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Nations Ford Elementary School

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School: Nations Ford Elementary

Principal: Lenora Shipp

Title I Specialist: Nicole Priestly

Address: 8300 Nations Ford Road

Charlotte, NC 28217

Courier Number: 471

Phone: 980-343-5838

Learning Community: Central Elementary Zone

Area Superintendent: Tyler Ream

CMS School Improvement Plan 2010-12


We the undersigned have been actively involved in the process to develop this plan. We agree that it addresses system goals and is

reflective of our school‟s profile, mission statement, and beliefs. Our initials reflect our involvement in the plan‟s quarterly reviews.

Principal Lenora Shipp

Name (Please Print) Signature

SCHOOL LEADERSHIP TEAM MEMBERS SIP Quarterly Reviews (initial) Name (Please Print) Position Signature Oct Jan Mar June

Keith Clark Assistant Principal Arikka Stevens Dean of Students

Katie Sullivan Kindergarten Christy Ellis Pre-Kindergarten

Amanda Whitman Teacher – First Grade

Mallery White Teacher – Second Grade

Ashley Sullivan Teacher – Third Grade

Sarah Grafton Teacher – Fourth Grade

Saundra Perry Teacher – Fifth Grade

Barry Sherman Support Staff

Karen Murphy Special Area

Alice Yadon Teacher Assistant

Earline Hutchison Parent

SuEllen Wyatt Parent

2



MISSION STATEMENT

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

School: Create a positive and nurturing environment that provides meaningful opportunities for overcoming adversity and developing students’ strengths that produces leadership, responsibility, and academic success.

BELIEFS

• We believe that Nations Ford Elementary School should provide a safe, nurturing

environment that values each child’s unique physical, social, emotional and intellectual needs.

• We believe that all children can learn at high levels in spite of the challenges many face. • We believe that all children can learn at high levels.

• Positive relationships based on mutual respect between students, staff, and families

enhance student achievement • Every student needs a safe, nurturing environment to develop their natural abilities.

• All staff members will do whatever it takes to provide a high quality education for ALL student

VISION

Students will be actively engaged learners,

productive citizens, and globally prepared to achieve greatness beyond their imaginations.

OUTCOMES OF FOCUS

Based upon analysis of data and Self Evaluation, our focus will be upon the following outcomes: Increase the number of K-5 students that score on grade level in reading by 25% as measured by the NC EOG test, EOY assessments, and benchmark assessments

(DIBELS, DRA).

Increase the number of K-5 students that score on grade level in math by 15 points as measured by the NC EOG test, EOY assessments, and benchmark assessments

Increase the number of 5th grade students that score on grade level in science by 25% as measured by the NC EOG.

Building a strategic culture where parents, students, staff, and the community come together to collaborative in an environment that supports the academic, social,

and emotional needs of the whole child. Measured by: Parent survey data, suspension data, and teacher survey data.

Nations Ford Elementary – 600471

School Composite

2008-2009 School Year 2009-2010 School Year 2010-2011 School Year 2011-2012 School Year (Target)

Subgroup Perf.

Composite Avg.

Growth AYP

Reading AYP

Math Grad.

Rate Perf.

Composite Avg.

Growth AYP

Reading AYP

Math Grad.

Rate Perf.

Composite Avg.

Growth AYP

Reading AYP

Math Grad.

Rate Perf.

Composite Avg.

Growth AYP

Reading AYP

Math Grad.

Rate

African-

American 54.4 -0.00 Met Met ~ 59.5 0.070 Met Met ~ 43.6 -0.22 Not Met Not

Met ~

Asian 90.0 0.000 Insuf

Data

Insuf

Data ~ 42.9 -0.04 Insuf

Data Insuf

Data ~ 100.0 0.051 Insuf

Data Insuf

Data ~

Hispanic 59.7 0.078 Met Met ~ 59.5 0.182 Met Met ~ 50.4 -0.22 Not Met Not

Met ~

Multi-

Racial 85.7 -0.00 Insuf

Data

Insuf

Data ~ 63.6 0.180 Insuf

Data Insuf

Data ~ 46.2 -0.29 Insuf

Data Insuf

Data ~

Native

American 100.0 0.054 Insuf

Data

Insuf

Data ~ 100.0 0.409 Insuf

Data Insuf

Data ~ 100.0 ~ No Data No

Data ~

White 100.0 -0.12 Insuf

Data

Insuf

Data ~ 73.7 -0.21 Insuf

Data Insuf

Data ~ 52.4 -0.44 Insuf

Data Insuf

Data ~

LEP 48.9 0.041 Met Met ~ 53.9 0.252 Met Met ~ 38.2 -0.25 Not Met Not

Met ~

SWD 42.6 0.035 Insuf

Data

Insuf

Data ~ 40.9 0.116 Insuf

Data Insuf

Data ~ 27.5 -0.27 Insuf

Data Insuf

Data ~

ED 59.3 0.038 Met Met ~ 59.6 0.122 Met Met ~ 48.0 -0.23 Not Met Not

Met ~

EOG Total 59.1 0.033 Met Met ~ 60.0 0.119 Met Met ~ 47.6 -0.23 Not Met Not

Met ~

EOC Total ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~

CMS School Improvement Plan Assessment Data Snapshot



DIBELS RESULTS

The table to the left represents K-3 Beginning of the Year, Middle of the Year and End of the Year benchmark data from the previous three school years.

Green: the percent of students who are at benchmark by the end of the year.

Yellow: the percent of students who have moved from intensive to strategic.

Red: represents percentage of students who are still at the intensive level.

The three year comparison illustrates the need administratively monitor the early reading interventions used with the intensive and strategic students. The outcome should be an even great number of students moving to benchmark status by the end of the school year.

5



SCHOOL PROFILE

School Composition Number Percentage

Total: 623 100%

Ethnicity Number Percentage

African American: 237 41.9

White: 21 3.7

Asian: 2 0.4 Hispanic: 294 52.0

American Indian: 0 0

Multi-Racial: 11 1.9

Gender Number Percentage

Male: 295 52.2

Female: 270 47.8

Free/Reduced Lunch Number Percentage Free /Reduced Lunch: *Not Reported * Paid Lunch * *

Exceptionalities Number Percentage

Gifted Not SWD 2 0.4

SWD: 49 8.7

Non-EC 514 91.0 Limited English Proficiency Number Percentage

LEP: 209 37.0

Not LEP: 356 63.0

Grades Number Percentage

PreKindergarten 38 Kindergarten 126 First Grade 94 Second Grade 105 Third Grade 110 Fourth Grade 91 Fifth Grade 95

6



Nations Ford Elementary School is one of 49 schools in the Central Learning Community. The neighborhood school is located at 8300 Nations Ford Road just east of Interstate 77. Due to the high volume of traffic on Nations Ford Road, safety of our entire school community is a major priority throughout the school day as well as during arrival and dismissal times. Over 98% of our students will matriculate to Southwest Middle School and attend South Mecklenburg.

With a student population of approximately 585 students in kindergarten through grade five and 38 Pre-K students, 94% of our students qualify for free and reduced lunch. The student population requires diverse needs that we work to meet every day. Nations Ford Elementary School is a Title I school.

The 2010-2011 school years showed a decrease on the North Carolina End of Grade (EOG) test of all third, fourth and fifth grade students meeting proficiency standards of 47% respectively as well as meeting 11 out of 21 subgroups identified to meet Adequate Yearly Progress (AYP). According to the North Carolina ABC’s the school did not meet AYP.

In an effort to keep student achievement at the core of what we do at Nations Ford Elementary School, the School Leadership Team (SLT), and the Instructional Leadership Team (ILT), continue working to refine the Mission, Vision and Beliefs of our school. Recognizing the critical and diverse needs our children, the faculty and staff have engaged in staff development that takes an in-depth look at understanding the necessity of building and nurturing relationships with children of poverty to promote positive social interaction among students, staff, and parents. Creating an environment of academic excellence through rigor and relevance, while nurturing and building relationships with students, is our top priority.

Reaching a larger number of parents is a priority. Because this conversation is relatively new to the majority of our parents, we started the school year with our open house. The open house also gave our kindergarten teachers valuable time to address the expectations of transitioning kindergarten children from their pre-kindergarten classes at their previous schools. In addition to Beginners’ Day and transitioning meetings for rising kindergarten students that took place in the spring, the kindergarten teachers were also able to review 1.) Why we have a staggered entry for kindergarten students and 2.) What we are accomplishing during the staggered entry days. The goal is for parents to leave with a greater understanding of the transition that takes place as children enter kindergarten at Nations Ford. Many of the issues reviewed with parents deal with adapting to social issues as well as specific academic areas. We continue to utilize the school district (interpreters) who assisted with translating all meetings. Our goal this year is to bring on board a full time school level interpreter position that will support our diverse population throughout the year.

Parental participation is a priority and we are pleased that the school year started with great success getting parents to school. We will hold a Title I Meeting during which the Parental Involvement Policy for the school year will be reviewed and specific requests will be made for feedback from parents (during “Back to School Night”). Parents are asked to get involved in decision making with school-wide planning through the School Leadership Team (SLT) and the Parent Teacher Association (PTA).

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The school administration is working to improve parent participation in other ways as well: increasing the Parent Teacher Association (PTA) membership by 20% is a goal. The SLT has committed to reach 100% participation with the CMS Compacts, an increased participation with the Nations Ford Elementary School Parent Policy, increasing the percentage of parents who participate in Individual Education Plan (IEP) and Personal Education Plan (PEP) meetings and parent/teacher conferences. Quarterly student performances, Family Math Nights and Literacy Nights are planned for both semesters. The school administration and SLT is also committed to using a variety of ways to keep our parents informed of the happenings at the school. Monthly newsletters from the school administration and bi-monthly grade level newsletters, the Home Communications Folder (every Tuesday), the use of our Connect Ed telephone system and the school website will give parents opportunities to gather more information about the school community. We are also committed to keeping parents informed in both English and Spanish.

The school population is currently 623. Safe Schools and Behavior Management is at the forefront of our daily conversations. The entire faculty and staff reviewed the Nations Ford Elementary Safe Schools Plan and the Emergency Crisis Plan in detail in August. Administrative staff members review the CMS Student Rights and Responsibility and Character Education Handbook with teachers and students. Practice Lockdowns and fire drills occur monthly and security measures are in place to ensure the safety of our students, faculty and staff. A faculty team has developed a discipline management framework modeled after the Positive Behavior Instructional Supports (PBIS). The Instructional Leadership Team (ILT) has committed to working with Southwest Middle School sixth grade teachers and counselors to make the transition from elementary school to middle school easier for our students. In addition to academic expectations, we have found that our students are moving forward lacking some very important skills necessary to have a successful middle school experience. The PTA and school administration also sponsor a Beginners’ Day in the spring for rising kindergarten students.

The community and business partnerships have grown. In addition to the partnerships previously formed (Trinity Presbyterian Church, Big Brothers & Big Sisters, Kiwanis Club of Pineville, The Book Rack), we have secured partnerships with Carmel Baptist Middle School (5-8)and Carmel Baptist Men’s Group in Matthews, Papa John’s Pizza, Home Depot, BB&T, Zenta Partners and Charlotte Junior Women’s Group. The Schoolmates program with Hawk Ridge Elementary School is also very active.

The instructional staff at Nations Ford Elementary is made up of 52 licensed staff members and 11 classroom teacher assistants. The licensed staff is composed of 30 classroom teachers in grades K-5, 5 special area teachers in the areas of visual arts, music, physical education, technology and media, 3.5 ESL teachers, 1.5 inclusion/resource teachers, two EC assistants and a two-day Talent and Development coordinator. The support staff includes a speech pathologist, a part-time psychologist a social worker and a school counselor. The administrative team includes the principal, assistant principal, dean of students, literacy facilitator and math facilitator.

8



100% of the certified staff meets the expectations of the No Child Left Behind (NCLB) federal law requiring faculty and staff to meet the Highly Qualified standards set forth in the law mandates. School leadership, staff, and faculty unite their strengths with those of our parents and community partners to make Nations Ford Elementary School a learning center where all of our students will thrive and be successful.

9



A. What is distinctive about your school?

Nations Ford Road Elementary has been strategically staffed with a new principal. We are reassessing the expectations and guidelines for grade level planning,

revising current classroom schedules, and reestablishing use of the support staff.

• Title I school – 95% Free/Reduced Lunch

• Diverse student population – families served represent single family dwellings and apartment living. Nations Ford serves and ethnically diverse student population with approximately 41.9% African American, 3.7% White, 0.4% Asian, 52% Hispanic, and 1.9% Multi-Racial.

• Mobility rate of the student population is extremely high

• High percentage of McKinney-Vento students

• High Limited English Proficient (LEP) population

• Committed staff – All teachers and staff are highly qualified based on the No Child Left Behind Act. The percentage of teachers who have completed advanced degrees (30%) exceeds the state (26%).

• There is a renewed commitment to quality instruction and professional development. As a result of this commitment and a comprehensive data review, the School Leadership Team (SLT) and the Instructional Leadership Team (ILT) have identified specific areas for professional development.

• The use of data to drive instruction has increased with the assistance of the Data Wise Team.

• Principal granted Freedom and Flexibility with Accountability by CMS district officials

• Large quantity of materials/resources

• After/ Summer school tutoring opportunities - Extended Day (3-5), Star Fish (1, 2)

• Math relooping blocks (additional 30-45 minutes of daily math instruction)

• Intensive/Strategic Reading Program K-5 w/ certified reading specialists

10



B How effective is your school overall?

School Self-Evaluation: High quality

4 3 2 1

X Undeveloped

How do you know?

District accountability measures as seen on the CMS Data Dashboard, NC School Report Cards, No Child Left Behind Adequate Yearly Progress results as well as Teacher/Teacher Assistant, Student and Parent Surveys indicate the success as such.

With the addition of new teachers and staff members in critical roles, there has been a tremendous change in the overall culture of the school. The administrative team, along with team leaders, has worked diligently to provide teachers with research of best practices, strategies, demonstration lessons, etc. to inform teachers’ first-hand the possibilities of what our children can do. The new administrative team has jumped in and analyzed data and practices.

• Formative testing, Thinkgate, DIBELS, STAR reading, 5th grade science test

• Assessment data, variety of teaching

• Quality and content of the lesson plans have improved tremendously

• North Carolina ABC results showed a steady growth from 2008 (58%), 2009 (59%) and 2010 (60%) composite with our students meeting high growth

• Students made No Child left Behind Adequate Yearly Progress (AYP) by meeting 17 of 17 targets in 2009 and 21 of 21 targets in 2010

Teachers meet one day each week for 90 minutes to address planning in the core subject, and 4 days a week for 45 minute planning sessions. Nations Ford is a changing learning environment where teachers are beginning to understand the importance of celebrating diversity and staff and student achievement. Nations Ford is a safe and orderly environment where all students are expected to perform to the best of their ability.

11



What are its notable strengths?

• Weekly 90 minute team planning with facilitators to guide the conversation as needed. Team meetings include planning core curriculum, analyzing student data and regrouping students for individualized instruction (workshop/math relooping)

• Appropriate data is being used to address areas of weaknesses as well as the weaknesses of specific subgroups

• Planning for differentiation based on data

• Flexible groupings in classes/grade levels based on data

• A new and more positive environment for learning

• Addition of community partnerships with the Faith Community and local businesses: Zenta Corporation, BB&T, Carmel Baptist Church.

What are its main areas for improvement?

• Increase the level parent involvement and parent classes specifically for the Hispanic population. The Nations Ford Title I Parent Policy was sent home in the first day of school packet.

• Grade level teams are required to send home bi-weekly newsletters. The administration is committed to prioritizing written communication in both English and Spanish.

• There is a need to increase the professional develop opportunities for the entire faculty and staff: understanding and applying the use of differentiated instruction in all core areas. Reading: more explicit instruction throughout the green band (phonics, phonemic awareness, etc.), Math: number sense and geometry.

• Additional professional development for teachers to continue to deepen their understanding of data and how to appropriately use the data to meet the needs of their students: common assessments, less teacher directed and more student centered instruction, authentic learning experiences that are relevant in the lives of students, the use of technology as an instructional tool in the classroom

• Academic Vocabulary – with the assistance of the LEA Title I team and the facilitators, teachers will be expected to be explicit about the use of academic vocabulary of each subject area/grade level.

• Nurturing of all students and a greater understanding of students in poverty and the factors that impact their learning

12



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

X Undeveloped

How do you know? Based on 2009-2010 NC End of Grade test data as well as formal and informal assessments:

42.5% of the students passed the Spring 2010 End of Grade (EOG) Reading Test 57% passed the EOG math test 47.0% overall composite

CMS Progress Report, North Carolina Report Card, DIBELS, EOG data North Carolina ABC results: high growth school 2010 AYP data – met 11 of 21 targets

In which subjects and grades do students do best, and why? The students at Nations Ford have traditionally performed better in math on the NC End of Grade test. We believe this is attributed the method of math being more hands on and interactive than reading.

In which subjects and grades is improvement needed, and what action is being taken? While students perform better in math, the need for higher-level mathematics instruction is needed with students who have mastered the basic grade level requirements. The math facilitator is planning professional development opportunities. Early reading skills and comprehension continues to be an area of need. This improvement includes a total redirection of the five basic areas of reading instruction beginning in kindergarten. All grade levels require a more focused and regular analysis of reading achievement. In the early grade, the analysis includes phonemic awareness, decoding, and etc. activities before tackling just comprehension in the workshop time during the day. The use of oral language in the classroom must be encouraged, highlighted and celebrated.

13



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

• African American students, particularly the males, continue to score lower.

• Limited English Proficient (LEP) students pulled out for ESL services particularly for language. Many classroom teachers do not understand the difference between learning the language and learning how to read English.

• Daily Intensive and Strategic Reading for identified students in K-5 that supplements the grade level reading curriculum and/or meets students at their reading level.

• Starfish tutoring for first and second grade students three afternoons each week

• Professional development that specifically addresses areas where the students show weaknesses and areas where teachers feel they need specific training or assistance.

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

• Co-teaching as well as pull out services to meet needs and address the specific goals of students with disabilities. This keeps the students with disabilities with their typically developing education peers. The EC and general education staff demonstrates a commitment to learning more about best practices.

• Team planning with EC teacher; review IEP’s throughout the year

• LEP students are identified through district testing services. Students who qualify for ESL services are pulled from the general education classroom for a designated number of minutes each day. This pullout model makes best use of the Avenues Curriculum for language development. The use of an inclusive model approach for learning takes place in the general education classroom with the support of the ESL teacher. Students are monitored closely for achievement.

• Both identified ESL and EC students are invited to enroll in the YMCA Starfish (Grades 1 and 2) program after school.

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

Each week teachers discuss all forms of assessment data from the previous week. Lesson plans are revised and the grouping of students is addressed as needed. More formal assessments are given at the end of quarters and units of study to analyze and discuss deficits in the areas of instruction and learning. Appropriate groups (small) are formed to offer additional interventions, opportunities for enrichment and possible extensions of the curriculum.

• Flexible grouping within the classroom and grade level team

• Weekly data days during team planning

• Flexible planning, grouping and regrouping, team planning for individual needs

• Math data used to pace quarterly activities

• Identifying key concepts to focus on

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


4 3 2 1

X Undeveloped

How do you know? The effectiveness of the curriculum can be measured by how well our students do on formal and informal assessments – an area that requires some specific and ongoing attention. It can also be measured by the level of engagement that students exhibit in class each day. The curriculum is centered on the students needs while being guided by the Common Core and Essential Standards.

The Instructional Leadership Team and the Administrative Teams meet frequently to address the needs and trends within the school and to develop a plan of action. Title I assists with financial needs as it relates to student achievement and professional development.

How is alignment with the NCSCOS ensured? Teachers plan for ninety minutes weekly with the facilitators and administrative team. Planning centers around the objectives within the Common Core and Essential Standards. The assessments are used to drive upcoming lessons. As a result, we adjust the planning and teaching for student achievement. We also work with teams to calibrate each lesson appropriate for the grade level expectations and the individual standards.

How does the school ensure a broad range of learning experiences

The current reality:

• The use of SmartBoard and wireless technology • Increase off-campus field trips to provide students with greater learning opportunities • Sporty Jeralds Character Education classes • Presentations from outside sources

Opera Carolina, Carolina Raptor Center, CMPD, CMFD • Chess Club

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


4 3 2 1

X Undeveloped

How do you know? The effectiveness of quality teaching and instruction is measured through frequent observations, informal walk-throughs and quarterly Learning Walks, as well as formal observations and peer coaching.

Academic growth

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

• Variety of teaching, relevant topics, engaged students • Using the TD/Catalyst model • Enrichment, scaffolding • Good teachers who are dedicated and care • Willing to work hard for all students

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

• Teachers and the administrative team must allow for more quality collaboration (one full day of planning each quarter) in addition to the daily 45- minute sessions and one 90-minute planning session. Teachers must also take more responsibility to use time effectively and efficiently during planning.

• Time for cooperative learning activities; teachers must engage students in collaborative dialogue • Teacher flexibility • Quality planning 5 days a week with effective facilitation

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

• Teacher observation, Formative Assessments, DIBELS, portfolios, adjustment made for regrouping and re-looping; Thinkgate • Developmental Reading Assessment • Both formal and informal testing • Pre and post assessment; analyze and re-teach methods • Flexible grouping

We are also using various strategies in regards to differentiated instruction such as co-teaching, inclusive practices, and vertical planning

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


4 3 2 1

X Undeveloped

How do you know?

We have a new administration and leadership team in place. A lot of energy has been spent in establishing procedures and processes and ensuring “buy in”

by the staff. This school we have Teach for America and Teach Charlotte teachers as well as a VIF teacher in our ESL department.

• Emphasis on the changing culture in a positive manner Fostering and Co-Creating a Culture of Support, Trust and Respect: Six Essential Tools of Community and Relationship Building

• Faculty and staff are engaged in professional development. • Teachers are given guidance and support facilitating and planning instruction • The administrative team works to model and gather information to assist the faculty and staff with promoting high expectations of students • Faculty and staff were asked to work on the school improvement plan • Faculty and staff feel they are treated as professionals in the learning environment • Faculty and staff are held accountable for their actions

Which are the strongest aspects and why?

• A new vision for the school • Visionary administrative team holding teachers’ accountable for teaching and learning. • Facilitators and administrators collaborate/partner with the teams to plan for instruction • Administrator input and feedback during planning • Weekly Bulletin and Connect Ed messages keep the line of communication open with staff and the community • Data reviewed by teams and administrative team to plan for high levels of instruction • Flexible and approachable administrators to offer support at all levels • Administrative team listens and offer support and follow through as well as offer good feedback • Staff development workshops to provide teachers with support

•

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• Teachers must stress communication with students and parent – more consistency - Bi-weekly grade level newsletters. - Monthly School-wide Newsletter in both English and Spanish

• Streamlined, clear roles, with clear expectations of student achievement and behavioral protocol

- School-wide discipline plan and division of labor assignments .

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


4 3 2 1

X Undeveloped

How do you know?

• Positive interactions from the administrative team that promotes high quality teaching and learning • Technology has become a new resource for teachers with wireless laptop carts and SmartBoards • Grants (DPI) • New Business Partners willing to work with students ( BB&T, Zenta Corp. CPCC, Big Brothers and Big Sisters, Charlotte Junior Women’s Club,

Trinity Presbyterian Church) • Teachers willing to improve their learning, planning and instructional delivery • Strong support staff (special services, teacher assistants and ESL • Donors Choose Grants • Teachers work with Classroom Central for additional resources

Which are the strongest aspects and why?

• Community service projects with Business Partners and Volunteers • No Bullying campaign • School-wide discipline program • The desire by teachers to create new learning experiences • Teachers adjust instruction based on data • Administrators recognize professional judgment of teachers and allow teachers to adjust instruction as they see fit • School Mates partnership with Hawk Ridge Elementary School

What most needs improvement and what action is being taken?

• Frontline welcome to the school – crucial conversations need to continue with staff

• Fewer interruptions from the main office secretary staff during the instructional day – protocols in place

• Student driven instruction that is inquiry based and full of rigor

• Link between grade level instruction – vertical planning between grade levels will be given priority as well as instructional walk-throughs

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


4 3 2 1

X Undeveloped

How do you know?

• NCPTA has reinstated the Nations Ford PTA in 2008-2009. • Very few parent volunteers • Partnerships with Hawk Ridge Elementary School and Trinity Presbyterian Church, Pineville Kiwanis Club, The Home Depot on South Boulevard,

Zenta Corp, BB&T, Carmel Baptist Men’s Group, Carmel Baptist School Middle School Group, Mass Mutual, CPCC • Improvement in parent attendance at Curriculum Night (from a classroom average of 3 in 08-09 to 9 in 09-10), the participation is still weak. • Parent participation during fall conferences improved significantly due to the three week window, teacher home visits and phone conferences • PTA activities are limited • Monthly Terrific Kids programs sponsored by the Pineville Kiwanis Club brings parents to the presentation

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

• The Nations Ford News school newsletter gives parents school and community information and happenings – commitment to translating in Spanish

• Behavior and Quarterly Progress Reports • Weekly Connect Ed Telephone Messages to the entire school community • Daily Agenda Books for Grades K-5 require parent signatures • Home Communication Folders go home every Tuesday and require parent signatures

What most needs improvement and what action is being taken? Spanish Language barrier More Spanish translation (currently only grade level newsletters and school newsletters)

What aspects of the school’s work to involve parents/guardians and the community in the life of the school work best? Why? After several conversations with faculty and staff members as well as the limited number of parents who came to school, it was evident that parent and community involvement was not a priority in prior years. For the third consecutive year, the faculty and staff welcomed students and parents with a Back to School Open House.

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We have also added several new initiatives that with give the parents a renewed level of comfort when they come to their child’s school. • New school sponsored activities: Monthly Parent University Classes, Book Fair Family Night, Back to School Open House, Pizza Party, Title I

Meeting and Curriculum Night, The PTA Fall Attic and Yard Sale, Fall Literacy & AR Night, EOG Preparation Night(s), Math Family Night, Monthly General PTA Meetings with student performances, Monkey Joes’ Family Night, Bulldog Blast Fall Carnival

• CPCC Parent English classes: two times each week for beginners and two times each week for intermediate • Monthly Parent University classes • Big Brother/Big Sister Program • Junior Achievement Program / • Semester and End of Year Show Off Days (Award Ceremonies) • Quarterly Bulldog recognition programs • Monthly Terrific Kids program sponsored by the Pineville Kiwanis Club of Pineville and The Book Rack

What needs improvement and what action is being taken?

• More consistent parent communication to meet the needs of Hispanic families • District provided translators and parent advocates as needed for conferences

• Translation to inform parents of the need for parent involvement in the classroom and parent education evening activities

• Quarterly Parent Education classes provided by the YMCA/Starfish Program

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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)

The principal was recently named as a Strategic School Principal to support reform efforts and create a collaborative school culture to impact high level of student achievement. The Instructional Leadership Team is a newly formed unit working together to develop a culture high level teaching and learning at Nation Ford Road.

The student population is 575 students this school year. The Hispanic population continues to be the majority population. The mobility rate of the student population is extremely high with the McKinney Vento students making up 5% of the student population.

Through our work with CMPD Steele Creek Division, crime around the school campus is down; however, crime continues to be rampant throughout the neighborhood especially during the evening hours and on weekends. Students are exposed to gangs and with the 4th and 5th grade students, gang signs are now becoming a way of life.

Students wrestle with having to know the different codes of survival in the neighborhood and survival in school every day.

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Effective Teaching and Leadership Performance Management Achievement Leadership/Management Increasing the Graduation Rate Teaching/Learning through Technology Curriculum Learning Environment Environmental Stewardship Parent/Community Connections Learning/Teaching Parent and Community


Nations Ford Road Elementary 2010-11

Outcome (1): Increase the number of K-5 students that score on grade level in Reading by 20% as measured by the NC EOG test, EOY assessments, and

benchmark assessments (DIBELS, DRA) for our lowest performing AYP subgroups (All, Black, Economically Disadvantage).

Strategic Plan 2014 Areas of Focus: School Quality Review Criteria:

Strategies

• Task

• Task

Point Person (title/name) Evidence of Success Leadership

Standard*

• Responsibilities

Prof. Dev. Focus

• Participants

• Funding

Source

Parental

Involvement

• Activity

• Funding

Timeline

End Date

• ck date

• ck date

Process

Outcome

Example: 1. Differentiate instruction for each subgroup

• Include differentiation strategies in lesson plans

Academic Facil/Smith

Dept Planning Agenda, Lesson

Plans

SQR 3.1, 3.2 – “Teaching is high quality, well paced

and challenging for all students."

Walk-throughs

Instructional (2)

• Monitor

• Evaluate

Differentiation

• Faculty

• PDC

Supply Material

• None

• PTSA

6-10-11

• 11-3-10

• 1-24-11

• 4-4-11

1. Provide targeted differentiated instruction

that addresses student‟s literacy needs

• Use the PLC format in planning to

support strategic planning based on

students identified needs

• Analyze assessment data (STAR

Test, formatives, Dibels, DRA,

common assessments, Reading A to

Z…) to determine strengths and

weaknesses in students‟ skills to

determine instructional focus for

students

• Flexibly group students according to

identified needs and strengths for

Literacy workshop and the Intensive

Reading Model

• Maintain an Intensive Reading Lab

that will be used for intensive literacy

services (K-3)

• Provide all Level 1 and 2 students

with Intensive Reading Intervention

Lenora Shipp

Principal

Kendra Henry,

Media Specialist

Tonya Pointer,

Literacy

Facilitator

Arikka

Stevens, Dean

Of Students

Planning

Agendas &

Min.

Flexible

groupings

lists

Differentiated

lesson plans

DIBELS data

DRA data

Quarterly Data

analysis sheets

Formative

Assessment data

Comparison data

of Pre and Post

tests

NC EOG

EOY

assessments

STAR reading

levels/Book

Strategic

Instructional

Human Resource

Managerial

External

Development

Leadership

Literacy

/Differentiating

Instruction in-

service

-all staff

AR and STAR

training

Common

assessment

training

Guided Reading

Training for all

teachers and IAs

Student

Reading Logs

signed nightly

Host two

literacy nights

to involve

parents in

students

reading.

* Identify for each strategy, the NC Leadership Standard (7-listed below) and supporting McREL Responsibility (21) that the principal will assume.

1-Strategic, 2-Instructional, 3-Cultural, 4-Human Resources, 5-Managerial, 6-External Development, 7-Micro Political.

CMS School Improvement Plan 2010-12 Nations Ford Elementary School

Services that strategically addresses the five big ideas of early literacy

(phonemic awareness, alphabetic

principle, accuracy & fluency,

vocabulary, and comprehension)

through utilizing the Guided Reading

model

• Provide ongoing instruction and

practice in grades 2-5 in oral reading

fluency (2nd

half of the year in 1st

)

• Certified Teachers, Literacy

Facilitators, and Instructional

Associates will provide services for

the Intensive Reading Model.

• In 3-5 provide differentiated

instruction for TD students using the

William and Mary Curriculum,

Touch Pebbles curricula, and novel

studies

• Implement project based learning

• Provide extended day services-

before and after school study hall,

tutoring, summer programming

• Hire2 Reading Tutor to provide

reading support for grades K-5

Tonya Pointer,

Literacy Facilitator

Arikka

Stevens,

Dean Of

Students

TD Resource

Teacher

Lenora Shipp

Principal

Keith Clark,

Assistant

Principal

Differentiat- ed lesson

plans which

identify

flexible

instructional

groups

receiving

instruction

Guidelines

for ORF

instruction

Schedule

Student

Rosters for

tutoring

Program

description

and schedule

Lesson

Plans

Schedule

levels

Student DRA

scores

ORF data

Analyzed AR

Diagnostic

Reports

Walkthroughs &

observation data

Common

assessment data

Strategic

Instructional

Human Resource

Managerial

External

Development

Leadership

RTI Training for

all Teachers &

IAs

Word Work

Training-

DRA Training-

6 Step Research

Training-Ms.

Henry

No funding

needed

2. Utilize technology to target instructional

needs of students

• Provide access to multiple modes of

learning and instruction, such as

computers, Smartboards and lab

access

• Implement and monitor the

Accelerated Reader program. Use

STAR assessments and DRA levels

to establish baseline, and use

Kendra Henry,

Media Specialist

Tonya Pointer,

Literacy

Facilitator

Teacher

lesson plans

Lesson plans

Walk-

through &

observations

DIBELS data

Quarterly Data

analysis sheets

Thinkgate

Formative

Assessment data

STAR & AR

diagnostic

Strategic

Instructional

Human Resource

Managerial

External

Provide a phase

2 training for

AR, Smartboard,

Study Island, &

PD on writing

formative/comm

Train parents

on AR and

how they can

access student

progress

6/11

-



25



conferencing (Status of the Class) to continually monitor student‟s

practice & progress

• Use PDAs to give Dibels

assessments

• Reading A to Z to support progress

monitoring (curriculum based

measurements) and to provide

differentiated literacy materials and

strategies

Arikka

Stevens, Dean

Of Students

Schedules

Lesson plans

utilizing

Reading A to

Z

reports & % of goals achieved

analyzed

Common

assessment data

Fluency data

Development Leadership

on assessments

Reading A

to Z

Fluency training

Train parents on Study

Island & how

it can used at

home

Train teachers

Reading A to Z

3. Implement the Common Core Standards for Reading and Writing in grades K-2 and Essential Standards in grades 3-5.

Lenora Shipp

Principal

Tonya Pointer

Literacy

Facilitator

Arikka

Stevens, Dean

of Students

Guidelines

for

addressing

vocabulary Development

Lesson

Plans

Student work

samples

Formative/comm

on assessment

data

Strategic

Instructional

PD on Vocabulary

instruction,

identifying

crucial

vocabulary

skills, strategies,

& knowledge

4. Strategically plan for addressing the

vocabulary needs of students

• Develop school wide plan for

addressing the need for vocabulary

development

• Provide vocabulary direct instruction

• Identify crucial vocabulary skills,

strategies, & knowledge

• Plan vocabulary instruction a part of

the 90 min literacy planning

Tonya Pointer

Literacy

Facilitator

Arikka

Stevens, Dean

of Students

Guidelines

for

addressing

vocabulary Development

Lesson

Plans

Student work

samples

Formative/comm

on assessment

data

Strategic

Instructional

PD on Vocabulary

instruction,

identifying

crucial

vocabulary

skills, strategies,

& knowledge

6/11

5. Provide Ongoing Teacher Support to

Improve Classroom Instruction using the PLC

framework

• Literacy Facilitators will

monitor/participate in weekly 90

minute Literacy team planning

• Facilitators embed into planning

appropriate PD

Lenora Shipp

Principal

Keith Clark

Assistant

Principal

Planning

agendas &

minutes

Lesson

Plans with

feedback

Dibels

DRA

Formative/

Strategic

Instructional

Human Resource

Managerial

Job embedded

PD during

planning- based

on individual

grade level needs

Embedded data

analysis PD

Facilitators and

Administrators

provide

6/11

-

• Facilitators provide instructional

support materials

• Utilize grade level experts to bring

strategies and resources to grade

level planning

• Provide teachers with feedback on

lesson plans, walkthroughs, &

observations

• Provide release time to K-5 grade

levels to analyze data at the end of

each quarter

• Provide teachers with a min.120

minute literacy instructional time

each day

• Utilize facilitators and TD teacher to

provide instruction to students

• Maintain a guided reading literacy

lab for leveled reading inventory,

intensive reading instruction and

teacher resources

• Provide an Intensive Reading Model

that will support instruction for

Intensive and Strategic Students K-3

based on Dibels Scores. Intensive

students receive an extra 90 minutes

of Literacy Instruction daily.

Strategic Students receive an extra 45

minutes of Literacy instruction daily.

• Coordinate EC, ESL, TD services

with classroom schedules to provide

optimum support

Tonya Pointer,

Literacy

Facilitator

Arikka

Stevens, Dean

of Students

Kendra Henry,

Media Specialist

Dana Mumaw,

TD Resource

Teacher

Planning schedules

Title I PD

plan

PD Sign-in

sheets

PD Agendas

Schedules

Inventory of

Lab

Description

of model

Rosters,

schedule

with

students and

staff

assignment

common assessment data

NC EOG

EOY

assessments

Meeting agendas

and notes

External Development

Leadership

Provide ongoing

literacy

professional

development

Identified staff

attend Direct

Instruction

training

support as needed with

parent

conferences


Nations Ford Elementary 2011-12

Outcome (2): Increase the number of K-5 students that score on grade level in math by 15points as measured by the NC EOG test, EOY summative

assessments, and benchmark assessments



Strategies

• Task

• Task


Standard*


Prof. Dev. Focus

• Participants

• Funding

Source

Parental

Involvement

• Activity

• Funding

Timeline

End Date

• ck date

• ck date

Process

Outcome

1. Implement year three math

Investigations curriculum

• Augment the Investigations curriculum

to ensure that all objectives are being

taught.

Thomas

Huber, Math/

Science

Facilitator

Lenora Shipp,

Principal

Classroom

Teachers

Planning

minutes

Lesson plans

NC EOG /

EOY

assessments

Data analysis

sheets

Analyzed

Post/Pre

test/Formative

Common

Assessment

data

Strategic

Instructional

Human Resource

Managerial

External

Development

Leadership

PD embedded in

planning and

modeling of

instructional

strategies – use

of manipulatives

Ongoing PD

and planning

for the

Investigations

curriculum

Family Math

Nights

6/11

2. Implement Differentiated flexible groups

school wide for math instruction

• Use assessment data (Pre-assessments,

formatives, teacher made common

assessments) and rubrics to determine

strengths and weaknesses‟ in students

skills

• Group students according to need for

re-teaching loop

Thomas

Huber, Math/

Science

Facilitator

Lenora Shipp,

Principal

Flexible

groupings

lists

Differentiated

lesson plans

Student rosters

for re-teaching

Formative/

Common

Assessment

data

Observations

Walkthroughs

Strategic

Instructional

Human Resource

PD embedded in

planning and

modeling of

instructional

strategies – use

of manipulatives

PD embedded in

planning on

Math Family

Night to

reinforce

objectives

covered in

EOG tests

6/11



26



• Provide teachers with materials to use

in differentiated instruction using CMS

Focus Lessons, Math Strategies,

Investigations, SOLVE, Weekly

Essentials, Math Superstars, and Fact

Masters

• Utilize manipulatives and hands-on

learning activities to build

mathematical understanding and target

minority/LEP students.

• Provide differentiated instruction based

on the identified needs of students

• Provide differentiated instruction for

TD students using the Math Olympiads

program

• Implement Extended Day programs to

meet the needs of our lowest AYP

subgroups. The program will focus on

3-5 students scoring a level 2 on the

2009 EOG and not demonstrating

mastery on common assessments.

Classroom Teachers

Thomas

Huber, Math/

Science

Facilitator

TD Resource

Teacher

groups

Student rosters

for tutoring

Schedules

Planning

Agendas &

minutes

Teacher

Observations

Schedule of

meetings

Student work samples

Analyzed data

reports

Investigations

Level

Data analysis

sheets

Managerial

External

Development

Leadership

ways to differentiate

instruction based

on students

identified needs

Embedded data

analysis PD

PD on writing

formative/

common

assessments

3. Utilize technology to target instructional

needs of students

• Provide access to multiple modes of

learning and instruction, such as

computers, Smartboards and lab access.

• Utilize calculator active math lessons

• Utilize math software including but not

limited to Orchard, ThatQuiz.com,

Timez Attack

• Implement and monitor Study Island in

grades 3,4, and 5.

• Use Study Island to support instruction

and review

Thomas

Huber, Math/ Science

Facilitator

Class

Schedules

Lesson plans

utilizing

technology

Observations/

Walkthroughs

Planning

Agendas &

minutes

Teacher

DIBELS data

Quarterly Data

analysis sheets

Thinkgate

Formative

Assessment

data

Common

assessment

data

Study Island

Strategic

Instructional

Human Resource

Managerial

External

Development

Leadership

Provide a phase

2 training for

AR, Smartboard,

Study Island, &

ClassScape

Train parents

on Study

Island & how

it can used at

home

6/11



27


Nations Ford Elementary School • Provide additional math computer lab

time for all grades. Created

Formative /

Common

Assessments

reports

4. Provide Ongoing Teacher Support to improve

classroom instruction

• Math Facilitator will plan with each

grade team (K-5) weekly for 45

minutes

• Utilize grade level experts to bring

strategies and resources to grade level

planning

• Provide teachers with weekly feedback

on lesson plans and walkthroughs

• Release time given to analyze data at

the end of each quarter

• Provide teachers with a 60 minute

uninterrupted math instruction time

each day

Math

Facilitator-

Huber

Lenora

Shipp,

Principal

Planning

agendas &

minutes

Lesson plans

Feedback on

lesson plans

Schedule

Observations/

Walkthroughs

Schedule

Formative/ Common

Assessment

data

Analyzed data

reports

NC EOG &

EOY

assessments

Differentiated

lesson plans

Strategic

Instructional

Human Resource

Managerial

External

Development

Leadership

PD embedded in

planning and

modeling of

instructional

strategies

6/11

5. Implement the Common Core Standards for Mathematics K-2. Implement the 8 standards for Mathematical Practice K-5

Math

Facilitator-

Huber

Lenora

Shipp,

Principal

Planning

agendas &

minutes

Lesson plans

Feedback on

lesson plans

Schedule

Observations/

Walkthroughs

Schedule

Formative/ Common

Assessment

data

Analyzed data

reports

NC EOG &

EOY

assessments

Differentiated

lesson plans

Strategic

Instructional

Human Resource

Managerial

External

Development

Leadership

PD embedded in

planning and

modeling of

instructional

strategies



28


Nations Ford Elementary School Outcome (3): Increase the number of 5th grade students that score on grade level in science by 25% as measured by the NC EOG test,

Strategies

• Task

• Task


Standard*


Prof. Dev. Focus

• Participants

• Funding

Source

Parental

Involvement

• Activity

• Funding

Timeline

End Date

• ck date

• ck date

Process

Outcome

1. Provide 45 minutes of Science/SS planning

every week for each grade level

Math/ Sc

Facilitator-

Huber

Literacy

Facilitator,

Tonya

Pointer

Planning

agendas &

minutes

Lesson plans

Student work

Assessment data

Analyzed data

Strategic

Instructional

Human Resource

Managerial

External

Development

Leadership

6/11

2. Integration of multiple subject areas

• When appropriate integrate science and

reading by using nonfiction text about

science content to practice and learn

comprehension strategies and apply

skills

• When appropriate integrate science and

math by providing teaching and

learning science content based

activities which will use various math

skills (measurement, graphing…)

Math/ Sc

Facilitator-

Huber

Literacy

Facilitator

Tonya

Pointer

Arikka

Stevens,

Dean of

Students

Schedules

Lesson Plans

showing

integration

Observations/

Walkthroughs

Student work

Assessment data

Analyzed data

Strategic

Instructional

Human Resource

Managerial

External

Development

Leadership

Embed in

planning PD on

how to integrate

subject areas

while addressing

SCOS objectives

in more than one

content area

6/11



29



3. Provide 90 minutes of science instruction per

week in K-3.

Math/ Sc

Facilitator-

Huber

Schedules

Lesson Plans

Observations/

Walkthroughs

Observations

Student work

Strategic

Instructional

Human Resource

Managerial

Parent

workshop on

scientific

method and

completing a

science project

6/11

4. Provide 45 minutes of science instruction

three days a week in 4th

grade utilizing different

instructional strategies.

• Labs using scientific method

• Demonstration lessons

• Research projects

• Inquiry based learning

• Project Based Learning

Math/ Sc

Facilitator-

Huber

Schedules

Lesson Plans

Observations/

Walkthroughs

Student Work

Analyzed

Assessment

data

Strategic

Instructional

Human Resource

Managerial

Parent

workshop on

scientific

method and

completing a

science project

6/11

5. Provide 60 minutes of science instruction five

days a week in 5th

grade utilizing different instructional strategies.

• Labs using scientific method

• Demonstration lessons

• Research projects

• Inquiry based learning

• Project Based Learning

• Common assessments with ClassScape

Math/

Science

Facilitator-

Huber

Schedules

Lesson Plans

Observations/

Walkthroughs

Common

assessment

data

Analyzed data

Student work

Strategic

Instructional

Human Resource

Managerial

Parent

workshop on

scientific

method and

completing a

science project

6/11

-



Outcome (4): Building a strategic culture where parents, students, staff, and the community come together to collaborate in an environment that

supports the academic, social, and emotional needs of the whole child. Measured by: Parent survey data, suspension data, Teacher survey data



Strategies

• Task

• Task


Standard*


Prof. Dev. Focus

• Participants

• Funding

Source

Parental

Involvement

• Activity

• Funding

Timeline

End Date

• ck date

• ck date

Process

Outcome

1. Development and facilitation of Professional

Learning Communities (PLC).

• Meeting 4 days during a week as PLC,

supported by Instructional Leadership

Team (ILT) member. Meetings will be

focused on research-based teaching and

evidence of learning and center around

collaborating to solve problems of

practice.

• Book studies, discuss 1x monthly,

instructional leadership team

(ILT) Lenora

Shipp-

Principal

Arikka

Stevens

Dean of

Students

Tonya

Pointer –

Lit Fac.

Thomas

Huber –

Math Fac.

• Meeting

agendas, notes

from meetings,

• written

responses to

questions

emerging from

the book study

• Lesson

plans

Strategic plans

to work

smarter, not

harder, to meet

the needs of

individual

students.

• Evidence

of mindset,

skills, and

strategies put

to use in the

classroom

Strategic,

Instructional,

Cultural,

Human

Resources,

External

Development,

Micro Political

• PLC

meetings led by

ILT members

All staff

members will

collaborate daily. • All staff

members will

participate in

book studies.

Books purchased

through Title I

funds.

Daily

Weekly

Monthly



30



2. Develop and implement Response to Intervention Plan for all students.

• Selected staff members attended the

2010 Institute, “Pyramid Response to

Intervention”

• Series of staff meetings to determine

school-wide response to students

learning, develop RTI pyramid.

• Personalized Education Plans for each

student performing below grade level

ILT (instructional leadership

team)

Lenora

Shipp-

Principal

Keith

Clark,

Asst.

Principal,

Arikka

Stevens,

Dean of

Students Tonya Pointer,

Lit Fac

Thomas Huber

– Math Fac.

• Sharing

of material and

content in ILT

meeting

• Meeting

agendas, notes

from meetings

• Meeting

agendas, notes

from meetings,

training

documents

• Evidence

of content in

completed RTI

plan

• RTI

Pyramid and

RTI school

wide plan

• Online

PEPs

Strategic, Instructional,

Cultural,

Human

Resources,

External

Development,

Micro Political

• 4 staff

members

attended institute

(Title I funds)

• PLC

meetings led by

ILT members.

All staff

members will

collaborate to

create the RTI

pyramid plan.

• With on-

going training

and support, all

teachers will

develop PEPs,

supported by

PLC members

• Parents

will be

involved in

the creation

and

implementa-

tion of PEPs

•

•

•



3. Use data and goal setting to drive

instructional decisions.

• Use of data sheets, data cards, and data

room to inform planning and

instruction

• Use of data to target clusters of

students for support with learning goals

to work with support staff and

volunteers

• Goal setting with members of ILT and

assigned grade levels. Members of ILT

meet with students individually to set

academic and personal goals.

•Teacher s

•Teache rs

support

staff,

volunteers

•ILT

members

• Meeting

agendas,

training

documents

• Rosters

of tutors and

mentors

• Data

room, data

sheets

• Students

Mastery of

goal as

evidenced by

formative

assessment

Strategic,

Instructional,

Cultural,

Human

Resources,

• Data

Sheets and data

cards due 1st

of

every month

• Clusters

determined

bi-weekly

• Goals

set monthly



31

Title I Action Plan (2011-2012)

Family/School Partnerships


Nations Ford Elementary 2011-12 School Name: Nations Ford Elementary Title I Allocation for Parent Involvement:

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.)

Which of Epstein’s six keys of building

successful partnerships does this activity

support?*

Will

refreshments

be served? Paren

ting

Communicatio

n

Volu

nteerin

g

Lea

rnin

g a

t

Ho

me

Deci

sion

-

Ma

k

ing

Co

mm

un

ity

Co

llab

ora

tion

Yes

No

Open House

Recruitment of Parent

Volunteers for PTA,

SLT, and other school

wide activities

08/23/11 @

5:30pm

1,2,3 N/A X X X X

Back to School

Night/ State of the School

Address: AYP &

ABC results, School

Improvement Status,

Parents Right to Know,

Parent Policy, and

School Compact, and

recruitment for parents

to join SLT

09/22/11 @

/6:00pm

1,2,3 Partnership

support

X X X X X X

and PTA

Parent Policy:

Distributed during

Annual Meeting-

Distributed during

Conferences-Ongoing

guide for Family

Involvement

9/22/11

10/28/11

1,2,3 N/A X X X X X N/A

School Partnerships:

Establish guidelines for

current school year and

continue seeking

additional community

support.

Ongoing

contact and

planning.

1,2,3 None X X X X

Parent Survey- Initial Survey: distributed to receive input from parents

regarding topics for

workshops and ideas for

school wide events End

of Year: comprehensive

evaluation of school

wide family

involvement

activities/workshops.

10/3/11

05/10/11

1,2,3

N/A

X

X

X

X

X

X

N/A

October-Family

Involvement Month

Activities:

ESL Parent

Session: 10/13/11

1,2,3 Title I

/Partnership

Support/PTA

X X X X X X

Oct. Con’t: Interactive sessions on

topics to include:

Access Testing,

Reading Strategies,

and Parent & Child

Together Time.

Family Fun

Night: Local

Restaurant

TBD

Read-N-Treat

10/27/11: Parent/Commu

nity Volunteers

will read to

classes.

1,2,3 Title I

/Partnership

Support/PTA

X X X X X X 1,2,3

Parent University

Session (s): Series of

events for Family

Involvement Month-

sessions will feature guest

speakers and recruitment

for volunteers and

encourage involvement.

Learning Compacts-

1st

Distribution during

Back to School Night,

2nd

distribution-

Parent-Teacher

Conferences

Teachers actively

involved in making

(3) attempts to get

100%-Family

09/22/11

10/28/11

Ongoing

1,2,3 Partnership

Support

X X X X X X N/A

Advocate/ Counselor/SW

active role in getting

100%-Partnership to

offer incentives for

100% participation.

09/22/11

10/28/11

Ongoing

1,2,3 Partnership

Support

X X X X X X N/A

Give the Gift of

Reading: Community

and CMS School

Personnel will be invited

to read to classes.

12/8/11 1,2,3 Partnership

Support

X X X X

Winter Program:

Math, Literacy, and

writing packets will be

distributed to parents for

extended learning during

the winter break. PTA

recruitment

12/8/11

6:00pm

2,3 Partnership

Support

X X X X

Read to Lead:

Parent Workshop on

Reading Fluency &

Comprehension.

1/26/12 1,2,3 Title I/

Partnership

Support

X X X X X X

Math/Literacy Family Night: Take Home activities for

EOG prep for parents

2/16/12

@5:30pm

1,2,3 Title

I/Partnership

Support

X X X X

Shooting For Success: Dads and Men from the community will participate in a fun night with students to

increase male involvement.

3/22/12 @

5:30pm

2,3 Partnership

Support

X X X X X

May-Asthma

Awareness Month: Asthma facts and trivia shared on the

morning news show.

Weekly 2,3 Partnership

Support

X X X X X N/A

Career/College Day: School Mates Partnership Activity. Inform and educate students in preparation for future educational and career decisions.

6/1/12 1,2,3 Partnership

Support

X X X X X X X

Quality Awards: Student recognition for academic achievement

Quarterly 1,2,3 PTA/Partnership

Support

X X

Communication: Monthly School-Wide Newsletters, Flyers, Connect Ed, Letters Home, agency partnerships. All written correspondence sent in English and Spanish and interpreters will be

present during all activities.

Ongoing 1,2,3 N/A X X X X X X

CPCC

English/Spanish Classes: Free English classes offered to parents. Staff will

have the opportunity to learn conversational Spanish.

TBD N/A X X X X





Bullying Prevention Outcome: Based on CMS Parent and Student surveys, over 90% 0f students and parents will feel that Nations Ford is a safe learning environment.

Strategies/Rationale

• Task

Point Person Evidence of Success Names of Participants (Add

names to titles where appropriate)

Information related to task as indicated

Timeline

Outcome Measures

1. School leadership training • Nations Ford School Leadership Team is

aware of CMS’s district-wide plan and has access to the Safety and Respect for All BP manual and trainer materials.

Lenora Shipp Garrett Logan

Nations Ford Leadership Team will be prepared to lead BP efforts at their school.

Barry Sherman, Social Worker Garrett Logan. Counselor

Garrett Logan will attend group train.

Before: September 30, 2011

End date: June 10, 2011

2. School staff training • Nations Ford School Leadership Team will

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

Garrett Logan Barry Sherman

The Nations Ford faculty and staff will have an understanding of school’s BP efforts and expectations.

Mr. Sherman will create a Nations Ford ‘Bully Free Zone’ DVD to be played during the morning newscast

Barry Sherman

Faculty and staff

Before: September 30, 2011


3. Establish a BP taskforce • The Nations Ford BP taskforce is created

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

Lenora Shipp Barry Sherman Garrett Logan

The Nations Ford BP taskforce representing all stakeholders establishes clear objectives as indicated by Safety and Respect for All district plan.

Barry Sherman Garrett Logan NF Safety Team

Mr. Sherman and Mr. Logan will be provide the task force with the timeline and curriculum materials for classroom teacher and guidance counselor lessons to promote the ‘Bully Free Zone’ at Nations Ford

Before: October 28, 2011 End date: June 10, 2012

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

Lenora Shipp Barry Sherman

Garrett Logan

Parents and students will have an understanding of expectations and BP efforts and discipline management at the school. Each classroom will promote the Nations Ford behavior management program. Quarterly celebrations will take place in all classrooms to promote excellent behavior.

NF Task Force NF Discipline Committee All faculty and staff

Teachers will share information with parents at open house and curriculum night and again during the October parent/teacher conference window. The administrative team will share information and the school produce Bullying DVD with parents and students at

September 16, 2011

Quarterly Celebrations




37



PTA meetings and with students on closed circuit TV or assembly

5. Administer on-line BP Survey • Survey will provide immediate

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


A diverse sample (10%) of 3rd, 4th, and 5th grade students will provide immediate information to the task force, administration and discipline committee. This information will provide the necessary information needed to monitor the progress the efforts.

Administration Taskforce SLT

When available

6. Initiate school-wide Bullying Prevention Month Activities

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


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

School Staff

www.pacer.org/bullying/ind ex.asp

7. Submit this form with final SIP plan • Copy of this form should be submitted to

[email protected]. Please include the name of your school.


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

Nations Ford is using the Safety and Respect for All curriculum as well as materials provided by the guidance counselor.

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

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


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

www.mixitup.org

9. Second semester bullying-prevention activities begin

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


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

January 26, 2011



38

http://www.pacer.org/bullying/index.asp

http://www.pacer.org/bullying/index.asp

mailto:[email protected]

http://www.mixitup.org/



10. Completion of bullying-prevention activities for 2010-2011

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

May 27, 2011



39


Nations Ford Road Elementary

2011-12

School: Nations Ford Road Year:_2011-2012 _

TITLE I: HIGH QUALITY & ONGOING PROFESSIONAL DEVELOPMENT PLAN

Plan includes all training, in-services, mentoring, & learning for all members of the school community.

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

Have on file at school documentation that supports professional development is grounded in scientifically-based best

practices.

This plan meets Title I & CMS requirements. It is the PD plan for your SIP.

Scientifically-based &

ongoing PD Conferences, workshops, in-

service, mentoring,

planning, courses, etc.

Participants

Why needed? Tie to needs assessment &

Goal/strategy from SIP pg. # (If in improvement specify how PD

will help remove from

improvement.)-LHES not in AYP

improvement

Funding

Sources (State or

local Prof.

Dev.

Money,

Title I,

grants, etc.)

Dollar

Amount

Timeline When &

Effectiveness

Check-points

Point

Person

Required documentation

of PD: #4. Effectiveness of implementation

#5. Impact on student

learning

1. Professional

Learning Community

PD training &

embedded in planning–

Further understanding

of effective PLC

process with a focus on

All Staff *

* ( includes –

Teachers, IAs

Support Staff

, Special Area

Teachers)

To build school wide

collaboration that will in turn

increase the number of students

who score at or above

proficiency in Reading and Math

K-2 as measured by EOY

assessments and 3-5 on the NC

EOG test

SIP

Title I-

variety

Profession

al books

to be used

a

resources

$500

Aug 18, 22,

2011

Sept „11

Oct „11

Nov „11

Jan. „12

Instructional

Leadership

Team (ILT)

-Shipp,

principal

-Hawn

Nelson- AP

Facilitators-

Huber

Lesson Plans

Walk-thru/ Observations

Instructional Planning

Meetings

Agendas/Minutes

Dibels Data



34


Nations Ford Road Elementary 2010-11

the essential elements of teaching and

learning thru the use of

the PLC process

Outcome #1 Strategy 1, pg 9

Strategy 4, pg 11

Outcome #2

Strategy 4, pg 13

Outcome #3

Strategy 1, pg 18

Feb. „12 May 2012 (monthly)

-Hash -Stevens

-Patterson

FormativeAssessment Data

NC EOG Data – Grades

3-5

2. Teaching &

Learning: Best

Practices for Optimum

Growth

NC Teacher Evaluation Training

• Vocabulary

Instruction:

Bridging the Gap

(Crucial skill,

strategies, &

knowledge)

• Investigations

• Integration of

Content areas in

Math & Reading

• Project-Based

Learning

Staff Classroom

teachers, Teachers

that support the

classroom

teachers,

Facilitators, special

Area Teachers

Support Staff and

Administrators

To increase the number of

students who score at or

above proficiency in

reading, math, and writing.

SIP

Outcome #1

Strategy 2, pg 10

Strategy 3, pg 11

Outcome #2

Strategy 2, pg 13

Outcome # 3

Strategy 3, pg 16

Outcome #3

Strategy 5, pg 17

Title I-

variety

Profession

al books

to be used

a

resources

$1,000

Aug.

22,2011

Orientation

Training

On-going

quarter

checks

Nov 18, „11

Jan „12

April „12

Instructional

Leadership

Team (ILT)

Henry-Media

Specialist

All Facilitators

Huber- Math

Facilitator

Mumaw-

TD Teacher

Lesson Plans

Walk-thru/Observations

Planning

Agendas/Minutes

Formative Assessments


3-5

SLO review, approval

process and follow-up of

implementation

Student Work



35


Nations Ford Road 2011-12

3. Assessments & Data: (PD sessions & PD

embedded in job

performance & planning)

• Data Analysis

• Book Study

“Raising the Bar

Closing the Gap”

• Book Study

“What Do Great

Teachers Do

Differently”

• Book Study

“Data Wise, &

“Driven by

Data”

• Developing

Formative /

Common

/Summative

Assessments in All

Academic Ares

• DRA Training

– All Certified

Staff

– All Certified

Staff

Data Wise

Team

To increase teachers‟

knowledge and

understanding of

effectively using data to

drive instructional

decisions that effectively

address student‟s needs and

increase student

achievement.

SIP

Outcome #1

Strategy 1 / 2, pg 9 / 11

Outcome #2

Strategy 2, pg 13

Outcome # 4

Strategy 3, pg 20

Stipends

Title I-

variety

Profession

al books

to be used

a

resources

$5,000

Aug 09–

Sept.28 „10

October „10

Nov 18, „10

Dec 9, „10

Jan. „11

March „11

May „11 (quarterly)

Administra

tion/Facilit

ators

CLC

support

staff

Lesson Plans

Walk-thru /Observations

Planning

Agendas/Minutes

/Handouts

Teacher Made

Formative/common

Assessments

Analyzed Data Reports

Data Wall

Formative Assessments

Data


3-5

ClassScape reports

4. Planning &

Instruction & the Data

Wise process enhance

All Classroom


knowledge and

understanding of utilizing

None

NA

Sept.‟ 09

Oct 28, „10

Nov 18, „10

Instructional

Leadership

Team

Lesson Plans

Walk-thru /Observations



36



with Technology

• Using Thinkgate

• SharePoint-SLO‟s

• Smartboard –

Refresher

• Study Island

Refresher

Teachers and Support Staff

( K-5 Teachers,

EC , ESL,

Facilitators,

Administrators)

additional on-line resources to improve the

Quality of Planning and

Instruction to impact

student achievement.

To utilize technology to

input data.

SIP

Outcome #1

Strategy 2, pg 10 & 11

Outcome #2

Strategy 3, pg 14 & 15

Jan. 2011 March „11

May „11

(quarterly)

Planning

Agendas/minutes

SLOs

SLOs Pre & Post test

results

Study Island reports

5. Putting the Data to

Work: Analyzing Data

& Planning

• K-2

• 3-5

All Classroom

teachers K-5

and support

staff


knowledge and

understanding of


drive instructional

decisions that effectively

address student‟s needs and

increase student

achievement.

SIP

Outcome #1

Strategy 1 / 2 / 4, pg 9 -12

Outcome #2

Strategy 2 /3 / 4, pg 13-15

Outcome # 3

Strategy 3 / 4 / 5, pg 17

Title I-

Substitute

s

Title I-

variety

Profession

al books

to be used

a

resources

$4,000

End of each

Quarter

Instructional

Leadership

Team

Agendas/Minutes

/Handouts

Action plan developed in

meetings

Common Assessment

Data



37



Outcome # 4 Strategy 1 / 2 / 3, pg 18-20

6. Differentiation:

Addressing the Needs

of All Students

(training & embedded

in planning)

• RTI- Response to

Instruction/Interven

tion

• Word Work

• Multiple

Intelligences

• Building Fluency

• Guided Reading

• Reading A to Z

• AR & STAR-

Refresher

• Using

Manipulatives

• Developing

Meaningful PEPs

All staff-

teachers,

support staff,

teacher

assistants,

special area

teachers

All Staff

Providing

Reading

Instruction/Su

pport

To increase the number of

students who score at or

above proficiency in

reading, & math on the NC

EOG & K-2 EOY.


knowledge and

understanding of


drive instructional

decisions that will

effectively address

student‟s needs and

accelerate / increase

student achievement.

SIP

Outcome #1

Strategy 1 / 2 / 3 / 4, pg 9 -12

Outcome #2

Strategy 1 / 2 / 3 / 4, pg 13-15

Outcome # 3

Strategy 2 / 3 / 4 / 5, pg 16-17

Outcome # 4

Strategy 1 / 2 / 3, pg 18-20

Title1

Funding

For RTI

training &

substitutes

Title I-

variety

Profession

al books

to be used

a

resources

$5,000

Quarterly

Sept. „11

Oct „11

Nov/Dec

„11

Jan. „12

Mar. „12

April „12

May „12

Instructional

Leadership

Team

Ms. Keitt &

Ms. Spencer

Ms. Herring

Lesson plans

Planning meeting

Agendas

Walk-thru/Observations

Student Rosters for

Flexible groups

Agendas/Minutes/Hando

uts

RTI implementation plan

PEPs

Data Room –teacher

charting of Data

Fluency Folders

Formative/Common

Assessment data

Quarterly Data charts

Analyzed assessments

and data



38





7. Local and District Workshop, Conferences

Reading Foundations

Elementary Science

workshops,

Investigations

Identified

staff as needs

arise

To increase knowledge, skills, and strategies for

enhancing Literacy & Math

instruction.

The part of the plan that is

supported will be

dependent on the

workshops that will be

chosen & attended.

District Sponsored

NA Quarterly CMS C & I

Agenda , Handout Registration information

Summary of implications

for teaching and learning

(identify who you shared

this learning with and

when)

Quarterly data charts

Student work

8. New Teacher

Support

(Training , coaching ,

monitoring, sharing,

collaboration and

supporting new

teachers needs)

All certified

staff with

three years or

less.

To provide support to

beginning teachers to

increase their effectiveness

and decrease their

frustration

All outcomes and strategies are

supported when beginning

teachers have a highly qualified

mentor. The extent and exactly

what strategies are supported

will depend on the individual

needs of the beginning teacher.

Outcome #1

Outcome #2

Outcome # 3

Outcome # 4

Local

NA

Monthly

Shipp-

Principal

Keith

ClarkAP

Tonya

Pointer

Literacy

Facilitator

Mentor Plan , Agenda,

Handouts Sharing

materials, Individual

Growth Plan (IGP –

SLO‟s)

Sign –in sheet from

meetings

Data from SLOs pre and

post assessment

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