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Comprehensive Plan Report

A detailed report showing activity of the school team’s work on the improvement plan including assessments, plans, tasks, monitoring, and implementation for selected time periods.

January 17, 2014

University Park Creative Arts Elementary NCES - na

Charlotte-Mecklenburg Schools

CMS Improvement Indicators Key Indicators are shown in RED.

School Leadership and Decision MakingEstablishing a team structure with specific duties and time for instructional planning

Indicator ID07 - A Leadership Team consisting of the principal, teachers who lead the Instructional Teams, and other key professional staff meets regularly (twice a month or more for an hour each meeting).(42)

Status Full Implementation Assessment Level of Development: Initial: Full Implementation 10/01/2012

Evidence: Last year's SLT meetings were focused and goal driven. Parents were encouraged to participate. Times and dates of meetings were added so parents had more opportunities to participate. The team implemented all ideas that focused on meeting goals and indicators.UPCA will continue this high level of implementation by creating team norms, staying focused, setting various meeting times, and maintaining minutes/agendas of all meetings.

School Leadership and Decision MakingFocusing the principal’s role on building leadership capacity, achieving learning goals, and improving instruction

Indicator IE10 - The principal celebrates individual, team, and school successes, especially related to student learning outcomes.(61)

Status Tasks completed: 1 of 5 (20%)Assessment Level of Development: Initial: Limited Development 06/26/2013

Index: 6 (Priority Score x Opportunity Score)Priority Score: 3 (3 - highest, 2 - medium, 1 - lowest)Opportunity Score: 2 (3 - relatively easy to address, 2 -

accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)

Describe current level of development:

During staff meeting.

Plan Assigned to: Janice DavidsonHow it will look when fully met: The principal will celebrate individual teachers and

grade level teams by acknowledging their growth in increasing student achievement and academic growth,

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student and staff attendance, parent engagement and by decreasing student referrals for classroom disruptions and general interruption linked to the classroom. Student referrals and suspensions due to behavioral concerns will be reduced and a positive school climate will be maintained. Increased formal and informal celebrations will be held at least once monthly during staff meetings, PLC's planning meetings and quarterly assembly programs. This will be evidenced through staff meeting agendas, PLC agendas and minutes, School-Based surveys, administrative observations, walk throughs, school attendance reports, common assessments, quarterly assessments, MAPS reports, EOG results and quarterly assembly program agendas.

Target Date: 02/07/2014Tasks:

1. Task 1 - Monitor student attendance. Reports will be run weekly and students with three consecutive days absent will flagged and reported to the school-based Attendance Team, as well as the student's homeroom teacher will put forth every effort to make contact with the child's parent during this time period. The school will implement the Attendance Round-up to showcase individual classroom attendance, and promote attendance across all grade levels and the school. Evidence of the effectiveness of student interventions will include decrease in the number of home visits, decrease in number of students with high absenteeism, and decrease in the number of parent notifications due to high absenteeism.

Assigned to: Lynn HudsonAdded date: 09/27/2013Target Completion Date: 01/24/2014Frequency: weeklyComments: Provide Ms. Crosby with expectation to complete task

on a weekly basis; identify other staff members to serve on the Attendance Team.

2. Task 2 - Monitor teacher attendance. Reports will be run monthly and teachers accumulating two or more days absent that are not related to Professional Development opportunities will be flagged and reported to administration and principal. Teacher Attendance Celebrations will be held on a quarterly basis. Celebrations may include recognition and verbal accolades, and special incentives.

Assigned to: Kimberly ChappelleAdded date: 09/27/2013Target Completion Date: 01/24/2014Frequency: four times a yearComments: Inform Ms. Chappelle of expectations and reports

needed.3. Task 3 - Monitor, analyze, and discuss student growth and achievement by using MAP data results. Teachers will be acknowledged and celebrated for student growth when fifty percent or more of students realize an increase in their overall individual academic growth in the are of reading and mathematics.

Assigned to: Jackie SeegarsAdded date: 09/27/2013Target Completion Date: 01/24/2014

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Frequency: twice a yearComments: Jackie Seegars, in conjunction with principal will create

the Teacher Growth and Academic Report Card.4. Task 4 - Teachers will use the UPCA Parent Communication Log and turn in monthly for review.

Assigned to: Lynn HudsonAdded date: 09/27/2013Target Completion Date: 11/05/2013Frequency: monthlyComments: Ms. Iversen will develop the UPCA Communication Log

and provide teachers with a copy. Ms. Hudson will collect and monitor logs monthly and report to administration and principal.

Task Completed: 11/01/20135. Task 5 - Monitor student referrals and suspensions directly related to individual classrooms and teachers; Walk Throughs, observations and student referral reports will be used to collect data. Administration and BMT will work collaboratively to collect and report data.

Assigned to: Steven CraneAdded date: 09/27/2013Target Completion Date: 01/24/2014Frequency: monthlyComments: Inform Administration and BMT of expectations to

monitor, collect and report data. Implement Percent Task Complete: Tasks completed: 1 of 5 (20%)

Indicator IE13 - The principal offers frequent opportunities for staff and parents to voice constructive critique of the school’s progress and suggestions for improvement.(64)





Some level of implementation.

Plan Assigned to: Jackie SeegarsHow it will look when fully met: The principal will promote staff collaboration by

discussing concerns and/or issues on a regular and ongoing basis with teachers and staff. This will be done by soliciting teachers’ opinions, conducting surveys, holding Think Tank sessions with grade level teacher representatives and by giving consideration for staff and their ideas, as well as encouraging direct, informal communication among staff.

The formal forum for voicing constructive critique by staff and parents of the school's progress and suggestions for improvement will be through the School Leadership Team. A calendar has been created

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for the SLT to meet twice monthly throughout the academic year. The principal will also host Parent Chats/Coffees to provide an additional forum to disseminate information, ask questions, and make suggestions. The staff forum is the Faculty Advisory Committee (FAC). The FAC embodies representatives of all teams on the staff and they meet monthly separately without administrative presence. Their concerns are submitted and responded to. This will be evidenced through Think Tank session agendas and sign-in sheets, School Leadership Team minutes and agendas, Informal Parent Surveys, Parent Chats/Coffees sign-in sheets, Faculty Advisory Committee (FAC) email responses.


1. Task 1 - The principal will create a monthly calendar outlining dates of opportunities for staff and parents to voice constructive critique of the school’s progress and suggestions for improvement. The events include the Think Tank sessions, School Leadership Team meetings, Parent Chats/Coffees, and PLC attended meetings. She will also create a binder which includes evidence of each meeting.

Assigned to: Janice DavidsonAdded date: 09/27/2013Target Completion Date: 01/24/2014Frequency: monthlyComments: Create Binder.

Implement Percent Task Complete: Tasks completed: 0 of 1 (0%)

School Leadership and Decision MakingAligning classroom observations with evaluation criteria and professional development

Indicator IF03 - Professional development for teachers includes observations by the principal related to indicators of effective teaching and classroom management.(67)





At the end of the previous school year, staff and teachers completed a professional development needs assessment. Teachers and staff used end-of-year data, self-evaluation, individual observations, as well as the vision and mission of the school to determine general and broad categories of professional development for the upcoming school year. The Data concluded that the focus of professional development must be Technology, Balanced Literacy, Multiple Intelligences (Differentiation), and RTI. In addition, staff also felt

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strongly that they needed support in developing a collaborative culture while capitalizing on staff differences and having collegial conversations with one another.

Plan Assigned to: Steven CraneHow it will look when fully met: Data from teacher self evaluations, Teacher

Evaluations, and teacher surveys along with the school’s mission and vision will all be utilized in coaching teachers toward individualized growth and continuous improvement throughout the academic year. Teacher Professional Development Plans will be reflective of individual teacher needs as well as school and classroom needs. As an A+ Visual and Performing Arts Magnet School continuous improvement in integrating the arts across all curriculum areas will be reflected in the School Improvement Plan, Teacher Professional Development Plans and school based professional development. The school’s Professional Development plan will be implemented based on the PD results completed in June 2013 as well as to implement PD focus on A+ Essentials. Professional Development will be responsive to the teachers’ performance, personal and professional goals as well as to support the vision and mission of the school. This will be evidenced by Professional Development Needs Assessment results Form, Professional Development plan, and the Professional Development staff sign-in.


1. Task 1 - Develop a calendar for Professional Development Plan based on the Needs Assessment results and the vision and mission of the school.

Assigned to: Janice DavidsonAdded date: 09/27/2013Target Completion Date: 01/24/2014Comments: Collaborate with Director of A+ School programs,

Technology contact, facilitators, Special Area team, and review calendar to set schedule dates.

2. Task 2 - Develop and implement a Professional Development plan in the area of Technology.

Assigned to: Donna DevereauxAdded date: 09/27/2013Target Completion Date: 11/22/2013Comments: Coordinate date and times with the master calendar.Task Completed: 10/23/2013

3. Task 3 - Develop and implement a Professional Development plan in the area of Balanced Literacy.

Assigned to: Cherie ChandlerAdded date: 09/27/2013Target Completion Date: 11/22/2013Comments: Coordinate date and times with the master calendar.

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Task Completed: 11/08/20134. Task 4 - Develop and implement a Professional Development plan in the area of Multiple Intelligences/Differentiation.

Assigned to: Beverly GriffinAdded date: 09/27/2013Target Completion Date: 01/24/2014Comments: Coordinate date and times with the master calendar.

5. Task 5 - Develop and implement a Professional Development plan in the area of RTI (Response To Instruction).

Assigned to: Lynn HudsonAdded date: 09/27/2013Target Completion Date: 12/18/2013Comments: Coordinate date and times with the master calendar.

Task Completed: 12/18/20136. Task 6 - Develop and implement a Professional Development plan in the area of Arts Integration.

Assigned to: Priscilla WillinghamAdded date: 09/27/2013Target Completion Date: 01/24/2014Comments: Coordinate date and times with the master calendar.


Indicator IF10 - The principal plans opportunities for teachers to share their strengths with other teachers.(74)





Currently teachers conduct PD in staff meeting.

Plan Assigned to: Janice DavidsonHow it will look when fully met: The principal will invite teachers to celebrate their

strengths through the Phoenix Stars Spotlight Campaign. The strengths must correlate and support the vision and mission of the school and indicators on the School Improvement Plan. Teachers may self- select themselves and/or be encouraged to showcase their strengths by the administration, facilitators, or colleagues. Teachers will have the opportunity to communicate and showcase their successes during

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PLC meetings, staff meetings and PD, or curriculum/parent nights. These opportunities can be shared via video, a modeled lesson, and/or Professional Development delivered to staff or parents.


1. Task - 1 Create the Phoenix Stars Spotlight form for teachers to indicate how strengths will be shared to the school.

Assigned to: Jackie SeegarsAdded date: 09/28/2013Target Completion Date: 12/03/2013Comments: The UPCA Spotlight form was created, edited, and

approved.Task Completed: 12/02/2013

2. Task 2 - Develop a calendar for teachers to select and sign-up to showcase their strength in the Spotlight.

Assigned to: Janice DavidsonAdded date: 09/28/2013Target Completion Date: 01/24/2014Comments: Review staff meeting calendar and programs.


Curriculum, Assessment, and Instructional PlanningEngaging teachers in assessing and monitoring student mastery

Indicator IIB04 - Teachers individualize instruction based on pre-test results to provide support for some students and enhanced learning opportunities for others.(94)

Status Objective Met 4/22/2013 6/5/2013Assessment Level of Development: Initial: Limited Development 09/17/2012

Objective Met - 04/22/2013 06/05/2013




As a school we currently utilize pre-test to assess student learning. PLCs need to be more consistent with implementing pre-tests across grade levels and PLCs.

Plan Assigned to: Tarnicka CongressHow it will look when fully met: PLCs will meet weekly to discuss how to differentiate

instructions for specific students based on pre-test results-including enrichment for those students who are already proficient prior to instructions and adaptation/ modification of the curriculum for those students in need of extra help and or small group instructions. PLCs should develop a common understanding of what mastery looks like for each unit of study. PLCs should discuss how to differentiate

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instructions for specific students based on assessment evidence. Expectation should not be lowered and students should not be offered less challenging coursework based on data from assessments. Instead instructional supports should be put in place to differentiate instructions and allow students to achieve the same high standards as their peers.


1. PLCs will keep meeting notes and agendas. Mastery tracking will be utilized to provide opportunities to analyze and assess student growth. Copies of pre and post common assessments results and data notebooks will be reviewed to analyze student progress as well as ongoing classroom observations.

Assigned to: Tarnicka CongressAdded date: 09/29/2012Target Completion Date: 04/30/2013Comments: Evidence was shown through teacher data notebooks

and agendas/meeting notes.Task Completed: 04/22/2013

Implement Percent Task Complete:Objective Met: 4/22/2013 6/5/2013Experience: 4/22/2013

In planning, PLCs met regularly (on a six day rotation) to discuss how to differentiate instructions for specific students based on pre-test results. Students who were already proficient prior to instruction received enrichment, and students that performed below grade level received adaptation/ modification of the curriculum for extra help and/or small group instruction.

Sustain: 4/22/2013The process needs to continue as student needs change.

Evidence: 4/22/2013Title I Tutor groups, lesson plans, PLC planning agendas and minutes, facilitators exit tickets.

Indicator IIB05 - All teachers re-teach based on post-test results.(95)Status Tasks completed: 2 of 3 (67%)Assessment Level of Development: Initial: Limited Development 06/26/2013




Inconsistent implementation.

Plan Assigned to: Jackie SeegarsHow it will look when fully met: Students will receive re-teach based on post-test

results. Each grade level will provide pre/post test aligned to the Common Core State Standards. Students are flexibly grouped based on their pre-test results and differentiated aligned lessons are provided

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to meet the needs of each group. After planned lessons are taught for a specified time, students are given a post-test to measure mastery of the specific standard. Students who do not meet mastery of a particular standard will receive re-teaching. Re-teaching is provided in a small group comprehensive teaching setting; This "comprehension teaching” encourages students to measure their progress toward explicit goals. It can be described as a three-stage process of (1) modeling, where the teacher demonstrates; (2) guided practice, where the students perform with help from the teachers; and (3) application, where the student works independently of the teacher. Some of the tools to use for re-teaching purposes will be Kathy Richardson (k-2)and Dream Box for Mathematics and Lucy Caulkins literacy strategies, as well as AimsWeb, MAP Interventions, and progress monitoring (Literacy and Mathematics). After re-teaching, students are retested to measure growth and mastery. Teachers will utilize mastery tracker, pre/post test, PLC minutes and agendas, as well as lesson plans to provide evidence that this objective is fully met.


1. Task 1 - Develop a (K - 5) Mastery Tracker in Mathematics.Assigned to: Jackie SeegarsAdded date: 09/27/2013Target Completion Date: 12/11/2013Comments: Remind teachers to update data notebooks.Task Completed: 12/13/2013

2. Task 2 -Facilitators will support K-5 Grade Levels in the development of Pre/Post tests.

Assigned to: Cherie ChandlerAdded date: 09/27/2013Target Completion Date: 11/22/2013Comments: Include topic on agenda for PLC's.Task Completed: 11/01/2013

3. Task 2 - Develop a (K - 5) Mastery Tracker in Literacy.Assigned to: Cherie ChandlerAdded date: 12/02/2013Target Completion Date: 01/24/2014Comments:


Curriculum, Assessment, and Instructional PlanningAssessing student learning frequently with standards-based assessments

Indicator IID11 - Instructional Teams review the results of unit pre-/post-tests to make decisions about the curriculum and instructional plans and to "red flag" students in need of intervention (both students in need of tutoring or extra

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help and students needing enhanced learning opportunities because of their early mastery of objectives).(109)





Inconsistent.

Plan Assigned to: Evonne PetersonHow it will look when fully met: Grade level teams, facilitators, support staff – ESL, EC,

504, and administrators will regularly review the results of pre/post tests to identify instructional strategies that will differentiate and enhance learning opportunities for students of all ability levels. The data will be used to (flexibly) group students within their homeroom and across their grade levels according to the progress students are making towards mastery of their specific goals. Instructional teams will develop unit plans and objectives that are closely aligned with Common Core Standards. Lesson plans and written objectives (that will be posted (daily) will be measurable and clearly aligned to standard benchmarks, along with the following strategies used: Kathy Richardson and Marcy Cook for Mathematics and Lucy Caulkins literacy strategies, as well as AimsWeb, MAP Interventions, and progress monitoring (Literacy and Mathematics). Collaboration with the Talent Development Teacher will be implemented to ensure that the needs of all students, including students in need of more challenging and rigorous work are accommodated. Collaborative sessions with grade level and/or vertical teams will be held to discuss what is working and what adjustments need to be made to ensure all students will continue to make progress. Teachers will assist students in goal setting and provide them daily with opportunities to track their own progress. Technology and other resources will be utilized to develop authentic, student-centered activities to guide students towards the attainment of their individual learning goals.


1. Task 1- Grade level teams, facilitators, support staff – ESL, EC, 504, TD, and administrators will meet regularly during RTI scheduled meetings to review the results of pre/post tests and to identify instructional strategies that will differentiate and enhance learning opportunities for students of all ability levels. Teachers will provide minutes of the meeting, including strategies to be used, names of students who will benefit from the specific strategy in each small group, as well as the person assigned to support each group (TA's, Title I, Arts support, TD, etc). Instructional Chairperson for each PLC will be responsible for maintaining and completing the RTI Intervention Form.

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Assigned to: Johnna WalkerAdded date: 09/28/2013Target Completion Date: 01/24/2014Frequency: twice monthlyComments: Inform Ms. Walker of the expectations and

responsibilities of the task.2. Task 2 - Develop the RTI Intervention form for PLC's to utilized.

Assigned to: Johnna WalkerAdded date: 09/28/2013Target Completion Date: 09/13/2013Comments: RTI and Academic Intervention form was created for

teachers to utilize and place in Data Notebooks.Task Completed: 10/11/2013


Classroom InstructionExpecting and monitoring sound instruction in a variety of modes

Indicator IIIA05 - All teachers maintain a record of each student’s mastery of specific learning objectives.(114)





Inconsistent

Plan Assigned to: Tarnicka CongressHow it will look when fully met: All teachers maintain a record of each student’s

mastery (EC, ESL, TD, general education students in small groups, etc.) of specific learning objectives. (114)Track mastery objectives include the following:• Record results promptly so that the data can inform their short and long-term planning.• Analyze and interpret data and identify the progress and gaps in student and class performance • Adjust instructional choices to push students toward achieving mastery • Provide strategies to motivate students to work hard by showing them their progress and what they can do to improve • Communicate student progress to students' influencers


1. Task 1 - All teachers in Kindergarten will maintain a record of each student’s Page: 11 of 46

mastery of specific learning objectives and develop a system where students can track their progress toward mastery.

Assigned to: Barbara BakerAdded date: 09/28/2013Target Completion Date: 01/24/2014Frequency: weeklyComments: Inform Ms. Baker of the expectations of the task.

2. Task 2 - All teachers in first grade will maintain a record of each student’s mastery of specific learning objectives and develop a system where students can track their progress toward mastery.

Assigned to: Gwendalyn IversenAdded date: 09/28/2013Target Completion Date: 01/24/2014Frequency: weeklyComments: Inform Ms. Iversen of the expectations of the task.

3. Task 3 - All teachers in second grade will maintain a record of each student’s mastery of specific learning objectives and develop a system where students can track their progress toward mastery.

Assigned to: Devri Elliott-BennettAdded date: 09/28/2013Target Completion Date: 01/24/2014Frequency: weeklyComments: Inform Ms. Bennett of the expectations of the task.

4. Task 4 - All teachers in third grade will maintain a record of each student’s mastery of specific learning objectives and develop a system where students can track their progress toward mastery.

Assigned to: Amanda SaemannAdded date: 09/28/2013Target Completion Date: 01/24/2014Frequency: weeklyComments: Inform Ms. Congress of the responsibilities of the task.

5. Task 5 - All teachers in fourth grade will maintain a record of each student’s mastery of specific learning objectives and develop a system where students can track their progress toward mastery.

Assigned to: Sheila JonesAdded date: 09/28/2013Target Completion Date: 01/24/2014Frequency: weeklyComments: Inform Ms. Jones of responsibilities of the task.

6. Task 6 - All teachers in fifth grade will maintain a record of each student’s mastery of specific learning objectives and develop a system where students can track their progress toward mastery.

Assigned to: Priscilla WillinghamAdded date: 09/28/2013Target Completion Date: 11/22/2013Frequency: weeklyComments: Inform Ms. Willingham of responsibilities to task.Task Completed: 11/01/2013

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7. Teachers working with students via small group instruction, as well as ESL, EC, TD will maintain a record of each student's mastery of specific learning objectives and develop a system where students can track their progress toward mastery.

Assigned to: Johnna WalkerAdded date: 10/21/2013Target Completion Date: 01/24/2014Comments: Teachers and support staff (EC, ESL, TD, Tutors) will

maintain each student's mastery of specific learning objectives.


Indicator IIIA09 - All teachers clearly state the lesson’s topic, theme, and objectives.(118)


Objective Met - 04/22/2013 06/05/2013




The current level of development is inconsistent.

Plan Assigned to: Steven CraneHow it will look when fully met: Quality instruction begins with activating prior

knowledge. Making connections to prior knowledge is not only helpful in organizing new learning, but also increases students’ interest in the topic. By clearly stating the lesson objective teachers can scaffold the new material to be learned into the lesson. A master teacher is able to articulate clear goals and expectations for the lesson being taught. The teacher introduces the new lesson by connecting it to the previous one and to prior learning.


1. Teachers will begin each day by posting objectives for core instruction in student friendly terms followed by the CCSS/ES standard associated with the objective in parentheses (subject-grade level-standard #). Objectives need to be written large enough on the board or on sentence strips for students to read and reference. At the beginning of each lesson the teacher will state the objective for the day’s lesson. If asked, students should be able to correctly answer the question, “What are you learning today?” Procedures for objectives will be monitored by administration during informal walk-throughs and formal observations. Feedback will be provided to teachers. Teachers who demonstrate writing effective objectives will be asked to share with their PLCs.

Assigned to: Steven CraneAdded date: 10/01/2012Target Completion Date: 03/08/2013Comments: Review of Observation walk-through forms and lesson

plans from team planning meetings.

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Task Completed: 01/09/2013Implement Percent Task Complete:

Objective Met: 4/22/2013 6/5/2013Experience: 4/22/2013

An analysis of daily objectives was conducted on a routine basis. Teachers and facilitators have focused on objectives during planning based on state standards. During Common Core training, teachers received PD on unpacking the standards. It will continue to be ongoing quality of instruction. During classroom walkthroughs and observations, teachers are observed posting and stating daily objectives.

Sustain: 4/22/2013We need to continue to focus on having multiple discussions on unpacking the standards and monitor daily implementation of objectives posted daily and ensure the alignment with lessons taught through walkthroughs and observations.

Evidence: 4/22/2013Teacher Evaluations, Walkthroughs,Objective tally sheet, lesson plans, and administrative photos.

Indicator IIIA33 - All teachers interact socially with students (noticing and attending to an ill student, asking about the weekend, inquiring about the family).(142)

Status Objective Met 12/20/2013 Assessment Level of Development: Initial: Limited Development 06/26/2013

Objective Met - 12/20/2013




Some teacher interact well.

Plan Assigned to: Devri Elliott-BennettHow it will look when fully met: Teachers will implement and maintain positive

interactions with their students. They will reinforce positive student behavior and demonstrate learning by using questioning techniques and discussion methods. Teachers use instructional group activities and lessons that provide opportunities for students to connect school with their home experiences and culture. Teachers will connect the curriculum to their students' culture and real-world experiences through lesson planning, whole/small group activity, playground interaction and support, as well as attending and showcasing activities that students maybe involved in outside of school, i.e., athletic activities and Arts related activities, etc. Teachers will plan opportunities for students to share and showcase their skills and talents within the instructional setting and correlate these activities to the A+ Essentials and Common Core/Essential State Standards. This will be evidenced by using: The UPCA Communication Log, Classroom

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DoJo, Lesson plans, Administrative Observations, UPCA school based program agendas, as well as teacher reflective journals.


1. Task 1 - The teachers will invite students to celebrate their strengths through the Student Stars Spotlight Campaign. Students may self- select themselves and/or be encouraged to showcase their strengths by the teachers, administration, facilitators, or students. Students will have the opportunity to communicate and showcase their experiences within the school environment. These opportunities can be shared via video, discussions, demonstrations, etc. Teachers will complete a Student Spotlight Form of these events and include in data notebook.

Assigned to: Jovan AdamsAdded date: 09/28/2013Target Completion Date: 01/08/2014Frequency: monthlyComments: Provide Mr. Adams with form and expectations.Task Completed: 12/20/2013

Implement Percent Task Complete:Objective Met: 12/20/2013 Experience:

12/20/2013The teachers will invite students to celebrate their strengths through the Student Stars Spotlight Campaign. Students will have the opportunity to communicate, showcase their experiences, and share cultural experiences within the school environment. These opportunities can be shared via video, discussions, demonstrations, etc. Teachers will complete a Student Spotlight Form of these events and include in data notebook. Teachers will utilize UPCA Communication Log, Classroom DoJo, Lesson plans, Administrative Observation feedback, UPCA school based program agendas, as well as teacher reflective journals.

Sustain:

12/20/2013The teachers will continue to invite students to celebrate their strengths through the Student Stars Spotlight Campaign. Teachers will continue to utilize UPCA Communication Log, Classroom DoJo, Lesson plans, Administrative Observation feedback, UPCA school based program agendas, as well as teacher reflective journals.

Evidence:

12/20/2013 Star Student Spotlight Form, UPCA Communication Log, Classroom DoJo, Lesson plans, UPCA school based program agendas.

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Classroom InstructionExpecting and monitoring sound homework practices and communication with parents

Indicator IIIB01 - All teachers maintain a file of communication with parents.(150)Status Tasks completed: 2 of 6 (33%)Assessment Level of Development: Initial: Limited Development 06/26/2013




Communication is limited

Plan Assigned to: Gwendalyn IversenHow it will look when fully met: All teachers will maintain a parent communication log

section located in their Data Binder that has a sheet for each student. Contact information will be available and up to date for each student. The teacher will document the date, reason for the communication (positive, conference, etc...) how the communication was carried out (phone call, face to face, email) and a brief recap of the communication.


1. Task 1 - All Kindergarten teachers will maintain a parent communication log section located in their Data Binder that has a sheet for each student. Contact information will be available and up to date for each student.

Assigned to: Barbara BakerAdded date: 09/28/2013Target Completion Date: 01/24/2014Frequency: monthlyComments:

2. Task 2 - All first grade teachers will maintain a parent communication log section located in their Data Binder that has a sheet for each student. Contact information will be available and up to date for each student.

Assigned to: Gwendalyn IversenAdded date: 09/28/2013Target Completion Date: 12/19/2013Frequency: monthlyComments:Task Completed: 12/19/2013

3. Task 3 - All second grade teachers will maintain a parent communication log section located in their Data Binder that has a sheet for each student. Contact information will be available and up to date for each student.

Assigned to: Tarasha WilliamsAdded date: 09/28/2013Target Completion Date: 01/24/2014

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Frequency: monthlyComments:

4. Task 4 - All third grade teachers will maintain a parent communication log section located in their Data Binder that has a sheet for each student. Contact information will be available and up to date for each student.

Assigned to: Deborah AliAdded date: 09/28/2013Target Completion Date: 01/10/2014Frequency: monthlyComments:Task Completed: 12/19/2013

5. Task 5 - All fourth grade teachers will maintain a parent communication log section located in their Data Binder that has a sheet for each student. Contact information will be available and up to date for each student.

Assigned to: Elise HolmesAdded date: 09/28/2013Target Completion Date: 01/24/2014Frequency: monthlyComments:

6. Task 6 - All fifth grade teachers will maintain a parent communication log section located in their Data Binder that has a sheet for each student. Contact information will be available and up to date for each student.

Assigned to: Katie LongAdded date: 09/28/2013Target Completion Date: 01/24/2014Frequency: monthlyComments:


Providing operational flexibility and sustained supportFederal Requirement: Give the school sufficient operational flexibility (such as staffing, calendars/time, and budgeting) to implement fully a comprehensive approach to substantially improve student achievement outcomes and increase high school graduation rates.

Indicator A01 - The LEA has examined current state and LEA policies and structures related to central control and made modifications to fully support transformation.(1633)


Evidence: CMS has identified two programs to identify new principals who are trained to be turnaround leaders. These programs, New Leaders for New Schools and Leaders for Tomorrow (Winthrop University), provide intensive professional development and on the job training to ensure that future leaders are knowledgeable of instructional practices and are prepared to lead for change. In addition, CMS has implemented the Strategic Staffing Initiative that allows for placing highly effective leaders into challenging and hard to staff schools. Zone

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Superintendents collaborate with the Deputy Superintendent to identify the district’s most effective leaders based on student achievement data and cultural competencies. There is a three year commitment of a Strategic Staffing principal, which is meant to create stability for the school with a highly effective leader in place.

Indicator A02 - The LEA has reoriented its culture toward shared responsibility and accountability.(1634)


Evidence: CMS has provided extensive professional development on the Professional Learning Communities (PLCs) model to promote collaboration among staff within the school, between schools and central office, and within the central office. Principals and assistant principals received monthly training and share their learning with school staff. Within the PLC model, there has been a shift towards making data driven decisions. CMS has provided central office and school personnel with several data management and intervention tools that provides them information for decision-making and monitoring progress. The Managing for Performance Portal provides teachers, administrators, and central office staff with information about achievement, WIDA scores, EC, attendance, at-risk factors, behavior, etc. Thinkgate is the platform used to house data from district created benchmarks. Easy access to this data enables teachers to develop remediation plans, Electronic Personalized Education Plans are maintained in Easy PEP on all students scoring below grade level on standardized tests. Additionally, the district has provided extensive monthly training to principals and assistant on the North Carolina Educator Evaluation System to ensure evaluators are able to accurately assess teachers’ level of performance and provide feedback, coaching, and professional development to promote growth.

Indicator A04 - The LEA has aligned resource allocation (money, time, human resources) within the school’s instructional priorities.(1636)


Evidence: The Superintendent works collaboratively with the Board of Education to develop a budget that is aligned with the goals of Strategic Plan 2014. The district budgeting process requires various stakeholders and central office employees to evaluate the effectiveness of instructional programs and initiatives in achieving the district’s goals to determine future funding priorities. Decisions about textbooks, technology standards, and data management systems are made and funded at the district level. State and local funding is provided to schools based on the 20th day ADM. Principals involve their School Leadership Teams to prioritize school budgets that are in alignment with the School Improvement Plan. Staffing allocations provided by the state are reviewed and the district uses a

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weighted student-staffing ratio to account for the needs of schools with high levels of student poverty. Extended Day funding, that is used to provide remediation and additional instructional time for students, is allocated based on the number of students scoring below grade level in reading at a school. The district has provided additional zone staff, including literacy and math specialists, to support the instructional program in Title 1 schools.

Providing operational flexibility and sustained supportFederal Requirement: Ensure that the school receives ongoing, intensive technical assistance and related support from the LEA, the SEA, or a designated external lead partner organization (such as a school turnaround organization or EMO).

Indicator B10 - The LEA has planned for and initiated an ongoing cycle of continuous progress monitoring and adjustment.(1659)


Evidence: The School Improvement Team is comprised of school leaders who are engaged in the implementation of the School Improvement Plan. School Improvement Team’s will meet on a consistent basis (monthly or quarterly) to monitor progress in areas of parent outreach, student achievement, and discipline. During these meetings, the team’s can assess the implementation that has already taken place as well as plan ahead to determine full implementation. In addition, zone teams participate in school walkthroughs where instructional feedback is provided to the school leadership. Principals can choose to implement changes based on this feedback or share feedback with the School Improvement Team and determine adjustments from that point.

Indicator B15 - The LEA provides the school transformation team members with information on what the school can do to promote rapid improvement.(1663)


Evidence: Through the zone office support is offered to schools in the areas of math, literacy, exceptional children, and behavior intervention. Specialists in each of these areas collaborate with the school and provide support, training and feedback as needed to the school to promote rapid improvement. The collaboration between the specialists and the school occur in various forums such as individual meetings with school-based leadership, small group support to teachers, and/or planning sessions with facilitators. The zone office provides research based content that has been proven to increase student achievement and teacher effectiveness.

Developing and increasing teacher and school leader effectivenessFederal Requirement: Replace the principal who led the school prior to commencement of the transformation model.

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Indicator C01 - The LEA has determined whether an existing principal in position for two years or less has the necessary competencies to be a transformation leader.(1639)


Evidence: All new CMS principals are given a two year contract during that time they participate in a district wide induction program. In the first year, principals are assigned a mentoring coach who meets with them monthly to provide professional development and support. In the second year, principals participate in the SAM’s Project, which includes a coach and extensive professional development. Additionally, all CMS principals are evaluated using the North Carolina School Executive Performance Evaluation tool. Throughout the year they are monitored consistently using a professional development plan that targets their areas for growth.

Indicator C06 - The LEA selects and hires qualified principals with the necessary competencies to be change leaders.(1644)


Evidence: CMS uses the Principal Talent Pool selection process to cultivate a pipeline of change leaders. In this process, potential principals must go through a paper screening process to assess the quality of their previous experiences and their ability to lead for instructional growth as indicated by qualitative data. During the second phase of the process, potential principals must demonstrate leadership through an extensive interview, participation in a case study discussion, and respond to an experience- based writing prompt. After being accepted into the Principal Talent Pool, candidates can apply for principal leadership positions within the district. The Zone Superintendents works with all school-based stakeholders to create a principal profile, which is used to identify needed competencies and skills. Potential principal candidates are selected for interviews based on a match of the school-based profile and their strengths. Following all potential principals must interview with a representative group of school stakeholders and Central Office staff. The best candidate is then approved by the Superintendent.

Indicator C08 - The principal effectively and clearly communicates the message of change.(1665)


Evidence: The principal effectively communicate the message of change through professional development, staff meetings, SLT meetings, connect Ed. Messages, and weekly news letters. The principal utilizes SLT improvement plan, professional development, staff meetings, PLC planning, and support staff to

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implement change in teaching and learning, school safety, and overall school improvement.

Evidence- Professional Development Agendas- Staff Meeting Agendas- SLT Meetings Minutes- Connect Ed. Messages- Principals Weekly News Letters- PTA Meeting Agendas

Indicator C13 - The principal focuses on building leadership capacity, achieving learning goals, and improving instruction.(1712)






The principal makes use of district policies and procedures to support site-based decision making, as well as to encourage increased communication, interaction between the staff and administration, problem solving opportunities so that everyone will have a vested interest in the school, students and school community. Team structure is in place and the Leadership Team meets at least once monthly with the principal to share in decision making for the school and community. The principal also ensures that all staff, parents and students understand the school's vision, mission and goals of the school. The Teacher Survey supports that the principal focuses on building leadership capacity, achieving learning goals and improving instruction for all students.

Plan Assigned to: Evonne PetersonHow it will look when fully met: The principal creates a collaborative culture where

teams are encouraged to participate in decision-making processes to build capacity and unity among staff. Teams meet daily to plan core instruction and arts-integrated lessons. Instructional committees, SLT, FAC, and the PBIS committee meet a minimum of once per month to support the work of the School Improvement Plan. The School Improvement Plan is aligned with mission and goals that are set by the CMS Board of Education. To support the work of the School Improvement Plan, strategies are set in place to monitor the successful school-wide implementation of the plan. The principal ensures all stakeholders understand the school’s vision, mission and goals for the school by allowing them multiple opportunities to share meaning dialogue to promote and encourage buy-in. The principal discusses the vision, mission,

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and goals during the Annual Title I Parent meeting, Beginner’s Day, PTA meetings, Principal coffees, and these school improvement documents are posted on our school’s website and in UPCA brochures. The principal uses a tool to assess teachers’ needs periodically throughout the year and utilizes funds and other resources to address concerns that have a direct impact on student learning. Teachers are provided with opportunities to take on leadership roles. The Teacher Survey will reflect that most teachers support the vision, mission, and goals for the school and they believe the principal supports their educational growth and development.


1. Step 1 : Attend team meetings on a regular basis and monitor group interactions and provide guidance to support the continuous growth of school improvement goals. Hold flexible monthly SLT meetings to increase parent participation.

Assigned to: Evonne PetersonAdded date: 10/01/2012Target Completion Date: 04/30/2013Comments: An administrator have attended PLC's more

consistently and a schedule for attending meeting will be implemented to ensure ongoing consistency. SLT meeting will be integrated into school based activities to allow for more flexibility and parent involvement. PLC's meeting dates and schedule should complete this task

Task Completed: 04/22/20132. Step 2: Provide opportunities for staff and parents to work in vertical teams to provide feedback on the vision, mission, and goals for the school based on previous achievement data.

Assigned to: Evonne PetersonAdded date: 10/08/2012Target Completion Date: 09/17/2012Comments: SLT meetings provided the opportunity for parents to

work in vertical teams and provide feedback. The vision, mission, and goals for the school was reviewed and discussed.

Task Completed: 09/17/20123. Step 3: Assess staff and parent needs/concerns several times per year and hold informal gatherings where topics can be openly discussed and solutions

Assigned to: Evonne PetersonAdded date: 10/08/2012Target Completion Date: 05/31/2013Comments: Thus far, Parent surveys concerning school

closing/consolidation, CEZ survey, and PD needs assessment have been implemented. Family Friendly Walkthrough was conducted on 4/19/13 with Johnny Allen, consultant firm for School Climate, Leadership, and Parent Engagement. School Leadership Team and

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Title I Parent Meetings were held to discuss parental concerns. Teams met on a monthly basis.


Objective Met: 6/3/2013 Experience: 6/3/2013

In order to successfully meet this objective, teachers were asked to complete a comprehensive needs assessment at the end of the 2011-2012 school year and again at the beginning of the current school year. As a result a professional development plan was created and implemented. Professional Development was conducted by district and UPCA staff members. Staff members were encouraged to volunteer to present PD based on their strengths and expertise. Professional development topics included: Monthly technology PD sessions, Balanced Literacy, Common Core, Intervention Process emphasizing RTi (Tier I and II) as well as developing and implementing Data Notebooks Data "Daze", Mastery Tracking, Family Engagement, Indistar, Ron Clark Academy and Measures of Academic Progress (MAP). Parent activities included: STEAM Night, Title I Parent Meeting, EOG Night, Reading Night Out, Curriculum Night, Author's Night, and Beginner's Day. During each event teachers provided the leadership and direction on how these events would be conducted on their grade level and within their classrooms.

Sustain: 6/3/2013We will continue to seek feedback from parents and staff to address their professional development needs that will have a greater impact on student achievement. We will provide A+ training sessions for the staff and UPCA parents. Teachers will complete another needs assessment for the upcoming school year. This information will be used to plan PD for the 2013-2014 school year. We will work with staff to fully understand and effectively implement the CMS and UPCA non-negotiables, Tier I instruction and behavioral support. The Scheduling Committee created a schedule for the upcoming school year based on a collaborative effort between and among all PLCs and departments within the school.

Evidence: 6/3/2013Evidence includes: Needs Assessment Data, survey results, lesson plans, agendas, PD sign-in sheets, handouts, staff meeting agendas, revised master schedule, MyPD transcripts, Positive Email Kudos, and Staff Climate Survey.

Developing and increasing teacher and school leader effectivenessFederal Requirement: Use rigorous, transparent, and equitable evaluation systems for teachers and principals that a) take into account data on student growth as a significant factor as well as other factors, such as multiple observation-based assessments of performance and ongoing collections of professional practice reflective of student achievement and increased high school graduation rates; and b) are designed and developed with teacher and principal involvement.

Indicator D01 - The principal regularly evaluates a range of teacher skills and Page: 23 of 46

knowledge, using a variety of valid and reliable tools.(1671)Status Full Implementation Assessment Level of Development: Initial: Full Implementation 08/30/2012

Evidence: The principal regularly observes and evaluates staff according to North Carolina expectations. The principal evaluates a range of teacher skills and knowledge, using a variety of valid and reliable tools. These evaluation tools include the McRel system,formal and informal observations, walk through and peer observations, teacher artefact's and self evaluations, and parent feedback. Evidence - McRel Formal Observation - Informal observation notes - Walk through documentation - Peer observation notes - Teacher artefact's(parent communication log, student work samples, intervention plans,student PEP's, lesson plans, etc.) - Teacher self evaluation notes - Professional Development Plan - Parent feedback (Conferences/conversations notes, emails, and call logs)

Indicator D02 - The principal includes evaluation of student outcomes in teacher evaluation.(1672)





The principal includes formal assessments in teacher evaluation. These assessments include state End-of-Grade test, district quarterly formal assessments,grade level common assessments, and benchmarks to measure student growth and teacher effectiveness.

Plan Assigned to: Evonne PetersonHow it will look when fully met: Teachers at University Park Creative Arts Elementary

School will faithfully use District MAP data, grade level common assessments, and benchmarks to measure student growth and teacher effectiveness. During math, reading, science and RTI planning sessions teacher will use assessment data to evaluation their own performance in teaching specific objectives. Evidences could include a general self assessment completed by each teacher that can be used during the evaluation process and walkthrough data completed by an administrator.


1. Step 1: Principal will request assessment data from teachers quarterly. Data can include class assessments scores, formative assessment data, DIBELS data and

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student work samples. -1st quarter assessment data due 10/31/12 -2nd quarter assessment data due 01/31/13 -3rd quarter assessment data due 03/31/2013

Assigned to: Priscilla WillinghamAdded date: 10/01/2012Target Completion Date: 05/31/2013Comments: Response checklist will be created for teacher

feedback. We created the rubric for data notebooks to guide teachers to collect, organize, and analyze data. Notebooks were evaluated as well as having PD sessions such as Data Daza to interpret and analyze data. Data Daze is a full day planning sessions with vertical teams to discuss, plan, and analyze from data. In March, Mock Eogs were conducted to determine how we can assess our students and prepare them for the End of Grade Tests.

Task Completed: 04/22/20132. Step 2: Teachers and administrators will attend Vertical Teaming Meetings to discuss expectations, trends, needs, and to make adjustments in instruction based on student data, etc. In addition teachers will utilize anecdotal notes, running records, portfolios writing, journal notebook to assess student learning and create an effective plan to meet students needs.

Assigned to: Priscilla WillinghamAdded date: 10/08/2012Target Completion Date: 06/03/2013Frequency: four times a yearComments: Teachers will also utilize pre/post assessment data to

measure student learning. Student outcomes in terms of measuring student growth or annual yearly progress, will not be available until November 2013.

Review of lesson plans and walkthrough data. Data Notebook checklist was created for teacher feedback to guide teachers to collect, organize, and analyze data. Notebooks were evaluated as well as having PD sessions such as Data Daze to interpret and analyze data. Data Daze is a full day planning sessions with vertical teams to discuss, plan, and analyze from data. In March, Mock Eogs were conducted to determine how we can assess our students and prepare them for the End of Grade Tests. In addition, we reviewed PEPs, report cards, and progress reports and provided feedback to help teachers impact student learning.

Task Completed: 06/03/20133. When End of Grade test data is available in October 2013 we will analyze student perfomance and create an action plan to address students' needs. We will use this data to develop flexible remedial and enrichment groups and activities.

Assigned to: Jackie SeegarsAdded date: 06/03/2013Target Completion Date: 01/17/2014Frequency: twice a yearComments: The principal will analyze student perfomance and

share these results with all stakeholders. The principal and administrative team will use this data to assist

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teachers with developing more effective instructional strategies and/or practices. The principal will also use this data to provide opportunies for teachers to share instructional strategies with peers that have been proven to be effective.

Task Completed: 01/17/2014Implement Percent Task Complete: Tasks completed: 3 of 3 (100%)

Developing and increasing teacher and school leader effectivenessFederal Requirement: Identify and reward school leaders, teachers, and other staff who, in implementing this model, have increased student achievement and high school graduation rates and identify and remove those who, after ample opportunities have been provided for them to improve their professional practice, have not done so.

Indicator E12 - The LEA has a team available to help principals as they deal with underperforming employees to minimize principal’s time spent dismissing low performers.(1690)


Evidence: Each school zone retains a Human Resource Manager on their team to support principals in the dismissal process of low performing staff. The HR Manager meets with principals to ensure that the dismissal process is being followed correctly and assists principals with the data collection needed for dismissal. In addition, Zone Superintendents coach principals through the dismissal process giving them constructive feedback on the paper documentation or providing an awareness of the timeline for dismissal procedures. In some cases, Executive Directors or Zone Superintendents will participate in the observations of low-performing staff to provide general feedback and provide documentation support.

Developing and increasing teacher and school leader effectivenessFederal Requirement: Provide staff ongoing, high-quality, job-embedded professional development that is aligned with the school's comprehensive instructional program and designed with school staff to ensure they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies.

Indicator F03 - The LEA/School aligns professional development with identified needs based on staff evaluation and student performance.(1694)


Objective Met - 06/03/2013 06/03/2013




At the end of the previous school year, the principal invited the staff to complete a survey and provide

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candid feedback regarding professional development needs. Teachers and staff used end-of-year data (EOG/DIBELS, K-2 Assessments, etc.) in order to determine general and broad categories of professional development for the upcoming school year, including Technology, the need to differentiate instruction and to communicate with students and colleagues in a positive manner. At the beginning of this school year, the conversation was initiated again and staff was asked to define and re-define their needs based on the data at hand with new students, etc. By targeting professional development needs in these areas will seek to align professional development with identified needs based on staff evaluation and student performance. LEA RESPONSE?CMS aligns professional development with the goals in Strategic Plan 2014 and needs identified from student achievement and teacher evaluation data. The district has taken the lead on providing an introduction to and implementation of the Common Core Standards. Curriculum and Instruction (C&I) Directors have worked collaboratively with department members and teacher leaders to develop system-wide training that was conducted during the five professional development waiver days. Additionally, the C&I department implemented a summer Teacher's Institute,STEM Institute, and other workshops for teachers. To further help with building teachers' content understanding, the C&I department implements monthly alliance meetings for a variety of content areas. During these meetings, they share instructional strategies and resources. The district has also created an electronic walkthrough form that is used through the Teachscape platform. C&I and Zone Staff have access to the data collected on teachers at the school and are able to tailor professional development sessions for the schools and teachers. This year, the district is focusing on instructional coaching with central office staff, principals and assistant principals to help build their capacity for improving teachers' performance. The district provides additional professional development opportunities and teachers are able to register through the MyPD system. Title 1 PD Coaches provide professional development opportunities, including the Differentiation Academy, Support Interaction, Literacy Across the Content Areas, Writing in the Math Classroom, etc., that are specially designed to the meet the needs of Title 1 teachers. The zone office staff further support teachers by providing coaching support on the implementation of the common core and Balanced Literacy Model.

Plan Assigned to: Donna DevereauxHow it will look when fully met: Create a professional development learning

community that fosters a school culture of continuous learning.


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1. A school-created & school-led Technology PD will provide staff the opportunity to participate in hands-on experiences which will make them more "tech savvy." Staff will utilize their new knowledge to introduce programs like PhotoStory, Prezi, and KidsBlog to their students through new & engaging lesson plans. Staff will also create wikis through which they can communicate what is happening in the classroom with parents. The Technology PD, lesson plans, student work, and teacher wikis will provide evidence of full implementation.

Assigned to: Donna DevereauxAdded date: 10/03/2012Target Completion Date: 04/30/2013Comments: Needs assessment completed, PD identified, and

results will be shared at a later date. Professional development with staff includes Common Core, Balanced Literacy/Writer's Workshop, A+ Arts Training, ongoing technology, Ron Clark Academy, Family Involvment and Engagement, Exceptional Children's accommodations training, Intervention/RTI process, Mentor/Mentee Training, and ongoing literacy training. In addition, teachers will be conducting a professional development session on Discovery Education on 5/1/13.



University Park teachers participated in a monthly technology professional development that included multiple 21st century instructional tools and strategies. The technology PD was facilitated by UPCA teachers and district instructional technology support.

Sustain: 6/3/2013A Professional Development plan will be created based on a needs assessment given to teachers at the beginning of the year.

Evidence: 6/3/2013Evidence includes: PD transcript, teacher Wiki pages, student work samples, PD homework

Indicator F04 - The LEA/School provides all staff high quality, ongoing, job-embedded, and differentiated professional development.(1695)






In house high quality professional development is offered to staff on an on-going basis. Most professional development at this time is geared to support the entire staff as Common Core Standards/Essential Standards are introduced and

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studied. LEA RESPONSE:CMS aligns professional development with the goals in Strategic Plan 2014 and needs identified from student achievement and teacher evaluation data. The district has taken the lead on providing an introduction to and implementation of the Common Core Standards. Curriculum and Instruction (C&I) Directors have worked collaboratively with department members and teacher leaders to develop system-wide training that was conducted during the five professional development waiver days. Additionally, the C&I department implemented a summer Teacher's Institute,STEM Institute, and other workshops for teachers. To further help with building teachers' content understanding, the C&I department implements monthly alliance meetings for a variety of content areas. During these meetings, they share instructional strategies and resources. The district has also created an electronic walkthrough form that is used through the Teachscape platform. C&I and Zone Staff have access to the data collected on teachers at the school and are able to tailor professional development sessions for the schools and teachers. This year, the district is focusing on instructional coaching with central office staff, principals and assistant principals to help build their capacity for improving teachers' performance. The district provides additional professional development opportunities and teachers are able to register through the MyPD system. Title 1 PD Coaches provide professional development opportunities, including the Differentiation Academy, Support Interaction, Literacy Across the Content Areas, Writing in the Math Classroom, etc., that are specially designed to the meet the needs of Title 1 teachers. The zone office staff further support teachers by providing coaching support on the implementation of the common core and Balanced Literacy Model.

Plan Assigned to: Priscilla WillinghamHow it will look when fully met: Professional learning that increases educator

effectiveness and results for all students aligns its outcomes with the educator performance and student curriculum standards.


1. Step 1: Staff will complete a professional development needs assessment. Assigned to: Priscilla WillinghamAdded date: 10/03/2012Target Completion Date: 10/31/2012Comments: Needs assessment completed.Task Completed: 10/29/2012

2. Step 2: A professional development plan will be created for the year to address those needs. At the conclusion of professional development sessions, teachers will share new learning with their colleagues during staff meetings and during Uno, Duo, Trio meetings.

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Assigned to: Priscilla WillinghamAdded date: 10/08/2012Target Completion Date: 10/15/2012Comments: A professional development plan was created for the

year.Task Completed: 10/29/2012

3. Step 3: Teachers will utilize feedback forms to share information about the effectiveness of the professional development provided

Assigned to: Priscilla WillinghamAdded date: 10/08/2012Target Completion Date: 04/26/2013Comments: A professional development feedback form was

completed at the completion of each session.Task Completed: 04/22/2013

Implement Percent Task Complete:Objective Met: 4/22/2013 Experience: 4/22/2013

Targeted professional development at our school has increased teacher effectiveness as evidenced by student work products, various assessments, Common Core and Essential Standards lesson planning, and Arts integrated lessons .

Sustain: 4/22/2013We need to provide more professional development on data analysis, technology, and Balanced Literacy as well as opportunities for students to observe their peers.

Evidence: 4/22/2013Professional Development transcripts, agendas, handouts, student work samples, and PD sign in sheets. Lesson plans to show how technology is used. Classroom Newsletter and school website (teacher wikis).

Indicator F07 - The LEA/School sets goals for professional development and monitors the extent to which it has changed practice.(1698)


Evidence: Our school seeks to monitor the use and the extent to which professional development goals and expectations are utilized in the classroom. LEA RESPONSE:Within Strategic Plan 2014, CMS has established Effective Teaching and Leadership as a district priority. Within in this priority, one of the Key Indicators is provide access to training that is tailored to student and teacher learning needs. Some of the strategies listed are to provide training on a variety of instructional strategies, implement the Differentiation Academy, provide support of the understanding and use of data through the Data Wise process, provide training on rigor, expand the instructional coaching model, fully implement PLCs as a means of providing job-embedded professional training, and provide

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training on the RTI model. CMS has provided training in each of these areas and monitors the effectiveness of each through survey and student achievement data, participation rosters, and walkthrough and teacher evaluation data. After each professional development session, teachers complete an online feedback survey. Zone staff are aware of teachers and schools that have completed the Differentiation Academy and are able to monitor teachers' ability to implement strategies in their classrooms. The RTI model is being rolled out in phases. Schools who are identified as RTI schools have been assigned a coach who support and monitor implementation. CMS carefully analyzes the achievement performance at each of the schools and assesses the growth and achievement gaps of each subgroup to more formally monitor the effectiveness of the system-level professional development.

Developing and increasing teacher and school leader effectivenessFederal Requirement: Implement such strategies as financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions that are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in a transformation model.

Indicator G01 - The LEA has a plan and process in place to establish a pipeline of potential turnaround leaders.(1645)


Evidence: CMS has identified two programs to identify new principals who are trained to be turnaround leaders. These programs, New Leaders for New Schools and Leaders for Tomorrow (Winthrop University), provide intensive professional development and on the job training to ensure that future leaders are knowledgeable of instructional practices and are prepared to lead for change. In addition, CMS has implemented the Strategic Staffing Initiative that allows for placing highly effective leaders into challenging and hard to staff schools. Zone Superintendents collaborate with the Deputy Superintendent to identify the district’s most effective leaders based on student achievement data and cultural competencies. There is a three year commitment of a Strategic Staffing principal, which is meant to create stability for the school with a highly effective leader in place.

Indicator G03 - The LEA/School has established a system of procedures and protocols for recruiting, evaluating, rewarding, and replacing staff.(1670)


Evidence: Charlotte-Mecklenburg Schools implements an effective evaluation system which includes individuals with significant, recent experience in the classroom referred to as "Interview teams" at the school level. These teams include multiple people in conducting evaluations. They have experience in the classroom

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and each team includes individuals with expertise in the subject or grade level of the teacher being evaluated. CMS evaluates a variety of teacher skills and knowledge, using the McRel evaluation tool. LEA RESPONSE:CMS has a system of procedures for recruiting, evaluating, rewarding, and replacing staff. The district advertises all vacancies on the website and candidates complete an online application through the MyAPP 2.0 platform. Additionally,HR advertises on Facebook and attends various colleges to participate in job fairs. CMS has a system in place to identify teachers with leadership potential and provide them opportunities to participate in administrator licensure programs. CMS follows the North Carolina evaluation procedures and instruments for teachers and administrators.Principals and assistant principals are provided monthly training on the implementation of the evaluation process and matrix to ensure consistency and calibration in identifying highly effective educators and how to coach for improvement. Additionally a group of consultant coaches and principals worked collaboratively to develop indicators that reflect leveled performance for each of the standards in the evaluation matrix. The CMS Human Resources Department (HR) and Executive Staff, with the input of principals, have developed a matrix that outlines the acceptable level of summative performance for non -career teachers to be eligible for a continuing contract. Teachers who do not meet these standards, may be recommended for non-renewal. Career teachers must follow a directed professional development plan for two years and not make acceptable growth to be recommended for termination. Highly effective teachers are identified through their student growth composites and summative ratings and are provided leadership opportunities, including serving as a Professional Development Master Teacher and being Strategically Staffed, as a reward for their performance.

LEA RESPONSE: CMS has a system of procedures for recruiting, evaluating, rewarding, and replacing staff. The district advertises all vacancies on the website and candidates complete an online application through the MyAPP 2.0 platform. Additionally,HR advertises on Facebook and attends various colleges to participate in job fairs. CMS has a system in place to identify teachers with leadership potential and provide them opportunities to participate in administrator licensure programs. CMS follows the North Carolina evaluation procedures and instruments for teachers and administrators.Principals and assistant principals are provided monthly training on the implementation of the evaluation process and matrix to ensure consistency and calibration in identifying highly effective educators and how to coach for improvement. Additionally a group of consultant coaches and principals worked collaboratively to develop indicators that reflect leveled performance for each of the standards in the

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evaluation matrix. The CMS Human Resources Department (HR) and Executive Staff, with the input of principals, have developed a matrix that outlines the acceptable level of summative performance for non -career teachers to be eligible for a continuing contract. Teachers who do not meet these standards, may be recommended for non-renewal. Career teachers must follow a directed professional development plan for two years and not make acceptable growth to be recommended for termination. Highly effective teachers are identified through their student growth composites and summative ratings and are provided leadership opportunities, including serving as a Professional Development Master Teacher and being Strategically Staffed, as a reward for their performance.

Comprehensive instructional reform strategiesFederal Requirement: Use data to identify and implement an instructional program that is research-based and vertically aligned from one grade to the next as well as aligned with state academic standards.

Indicator H01 - The principal ensures that teachers align instruction with standards and benchmarks.(1714)


Evidence: The principal ensures that teachers align instruction with standards and benchmarks. The principal conducts investigation to align school/teacher enacted curriculum, state standards, and local curricula, including articulation across grade levels and content areas through formal observation, walkthroughs, facilitators support and students formal/informal assessments. The principal provides resources to enable teachers to incorporate changes required to align instruction with standards; monitor and maintain alignment between curriculum standards and classroom instruction, including use of formative data. Evidence - Informal and formal observation notes - Walk through documentation - Lesson plans- Professional Development- PLC agendas and minutes- SLT agendas and minutes - Facilitators Observation notes

Indicator H03 - All teachers, working in teams, prepare standards-aligned lessons.(1718)



Index: 6 (Priority Score x Opportunity Score)

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Priority Score: 3 (3 - highest, 2 - medium, 1 - lowest)Opportunity Score: 2 (3 - relatively easy to address, 2 -



The current level of implementation of development is inconsistent.

Plan Assigned to: Tarnicka CongressHow it will look when fully met: PLCs members will meet once a week for 90 minutes

to share their expertise. PLCs will align curriculum with the standards, selecting appropriate textbooks and materials. Teachers will bring their classroom assignments and student work to the team meetings. Through professional conversations about the rigor of assignments, teachers help one another with techniques that strengthen assignments and improve instruction. Through these conversations members should learn to evaluate assignments for rigor and alignment with standards, measure whether their students have the skills and knowledge to demonstrate proficiency and improve their assignments and instructional practices so that all students can meet and exceed standards.


1. Step 1: Each teacher in a grade level PLC will be accountable for the development of one to three lessons per meeting. The teachers will collaborate with grade level members, facilitators, and utilize resource material to develop the lessons.

Assigned to: Tarnicka CongressAdded date: 10/01/2012Target Completion Date: 11/01/2012Comments: Lesson plans and PLC minutes will be used as

evidence.

Task Completed: 11/01/20122. Step 2: Each PLC will collaborate with grade level members, facilitators, and utilize resource material to develop pre/post assessments that are clear and specific and would provide evidence of mastery consistent with the criteria established. This task is ongoing throughout the year.

Assigned to: Tarnicka CongressAdded date: 10/08/2012Target Completion Date: 05/03/2013Comments: Data notebooks will be used as evidence.Task Completed: 04/22/2013


Through PLC planning, facilitators and teachers determined the concepts, principles, and skills that would be covered within the unit of study. We also identified the standards/benchmarks that applied to the grade level and unit topics. In addition, we

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developed all objectives that clearly aligned to the selected standards/benchmarks. Teachers consistently developed pre/post-test items that were clear and specific as well as considered the most appropriate elements for mastery and constructs criteria for mastery.

Sustain: 4/22/2013Ongoing PLC meetings and planning will continue to take place on a weekly basis.

Evidence: 4/22/2013Lesson plans, walkthrough data, teacher evaluations, and notes from planning.

Comprehensive instructional reform strategiesFederal Requirement: Promote the continuous use of student data (such as from formative, interim, and summative assessments) in order to inform and differentiate instruction to meet the academic needs of individual students.

Indicator I01 - The school has established a team structure among teachers with specific duties and time for instructional planning.(1711)


Evidence: The school has established a team structure among teachers with specific duties and time for instructional planning. Grade level teams of teachers implement, assess, and adjust instruction in short-term cycles of improvement to meet students needs. Common team tasks include efforts to align content taught across grades, and development of interim and diagnostic common assessments to monitor student progress on a continuing basis. Practices such as the development of agendas and minutes are organized procedures for meetings help the teams stay focused and maintain a history of team work. PLC's maintain a file of the agendas and minutes of team planning.The Leadership Team is comprised of the principal and team leaders from the Instructional Teams (grade level). The Leadership Team function as the School Improvement Team, with parent members attending meetings scheduled for purposes of reviewing and amending the school improvement plan. Instructional Teams are manageable groupings of teachers by grade level or subject area who meet to develop instructional strategies aligned to the standards-based curriculum and to monitor the progress of the students in the grade levels for which the team is responsible. Evidence - School schedule with planning times and days - PLC agendas and minutes from planning - SLT agendas and minutes - Copies of pre/post assessment - List of PLC Norms

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Indicator I02 - All teachers monitor and assess student mastery of standards-based objectives in order to make appropriate curriculum adjustments.(1715)


Objective Met - 06/03/2013 06/03/2013




At UPCA some teachers inconsistently monitor and assess student mastery of standards-based objectives in order to make appropriate curriculum adjustments.

Plan Assigned to: Steven CraneHow it will look when fully met: Teachers will use student data to drive instruction

through collaboration within their PLCs during RtI planning. Various data sources will be used to identify students in need of academic support, including: EOG scores, DIBELS EOY Benchmark data, CMS Formative Assessments, STAR, and Reading 3D/TRC. At-risk students will receive research-based interventions and regular progress monitoring. Review of formative assessments will also provide feedback about students’ understanding of objectives and guide PLCs to collaborate to improve their instruction.


1. Step 2: All teachers will create and maintain data notebooks to identify students who are at-risk. Mastery Tracking, including Reading 3D/TRC Progress Monitoring will be utilized to track progress.

Assigned to: Steven CraneAdded date: 10/01/2012Target Completion Date: 10/31/2013Frequency: monthlyComments: A rubric will be created for data notebook. Mastery

tracking has not been fully implemented by all grade levels. Professional development was conducted on mastery tracking by teachers that have fully implemented in second and third grades. Further development is needed with effective mastery tracking systems throughout the entire school.

Task Completed: 02/15/20132. Step 1: A schedule aligning support services, such as Title I tutors, Resource teachers, teaching assistants, TD, and ESL teachers will be developed to coordinate academic support during scheduled time for differentiated instruction during Literacy Workshop and/or Math Club.

Assigned to: Linda WilkersonAdded date: 10/08/2012Target Completion Date: 10/31/2012Comments: Support schedule was revised throughout the year by

administrative team and facilitators.

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Task Completed: 10/31/20123. Step 3: Student groups will be reviewed quarterly and reorganized to meet the students’ needs. Lists indicating students, support service received (Title I, Resource, teaching assistants, TD, and ESL), name of adults providing support, and intervention(s) utilized will also be maintained in the notebook. Administration will review data notebooks during observation conferences, as well as each PLC’s RtI minutes.

Assigned to: Steven CraneAdded date: 10/08/2012Target Completion Date: 02/15/2013Comments: Lesson plans and PLC minutes will be used for

evidence.Task Completed: 04/15/2013

4. 4. All teachers will create and maintain data notebooks to identify students who are at-risk. Mastery Tracking, including Reading 3D/TRC Progress Monitoring will be utilized to track progress.

Assigned to: Steven CraneAdded date: 04/22/2013Target Completion Date: 10/31/2013Frequency: monthlyComments: Reading 3/D will be fully implemented during the

2013-2014 school year. Mastery tracking professional development was held in February. Teachers created and utilize data notebooks to monitor student growth.


Objective Met: 6/3/2013 6/3/2013Experience: Reading 3/D will be fully implemented during the

2013-2014 school year. Teachers created and maintained data notebooks to identify students who needed additonal support. Student groups were reviewed quarterly and reorganized to meet the needs of our students. Administration will review data notebooks as well as each PLC’s and RtI minutes to ensure effective instruction.

Sustain: 6/3/2013We will continue to review quarterly assessment data and reorganize student groups to meet the needs of our students. Administration will review data notebooks, as well as each PLC’s and RtI minutes to ensure effective instructional support continues.

Evidence: 6/3/2013Evidence includes: Data notebooks, lesson plans. and PLC minutes.

Indicator I03 - All teachers, working in teams, differentiate and align learning activities with state standards.(1716)


Objective Met - 04/22/2013 06/05/2013

Index: 6 (Priority Score x Opportunity Score)

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Priority Score: 3 (3 - highest, 2 - medium, 1 - lowest)Opportunity Score: 2 (3 - relatively easy to address, 2 -



At our school all teachers do work within a team concept and most seek to align learning activities with state standards. Differentiated instruction is inconsistently implemented across some grade levels and PLCs.

Plan Assigned to: Bree AdamsHow it will look when fully met: When this objective is fully met in our school, all PLC’s

will have documentation of both regular planning meetings to align instruction with the state standards and consistent grade level differentiation of instruction for students of different skill levels. There will be documentation of consistent collaboration across PLC’s (including special area, different grade levels and support staff). Students will be flexibly grouped into data based small groups with target grade appropriate instruction on each grade level. Teams will have consistent participation in the planning and implementation of instruction by all team members. Objectives will be uniform across the grade level for non-differentiated instruction and will be fully implemented and student friendly.


1. Step 2: Each PLC will collaborate with grade level members, facilitators, and utilize resource material to develop assessments that are clear and specific and would provide evidence of mastery consistent with the criteria established.

Assigned to: Bree AdamsAdded date: 10/08/2012Target Completion Date: 05/31/2013Comments: Teacher's planning minutes, evaluative feedback from

planning, and Common Core formatives and Mock EOG results will be used for evidence.

Task Completed: 04/22/20132. Step 1: Assess students to obtain valid data and use this student data to inform instructional decisions to determine appropriate grouping patterns.

Assigned to: Bree AdamsAdded date: 10/08/2012Target Completion Date: 10/29/2012Comments: Assessments were completed and filed in teacher data

notebook.Task Completed: 10/29/2012

3. Step 3: Create flexible grouping that is data based driven with targeted instruction across all grade levels.

Assigned to: Bree AdamsAdded date: 10/08/2012Target Completion Date: 04/17/2013Comments: Student assessment data was used to create flexible

groups list based on results from assessments as evidence.

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Teachers plan instruction collaboratively based on Common Core and Essential Standards to meet student needs. Student needs are identified by ongoing formative assessments, common assessments, anecdotal data, student interest surveys, and intervention team data. Per identified student needs, flexible groups have been created to address deficiencies with specific learning skills and content knowledge.

Sustain: 4/22/2013PLC teams will continue to monitor students' growth and progress with regards to students changing learning needs.

Evidence: 4/22/2013PLC minutes, Data Notebook, flexible grouping sheet, Title I tutor groups.

Indicator I04 - All teachers provide sound instruction in a variety of modes: teacher-directed whole-class; teacher-directed small-group; student-directed small group; independent work; computer-based; homework.(1719)






At UPCA some teachers inconsistently provide sound instruction in a variety of modes: teacher-directed whole-class; teacher-directed small-group; student-directed small group; independent work; computer-based; homework.

Plan Assigned to: Jackie SeegarsHow it will look when fully met: Based on later observational and control-group

research, reviewers identified six phasedfunctions of explicit teaching: (1) daily homework check, review, and, if necessary, re-teaching;(2) rapid presentation of new content and skills in small steps; (3) guided student practice withclose monitoring by teachers; (4) corrective feedback and instructional reinforcement; (5)independent practice in seatwork and homework with high (more than 90%) success rate; and (6)weekly and monthly review


1. Step 2: Teachers will implement multiple instructional strategies and instructional models in their classrooms in order to meet the diverse needs of students in their

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classrooms. This objective will be demonstrated through student work and their academic achievement and growth, as well a through teacher and administrative observation.

Assigned to: Faciltiators and AdministratorsAdded date: 09/29/2012Target Completion Date: 05/17/2013Frequency: four times a yearComments: Administrative staff will review quarterly. ( formatives,

common Assessments, lesson plans and report cards.)Task Completed: 06/03/2013

2. Step 1: Teachers and staff will review available data, cumulative folders to gain prior knowledge of their students; Teachers will execute a student PEP, and/or begin specific intervention in support of students in need of academic support.

Assigned to: Facilators and AdministratorsAdded date: 09/29/2012Target Completion Date: 02/15/2013Comments: Check list will be completed by Mr. Crane and

completed during RTI days.Task Completed: 02/28/2013


Weekly teachers met with facilitators to plan lessons aligned with the new Common Core and Essential Standards to meet the needs of our diverse learners. During these sessions, teacher and facilitators reviewed available data, analyzed formative assessments, and created a plan to implement new instructional strategies to teach the new standards.

Sustain: 6/3/2013We will continue to hold grade level planning sessions, assess and evaluate student growth utilizing common assessments, formative assessment data, and student work samples.

Evidence: 6/3/2013Evidence includes: common assessments, lesson plans, and planning minutes.

Indicator I05 - All teachers employ effective classroom management.(1721)Status Objective Met 4/22/2013 Assessment Level of Development: Initial: Limited Development 08/30/2012





At UPCA some teachers employ effective classroom management, it is inconsistent across all grade levels.

Plan Assigned to: Evonne PetersonPage: 40 of 46

How it will look when fully met: Teachers will implement rules and procedures that are listed on the UPCA Matrix and consistently reinforce all school-wide policies, rules, and universal signs (example – Give me Five) to promote a safe and nurturing learning environment. Teachers will develop and maintain positive relationships with all students that welcomes and promotes diversity. The classroom environment supports high levels of student engagement and interaction. Teachers will discipline students with fairness and equity and all students will be provided the opportunity to be restored to the classroom after consequences for inappropriate choices are implemented. Teachers will consistently encourage students to set and achieve high goals. Student-teacher interactions will remain positive at all times, and instruction will be adapted to meet the needs of every child. Teachers will work collaboratively with families and other support staff and/or specialists to meet the behavioral and academic needs for our at-risk students. Teachers will model respectful behaviors they want students to emulate. Teachers will incorporate knowledge of students’ cultures into lessons to build tolerance of others. Teachers will provide students with authentic learning experiences that will help to stimulate students’ natural curiosity for learning.


1. Step 1: Walk-throughs will be performed on a consistent basis to monitor teacher-student and student-student interactions. Formal observations and other data will be shared with teachers to provide them with feedback on their management of student behavior.

Assigned to: Evonne PetersonAdded date: 10/01/2012Target Completion Date: 10/31/2012Comments: This will be evidenced through walk through forms,

formal observation and feedback/coaching notes.Task Completed: 10/29/2012

2. Step 2: Discipline data/referrals will be monitored to ensure behavioral concerns are handled in an effective manner. Administration will provide feedback to teachers, support during parent conferences as needed, and PD as needed. Classroom management strategies will be provided in support of new teachers’ growth and development during Mentor/Mentee meetings and by Administrators as safety issues arise.

Assigned to: Evonne PetersonAdded date: 10/08/2012Target Completion Date: 10/20/2012Comments: This is evidenced through Uno, Duo, Trio agendas and

walk through feedback.Task Completed: 10/29/2012

3. Step 3: Our BMT and Counselor will work directly with classroom teachers to provide support for students with ongoing discipline concerns.

Assigned to: Lynn HudsonAdded date: 10/08/2012Target Completion Date: 04/30/2013

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Frequency: monthlyComments: A log was created by counselor and BMT to show

evidence with time and dates of support.Task Completed: 04/22/2013


Teachers worked collaboratively with families and other support staff and/or specialists to meet the behavioral and academic needs for our at-risk students. Teachers modeled respectful behaviors they wanted students to emulate. Teachers incorporated knowledge of students’ cultures into lessons to build tolerance of others. Teachers provided students with authentic learning experiences that helped to stimulate students’ natural curiosity for learning.

Sustain: 4/22/2013Continue to collaborate with families to build support in helping to address students' academic and behavioral needs.

Evidence: 4/22/2013Behavior logs, parent communication logs, parent-student conferences, teacher behavior documents.

Indicator I06 - The school Leadership Team regularly looks at multiple measures (e.g., behavior data, aggregated classroom observation data, and school climate surveys of staff, students, and parents) and uses this data to make decisions about student social and emotional learning. (2590)





Inconsistent

Plan Assigned to: Megan RossHow it will look when fully met: The principal will promote staff and teacher

collaboration by discussing students' behavioral, social and emotional concerns and/or issues on a regular and ongoing basis. The formal forum for analyzing multiple measures of data and using this data to make decisions about student's social and emotional progress will be through the School Leadership Team, Grade Level RtI planning, as well as School Intervention Team. A calendar has been created for the SLT to meet twice monthly throughout the academic year and Intervention team and Grade Level RtI planning meet weekly to discuss and develop strategies for students who need social and/or emotional support as well as interventions. This will be evidenced through meeting agendas and minutes, Student behavior plans and BMT logs, Administrative Walkthroughs and Observations, Student Referral

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binder, UPCA Behavior tracker (Class Dojo), and the Counselor's Student/Activity Meeting Log. These artifacts will be maintained in a Data Binder. Evidence of the effectiveness of interventions used will be ongoing progress monitoring and decrease in student referrals for behavior management, as well as an overall increase in positive school climate, teacher reflection, and Parent Communication Logs.


1. Task 1 - Create a binder that includes: Meeting agendas and minutes, Student behavior plans and BMT logs, Administrative Walkthroughs and Observations, Student Referral record, UPCA Behavior tracker (Class Dojo), as well as Counselor's Student/Activity Meeting Log.

Assigned to: Lynn HudsonAdded date: 09/30/2013Target Completion Date: 11/15/2013Frequency: monthlyComments: Inform Ms. Hudson of the expectations and

responsibilities.Task Completed: 11/08/2013

2. Utilize multiple intervention strategies based on the specific needs of students in the area of mathematics. Tools such as, Kathy Richardson's, DreamBox and Math Intervention (RTI Connections) strategies for Mathematics can be used, as well as AimsWeb for Tier II students in mathematics, K-5. Progress Monitoring will be used frequently based upon Common Assessments and MAP results.

Assigned to: Jackie SeegarsAdded date: 10/21/2013Target Completion Date: 01/24/2014Comments: MAP data, AimsWeb data, Common Assessements, and

evidence from staff in support of Kathy Richardson's and Building Number Power - (Math Intervention) professional development will be used to assess progress made by individual students.

3. Utilize multiple intervention strategies based on the specific needs of students in the area of literacy. Tools such as, Lucy Caulkin's and New York Teacher's College Balanced Literacy Intervention strategies will be used, as well as AimsWeb for students in grades 4 and 5. Progress Monitoring will be used frequently and will be based upon Common Assessments administered and MAP Literacy interventions will be utilized.

Assigned to: Cherie ChandlerAdded date: 10/21/2013Target Completion Date: 01/10/2014Comments: MAP data, AimsWeb data, Common Assessement

results, along with progress monitoring will be used to assess progress made by individual students.

Task Completed: 12/19/20134. Rti Behavioral Team will meet on a monthly basis to review the progress made by Tier 3 students. As the team implements the procedures to assess student behavior, Tier I Interventions, PBIS (research-based intervention) will be discussed. Quarterly behavior assembly programs will be held to specifically address behavioral concerns and expectations. WUPA (school's TV station) will be used to disseminate information and provide incentives for all students to maintain positive student behavior.

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Assigned to: Steven CraneAdded date: 10/21/2013Target Completion Date: 01/24/2014Comments: Adhere to BehaviorPlus recommendations and

procedures.Implement Percent Task Complete: Tasks completed: 2 of 4 (50%)

Increasing learning time and creating community-oriented schoolsFederal Requirement: Establish schedules and strategies that provide increased learning time.

Indicator J08 - The LEA/School monitors progress of the extended learning time programs and strategies being implemented, and uses data to inform modifications.(1710)


Evidence: Title I LEA RESPONSE:Through the use of Title I funds schools are able to offer before or after school learning opportunities for students. Students who struggle in their core academic areas are afforded these opportunities for additional instruction. Schools use formative assessments to inform student progress and determine whether adjustments need to be made in the instruction. In addition, technology is often used to provide extended learning opportunities for students. Academic enrichment that is technology based generates reports that provide specific feedback on student strengths and weaknesses. Teacher are able to use these reports to modify and adjust instruction. The district provides teacher training through the Differentiation Academy that gives strategies on how to adjust instruction in all settings to meet the needs of all students. The Differentiation Academy is available to all teachers and central office staff who support schools. This unified understanding of differentiation serves as a necessary component for instruction.

Increasing learning time and creating community-oriented schoolsFederal Requirement: Provide ongoing mechanisms for family and community engagement.

Indicator K04 - The LEA/School has engaged parents and community in the transformation process.(1649)


Evidence: UPCA have provide professional development for school leaders regarding effective collaboration. Negotiate partnership activities, communicate regularly with partners, publicly recognize partners, and continuously evaluate partnerships for continuous improvement and sustained relationships. Involve parents, community members, school staff, and other

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stakeholders in planning for services to be offered at the school site. Integrate in-school and out-of-school time learning with aligned standards. Incorporate the community into the curriculum as a resource for leaning, including service learning, place-based education, and other strategies. LEA RESPONSE: The parents and community of schools are informed and guided by work sessions that are offered by Parent University, which is a division within CMS. These work sessions provide valuable information to parents and community members regarding academics, intervention opportunities, social/emotional/mental health services, and school access. Students who are not able to access the curriculum are provided additional support through a Personalized Education Plan (PEP). The development of this plan includes parents, teachers, and other staff. Parents are invited to be a part of this process anytime a PEP is developed. Another support for students is the Response to Intervention (RtI), which parents participate in as well. Students are given specific interventions based on their academic challenges and parents share their concerns in this process. Students who are identified as being exceptional children are given an Individualized Education Plan, which must be developed with the parents as active participants. At the zone office, there are expert in all of the processes, which support the goals and provide additional support to parents as needed. The protocol for all student intervention is to have parents participate in the process and be involved in the development of educational plans and the implementation of them.

Indicator K07 - The LEA/School has established a positive organizational culture.(1651)Status Full Implementation Assessment Level of Development: Initial: Full Implementation 09/25/2012

Evidence: At UPCA, the principal is a central element in the school climate for both teachers and parents. Ms. Davidson fosters a school learning climate conducive to teaching and learning by establishing positive expectations and standards, maintaining high visibility, providing incentives for teachers and students, and promoting professional development. This positive environment will be sustained by continued professional development, additional parent involvement activities, and maintaining incentives for teachers and students. LEA RESPONSE: CMS is working diligently to create a positive organizational structure. In creating this environment several forums for communication have been established. The Superintendent of CMS is hosting several employee and community forums to hear concerns and provide feedback in an effort to open up lines of communication. In addition, there are several

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school surveys that are underway to determine how the central office can better work to support schools. On a yearly basis, the school environmental survey is completed by staff that shares their feelings and impressions regarding morale and culture. These surveys are reviewed by the principal to inform school change. CMS is working to recognize the “irreplaceable” teachers by giving principal the tools for how to encourage them and support them in their work. Throughout the district initiatives to recognize leaders, hard work and talent have been implemented to bring about a more positive organizational culture. At the zone office level, staff support teachers and principals by giving individual feedback and working along- side teams to give them an expert lens in various areas. This collaborative nature translates to a more positive environment for everyone.

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