CMS SCHOOL IMPROVEMENT PLAN REPORT

School: Westerly Hills Academy

Principal: Gwen Shannon

Title I Specialist: Leroy Wray

Address: 4420 Denver Avenue

Charlotte, NC 28208

Courier Number: 577

Phone: 980-343-6021

Learning Zone: Central Elementary

Zone Superintendent: Tyler Ream

Mission Statement

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

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

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

Beliefs

All students can learn, achieve, and succeed

Academic success is birthed from a strong relationship between staff and

parents

Teachers must recognize and accomodate the various learning styles of our

students

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

and orderly

Students must be active participants in the learning environment

Cultural diversity increases student understanding of different people and

cultures

Vision Westerly Hills Academy is a special place where the

dreams of all students are realized and where they

become leaders and winners.

Outcomes of Focus

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

Increase student achievement in Reading

Increase student achievement in Math

Increase parent involvement and parent participation

Assessment Data

2009 - 2010 2010 - 2011 2011 - 2012

Subgroup Performance Composite

Avg. Growth

Performance Composite

Avg. Growth

Performance Composite

Avg. Growth

African-American 57.9 0.068 58.9 0.230 46.6 -0.08

Asian 50.0 0.241 60.4 0.295 53.8 0.035

Hispanic 42.9 0.067 58.3 -0.16 53.6 0.111

Multi-Racial 75.0 -0.21 100.0 0.072 57.1 -0.21

Native American 100.0 -0.00 ~ ~ 100.0 0.903

White 50.0 0.197 50.0 -0.08 53.8 -0.00

LEP 36.0 0.116 45.2 0.271 38.8 0.172

SWD 21.2 -0.19 11.5 0.247 18.7 0.126

ED 55.1 0.071 58.2 0.218 47.6 -0.05

EOG Total 56.5 0.097 59.4 0.216 48.0 -0.05

EOC Total ~ ~ ~ ~ 100.0 0.053

School Composite 56.5 0.097 59.4 0.216 48.4 -0.05

2009-2010

School Year 2010-2011

School Year 2011-2012

School Year

Subject Demographic

Subgroup %

Prof.

% Met Exp. Growth

Avg. Growth

High Growth Ratio

% Prof.

% Met Exp. Growth

Avg. Growth

High Growth Ratio

% Prof.

% Met Exp. Growth

Avg. Growth

High Growth Ratio

Algebra I Total 100 83.3 0.053 5

Grade 03 Reading Grade Total 48.9 40.9 47.4

Grade 03 Math Grade Total 61.7 68.2 54.4

Grade 03 Total Grade Total 55.3 54.5 50.9

Grade 04 Reading Grade Total 43.9 43.8 -0.124 0.8 62.2 58.1 0.177 1.4 58 60.5 0.182 1.5

Grade 04 Math Grade Total 64.9 75 0.342 3 86.5 77.4 0.317 3.4 80 76.7 0.176 3.3

Grade 04 Total Grade Total 54.4 59.4 0.109 1.5 74.3 67.7 0.247 2.1 69 68.6 0.179 2.2

Grade 05 Reading Grade Total 53.7 42.4 -0.016 0.7 45.1 64.4 0.184 1.8 62 63.4 0.132 1.7

Grade 05 Math Grade Total 73.2 63.6 0.177 1.8 64.7 80 0.207 4 60 40.5 -0.084 0.7

Grade 05 Science Grade Total 51.2 54.9 46

Grade 05 Total Grade Total 59.3 53 0.080 1.1 54.9 72.2 0.196 2.6 56 51.8 0.023 1.1

Grade 06 Reading Grade Total 49.3 51.7 0.033 1.1

Grade 06 Math Grade Total 28.8 11.7 -0.594 0.1

Grade 06 Total Grade Total 39 31.7 -0.281 0.5

Grade 07 Reading Grade Total 38.2 57.9 0.104 1.4

Grade 07 Math Grade Total 45.5 33.3 -0.226 0.5

Grade 07 Total Grade Total 41.8 45.5 -0.063 0.8

Grade 08 Reading Grade Total 33.3 44.7 -0.121 0.8

Grade 08 Math Grade Total 41.2 55.3 0.021 1.2

Grade 08 Science Grade Total 37.3

Grade 08 Total Grade Total 37.3 50 -0.050 1

Reading Total Total 48.3 43.2 -0.080 0.8 48.5 61.8 0.181 1.6 47.9 55.5 0.066 1.2

Math Total Total 66.2 70.4 0.275 2.4 72 78.9 0.252 3.8 50 41 -0.178 0.7

Science Total Total 51.2 54.9 41.6

EOG Total Total 56.5 56.8 0.097 1.3 59.4 70.4 0.216 2.4 48 48.2 -0.057 0.9

EOC Total Total 100 83.3 0.053 5

School Composite Total 56.5 56.8 0.097 1.3 59.4 70.4 0.216 2.4 48.4 48.7 -0.055 0.9

Staff Profile

General Information Type the number of personnel assigned to the school

2009-2010

2010-2011

2011-2012

2012-2013

Grade levels K-5 K-5 Pre K-8 Pre K - 8

Total number of students 281 278 500 587

Administrators (principal and assistant principal) 3 2 2 2

Classroom teachers 20 20 32 40

ILT staff members 3 4 4 7

Staff members with advanced degrees 10 11 20 25

National Board Certified Teachers 1 1 2 4

School counselors 1 1 1 2

Media specialists 0 0 1 1

School social workers .5 0 0 0

School psychologists 0 0 .4 .4

Curriculum facilitators/lead teachers/coaches 1 1 2 2

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

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

Teacher Turnover Rate (%) 20% 30% 24% 19%

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

Average class size 19 19 20 18

Student Profile

Student Demographics Type each grade level and the number of students.

2009-10

2010-2011

2011-2012 2012-2013

Pre-Kindergarten 32 32

Kindergarten 38 54 77

First Grade 47 51 57

Second Grade 47 49 57

Third Grade 50 57 57

Fourth Grade 56 50 60

Fifth Grade 43 53 61

Sixth Grade x x 75 57

Seventh Grade x x 51 79

Eighth Grade x x 44 60

Student Profile Continued

Subgroups # of Students

African-American 452

Asian 58

Hispanic 2

Multi-Racial 18

American-Indian 34

White 23

Female 291

Male 296

LEP 47

Non-LEP 539

Non-EC 543

SWD 43

F/R Lunch 96

AG 10

Westerly Hills Academy School Profile

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

approximately 580 students from various backgrounds. Our school operates under a traditional calendar and

instructional schedule. We are a Title I school as identified by the federal government. Approximately 95% of our

students are on free or reduced lunch. At the start of the 2011-2012 school year, Westerly Hills Academy

welcomed the first class of middle school students due to the closing of an area middle school. We recognize that

special skills will be needed in order for our students to thrive in the 21st century. Our goal is for our students to be

able to function well in diverse cultural and professional settings in order to take advantage of many career

opportunities in the future. The students‟ curriculum is enriched by the integration of art, music, physical

education, reading, and writing across all content areas. Technology is an integral part of the instructional

program, with staff utilizing SMART boards, Airliners, mini laptops, and computer based assessments. We are

committed to making sure that each student acquires the rich, multifaceted education necessary to be a life long

learner and strong, productive citizen. We believe that each student will succeed and we commit to being

instrumental in helping each student achieve his/her goals.

After disaggregating the data and reviewing teacher surveys, a Balanced Literacy curriculum and

professional development designed to improve the quality of instruction will be our focus. Emphasis will be

placed on lesson planning, classroom instruction and delivery, and the integration and implementation of

technology across the curriculum. Resources such as AIMS Web testing, Reading A to Z, Discovery Education,

Accelerated Reading, Study Island, and Reading Mastery will be used to establish baseline data, track student

progress, and enrich student learning. Title I funds will be used to support our students‟ academic growth and

provide additional professional development for staff.

School Reform Strategies

Our School Improvement Plan is a living document designed to address the total needs of our school

community. Our staff, students, parents, and community partners are committed to providing and fostering an

academic environment that will increase student achievement. We take great pride in implementing our

instructional programs with fidelity. Our overall End of Grade composite was 48.4%. Reading was challenging

for students; therefore, various reading initiatives will be implemented during the 2012 - 2013 school year in order

to support students and increase student achievement in reading.

Focus will remain on students needing intensive remediation in grades Kindergarten, 1st, and 2

nd. AIMS

Web testing and Reading A to Z will be used to determine baseline data. Common assessment data, formative

assessment data, and progress monitoring will be used to analyze our progress in math and reading throughout the

year. Students will be grouped and regrouped across grade levels to ensure mastery of objectives. We will also

utilize the Intensive Reading Model (grades K-5) to individualize instruction for all subgroups. Students served by

our Exceptional Children (EC) teachers will receive support through an inclusion model as well as pull-out services

as defined by their Individualized Evaluation Plan (IEP). In order to assure that the diverse academic needs of our

students are met, we will provide specific individualized instruction for each of our AYP groups. Currently, our

AYP subgroups are African American and Free/Reduced lunch students.

We are offering intensive, focused intervention during the academic day for our K - 3 students who are

below grade level. As a result of the 21st Century ACE grant, 100 of our students in grades Kindergarten through

Eighth will be offered tutoring each week. During these tutoring sessions, students will receive remediation based

on specific goals not mastered in Reading and Math. We will also utilize our Extended Day funds to hire tutors for

students in grades 3-8. The tutors will offer remediation and acceleration in the areas of Reading and Math. Title I

funds will also be used to lower our teacher to student ratio and to provide additional instructional support via

Instructional Assistants.

With the support of technology based individualized programs and common assessments, we will be able to

identify specific needs of each student. We will group students based on specific skills in order to improve mastery

in Math and Reading. Our ESL/LEP students will be identified through W-APT testing. Once results are

available, our English as a Second Language teacher will utilize pull out and inclusion methods based on the

individual needs of our students. Our part-time talent development teacher will work with classroom teachers to

plan high level, and engaging lessons that will accelerate identified talent development students and catalyst

students.

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

attendance data reveals that we tested 99% of our students in grades 3 - 8 on the NC EOG in May 2012. According

to the AYP standard, we met out attendance goal. During 2012 – 2013, we will continue implementing attendance

incentives for students. Additionally, we have implemented an attendance committee who will work with

individual families to improve attendance.

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

funding academic and social development programs. We continuously disaggregate and analyze data, which

enables us to use the appropriate instructional strategies and best practices needed in order to achieve high

academic achievement. The instructional staff of Westerly Hills provides remediation, enrichment, and

differentiation of instruction for students. We use grade level planning, professional learning communities,

progress monitoring, Instructional & Non-Instructional staff observations, Curriculum and Instruction support staff,

and resources from our Zone Superintendent and his staff to monitor and support our progress for School

Improvement. We have also been given Freedom and Flexibility to be creative regarding scheduling, staffing, and

decision-making procedures.

Identifying Students with Special Needs

Westerly Hills Academy has a “Village Team” that meets for each grade level in order to discuss and

monitor academic and behavioral skills of students. Included in each meeting is an administrator, counselor, and

support staff. The purpose of the meeting is to provide additional resources and instructional strategies for the

teachers. If the student concerns remain unchanged, the students are referred to the Intervention Team for further

support.

The Westerly Hills Academy Intervention Team meets regularly. When a student is referred, monitoring

occurs for a period of three to six weeks. After reviewing the implemented strategies and success rate, the

intervention plan may be re-instated for an additional three to six weeks or the students may be referred to the

Exceptional Children‟s Team for an evaluation. An initial meeting with the IEP team, including the parents, is

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

Depending on the student, the information may include: vision, hearing, motor, or medical screening results,

achievement testing, psychological testing, social history, and adaptive behaviors. Results of the testing are

analyzed and if the guidelines are met to receive services, eligibility is determined and an IEP is developed to

address the frequency, location, and type of services. The Assessment Team may include: the school nurse, the

school psychologist, speech language pathologist, special education teacher, occupational therapist, physical

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

of Social Services and Area Mental Health are involved on an as needed basis.

Community Collaboration

The Communities in Schools coordinators, School Counselors, Social Worker, Parent Advocate, and Pride

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

community and parent involvement include curriculum nights, Parent Universities, extensive volunteer initiatives,

workshops and informational sessions. The preceding activities will occur throughout the year, and at various

times, in order to accommodate parents‟ availability. Interpreters are provided for Limited English speaking

parents.

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

Communities In Schools

First Presbyterian Church

First Wesleyan Church

University Park Baptist Church

Fellowship Place

Wal-Mart Corp

Charity League of Charlotte

Junior League of Charlotte

American Legion Post 380

Cub Scouts

Parent Involvement

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

positive relationship between school and home. Consequently, increased parent involvement is another focus that

we continue to address. We believe that parents are vital to the success of their students. As a result, we conduct

parent surveys to receive input from our parents. Additionally, we sponsor various workshops to address the needs

of our parents based on the parent survey conducted in the spring of 2012. The district is also implementing

„Parent University,‟ a program to inform and teach parents various skills needed to be successful parents. We will

host several 'Parent University' workshops during the 2012-2013 school year. In summary, we hope parent

trainings will have profound effect on our parents and student achievement. Ongoing evaluation and assessment

continues to increase parent involvement. Parents receive a monthly classroom newsletter from teachers. They

also receive a four mid-quarter progress reports. At the end of the first quarter, students performing below grade

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

conference at the end of first quarter.

At our annual PTO/Title I meeting, parents will be given the opportunity to give input on the revised parent

policy. Parents will be informed of our Title I status at the annual parent meeting. Written notification of our Title

I status will be sent home with each student and a copy of the written notification in three languages will be posted

on the website. Parents will be encouraged to share any suggestions or concerns through our School Leadership

Team and our parent advocate. Parents will be provided a Mnong interpreter and Spanish interpreter when

speaking with staff members. The School Leadership Team will facilitate future parent meetings along with our

parent advocate and inform, educate, and solicit support from our parents. Meetings will occur at various times in

order to meet the various scheduling needs of our parents. All parents have been asked to sign the 2012 – 2013

learning compact. Notification has been provided through the principal monthly newsletter, individual teacher

newsletter, and school marquee. We will follow up with a phone call to ensure 100% participation. We also

encourage parents to volunteer in the main office and as a classroom tutor.

School Safety and Climate

The 2011 - 2012 safety audit score for Westerly Hills Academy was 93%. The Parent Involvement Policy

requires parents/guardians to attend parent teacher conferences and meet various criteria to receive support and

sponsorship. The criteria include: volunteer hours at school, attendance at parent teacher conferences, and

participation in informational meetings and curriculum nights.

Programs

The following programs are currently in place to support academic instruction for our students:

Accelerated Reader-STAR Reading

AIMS Web Testing

Reading A to Z

Reading Mastery

Study Island

Starfall.com

Math Investigations

Corrective Reading

These programs are funded through Title I funds. Additional supplemental resources and funding include:

Communities in Schools, First Presbyterian Church our faith based partner and Goodrich Corp, our business

partner.

Teacher Recruitment and Retention

We have developed master teacher characteristics which will be used to create a rubric for future hiring

consistency. Teachers are included in the hiring process by serving on interview panels when filing vacant

positions. Staff members are recognized monthly for their efforts to reach the level of distinguished. A component

of the Pride program encourages the staff to acknowledge the successes of their colleagues. Staff participates in

various activities sponsored by the Social Committee. The goal of the committee is to build bridges among staff

and increase morale.

Advancement Via Individualized Determination (AVID)

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

culture. AVID methodologies aim to prepare students for more rigorous coursework and active student

engagement. Westerly Hills Academy will implement Professional Learning Communities and student

intervention systems, and utilize a data system designed to monitor student progress and guide classroom

instruction with technology in every classroom to enhance quality instruction. Westerly Hills Academy will

increase the number of students proficient in Reading and Math by 10% as measured by the EOG test. In order to

increase achievement, we will employ various strategies that include the following:

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

organizational skills, and college readiness.

Researched best practices, Common Core Strategies, differentiation, and rigor will be integrated to improve

the impact of instruction.

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

students.

Improved school-wide processes to manage behavior.

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

counselor, Communities in Schools, social workers, Parent Advocate, members of Administrative staff and

others.

Ongoing Professional Development

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

by experienced teachers trained in mentoring strategies. Third year teachers and teachers new to the district are

assigned an experienced peer buddy. The monthly professional development activities for staff are based on:

student data, teacher observations, curriculum needs, staff surveys, and district requirements. Funding for

professional development activities are provided by the following: Title I funds, district funding, private

donations, and community partnerships.

The professional development timeline is ongoing and documented online through each staff member‟s

MyPD profile. Activities for teachers include data driven and curriculum workshops, student engagement,

Reading A to Z, AIMS Web, Balanced Literacy, and Common Core. Assistants participate in district in-services.

The support staff participates in monthly professional development activities with the administration, in

addition to attending on-going training provided by district. Evidence of effective professional development

includes student data, teacher observations and feedback, walkthroughs, and administrative and peer observations.

Based on the administrative team‟s observations, additional instructional support is needed in the following areas:

classroom management, rigor, increased student engagement, total participation techniques, 21st century skills, and

the implementation of a Balanced Literacy framework.

Classroom teachers and support staff will participate in a school-wide "Swap Meet" designed to increase

staff knowledge of instructional best practices.

Outcome (1): Increase student proficiency on the North Carolina End of Grade tests in grades 3-8 by 10% in Reading Increase growth by 10% in Reading as measured by the AIMS Web assessment.

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

Strategies

· Task

· Task

Point Person (title/name)

Evidence of Success Leadership Standard*

· Responsibilities

Prof. Dev. Focus

· Participants

· Funding Source

Parental Involvement

· Activity

· Funding

Timeline End Date

· ck date

· ck date Process Outcome

Utilization of the districts pacing guides and unit

planning guides

Ms. McBryde,

Academic

Facilitator, and

Dr. Cross,

Literacy

Facilitator

* Planning

Agenda

* Pacing Guide

* Grade Level

Meetings

* Walkthrough data

collected will

document the

regular use in all

departments and

classrooms

Instructional -

Monitor and

Evaluate

Teachers August

2012 - May

2013

All teachers will participate in AIMS Web training

and Reading A to Z training.

Ms. McBryde,

Academic

Facilitator, and

Dr. Cross,

Literacy

Facilitator

* Teacher

demonstrated

understanding after

completing a

practice session

Instructional -

Monitor and

Evaluate

Teachers September,

December,

and March

AIMS Web testing will be used to evaluate student

performance in the areas of reading phonemic

awareness/alphabetical principle (K-1), reading

fluency, reading comprehension, early numeracy,

math computation, and math concepts and

application. Student assessment results will be

compiled and baseline data will be used to group

students and inform instruction.

Ms. McBryde,

Academic

Facilitator, and

Dr. Cross,

Literacy

Facilitator

* Completed

Assessments

* Completed

Spreadsheets

* Students

Identified Groups

and Needs

Instructional -

Monitor and

Evaluate

Teachers September,

December,

and March

AIMS progress monitoring will occur on a

consistent basis throughout the school year with

students being regrouped based on performance.

Ms. McBryde,

Academic

Facilitator, and

Dr. Cross,

Literacy

Facilitator

* Weekly

Progress

Monitoring

* Data

Discussion

during PLCs

* Specific

Research

Based

Intervention

Strategies to

Increase

Student

Achievement

* Completed

Assessments

* Completed

Spreadsheets

* Identification of

Students

Instructional -

Monitor and

Evaluate

Teachers Weekly

(September

2012 - May

2013)

Guided Reading Groups: Reading A to Z running

records will be used to determine each students

„s independent reading level and instructional level

for grades K - 5. Assessments will be conducted

three (3) times per year. Informal running records

will be conducted on a regular basis throughout the

year to determine when a student needs to be moved

up a reading level.

Ms. McBryde,

Academic

Facilitator, and

Dr. Cross,

Literacy

Facilitator

* Completed

Assessments

* Identified

independent

Reading Levels for

each students

* Identified

instructional

Reading Levels for

each Student

Instructional -

Monitor and

Evaluate

Teachers September

2012 - May

2013 with

all students

being tested

in

September,

December,

and March Each grade level team will meet to review

assessment results and plan instruction based on the

data. The focus will be “What do we see?” and

“What will we do?” during grade level data team

meetings.

Ms. McBryde,

Academic

Facilitator, Dr.

Cross, Literacy

Facilitator, and

Administrators

* Data

meetings

during PLCs

* Researched

Specific

Strategies/reso

urces

* Literacy support

resources/strategies

selected and

distributed to all

Grade Level

* Instructional plan

for the use of

selected

resources/strategies

* Posting of

examples and

descriptions of

strategies on the

school wiki for all

teachers to access

Instructional -

Monitor and

Evaluate

Teachers Second

Week of

Every

Month

(September

2012 - May

2013)

Instructional planning throughout the school will be

based upon a common quarterly unit theme. Daily

lesson plans will align with the unit theme and

include an enduring understanding and essential

questions. Word study, writing, mini reading

lessons, guided practice, and independent reading

practice will be included daily.

Facilitators and

Administrators

Unit lesson

planning the

first week of

each month

*Identifying

the big ideas

for the unit and

developing an

enduring

understanding

statement to be

consistently

shared with all

students within

the grade level

*Lesson plans

aligned with

the unit theme

and enduring

understanding

* Essential

questions

developed

* Language

standards integrated

consistently and

thematically

throughout grade

levels

* Students to

demonstrate a

deeper awareness

and understanding

of content

& Consistency

across content areas

* Walkthrough data

collected will

document the

regular use in all

departments

Instructional -

Monitor and

Evaluate

Teachers August

2012 - May

2013

The Word of the Day will be used to enrich the

vocabulary for each student in the school.

(The words come from various disciplines.

All teachers incorporate them into their

lessons as they are associated with the

school wide unit plan themes.)

Dr. Cross,

Literacy

Facilitator

* Daily Word

of the Day via

morning news

* Teachers will

review the

Word of the

Day with their

students and

display the

Word of the

Day in close

proximity to

their front

board

* Interactive

bulletin board

to reinforce

student

understanding

and use of the

word

* Activities

provided to

teachers,

allowing

teachers to

reinforce the

Word of the

Day with their

students during

the

instructional

day

* An enriched

vocabulary for

students

* Students'

successful

completion of

activities provided

via the interactive

bulletin board

* Students'

successful

completion of the

Word of the Day

activities during

daily instruction

* Walkthrough data

collected will

documents the

regular use of the

Word of the Day

Instructional -

Monitor and

Evaluate

Teachers Daily

(September

2012 - May

2013)

All teachers will participate in

professional development sessions to

learn about successfully implementing a

Balanced Literacy framework (with an

emphasis on the Guided Reading

component) and successfully modeling

the use of reading skills and strategies. These are skills that are associated with

the reading (guided, shared and

independent) components.

Administrators

and Facilitators

* PD to model

a Balanced

Literacy

framework

during the staff

meeting

* PD to

incorporate

reading skills

and strategies

and model the

skills and

strategies

* Teachers to

work in groups

to practice the

skills and

strategies via

assigned

activities

* Observe teacher

practice and provide

feedback

* Completion of a

ticket out the door

* Follow-up PD as

needed

Instructional -

Monitor and

Evaluate

Teachers September-

June 2013

Each week, one reading skill and one reading

strategy will be presented to students school-wide.

These are specific comprehension skills

and strategies that good readers use and

know. These skills will be emphasized in

reading instruction. Other content area

teachers will reinforce them in their

content area as well. It helps to build

unity across the school and repetition for

the students.

Ms. Shannon,

Principal, Ms.

McBryde,

Academic

Facilitator, and

Dr. Cross,

Literacy

Facilitator

* Each teacher

will be

provided one

set of skills and

one set of

strategies

* Each teacher

will post one

skill and one

strategy for the

week

* Daily

instruction will

include the

opportunity for

the teacher to

model the skill

and strategy

and the

students to

practice the

skill and

strategy

* Walkthrough data

collected will

document the

modeling and

practice of the

weekly skill and

strategy

Instructional -

Monitor and

Evaluate

Teachers Weekly

(September

2012 - May

2013)

All teachers will participate in “Swap Meet” Ms. Shannon,

Principal, Ms.

Pride, Assistant

Principal, Mr.

Thompson,

Principal

Intern, Ms.

Davis,

Principal

Intern, Ms.

McBryde,

Academic

Facilitator, Dr.

Cross, Literacy

Facilitator

* Teachers will

be assigned to

one of three

groups: Teach

Like a

Champion

book study,

21st Century

Skills, or Total

Participation

Techniques

* Teachers will

meet with their

assigned team

to review

resources/strate

gies

* Swapping of

Resources/Strat

egies among all

staff

* A posting of 21st

Century skills will

be available to

teachers via WHA‟s

21st Century

Yammer Site

* Posting of

resources and

strategies obtained

during the book

study will posted on

the school‟s wiki

and available to all

teachers

* Total participation

techniques will be

posted on the

school‟s wiki and

available to all

teachers

Instructional -

Monitor and

Evaluate

Teachers Fourth

Wednesday

of Each

Month

(September

2012 - May

2013)

An intervention plan will be implemented in which

a targeted population of students will receive

additional services as determined by assessment

results, data collected, and teacher observations

Facilitators,

Administrators,

Support Staff,

and

Community

Volunteers

* Support staff

and community

volunteers will

be trained

* Additional

student support

will be

provided based

on student

needs and

current

instructional

content

* Increased student

performance as

measured by

baseline data and

progress monitoring

assessments

Instructional -

Monitor and

Evaluate

Teachers/Communit

y Volunteers/Parent

Volunteers

Parent Volunteers Daily

(September

2012 - May

2013)

Teachers in grade 1 and one teacher in grade 3 will

work with the District Title I Literacy Professional

Development Coordinator to strengthen their

understanding and implementation of a Balanced

Literacy framework and provide all teachers with a

classroom model.

Ashley Smith,

District Title I

Literacy

Professional

Development

Coordinator,

Ms. Pride,

Assistant

Principal, Dr.

Cross, Literacy

Facilitator, Ms.

Davis,

Principal Intern

* A log of activities

indicating areas of

success and areas

for growth

* Walkthrough data

that indicates the

understanding and

implementation of a

Balanced Literacy

framework

* Model classrooms

to observe

colleagues as they

implement a

Balanced Literacy

framework

Instructional -

Monitor and

Evaluate

Teachers September

2012 - May

2013

Increase the Graduation Cohort School wide:

Implement reading tutorials based upon students'

mastery and non-mastery of skills and objectives as

indicated by assessment data

Ms. McBryde,

Academic

Facilitator, and

Dr. Cross,

Literacy

Facilitator

* Master

Schedule

* Tutor Plan

Schedule

* Progress

Monitoring

Instructional -

Monitor and

Evaluate

Teachers September

2012 - May

2013

Outcome (2): Increase student proficiency on the North Carolina End of Grade tests in grades 3-8 by 10% in Math Increase growth by 10% in Math as measured by the AIMS Web assessment.

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

Strategies

· Task

· Task

Point Person (title/name)

Evidence of Success Leadership Standard*

· Responsibilities

Prof. Dev. Focus

· Participants

· Funding Source

Parental Involvement

· Activity

· Funding

Timeline End Date

· ck date

· ck date Process Outcome

Utilization of the districts pacing guides Administrator,

Ms. McBryde,

Academic

Facilitator

* Planning

Agenda

* Pacing Guide

* Grade Level

Meetings

* Walkthrough

data collected

will document the

regular use in all

departments and

classrooms

Instructional -

Monitor and

Evaluate

Teachers August

2012 - May

2013

Create a scope/sequence plan Administrator,

Ms. McBryde,

Academic

Facilitator

* Planning

Agenda

* Pacing Guide

* Grade Level

Meetings

* Walkthrough

data collected

will document the

regular use in all

departments and

classrooms

Instructional -

Monitor and

Evaluate

Teachers August

2012 - May

2013

Develop/Initialize common assessments

Reading/Math alignment

Common planning weekly

Administrator,

Ms. McBryde,

Academic

Facilitator

* Planning

agenda

* Pacing Guide

* Master

schedule

* Grade Level

Meetings

* Increased

student

performance as

measured by

baseline data and

progress

monitoring

assessments

* Walkthrough

data collected

will document the

regular use in all

departments and

classrooms

Instructional -

Monitor

Evaluate

Teachers Monthly

(August

2012 - May

2013)

Targeted Math Instruction: Differentiation

Strategies based on needed skills

Administrator,

Ms. McBryde,

Academic

Facilitator

* Planning

agenda

* Pacing Guide

* Master

schedule

* Increased

student

performance as

measured by

baseline data and

progress

monitoring

assessments

Instructional -

Monitor

Evaluate

Teachers September

2012 - May

2013

The Problem of the Day will be used to increase

students' ability to problem solve and communicate

processes and solutions

Ms. McBryde,

Academic

Facilitator

* Daily Problem

of the Day

* Teachers will

share the Problem

of the Day with

their students and

provide them

with an

opportunity to

complete it

* Students' work

will be reviewed

and students will

be recognized for

their successful

completion

* Increased

student

performance as

measured by

baseline data and

progress

monitoring data

Instructional -

Monitor and

Evaluate

Teachers Daily

(September

2012 - May

2013)

Task Cards: Used to build students' understanding

of mathematical concepts

Ms. McBryde,

Academic

Facilitator

* Used during

tutoring to

support students

* Increased

student

performance as

measured by

baseline data and

progress

monitoring data

Instructional -

Monitor and

Evaluate

Daily

(September

2012 - May

2013)

Increase the Graduation Cohort: Implement math

tutorials based upon students' mastery and non-

mastery of skills and objectives as indicated by

assessment data

Ms. McBryde,

Academic

Facilitator

* Master

Schedule

* Tutor Plan

Schedule

* Progress

Monitoring

Instructional -

Monitor and

Evaluate

Teachers September

2012 - May

2013

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

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

Strategies

· Task

· Task

Point Person (title/name)

Evidence of Success Leadership Standard*

· Responsibilities

Prof. Dev. Focus

· Participants

· Funding Source

Parental Involvement

· Activity

· Funding

Timeline End Date

· ck date

· ck date Process Outcome

Conduct Parent University

Parent

Advocate,

Communities

in Schools

* Planning

Agenda

* Event

* Parent

University Event

First Semester

* Parent

University Event

Second Semester

Monitor

Evaluate

Parents

Parent University

Activity October

2012 and

January 2013

Conduct quarterly parent curriculum nights

Administration

* Planning

Agenda

* Event

* Curriculum

Event

Monitor

Evaluate

Parents

Title I

Activity October

2012

Host Parent Day

Parent

Advocate

* Planning

Agenda

* Event

* Parent Event Monitor

Evaluate

Parents

Activity April 2013

Bullying Prevention and Character Education Plan Strategies/Rationale

Task

Point Person

Evidence of Success Names of

Participants

(Add names to

titles where

appropriate)

Information related to task

as indicated

Timeline

School Leadership Training

School leadership is aware of CMS‟s

district-wide plan, provided w/ the Safety

and Respect for All Bullying Prevention

(BP) manual, and provided with train-

the-trainer materials.

Principal, AP, &

BP Liaison

School leadership will be prepared

to lead BP efforts at their school.

Principal, AP,

and Liaison

Training

Liaisons will attend a

group training.

September

2012

School staff training

School leadership will provide

information to all teachers and support

staff regarding the district-wide program,

school efforts, and BP awareness.

Principal or AP,

& BP Liaison

School staff will have an

understanding of school‟s BP efforts

and expectations.

All School Staff

October 2012

Administer on-line BP Survey

Survey will provide immediate

information of school climate regarding

bullying, type of bullying, and places

where bullying is taking place so that

school staff is aware of hot-spots and

issues in school.

BP Liaison &

Student

Counselors

A diverse sample (10%) of 4th and

7th grade students provides

immediate information to BP

Taskforce regarding bullying at

school to inform BP efforts.

Random

Sampling of

Students

October 2012

Initiate school-wide Bullying Prevention

Month Activities

BP Liaison &

Student

Counselors

One activity will be shared with

students via morning

announcements each Monday during

this month in order to promote

student integration, a culture of

respect, and an awareness of the

impact of bullying.

Students and

Staff

October 2012

Mix-It Up Day

Mix-It up day is a national event to

promote better relationships across all

segments of the student population and

staff.

BP Liaison &

Student

Counselors

School environment is greatly

improved when students have

established at least some basic

knowledge and communication with

someone from a different

background.

Students and

Staff

www.mixitup.org

October 30,

2012

Red Ribbon Week BP Liaison &

Student

Counselors

Planned activities will continue to

promote character education, student

integration, a culture of respect, and

an awareness of the impact of

bullying.

Students and

Staff

October 23-31,

2012

Random Acts of Kindness

BP Liaison &

Student

Counselors

Planned activities will continue to

promote character education, student

integration, a culture of respect, and

an awareness of the impact of

bullying.

Students and

Staff

February 11,

2013 -

February 15,

2013

Administer on-line BP Survey

Survey will provide immediate

information regarding the improvement

of school climate regarding bullying, type

of bullying, and places where bullying is

taking place.

Principal, BP

Liaison, &

Student

Counselors

The school will report on the

effectiveness of the Bullying

Prevention and Character Education

Plan.

Random

Sampling of

Students

May 2013

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

#

%

Grades: PreK-8

Number of students enrolled: 587

Number of general education students: 544 92.7

Number of EC students: 43 7.3

Number of LEP students: 47 8.0

Principal suspensions: 113 21.2

Superintendent suspensions:

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

Ethnic make-up of the students (by percentage): African-American 452 77

White 23 3.9

Asian 58 9.9

Hispanic 2 .34

American Indian 34 5.8

Multi-Racial 18 3.1

A. What is distinctive about your school?

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

• PRIDE/PBIS School (Positive Behavioral Intervention Support)

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

• Collegial & committed staff

• Smart Boards in all PreK-8 classrooms

• Renewed commitment to quality instruction and professional development

• Low staff turnover rate

• Inclusive practices and co-teaching model

• Anti-bullying policy

• The school is friendly, well-ordered, and welcoming

• Community partnerships with First Presbyterian, University Park Baptist Church, and Goodrich Corp.

• Newly formed partnership with Wal-Mart

• Met Expected growth in Reading for the 2011-2012 school year

• Multicultural

• CIS

• AVID

• ACE/free tutoring

• Boy Scouts

• 120+ hrs/month of volunteer services

• FAME Dance Team

• Staff Healthy Living Challenge

• Host Parent University Sessions

B How effective is your school overall?

4 3 2 1

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

How do you know? Our school has shown growth in the overall performance of our students, as reflected in our test scores for the past three years. Our school met Expected Growth in Reading.

What are its notable strengths? • Smartboards in all general ed classrooms

• Planning includes EC/ESL teachers

• Data driven common planning

• Safe and orderly learning environment

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

• Strong leadership

• Refer to the School Progress Report

• NBCT (National Board Certified Teachers

What are its main areas for improvement? • High student achievement

• Instructional rigor

• Parent Involvement

• Implementing an effective Professional Learning Community

• Reading and Math achievement for all students

• Attendance/Tardies

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

4 3 2 1

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

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

• Lesson plans are monitored weekly by the administrative team

• Data driven instructional planning

• Monthly common assessments

• Staff are expected to participate in professional learning community PD

• Quarterly data

• Common assessments

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

• Reading had the greatest gains throughout the school. Teachers are able to incorporate technology into their lessons. We have Smartboards in all general education classrooms. Students are also able to be engaged through innovative and hands-on approach learning.

• Volunteers served as reading tutors.

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

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

• Creation/utilization of common assessments

• Implementation of the AIMS Web to track and monitor student growth in Reading and Math

• Phase II implementation of the Balanced Literacy Framework

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

• Data driven instructional planning

• Part time, reading and math tutor will be hired to support Literacy and Math

• Creation of pacing guides (Reading & Math)

• Utilization of Think gate to guide instruction

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

• Teachers will conduct peer observations to gain strategies across grade levels

• After school tutorials for reading and math through ACE grant

• Assistants are pulling our small-groups, inclusive EC classrooms

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

• Data drives instruction & IWT

• Tutoring program

• Instructional Assistants

Is there evidence of disparities in student achievement by subgroups? If so, what action is being taken? Yes, our African American male students continue to fall behind our white students. Although, growth has been observed, we are working to ensure proficiency for all subgroups. This is being addressed in the following ways:

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

• Collaborative/Data driven planning sessions for teachers

• After school tutorials for students in reading and math

How is the school addressing the specialized needs of EC and LEP students? The specialized needs of EC and LEP students are addressed in the following ways:

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

• EC and LEP staff offer inclusive and pull-out services

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

How does the school use student performance data to take and adjust actions to improve student achievement? The school is driven by data and performance results. Instruction and planning is driven by student data. AIMS Web, Thinkgate, and common assessment data is used to create small group design/Workshop and interventions. Monthly common assessment and formative assessment data help to determine mastery and non-mastery of skills. Teacher progress monitor students weekly based upon AIMS Web data.

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

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

4 3 2 1

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

How do you know? The Common Core and Essential standards are the curricular foundation that is used; however, staff utilizes supplemental material to meet the needs of their students. We also offer a wide range of after school programs which help our students develop socially, academically, and physically.

• Regular classroom walk through

• Planning/lesson plans

• Activities themselves How is alignment with the NCSCOS and Common Core ensured?

• The administrative team monitors and reviews programs to ensure consistency and alignment of the Common Core and Essential standards.

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

• The administrative team reviews lesson plans weekly

• Planning/plans

• Pacing guides

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

• Focus on core subjects

• Providing curricular enrichment for all students both during and after school

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

• Flexibility in the way we meet the needs of the students

• Differentiated instruction professional development for staff

• Total Participation Technique professional development for staff

• Common Core professional development for staff

• Balanced Literacy professional development for staff

• Exposure to virtual field trips through technology (Smartboards)

• PRIDE/PBIS (Positive Behavior Intervention Support) Celebrations

• Integrated curriculum

• Field trips / onsite & offsite

• Career Day/Multicultural Day

• Exposure to technology

• After-school program/tutoring

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

4 3 2 1

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

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

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

• Daily observation of student performance

• Formal & informal assessment data

• Common & mini assessment data

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

• Data-driven instruction

• Common Core/Essential Standards-based lesson plans

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

• Addressing individual needs of students

• Collaboration among grade levels

• Instructional rigor These are being addressed the following ways:

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

• School-wide intervention team

• Professional development will be offered on rigor, technology, classroom management and differentiation (Total Participation Techniques)

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

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

• AIMS Web assessments

• Weekly Progress Monitoring

• Through the creation of monthly common assessments

• Student achievement data

• Student observation

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

4 3 2 1

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

How do you know?

• An administrator attends all instructional planning sessions

• High expectations are clearly defined by the administrators

• Administrators are visible in the classroom and throughout the building

• The administration received positive ratings on staff and parent surveys

• Staff attendance (high)

• Staff well informed about district and school-wide events

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

• Staff are empowered to serve in leadership roles

• Open and ongoing communication with staff

• Strong focus and support for teaching and continuous student achievement

• Communication within the school and community

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

• Clear and high expectations

• Open Door Policy

• Safety of staff and students

• Suggestions and solutions are well taken

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

• Continuation of PLC

• Professional development of PLC

• All teachers taking on leadership roles as a profession

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

4 3 2 1

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

How do you know?

• High student and staff morale

• Students know and understand set expectations and the importance of education

• We are a PRIDE/PBIS school (Positive Behavioral Intervention Support)

• Professional Learning Communities

• Small group instruction

• Data driven lessons

• Technology in all classrooms

Which are the strongest aspects and why?

• School exhibits a safe and orderly environment

• Opportunities for students to become leaders within the school community

• An instructional assistant to support each grade level

• Data driven lessons that improves achievement by the use of AIMS Web, Common Assessments, and Thinkgate Assessments

• Attendance Committee

• School Culture/Climate

• Flexible Grouping

• Cleanliness of the school

What most needs improvement and what action is being taken?

• Parent involvement

• Attendance

• Reading Scores

• Rigor

• Cross grade-level planning

• Flexible grouping

• Tutoring

• Assistant pull outs

• Whole day planning

• Attendance committee

• Classroom climate, PBIS once a month

• School culture

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

• Parent University and curriculum nights are scheduled throughout the year

• Newsletters, student agendas, Tuesday Folders, parent-teacher conferences, and connect-Ed messages are avenues used to communicate with parents

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

4 3 2 1

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

How do you know?

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

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

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

• Newsletters (Teacher/Principal)

• Connect Ed messages

• Marquee announcements

• Websites (Teacher/School)

• Progress Reports

• Daily agendas

• Weekly Tuesday Folders

• High rate of attendance to the Parent-Teacher conferences

• Parent University

• 100% participation for Parent-Teacher Conferences

• School Newsletters

• Teacher Websites

• Volunteers

• Business Partnerships

• Tutoring (ACE)

• CIS

• Boy Scouts

• PTA

What most needs improvement and what action is being taken?

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

• Parent support in implementing students’ accountability at home/school

• Language barriers

• Parent attendance

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

• Parent University and curriculum nights are scheduled throughout the year

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

• Marquee announcements

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

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

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

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

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

• Parent University and curriculum nights are scheduled throughout the year

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

• Marquee announcements

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)

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