date • ck date
1. Provide instructional practices that meet the needs of
students with various exceptionalities.
• Implement an intensive reading plan in K – 3 as deemed
appropriate
• Continue to implement inclusive practices
• Use data to form student groups for teacher directed
instruction for EC, ESL, below-grade level, on-grade level and
above grade level students
• Increase the number of EC students attending extended school
tutoring as determined by IEP team.
Young, Humphrey, Rivers & Brown, EC Teachers Young, EC
Assistant Rivens & Harris, Facilitators
IEPs PEPs Co-teaching plans SES Tutorial Roster Inclusionary
Progress monitoring (CT)
Formative Assessments Achievement of IEP goals Student
engagement in both co-taught and pull-out EC classes Observation
Feedback
Instructional (2): • Resource • Monitor/
Evaluate
Inclusive Practices • Faculty
In house
See Title 1 Action Plan Addendum
06-01-10 • 10-27-09 • 02-23-10
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2009-10
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Outcome (3): Increase the number of opportunities and time for
teachers to plan as a team, share best practices, and collaborate
on instructional strategies tied to student achievement to promote
teacher retention by 120 minutes per week. 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. Develop a master schedule in order to increase the number of
opportunities for team planning
• Implement an A,B,C,D,E master schedule
• Implement a 90 minute planning session every C day for grade
levels
• Implement 3 – 40 minute planning sessions on A,B,D, or E days
for grade levels
• Implement a 40 minute planning session daily for special area
teachers
___________________________________ 2. Continue to develop
Professional
Learning Communities on each team • Provide staff development on
PLCs • Develop team norms • Establish and maintain team
minutes reflecting the focus on PLCs
• Administrative team attends team
Newsome, Principal _________ Newsome, Swett & Ray,
Admin.
Master Schedule Parent Newsletters ___________ Team Norms Team
Agendas & Meetings,
Classroom Observations Team Minutes __________ Admin. Meetings
Observation Data
• Change
Agent • Communi-
cation • Monitor • Evaluate • Order _____________ Instructional
(2) • Culture • Knowledge
of CIA • Involvement
w/CIA
Professional Learning Communities • Faculty • N/A ___________
PLC • Faculty • N/A
See Title 1 Action Plan Addendum See Title 1 Action Plan
Addendum
06-11-10 • 10-27-09 • 02-23-10
___________ 06-11-10 • 10-27-09 • 02-23-10
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CMS School Improvement Plan 2008-11 Druid Hills Elementary
2009-10
18 | P a g e
meetings • Administrative team dialogues with
the team through the team minutes notebook
-
CMS School Improvement Plan 2008-11 Druid Hills Elementary
2009-10
19 | P a g e
Outcome (4): Increase the percentage of students, teachers, and
parents indicating that Druid Hills has a safe and orderly learning
environment and provides numerous opportunities for involvement by
3% as measured by student, staff and parent surveys. 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. Initiate quarterly discipline monitoring system with
administration, SLT and grade level/support teams to review data
and develop a plan to address issues.
§ Develop and implement Panther Way behavior management
strategies (Panther Bucks, Principal’s Awards, Cafeteria Paw Award,
Cub Corner)
§ Expand the BMT position to 2 BMT positions.
§ Develop and implement the following clubs to increase student
leadership: Boys Running Club, Girls on the Run, Art Club, Panther
Chorus, Recycling Club, Student Council and Safety Patrols
§ Implement the Panther Way Week 2. Expand programs,
opportunities and
venues that enrich parents’ ability to
Newsome, Swett & Ray, Admin. Rivens & Harris,
Facilitators Fludd & Kirkpatrick, BMT Nicholson, Parent
University Rep. Club Facilitators Newsome, Swett &
Bulletin Boards Newsletters Staff Bulletins Bulletin Boards
Club Membership Rosters Team Meetings Observations Safe Schools
Audit results Parent Meeting
Cultural (3) & External Development (6): § Communi-
cation § Input § Monitor/
Evaluate § Relation-
ships § Order Cultural (3) & External
The Panther Way § Faculty § N/A
See Title 1 Action Plan Addendum See Title 1 Action Plan
06-11-10 § 10-27-09 § 02-23-10 06-11-10 § 10-27-09
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CMS School Improvement Plan 2008-11 Druid Hills Elementary
2009-10
20 | P a g e
support children’s academic success and well-being.
§ Implement a literacy workshop that focuses on effective tips
for parents (vocabulary, fluency development, read – aloud)
§ Implement a math workshop that focuses on effective tips for
parents
§ Implement EOG and EOY Preparedness workshops that focuses on
effective test taking tips for parents to share with their
children
3. Engage volunteers and partners to help
the school reach its academic goals § Establish a SchoolMates
partnership
with Myers Park High School § Implement a Communities in
Schools
program to increase family and community involvement
§ Implement a community “Back to School” carnival in conjunction
with Walls Memorial AME Zion Church and the Mecklenburg County Park
& Recreation
§ Establish and/or maintain partnerships with Junior League,
Assistance League, Operation School Bell, UNCC, JCSU, Mecklenburg
County Parl & Recreation and other businesses in our
community
Ray, Admin. Rivens & Harris, Facilitators Teachers Newsome,
Swett & Ray, Admin. CIS Rep. Fludd & Kirkpatrick, BMT
Stanley, Counselor Jurecka, PE Teacher
Newsletters Staff Bulletins Newsletters Staff Bulletins
Attendance Logs
Agendas & Sign-in Sheets Parent Meeting Agendas &
Sign-in Sheets
Development (6): § Communi-
cation § Input § Monitor/
Evaluate § Relation-
ships § Order Cultural (3) & External Development (6): §
Communi-
cation § Input § Monitor/
Evaluate § Relation-
ships § Order
Addendum See Title 1 Action Plan Addendum
§ 02-23-10 06-11-10 § 10-27-09 § 02-23-10
-
CMS School Improvement Plan 2008-11 Druid Hills Elementary
2009-10
21 | P a g e
Outcome (5): Increase the percentage of parental involvement to
strengthen the home/school connection by 50% as measured by parent
surveys. 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. Identify an administrator to oversee the PTA activities: o
Recruitment of members o Selection of Board members o Fund raising
o Attendance at CMS trainings o Communication to parents
2. Provide a variety of parent workshops
on academic and curriculum areas: o Math o Literacy o EOG &
EOY Preparedness o ELL o Career Day o Curriculum Night
Ray, Resident Principal _________ Newsome, Ray, Swett Admin.
Rivens & Harris, AF Piland, ELL
Bulletin Boards Newsletters Staff Bulletins Flyers ConnectEd
Messages ___________ Bulletin Boards Newsletters Staff Bulletins
Flyers
Membership Roster PTA Meeting Agendas Sign-in Sheets ___________
Meeting Agendas Sign-in Sheets
Cultural (3) & External Development (6): § Communi-
cation § Input § Monitor/
Evaluate § Relation-
ships § Order ____________ Cultural (3) & External
Development (6): § Communi-
cation § Input § Monitor/
See Title 1 Action Plan Addendum See Title 1 Action Plan
Addendum
06-11-10 § 10-27-09 § 02-23-10 06-11-10 § 10-27-09 §
02-23-10
-
CMS School Improvement Plan 2008-11 Druid Hills Elementary
2009-10
22 | P a g e
3. Target male (dads, uncles, significant
males in our students’ lives) involvement in our school: o
Doughnuts for Dads o Men’s Empowering Breakfast o Male Mentoring
Program
4. Host a variety of Parent University
workshops for our parents: o Effective School Partnerships o
Gang Awareness o Guardians, Grandparents & Role
Models o Make It Count
5. Develop two-way communication by
sharing school wide information with parents: o Monthly
newsletters o Monthly calendars
Brooks, Admin. Intern Newsome, Ray, Swett Admin. Rivens &
Harris, Facilitators Fludd & Kirkpatrick, BMT Newsome, Ray,
Swett Admin Nicholson, Parent University Rep. Newsome, Swett &
Ray Admin
ConnectEd Messages Bulletin Boards Newsletters Staff Bulletins
Flyers ConnectEd Messages Newsletters Staff Bulletins Attendance
Logs Newsletters Calendars Office
Parent Meeting Agendas & Sign-in Sheets Parent Meeting
Agendas & Sign-in Sheets Parent Feedback Forms Survey
Evaluate § Relation-
ships § Order Cultural (3) & External Development (6): §
Communi-
cation § Input § Monitor/
Evaluate § Relation-
ships § Order Cultural (3) & External Development (6): §
Communi-
cation § Input § Monitor/
Evaluate § Relation-
ships § Order Cultural (3) & External Development (6): §
Communi-
See Title 1 Action Plan Addendum See Title 1 Action Plan
Addendum See Title 1 Action Plan Addendum
06-11-10 § 10-27-09 § 02-23-10
06-11-10 § 10-27-09 § 02-23-10 06-11-10 § 10-27-09 §
02-23-10
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CMS School Improvement Plan 2008-11 Druid Hills Elementary
2009-10
23 | P a g e
o Updated website o Main office communication
notebook o Parent bulletin board o ConnectEd messages
Rivens, Harris Facilitators Gathman, Technology
Communica-tion Notebook Bulletin Board ConnectEd Messages
Results ConnectEd Messages Print Outs
cation § Input § Monitor/
Evaluate § Relation-
ships § Order
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CMS School Improvement Plan 2008-11 Druid Hills Elementary
2009-10
24 | P a g e
CMS Charlotte-Mecklenburg School District
CMS 2009-2010 Bullying-Prevention
Implementation and Process Plan
I. School: Druid Hills Elementary Principal: Beverly Newsome II.
Learning Community (CLC) Team Members/Positions:
Member: Beverly Newsome/Principal
Member: Marselene Stanley/School Point Person- counselor III.
School Bullying-Prevention (BP) Committee Members: (i.e., a
teacher, parent, support staff, administrator…)
Member: Kathryn Swett/Assistant Principal
Member: Tiffany Ray/Resident Principal
Member: Betsy Donato/Psychologist
Member: Audrey Robinson/Social Worker
Member: Daimean Fludd, BMT
Member: John Kirkpatrick, BMT
Member: Mario Black
Member: Suzanne Hunt IV. Bullying-Prevention program/s and
selected grade level/s: (i.e., CMS Safety & Respect Activities
and/or Steps to Respect Program or Souls of Our Students Video
etc.) Program/grade level(s): John Wooden’s Pyramid of Success
(Character Education), grades K - 5 (via student agendas)
Program/grade level(s): The Panther Way, grades PreK – 5
Program/grade level(s): Positive Attitudes for Winners (PAW),
grades 4 – 5 Program/grade level(s): Male Mentoring Program, K –
5
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CMS School Improvement Plan 2008-11 Druid Hills Elementary
2009-10
25 | P a g e
Program/grade level(s): Small Group Counseling sessions, K – 5
V. Implementation Vehicle: If using more than one implementation
vehicle, please list (i.e., Advisor-advisee time/character
education time/integration into a specific core class)
Positive Attitudes for Winners (PAW): one class per quarter in
5th grade meeting weekly and then 2 weeks per class in 4th grade
meeting weekly Pyramid of Success (Character Education): one time
per week on PNN for 5 – 10 minutes and daily in every classroom The
Panther Way: beginning of the year week-long emphasis on making
right choices and teaching procedures; implementing rewards for
students making the right choices (Panther Bucks, Panther Paws, and
Principal’s Awards)
-
Title I Action Plan Family/School Partnerships
School Name: __Druid Hills Elementary_______________ Title I
Allocation for Parent Involvement _$7,214.00___________
*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. ***Provided by partnership
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
Comm
unication V
olunteering
Learning at
Hom
e
Decision-
Making
Com
munity
Collaboration
Yes
No
1.Community Back to School Carnival
8/22/09 12:00 – 5:00 PM
4
Walls Memorial AME Zion partnership
X
X ***
2.Title 1 Parent Meeting/Curriculum Night
9/3/09 6:00 PM
1, 2, 4, 5
DHES
X
X
X
X
3. Muffins for Mom
9/11/09 7-7:45 AM
1,2,4,5
Liberty Mutual partnership
X
X
X
X
X ***
4. Parent University: Effective School Partnerships
9/24/09 6:00 PM
1, 2,4,5
CMS
X
X
X
9/25/09 Liberty Mutual X X X X X ***
-
Title I Action Plan Family/School Partnerships
School Name: __Druid Hills Elementary_______________ Title I
Allocation for Parent Involvement _$7,214.00___________
*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. ***Provided by partnership
5. Doughnuts for Dads 7-7:45 AM 1,2,4,5 partnership 6. Family
Literacy Night
10/08/09 6:00 PM
1,2,4,5
Title 1
X
X
X
X
X
7. A Family Affair
10/10/09 10:00 – 2:00
4 RPO, Inc. X X X X ***
8. Parent University: Gang Awareness
10/22/09 6:00 PM
1,2,4,5 CMS X X X X
9. Men’s Empowerment Breakfast
10/17/09 9:00 – 11:00
4,5 Walls Memorial AME Zion
X X X X X ***
10. Parent University: Guardians, Grandparents & Role
Models
11/9/09 6:00 PM
1,2,4,5 CMS X X X X
11. PTA/Winter Program/Title 1 Parent Update
12/3/09 6:00 PM
1,2,5 Title 1/$500 X X X X X X
12. Celebrity/Family Read – In
12/18/09 8:00-11:00 AM
1,2,4 Title 1/$500 X X X
13. ELL Parent Meeting
01/07/10 6:30 PM
1,2,4 Title 1/$100 X X X X X
14. Pastries for 1/15/10 1,2,4,5 Liberty Mutual X X X X X
***
-
Title I Action Plan Family/School Partnerships
School Name: __Druid Hills Elementary_______________ Title I
Allocation for Parent Involvement _$7,214.00___________
*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. ***Provided by partnership
Parents 8:30 AM 15. Parent University: Make It Count
1/28/10 6:00 PM
1,2,4,5 CMS X X X
16. How Parents can Support Their Child in Math at Home
Parent
2/2/10 6:00 PM
1,2,5 Title 1/$1000 X X X X X
17. EOG Preparedness 3/11/10 6:00 PM
1,2,4,5 PIRC & Title 1/$250
X X X X X
18. EOG Preparedness 03/18/10 9:00 AM
1,2,4,5 PURC & Title I /$250
X X X X
19. Career Day 03/26/10 9:00 AM
1,2,4,5 Title I/$1500 X X X
20. Celebrity/Family Read – In
04/01/10 8:00-11:00 AM
1,2,4 Title 1/$500 X X X
21. Beginners Night 4/29/10 6:30 PM
1,2,4,5 Title 1/$200 X X X X X X
22. PTA/Spring Program/Title 1 Update Meeting
5/6/10 6:00 PM
1,2,4,5 DHES X X X X
23. Parent, Volunteer & Community Partnership Recognition/
Celebration
5/21/10 9:00 AM
4,5 Liberty Mutual & Title I/$750
X X X X ***
24. 5th Grade 06/09/10 1,2,4,5 Title I & X X X X
-
Title I Action Plan Family/School Partnerships
School Name: __Druid Hills Elementary_______________ Title I
Allocation for Parent Involvement _$7,214.00___________
*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. ***Provided by partnership
Promotion Ceremony & Ryan’s Steakhouse
9:30 AM Parents /$400
25. K – 5 End of Year Awards Programs
06/07 & 08/10
1,2,4,5 Title I & Parents /$1264
X X X X
26. Monthly Parent Newsletters (English & Spanish)
08/09 -06/10
5 DHES X X X X X X
27. Monthly Parent Calendars (English & Spanish)
08/09- 06/10
5 DHES X X X X X X
28. ConnectEd Messages (English & Spanish)
08/09 – 06/10
5 DHES X X X X X X
29. DHES Website 08/09 – 0610
5 DHES X X X X X X
30. Title 1 Central office will provide Parent
Advocate/Involvement week- long training
1 week in July
1,2,4,5 Title 1 X X X X X X X
30. Title 1 specialist will provide support throught the school
year to staff, administration and parents as needed
08/09 – 06/10
1,2,4,5 Title 1 X X X X X X X
-
*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. ***Provided by partnership
Druid Hills Elementary School Parental Involvement Policy
Purpose: In support of strengthening student academic
achievement, our school receives Title I funds. We believe parents
are partners in their child’s development. Druid Hills Elementary
School (DHES) with the help of parents will develop a plan which
encourages and promotes active participation in our school. PART 1:
GENERAL EXPECTATIONS Druid Hills Elementary school agrees to
implement the following requirements: • The school will work to
ensure that the required school level parental involvement
policies meet the requirements of Title I and a school-parent
compact. • DHES will notify parents of the policy in an
understandable and uniform format and,
to the extent practicable, in a language the parents can
understand. The policy will be made available to the local
community and updated periodically to meet the changing needs of
parents and the school.
• In carrying out the Title I parental involvement requirements,
to the extent practicable, the school will provide dual
opportunities for the participation of parents with limited English
proficiency and other needs.
• If the school wide program plan for Title I is not
satisfactory to the parents of participating children, the school
will submit any parent comments with the plan when the school
submits the plan to the local educational agency (school
district).
• The school will build parent’s capacity for strong parental
involvement, in order to ensure effective involvement of parents
and to support a partnership among the school, parents, and the
community to improve student academic achievement.
• The school will provide other reasonable support for parental
involvement activities as the parents may request.
• The school will be governed by the following statutory
definition of parental involvement, and will carry out programs,
activities, and procedures in accordance with this definition:
Parental involvement means the participation of parents in regular,
two-way, and meaningful communication involving student academic
learning and other school activities, including:
(A) That parents play an integral role in assisting their
child’s learning;
-
*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. ***Provided by partnership
(B) That parents are encouraged to be actively involved in their
child’s education at school; (C) That parents are full partners in
their child’s education and are included, as appropriate, in
decision-making and on advisory committees to assist in the
education of their child; and (D) The carrying out of other
activities, that promotes parental involvement in our school.
PART II. DESCRIPTION OF HOW DHES WILL IMPLEMENT REQUIRED SCHOOL
PARENTAL INVOLVEMENT POLICY
COMPONENTS 1. DHES will take the following actions to involve
parents in the joint development of
its school parental involvement plan under Title I:
Convene an annual meeting on September 3, 2009 during Title I
Parent Information/PTA/Curriculum Night. Involve parents in review
and revision of Title I Written Parent Policy. DHES will actively
recruit parents to become members of the School Leadership Team and
the PTA Executive Board. This will be accomplished by specifically
contacting parents during the school year, by recruiting parents at
the beginning of the year parent/student functions, and
communication through ConnectEd messages, the Parent Newsletter and
flyers.
2. DHES will take the following actions to involve parents in
the process of school review and improvement under Title I:
Parent Involvement of School Improvement Plan Provide
opportunities for regular meetings with flexible times and
schedules DHES will actively recruit parents to become members of
the School Leadership Team and the PTA Executive Board. This will
be accomplished by specifically contacting parents during the
school year, by recruiting parents at the beginning
-
*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. ***Provided by partnership
of the year parent/student functions, and communication through
ConnectEd messages, the Parent Newsletter and flyers.
3. DHES will hold an annual meeting to inform parents of the
school’s participation in Title I and the right of parents to be
involved. The school will provide written notice to all parents in
regards to the identification the DHES is a Title 1 School
Improvement school (school improvement letter). The school will
invite all parents of children participating in Title I programs to
this meeting, and will encourage them to attend, by:
Using ConnectEd to invite parents Promoting the Event via
Website and the monthly Parent Newsletter and Calendar Flyers sent
home with students
4. DHES will provide parents of participating children
information in a timely manner about Title I programs that includes
a description and explanation of the school’s curriculum, the forms
of academic assessment used to measure children’s progress, and the
proficiency levels students are expected to meet by:
Scheduling parent-teacher conferences (Spanish translators will
be provided by CMS) Scheduling parent meetings and trainings
(Spanish translators will be provided by CMS) Providing information
on school website Providing information in monthly newsletter in
English and Spanish Scheduling EOG events Providing Student Agendas
Providing easy access to teachers and administration
5. DHES will, at the request of parents, provide opportunities
for regular meetings. The school will respond to any such
suggestions as soon as practicably possibly by:
Responding to phone calls Responding by email, letters or other
written communication
-
*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. ***Provided by partnership
6. DHES will provide each parent an individual student report
about the performance of
their child on the NC State assessment in math and reading by:
Distributing reports to parents Utilizing Internet based Parent
Assistant Program to keep parents informed
7. DHES will provide assistance to parents of children served by
the school, as appropriate, in understanding topics by undertaking
the actions describe below:
• August – Back to School Festival in conjunction with Walls
Memorial AME
Zion Church and the Mecklenburg County Park and Recreation •
August & September – 100% participation or 3 different types of
attempts in
obtaining the School-Parent Compact • September – the
requirements of Title I – Annual Meeting • September – the state’s
student academic achievement standards – Curriculum
Night • September – Muffins for Moms and Doughnuts for Dads with
guest speakers
(Spanish translation provided by a DHES Hispanic parent) •
September – Parent University: Effective School Partnerships •
October – Literacy Night: How Parents can Support Their Child in
Literacy at
Home • October – Parent University: Gang Awareness • October –
Parent/Teacher conferences (Spanish translators will be
provided
by CMS) • October – A Family Affair in conjunction with RPO,
Inc. • November – Empowering Men’s Breakfast • November – Parent
University: Guardians, Grandparents & Role models • December –
PTA/Winter Program & Concert (Spanish translation by
Communities in School representative) • December – Book Fair •
December – Celebrity/Parent Read-In Day • January – Pastries for
Parents (Spanish translation provided by a DHES
Hispanic parent)
-
*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. ***Provided by partnership
• January – ELL Parent Meeting (Spanish translator provided by
CMS) • January – Parent University; Make it Count • February –
Parent Workshop: How Parents can Support Their Child in Math
at Home • February – Parent University: Communities, Parents,
Schools & Bullying • March – Book Character Parade • March –
EOG and EOY academic assessments including alternate
assessments • March – Career Day • April – Celebrity/Parent
Read-In Day • April – Beginners Night • May – PTA/Spring Program
& Concert • May – EOG Pep Rally • May – Parent, Volunteer &
Community Partnership Reception • June – End of Year Awards
Ceremonies DHES will provide accommodations to parents tha t have
disabilities to increase their involvement in the school. One way
this will be accomplished is provided those parents with physical,
vision or hearing disabilities preferred seating at all events.
8. DHES will provide materials and training to help parents work
with their children to improve their children’s academic
achievement, such as literacy training, to foster parental
involvement, by scheduling:
• September – Curriculum Night: How to work closely with
teachers • October – Literacy Night: How Parents can Support Their
Child in Literacy at
Home • February – Parent Workshop: How Parents can Support Their
Child in Math
at Home • March – EOG and EOY academic assessments including
alternate
assessments
-
*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. ***Provided by partnership
9. DHES will educate staff in how to reach out to, communicate
with, and work with parents as equal partners and in how to
implement and coordinate parent programs and build ties between
parents and schools, by scheduling the following meeting:
• January – ELL Parent Meeting – to build and develop our
diverse population
10. DHES will, to the extent feasible and appropriate,
coordinate and integrate parental involvement programs and
activities with PTA, ASEP, Parent University and other programs.
The school will also conduct other activities that encourage and
support parents in more fully participating in the education of
their children, by scheduling meetings:
• August – Back to School Festival in conjunction with Walls
Memorial AME Zion Church and the Mecklenburg County Park and
Recreation
• September – Parent University: Effective School Partnerships •
October – Parent University: Gang Awareness • November – Empowering
Men’s Breakfast in conjunction with Walls
Memorial AME Zion Church • November – Parent University:
Guardians, Grandparents & Role models • December – Title 1
Budget/Parent Involvement Funds and Update • January – Parent
University; Make it Count • February – Parent University:
Communities, Parents, Schools & Bullying
11. DHES will take the following actions to ensure that
information related to the school
and parent programs, meeting, and other activities is sent to
parents of participating children in an understandable format,
including formats upon request, and in a language the parents can
understand (in English and Spanish):
ConnectEd Parent Newsletters & Calendars Parent Letters
Student Agendas School Brochures Flyers
-
*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. ***Provided by partnership
Parent Surveys via telephone and in writing
12. DHES will provide parents reports about the academic
performance of their child by: Distributing reports to parents
Utilizing Internet based Parent Assistant Program to keep parents
informed Mid-quarter progress reports Weekly update reports
Thursday Folders Parent conferences
13. DHES will provide parents at the Annual Parent Meeting the
following information:
Student achievement on the NC ABCs Student achievement and AYP
Goals for student achievement for the 2009-2010 school year
Analysis of parent involvement at DHES Goals for parent involvement
for the 2009-2010 school year
14. DHES will provide parents with a variety of avenues for
providing feedback to the school during the school year as well as
Annual Evaluation. This will be accomplished by:
Providing feedback forms in the Parent Newsletters Maintaining a
notebook in the school’s office containing the SIP, SEF, Parent
Involvement Policy, Professional Development Plan, and the Family
School Partnership Plan and feedback forms for each of these areas
Implementing ConnectED surveys Providing surveys at parent
meetings/events Providing input/feedback at PTA executive board
meeting and School leadership Team meetings Holding parent
conferences Implementing parent and student surveys provided by CMS
PART III. ADOPTION
-
*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. ***Provided by partnership
This School Parent Involvement Policy has been developed jointly
with, and agreed on with, parents of children participating in
Title I at Druid Hills Elementary School. This policy was adopted
by Druid Hills Elementary School on September 29, 2009 and will be
in effect for the period of September 20, 2010. The school will
distribute this policy to all parents of children on or before
October 1, 2009. The school will distribute this policy to parents
in English or Spanish. Please use the form below to submit any
comments or feedback to Beverly Newsome, principal of Druid Hills
Elementary School.
In compliance with Federal Law, Charlotte-Mecklenburg Schools
administers all education programs, employment activities and
admissions without discrimination against any person on the basis
of gender, race, color, religion, national origin, age or
disability.
Title I Druid Hills Elementary School Parental Involvement
Feedback Form
Comments:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Student Name:
_________________________________________________________________
Teacher Name:
_________________________________________________________________
Parent Signature:
_______________________________________________________________
-
*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. ***Provided by partnership
Required documentation of PD: 1. Maintain sign- in sheets &
agendas, handouts, notes 2. Provide renewal credit through MyPD
(when appropriate) 3. Teacher feedback on PD (surveys,
questionnaires, ect.) 4. Documentation that shows what was learned
is being implemented correctly 5. Documentation that shows PD is
impacting student achievement 6. Analyze effectiveness & decide
what next
Ongoing Professional
Development Conferences, workshops, in-service, mentoring,
planning, courses
PARTICIPANTS
Why needed?
Tie to needs assessment & Goal/strategy from SIP pg. # &
if applicable- How will this help remove from improvement?
Funding Sources
State or local Prof. Dev. Money, Title I, grants…
Cost
Timeline
When & Effectiveness Check-points
Point Person
Evaluation/Follow-up
State specifics ex: # 4 lesson plans, observation, work sample…
#5 Progress Monitoring results in ORF, AR diagnostic Reports,
tests, EOGs …
1. Word Builder – Dynamic Literacy
4th & 5th grade staff, Title 1 tutors, Academic
Facilitator
Outcome 1, Strategy 1 39% of students in grades 4 – 5 on grade
level in reading
School 08/09 –10/10 9/28/09 11/15-16/09 1/10 Staff attendance
rosters
Shelly Goines-Harris
Lesson plans, observations, work samples, assessment tests,
Dynamic Literacy consultant, Academic facilitator &
administration to meet with participants in September, January
& May, data analysis of assessment tests
2. Kagan Cooperative Learning
PreK – 5 staff, Title 1 tutors, Administration, support
staff,
Outcome 1, Strategy 1 30% of students in K – 5 on grade level in
reading, math & science
Title 1 08/09-06/10 10/09 12/09
Rivens Harris New-some
Lesson plans, observations, presentations and imprementation of
Kagan strategies at staff meetings
For schools in improvement: PD mandatory 10% set aside for
school in $15,965.00 _______________improvement.
-
*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. ***Provided by partnership
special area teachers, instructional assistants, academic
facilitators
2/10 4/10 Staff attendance rosters
on a monthly basis, student verbal feedback on participation in
strategies (informal)
3. Four Block Literacy instruction
K – 3 staff, Title 1 tutors, administrators, instructional
assistants, academic facilitators
Outcome 1, Strategy 1 % 50% of students in K – 3 on grade level
in reading
Title 1 $6000 09/09 – 06/10 09/28/09 11/01/09 01/26/10 Staff
attendance rosters
Rivens Harris
Lesson plans, observations, work samples, running records,
DIBELS, AR & Fluency & Progress Monitoring Tracking Forms,
consultants Patricia Cunningham and Dottie Halls to provide support
and instruction in September, November and January, data analysis
of running records, DIBELS, Fluency, AR and Progress Monitoring
Forms
4. Science
K – 5 staff, administration, academic facilitators,
instructional assistants
Outcome 1, Strategy 1 9% of 5th grade students on grade level in
science
State Prof. Dev
$500 11/09 1/10 5/10 Staff attendance rosters
Rivens Harris
Lesson plans, observations, work samples, science EOG,
assessment tests, CMS science consultant Wayne Fisher to meet with
grade level teams as needed, analysis of student performance on NC
EOG
-
*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. ***Provided by partnership
science test, analysis of teacher use of science lab
5. Poverty (simulation, tour of neighborhoods, book)
PreK – 5 staff, support staff, special area teachers,
instructional assistants, administration, academic facilitators
Outcome 1, Strategy 1 94% of our students K – 5 on FRL
Title 1 $1000 11/09 – 02/10 11/09 Staff attendance rosters
Swett Parent/Teacher conference logs, discussion of impact of
information
6. Four Habits of the Heart for Educators
PreK – 5 staff, support staff, special area teachers,
instructional assistants, administration, academic facilitators
Outcome 5, Strategy 1 Title 1 $200 08/18/09-06/10 10/09 01/10
03/10 Staff attendance rosters
Ray Parent/Teacher conference logs, bulletin board displays,
results from staff, student and parent surveys
7. Fluency (AIMSWeb fluency)
PreK – 5 staff, support staff, special area teachers,
instructional assistants, administration,
Outcome 1, Strategy 1 50% of students in K – 5 on grade level in
reading
Title 1 $1000 09/09-06/10 11/04/09 2/04/10 04/04/10 Staff
Rivens Harris
Lesson plans, observations, work samples, fluency assessment
results, Fluency Monitoring Tracking Forms and data analysis of
these forms
-
*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. ***Provided by partnership
academic facilitators
attendance rosters
8. Literacy Centers & Writing Strategies with Kim
Johnson
PreK – 5 staff, instructional assistants, administration,
academic facilitators
Outcome 1, Strategy 1 50% of students in K – 5 on grade level in
reading
Title I $3500 11/16/09 – 05/10 11/16/2009 02/16/2010 Staff
attendance rosters
Swett Lesson Plans, workshop samples and observations, AR &
Fluency Monitoring Tracking Forms and data analysis of these
forms
9. Math Investigations PreK – 5 staff, instructional assistants,
administration, academic facilitators
Outcome 1, Strategy 1 Implementation of new math Investigations
program
Title I $1000 08/09 – 06/10 11/2009 Staff attendance rosters
Ray Rivens Harris
Lesson plans, workshop samples, observations, CMS elementary
math specialist Barbara Bissell to provide follow-up discussions
and guidance in October
10. Raising Achievement and Closing the Gap
PreK – 5 staff, administration, academic facilitators
Outcome 1, Strategy 1; Outcome 2, Strategy 1 High percentage of
students not achieving academically that are AA male or SWD
Title I $2500 03/29-31/2010 Staff attendance rosters
Swett Staff presentation, grade level planning
11. Title 1Central Office will Provide Math Investigations
week-long
K – 5 Staff, Principal, academic
Outcome 1, Strategy 1 Implementation of new math
Investigations
Title 1 $12,000 08/03/09 – 08/06/09
Newsome Lesson plans, observations
-
*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. ***Provided by partnership
training for staff and 2 day training for principal
facilitators program 11/2009 Staff attendance rosters
12. Title 1 Central Office will provide Data Wise week- long
training
Selected K – 5 Staff, Principal, academic facilitators
Outcome 1, Strategy 1 Data analysis
Title 1 $2400 07/27/09 – 07/30/09 10/09 1/10 5/10 Staff
attendance certificate
Newsome Staff meeting agendas, team meeting notes, gap analysis
forms, monitoring assessement sheets, resource books
13. Title 1 Central Office will provide Parent
Advocate/Involvement week- long training
Parent Involvement Representative
Outcome 1, Strategy 1 94% of our students K – 5 on FRL
Title 1 $400 1 week in 07/09 09/09 12/09 03/10 06/10
White Notes from meeting, resource books
14. Title 1 specialist will provide support throughout the
school year to staff and administration as needed
PreK – 5 staff, support staff, special area teachers,
instructional
Outcome 1, Strategy 1 94% of our students K – 5 on FRL
Title 1 N/A 08/09 – 06/10 11/09 03/10
Newsome Notes from meetings, listing of materials/resosurces
provided
-
*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. ***Provided by partnership
assistants, administration, academic facilitators
Meeting dates listed
14. Provide mentoring professional development/plan for first
and second year teachers
First and second year teachers, assistant principal
Outcome 1, Strategy 1 Outcome 5, Strategy 1
School 08/09 – 05/10 Monthly meetings on the 1st Monday of each
month Staff attendance rosters
Swett Mentor meeting agendas and meeting notes