An Environmental Scan For North Shelby School … Head: ENVIRONMENTAL SCAN 1 An Environmental Scan...

Running Head: ENVIRONMENTAL SCAN 1

An Environmental Scan For

North Shelby School

Cleveland County, North Carolina

1205 Northside Drive

Shelby, NC 28150

The Principalship LSA 5030-375

Appalachian State University

December 2, 2010

Sample Environmental Scan

ENVIRONMENTAL SCAN 2

An Environmental Scan For North Shelby School

Chapter 1 Historical Background and Context for North Shelby School

School and School District History

Northside (North Shelby) School was constructed at 1205 Northside Drive in 1965 at a

cost of $189,267. It operated as a black elementary school from 1966 to 1971, and became a

Title I kindergarten from 1971 to 1975. It was designated as the Children’s Center for the

special needs in 1975. The principals were as follows:

1966-74 James Beam

1966-76 J. Edwin Spangler

1976-87 Eugene Allen

1987-2009 Dr. Nellie Aspel

2009-Present Sharon Gensch

North Shelby is a special purpose, public school located in Shelby, North Carolina. It

operated under the Shelby City School District until the merger in 2004. It serves students

county-wide ages 3-21 with moderate to significant cognitive and multiple disabilities. In 1990,

the school began the process for Southern Association Accreditation at the elementary and

secondary levels. During this process many changes were made to improve the school. The staff

and student body voted to change the name to North Shelby. The vote also included the

selections for the school colors of red, white and gray, the mustang as mascot, and the vision

statement; “We Never Give Up On Student Success.” The school song lyrics were written by

staff members and the music was composed by the music therapist. The initial accreditation was

earned in March of 1992 and was last renewed in 2008.



The Carlos L. Young Building was dedicated September 1998 in honor of Carlos Young

a benefactor of North Shelby School, who was an advocate for all individuals with disabilities in

Cleveland County. His concern, support and caring touched the lives of many special people.

The building includes a full size court gym with a stage at one end and additional rooms that

serve as a physical therapy office, treatment room, guidance/social worker office, nurse’s office,

assistant principal office, conference room and boys and girls restrooms with shower facilities.

On September 24, 1999 HOPE of North Shelby, Inc., which stands for Helping Others Play and

Enjoy, dedicated a playground that is handicapped accessible. On September 28, 2001 the Janice

Elmore Memorial Greenhouse project was dedicated. On October 11, 2002 the Cleveland

County Humane Society dedicated a covered riding arena and in 2003 the Hearts and Hooves

Therapeutic Riding Program received the Governors Education 1st Partnership Award.

The Cleveland County Board of Commissioners adopted a plan on April 19, 2000 to

consolidate the Cleveland County, Kings Mountain and Shelby School Districts into a single

unit. This merger plan called for the consolidation to take effect on July 1, 2000. The North

Carolina State Board of Education approved the plan in June 2000; however, court appeals and

pre-clearance by the U.S. Justice Department delayed the merger until January 13, 2004. The

U.S. Justice Department did not approve or disapprove the merger plan itself but determined that

the voting strength of minorities would not be diluted under this plan. Cleveland County is

among 40 counties in North Carolina that fall under the U.S. Voting Rights Act and therefore

must have pre-clearance from the Justice Department when any voting procedures may be

affected.

The merger did not bring about sweeping changes for teachers, students and staff at the

classroom level. Initially, most of those affected by the merger were administrators and staff in



the district offices who were reorganized to provide services and support to the schools. The

merger allowed for consolidation of services centrally and more efficiently. It was planned to

take the best practices from each of the former districts and make the school system one of the

most outstanding in the state and nation which benefits everyone in Cleveland County Schools.

The local Board of Education determined the number of students which attend each

school, and the North Carolina High School Athletics Association decided the conferences and

divisions for the schools based on size, location and other factors. While the conferences may

have changed the merger did not diminish the rivalries that have existed among our schools for

many years. The athletic programs at the schools have not been negatively impacted by the

merger.

The newly merged Cleveland County Board of Education established graduation policies

based on recommendations from the superintendent. The new policies used the North Carolina

Board of Education’s minimum requirements for graduating from high school and receiving

various diplomas as a starting point and then added their own requirements to those set by the

state.

One of the biggest challenges was to determine the student capacity levels of the schools

in order for the staff to study growth patterns and redistricting for 2005-2006 school year. The

board also adopted a set of policies for the district to determine how the schools were to operate

and impact students, staff and the community. Members of the merged Cleveland County Board

of Education also worked with the Gaston County Board of Education to keep certain students as

part of the newly merged district.

Captain William Bell is credited with beginning the first school in Shelby, the Shelby

Military Academy, established in 1880. Mrs. John McDonald was named an instructor at Shelby



Female Academy in 1887 and elected president of the college in 1889. McDonald had previously

served as an instructor at the Peace Institute in Raleigh before accepting the position in Shelby.

The school operated as a boarding school between 1880 and 1890. The structure was later used

as a hotel and served as Shelby’s first hospital. The hotel was torn down in the 1930’s to make

way for city hall.

Public Schools in the United States were largely a product of the 19th century. The South

was slow to build or support a public school system. Poverty and lack of work in rural areas were

two reasons for a lack of growth. The town of Shelby chose to create its own school system,

which operated separately for over 100 years until the merger in 2004. Shelby opened a modern

graded school in January 1907 at a cost of $30,000. The word “graded” meant that the school

was not a one-room school where all students met together, which was quite an innovation for

that period. For nearly 75 years, all of Shelby’s white children (and some black children in the

later years) attended some grades in this building. The wall in front of this school still remains on

the site today as a reminder of the buildings that once stood there.

As the early years of the century passed, the school system built six elementary schools

that served Shelby for decades. In 1937, a new Shelby High School was built, leaving the old

graded school for junior high students. Few buses ran in the Shelby City Schools. Most students

walked or rode bicycles to schools. However, some students came in taxis!

The high school today has been remodeled to be used as a site for Shelby Middle School.

Construction is currently underway to build a new Shelby Middle School. Eventually Shelby

Middle School will be renovated to house the district’s alternative programs. This centralized

location will allow all alternative programs to be on one site. The remaining areas will be

renovated to house a centralized district office for Cleveland County Schools.



Currently, the Cleveland County School District office is located in Shelby, North Carolina.

The vision of the Cleveland County Board of Education is for the district to be one of the top 10

performing districts in North Carolina in all areas. The district employs almost 2,300 full-time

employees to accomplish the teaching and socialization of its 17,600 students. The board, staff

members, and the students they serve, have earned more than honorable mention status in recent

years, demonstrating that the Cleveland County Board of Education is achieving its vision.

• For the past three years, the National School Boards Association has recognized the

Cleveland County Board of Education as one of the top 10 boards of education in the

United States for the use and deployment of technology.

• Cleveland County had more schools designated as National Blue Ribbon Schools under

the U.S. No Child Left Behind Program than any other school district in the state in 2009.

Two elementary schools – East Elementary in Kings Mountain and Jefferson Elementary

in Shelby – achieved that designation.

• More than 85 percent of Cleveland County schools attained at least expected growth on

the state ABCs program in 2009, making the district one of the top two in the region.

• North Shelby School, the district’s school for special needs students, is a state- and

nationally-recognized model in the development of curriculum and programs.

• Cleveland County had more schools selected as Governor’s Real Deal Schools in 2009

than any other district in the state.

• Cleveland County was in the top 15 percent of districts in North Carolina in the

percentage of schools making Adequate Yearly Progress in 2009. The district had 83

percent of its schools reaching those goals.



• Kings Mountain High School received a Bronze Award and was ranked one of the best

high schools in the nation by US News and World Report in 2008 and 2009.

• Cleveland Early College High School is in its third year of operation; it is the only Early

College Program in the United States selected by the Outward Bound Program to use its

expeditionary learning approach.

• Each year the Cleveland County Schools Foundation gives a scholarship to every senior

who graduates with a 3.5 or higher GPA. For 2009, the scholarships totaled more than

$80,000.

• Cleveland County Schools began construction of a state-of-the-art Shelby Middle School

in the fall of 2010; the facility will open to students in the fall of 2011.

Cleveland County Schools have been ranked first in the nation among school districts in

per capita giving to the United Way for three consecutive years, demonstrating the importance of

serving the community. Cleveland County citizens have responded by supporting their public

schools. The Cleveland County School System has 17,600 students, which makes it the twenty-

third largest district in the state. Students attend 29 different schools including 16 elementary,

two intermediate, four middle and four high schools, a school for special needs students, and an

alternative school and early college program.

Cleveland County Schools spend $7,930 per pupil in current expenditures. The district

spends 64% on instruction, 30% on support services, and 6% on other elementary and secondary

expenditures. The district has fourteen students for every full-time equivalent teacher, with

North Carolina state average being fourteen students per full-time equivalent teacher. In 2007

the district’s grades 9-12 dropout rate was 9% compared to the national average of 4.4%.

Twelve percent of the students in the district have an Individualized Education Program (IEP),



which is a written plan of eligibility for special needs services. The district serves 2% English

Language Learners (ELL). ELL students are in the process of acquiring and learning English

Language skills.

All of the public schools strive to be the best academically and athletically. Special programs

are offered for academically gifted students as well as those that need an extra boost. All of the

schools have had great success in athletics, including state championships in baseball, basketball,

football, golf, swimming, track, tennis, volleyball, and wrestling.

Cleveland County educators have the benefit of incredible support from the business

community. The JobReady Partnership is a collaborative effort between the school system, the

Cleveland County Chamber, Cleveland Community College and business and industry. The

program strives to make school relevant for young people as it relates to an eventual career.

JobReady consists of a job-shadowing program for middle and high school students, a career fair

for the county’s eighth grade students, as well as other opportunities for school-work

connections. The program has been nationally recognized as an outstanding school and business

partnership. The College Tech Prep Program uses technology courses to prepare high school

students planning to enter the work force or a technical school upon graduation.

The Arts in Education Program, co-sponsored by Cleveland County Arts Council, brings

a series of touring and exhibiting artists to many of the schools each year. The county is also

fortunate to have numerous special programs to benefit at-risk children. Those include

Communities is Schools, Youth Assistance Program, Boys and Girls Club, and several branches

of the YMCA.



Higher education in Cleveland County boasts two exceptional higher education

institutions. Cleveland County Community College is a public, comprehensive, two-year

institution. Gardner-Webb University is a private four-year Christian university.

Table 1

Schools Located in Cleveland County

Public Schools

District Wide Schools

Turning Point Academy – Alternative School Cleveland Early College High School

North Shelby School – Special Purpose Private Schools

Twelve Oaks Academy, Shelby, K-12 Ambassador Baptist Academy, Lattimore, 1-12

Note. Adapted from Cleveland County Schools website.



Community Context and History

According to Patterson & Hambright (2007), who have recorded the history of Cleveland

County in their book “Images of America” Images of America, Cleveland County was formed by

an act of the Legislature in 1841 from parts of Lincoln County and Rutherford County; the town

of Shelby was also formed in 1841. Patriotic citizens decided to name the county after Colonel

Benjamin Cleveland and the county seat after Colonel Isaac Shelby, both Revolutionary War

heroes in the crucial Battle of Kings Mountain. Shelby was officially incorporated by an act of

the North Carolina Legislature on January 25, 1843.

A fierce debate as to where the county seat of this newly founded Cleveland County

would be located was held between the men living in various regions. Shelby became the county

seat in 1841, as the result of a gift of 147 acres of land which at an auction brought the sum of

$15,000. The location was settled when James Love offered to give the county a site composed

of 147 acres of land which is now the heart of Shelby. For this tract he paid fifty cents an acre.

Love owned all of the land on both sides of the present Highway 18. The offer was accepted and

James and his wife Susan presented to the county a deed to the property upon condition that six

one-acre lots be set apart by the commissioners for religious and educational sites. Of these lots

two were to be appropriated for schools and four for such churches as might be permitted

thereon. Therefore, the Baptists, Methodists, Presbyterians and Episcopalians in due time

became beneficiaries of free, church sites under the Love grant.

James Love along with two other men had traveled to Washington, D.C. and was

impressed with the width of the streets. They decided to adopt that pattern for the new county

seat of Shelby. The streets were named after Revolutionary heroes who had a part in winning

our independence from the mother country. The main streets of Shelby were given the names of



Washington, Lafayette, Marion, DeKalb, Sumter, Morgan and Graham. Today one of the

elementary schools in Shelby is named James Love Elementary School.

According to the U.S. Census Bureau, the county has a total area of 469 square miles.

The county is divided into eleven townships, which are both numbered and named: 1 (River), 2

(Boiling Springs), 3 (Rippy), 4 (Kings Mountain), 5 (Warlick), 6 (Shelby), 7 (Sandy Run), 8

(Polkville), 9 (Double Shoals), 10 (Knob Creek), and 11 (Casar).

Figure 1. Map of Cleveland County, North Carolina with municipal and township labels. Source retrieved from http://www.ncvisitorcenter.com/images/map_of_cleveland_county_north_carolina_with_municipal_and_township_labels.png



As of the census of July 2009, there were 99,274 people residing in the county. The

population density was 207 people per square mile. In the county the population was spread out

with 25.20% under the age of 18, 8.80% from 18 to 24, 28.80% from 25 to 44, 23.70% from 45

to 64, and 13.50% who were 65 years of age or older. The median age was 36 years.

Population % by Age

<1825%

18-249%

25-4428%

45-6424%

65+14%

Figure 2. 2009 Cleveland County population by age. Data retrieved from http://quickfacts.census.gov/qfd/states/37/37045.html



There was a 3.2% increase in population from 2000 to 2009. Minor shifts in racial

composition occurred during this time, showing a small increase in the Hispanic population and

a small decrease in the Asian population. The racial composition for July 2009 is displayed in the

pie chart, Figure 3.

Racial Composition of County 2009

White 77.4%African-American 20.70%American Indian .2%Asian .8%Bi-Racial .9%Hispanic 2.4%

Figure 3. Cleveland County racial composition. Data retrieved from http://quickfacts.census.gov/qfd/states/37/37045.html



The 2009 median income for a household in the county was $35,283, and the median

income for a family was $41,733. Males had a median income of $30,882 versus $21,995 for

females. The per capita income for the county was $17,395. About 10.10% of families and

13.30% of the population were below the poverty line, including 17.90% of those under age 18

and 14.00% of those age 65 or over.

Cleveland County 2009

$0

$5,000

$10,000

$15,000

$20,000

$25,000

$30,000

$35,000

$40,000

$45,000

Household Family Males Females Per Capita

Median income

Figure 4. Cleveland County median income. Data retrieved from http://quickfacts.census.gov/qfd/states/37/37045.html



Cleveland County had 61,524 registered voters during the 2008 general election with a

voter turnout of 71.71%.

County Dem Repub Libertar Unaffil White Black Am_Indian Hispanic Other Male Female Total Report Date

CLEVELAND 30807 18926 47 11473 47035 12873 84 312 343 27572 33441 61253 01-02-2010

Figure 5. Cleveland County political demographics. Data retrieved from http://www.clevelandcounty.com/public/boe/nvra.pdf

Seventy-six percent of the citizens of Cleveland County who are 25 and older have a high

school diploma or more.

Educational Attainment 2009

36.30%

17.10%

8.40% 9.70%4.90%

0.00%5.00%

10.00%15.00%20.00%25.00%30.00%35.00%40.00%

Hig

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Highest Completed

Figure 6. 2009 Cleveland County educational attainment. Data retrieved from http://charlotteusa.com/business-info/charlotte-usa-overview/cleveland/

Big-city sophistication, small-town charm and southern hospitality are just a few of the

qualities that define the Cleveland County community. Known for friendly people, visitors are



always treated as guests here. From the foothills of the South Mountains to the Broad River,

Cleveland County has a lot to offer both residents and guests. Located 45 minutes from

downtown Charlotte, Cleveland County is the “bulls-eye” between Asheville and

Greenville/Spartanburg.

The area also sits in the center of Crowder’s Mountain State Park, South Mountain State

Park, Kings Mountain State Park and Kings Mountain National Military Park. Bike routes,

hiking trails, lakes and rivers provide a variety of outdoor activities. Cleveland County is home

to an assortment of artists from potters to wine makers. Many second and third generation artists

display in private studios and galleries throughout the county. Performing arts, culinary arts and

more are here to enjoy. Recently designated a National Preserve America Community by the U.

S. White House, Cleveland County boasts a proud history.

Self-guided walking tours of the “Shelby Dynasty” area known as the Central Shelby

Historic District provide guests with a sense of the contribution this area made to the forming of

North Carolina. Revolutionary war re-enactors conduct festivals in the Kings Mountain area,

bringing history alive. Cleveland County hosts countless amateur and semi-pro sports

competitions with facilities to accommodate swimming, soccer, baseball, golf, motocross racing,

dirt track auto racing, rodeo, marathon, triathlon, drag racing and basketball events. Agri-

tourism is the specialty of the county with a mixture of rural sightseeing opportunities. Pick your

own, exotic animal and organic farms dot the landscape along with certified road side markets

during harvest seasons. The Shelby Corn Maze is particularly popular during October when it is

haunted, as is the Bar H Rodeo Haunted Hayride. The Cleveland County Visitor Center, which

is located on Highway 74 in the Cleveland Mall, is the first point of contact for many guests and

newcomers.



Chapter 2 North Shelby School Educational Profile

Mission, Philosophy, Status, Goals and the School Improvement Plan

The mission of North Shelby School is to provide specialized and individualized

educational and support services uniquely designed to empower students with the skills needed

to function as self-reliant and productive citizens in the 21st century. North Shelby School’s

vision is: “We Never Give Up On Student Success”. The core values for the school are:

• To ensure that student learning and development is our first and foremost focus

and that all decisions are made in the best interest of students;

• To provide our students with a safe, orderly and caring environment, high

expectations, individualized supports, state approved curricula and

encouragement to succeed to help them become independent and productive

members of society;

• To treat each student with respect and dignity to support their unique rate and

style of learning, growth and development;

• To work as partners with parents and the community to provide a wide range of

services designed to meet the educational, therapeutic, emotional, physical, and

health needs of all students;

• To provide opportunities for shared responsibility and participation by all

stakeholders;

• To provide career development to our students with a focus on obtaining future

employment;

• To provide motivational strategies to encourage school attendance, character

education traits, positive peer interactions, and acceptable social behavior;



• To use data-driven research-based practices from the field of Special Education

and General Education in a continuous improvement process with a focus on

being a leader in the field, and;

• To provide empowerment opportunities for students to develop the self-

determination needed to be actively engaged in learning, decision-making and

futures planning.

North Shelby School is accredited at the elementary and secondary levels by the Southern

Association of Colleges and Schools (SACS) based on the special purpose public school

standards. Initial accreditation was obtained in 1992 and was renewed in 1997, 2002 and 2008.

On-site visits by an accreditation team are conducted as part of the district wide accreditation

process. North Shelby uses a school improvement process for long term school planning and

improvement. The principles guiding the accreditation standards for special purpose schools are

listed below:

Principle I: An effective school knows and meets the needs of its students and operates

based on a mission and set of beliefs developed and shared by its stakeholders.

Principle II: An effective school operates under a governing board and administrative

head that fulfill their roles in a manner that supports the mission, beliefs, and goals of the

school.

Principle III: An effective school has a qualified staff supported by the financial and

physical resources necessary to advance the mission, beliefs, and program of the school.

Principle IV: An effective school has a comprehensive program of guidance and related

services that support the development and well being of the students.



Principle V: An effective school offers a challenging, research-based, and current

curriculum that fosters the active involvement of students and provides them with

sustained opportunities to learn essential knowledge and skills in each content area.

Principle VI: An effective school employs a variety of research-based instructional

strategies and learning activities that emphasize the expectations for student learning and

the application of learning beyond the classroom.

Principal VII: An effective school develops a comprehensive assessment plan and uses

it in a fair and equitable manner to measure student learning and to improve the quality of

the curriculum and instruction.

This vision, mission and core values are the principles on which North Shelby builds its

holistic approach to meeting the needs of the students. The vision statement remains as it was

written in 1990. The mission and core values were rewritten in 2008 to align with the Cleveland

County Schools strategic plans and the North Carolina State Board of Education goals for future-

ready students for the 21st century. The students, families and staff live the vision every day.

The mission and core values are also principles that guide the staff every day and are very

appropriate for this school.

The North Shelby School Improvement Team (SIT) consists of the principal, the assistant

principal and elected representatives from instructional personnel, instructional support

personnel and teacher assistants and parents. By North Carolina statute the representation

reflects racial and socioeconomic composition. Staff members are elected by their colleagues for

a one year term. Parent representatives are similarly nominated and elected through the parent-

teacher organization for a one year term. There are some “standing” members due to the fact



that they are the only certified staff member in their department. Standing members are: the

principal, assistant principal, pre-school teacher and transition teacher.

The School Improvement Plan (SIP) was developed for one year and includes three

measurable goals out of the five areas: Globally Competitive Students, Healthy and Responsible

Students, Innovative Leadership, 21st Century Systems and 21st Century Professionals. The

goals are aligned with the Cleveland County School goals and are supported by evidence-based

practices and if possible incorporated technology. Each goal is monitored with benchmarks

every nine weeks and indications are given for how the goal is to be evaluated to determine

achievement.

Table 2

School Improvement Goal 1

North Shelby School Goal #1: Innovative Leadership 2009-2010

Measurable School Goal: Current data show that only 3% of North Shelby graduates over the past five years pursued post secondary education. Data also indicate that 37% of North Shelby graduates over the past five years obtained and maintained employment. A Career College Task Force initiated in 2008-2009 strongly supports implementing a Career College in Cleveland County and at the end of the school year developed subcommittees to study funding, curriculum, and public relation issues regarding the initial development a Career College. Data also indicate the need for exploring public relation issues as they relate to the development and implementation of a Career College. Members of the Innovative Leadership Committee and Healthy Responsible Students Committee will increase public and parent knowledge of the Career College concept by presenting information to a total of 10 businesses or civic groups, developing a Career College brochure, updating an informational Career College PowerPoint and holding a parent informational session by June, 2010.

Note. Adapted from North Shelby School’s 2009-2010 School Improvement Plan.

Goal 1 is aligned with the school mission of empowering students to function as self-

reliant and productive citizens of the 21st century. Planning and implementing a Career College

for students with disabilities will encourage students to achieve post-secondary education goals

on their transition plan. Students could also reach employment goals and increase self-advocacy



skills and demonstrate a motivation and initiative towards becoming a responsible worker. This

goal is also appropriate as it would improve communication skills, increase social interactions

with classroom instructors, supervisors, co-workers and others.

Table 3


Globally Competitive Students Goal #2 2009-2010 Measurable School Goal: Current data show that 68.1 percent of students in grade 3-8 and 10 scored proficient in reading for the NC EXTEND1 in the 2008-2009 school year. Current data also show that teachers are not presently using any type of research-based formative assessments in the area of reading. To address this concern North Shelby teachers will implement formative reading assessments and reading strategies and will use EXTEND1 test language and format during reading instruction to improve reading test scores. By June 2010 North Shelby School will increase NC EXTEND1 reading scores for students in grades 3-8 and 10 from 68.1% to 69.1 % proficiency.


Table 4


Globally Competitive Students Goal #3 2009-2010 Measurable School Goal: Current data show that 52.3% of students in grades 3-8 and 10 scored proficient in math for the NC Extend 1 in the 2008-2009 school year. To address this concern the school will provide training and support needed for the implementation of formative math assessments and teaching strategies and will use NCEXTEND 1 language and format during instruction to help improve math test scores. By June 2010 North Shelby will increase NCEXTEND1 math scores from 52.3% proficiency to 53.3% proficiency for grades 3-8 and 10.


Goals 2 and 3 are important to increase teacher’s knowledge of the importance of

formative assessment and how to use them compared to other types of assessments such as pre

and post testing, benchmark and summative data. These goals will increase teacher’s

understanding of how to interpret, analyze, and use data from formative assessments. Although

teachers are currently using feedback and taking data to report progress on IEP goals, teachers



need to learn about research-based strategies and how to implement these assessments. Goals 2

and 3 prove to be very appropriate goals when analyzing test score data.

Research Data

Student data. North Shelby provides services to students throughout Cleveland County,

between the ages of three and twenty-one who function within the severe and moderate range of

intellectual disabilities. Many of the students also have secondary diagnosis including seizure

disorders, orthopedic impairments, speech impairments, visual impairments, hearing

impairments, medical disorders and health problems, autism, behavior disorders, and attention

deficit disorders. Based on federal and state guidelines North Shelby is part of the continuum of

services offered to students with special needs within Cleveland County. Most students are in

regular public schools as long as they are successful and the program is appropriate. As students

require a more comprehensive and structured program to meet their needs, or their diagnosis at

birth is significant, North Shelby may become an option.

Every student in any public school who is receiving special education services and all

students attending North Shelby are required by federal law to have an IEP. The IEP is reviewed

on an annual basis with a team consisting of a Local Education Agency (LEA) representative,

regular education teacher, special education teacher, and parent. If the student is 14 years or

older the student and case manager should also attend to address the transition planning. During

this annual review, placement is addressed to determine if North Shelby continues to be the

appropriate setting. Initial placement into special education, which may include North Shelby as

the setting, is based on the evaluation data, teacher and parent observation input and reports,

progress reports and any other information available. After the initial placement, a re-evaluation



meeting is held every three years or earlier with a parent or teacher request, to evaluate and

determine that the student’s placement continues to be appropriate.

North Shelby’s enrollment changes on a regular basis. This is due in part to some of the

students being placed in foster homes, group homes, or alternative family living arrangements.

These living arrangements may change often due to their transient nature and students living

arrangements cross county lines. As of October 26, 2010, a report by Uniform Education

Reporting System (UERS), listed K-12 enrollment at 149 students, 103 males and 46 females.

Additional school enrollment includes 6 students who are Pre-Kindergarten.

North Shelby K-12 Enrollment By Race & Sex

3

43

55

21

14

31

00

10

20

30

40

50

60

Hispanic Black White Multi

MalesFemales

Figure 7. 2010 North Shelby K-12 enrollment by race and sex. Adapted from Uniform Education Reporting System (UERS). Retrieved from http://webapps.ncwise.org/UERS_Web/uersViewReport.do?selectTab=viewReportTab



Faculty data. The staff of North Shelby include: sixteen certified Special Education

teachers, two physical therapy assistants, one occupational therapist assistant, two speech

therapists, one music therapist, one sign language facilitator, one school nurse, one guidance

counselor, one compliance manager, thirty-three teacher assistants, two office assistants, two

custodians, one Special Olympics coordinator, two consulting licensed physical therapists, two

consulting licensed occupational therapists, and three itinerate teachers one each for ELL,

Hearing Impaired, Speech Impaired. The class sizes are small in order to provide for

individualized and small group instruction. The curriculum was originally designed as a

sequential process to provide for emphasis on self-help, communication, social and academic

skills in the early years and vocational and transition training in the final years. Today the

curriculum is based on the North Carolina Extended Content Standards of the Standard Course of

Study.

The faculty and staff of North Shelby believe that having qualified and dedicated

personnel is the most important factor in providing a stimulating and challenging learning

environment. The entire staff is professionally well prepared. Teacher assistants hired by

Cleveland County Schools are also required to have a two year degree or 48 hours of college

credit. All teacher assistants must also have or be eligible to obtain a North Carolina

Commercial Driver’s License (CDL) to operate a school bus based on Cleveland County

Department of Transportation Guidelines. All staff also participates in professional growth

activities. Each year all staff is recertified in Cardiopulmonary Resuscitation (CPR) and

Nonviolent Crisis Intervention Control (NVCI). Cleveland County Schools in its commitment to

have high quality teachers in each classroom and to attract and retain excellent teachers, provides

tuition reimbursement for employees who meet certain criteria and also offers a wide variety of



staff development activities throughout the school year. North Shelby has Professional Learning

Communities (PLC) for teachers that provide opportunities to share information on professional

development, instructional and positive behavior strategies, and concerns for which they may

need assistance.

Student performance data. Students follow the Extended Content Standards of the

North Carolina Standard Course of Study or the Occupational Course of Study (OCS). End of

year testing is administered with the alternate assessment of the NCExtend1 or NCExtend2.

Students graduating from North Shelby have the opportunity to earn either an OCS High School

Diploma or a Certificate of Graduation. Students who perform at a Level III of Level IV are

considered to pass with proficiency.

Table 5

2009-2010 Performance by Student Group

2009-2010 Performance of Each Student Group on the ABCs End-of-Grade Tests The percentage of students, grouped by gender, ethnicity and other factors, who passed BOTH the reading and math tests.*

All Male Female White Black Hispanic American Indian

Asian/ Pacific

Islander

Multi- Racial E.D. N.E.D. L.E.P. Migrant

Students

Students with

Disabilities Our School 52.0% 51.3% 54.5% 51.7% 57.9% N/A N/A N/A N/A 53.8% 45.5% N/A N/A 52.0%

# of Tests Taken 50 39 11 29 19 N/A N/A N/A N/A 39 11 N/A N/A 50

District 71.7% 70.5% 73.0% 79.0% 55.7% 55.1% 54.5% 88.2% 67.9% 62.6% 85.2% 35.4% N/A 36.7% State 66.3% 64.2% 68.5% 78.7% 47.0% 51.5% 52.6% 77.3% 67.8% 52.1% 82.0% 33.9% 41.8% 34.4% * If number of students in a category is fewer than five, then results are not shown and are represented by a N/A. • E.D. = Economically Disadvantaged Students • N.E.D. = Not Economically Disadvantaged Students • L.E.P. = Limited English Proficient Students

Note. Data from North Carolina School Report Cards. Adapted from North Carolina Department of Public Instruction, (2010). Education first NC school report cards Raleigh, NC: Retrieved from http://www.ncreportcard.org/src/schDetails.jsp?Page=2&pSchCode=359&pLEACode=230&pYear=2009-2010



Table 6

2009-2010 Performance by Grade Level

2009-2010 Performance of Students in Each Grade on the ABCs End-of-Grade Tests Percentage of students' scores at or above grade level*

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 OVERALL

Reading Math Reading Math Reading Math Reading Math Reading Math Reading Math Reading Math

Our School 63.6% 36.4% 28.6% 28.6% 66.7% 66.7% 77.8% >95% 88.9% 77.8% 62.5% 75.0% 66.0% 64.0%

# of Tests

Taken 11 11 7 7 6 6 9 9 9 9 8 8 50 50

District 73.3% 87.2% 80.5% 88.4% 76.2% 88.4% 78.2% 85.6% 67.0% 82.1% 74.6% 84.6% 75.0% 86.1% State 66.4% 81.9% 71.6% 83.0% 71.1% 81.2% 75.3% 80.5% 66.8% 80.2% 69.5% 83.9% 70.1% 81.8% * If number of students in a category is fewer than five, then results are not shown and are represented by a N/A. Note. Data from North Carolina School Report Cards. Adapted from North Carolina Department of Public Instruction, (2010). Education first NC school report cards Raleigh, NC: Retrieved from http://www.ncreportcard.org/src/schDetails.jsp?Page=2&pSchCode=359&pLEACode=230&pYear=2009-2010



A measurable critical outcome for North Shelby School is the population of “special

needs” individuals in Cleveland County.

2009 Cleveland County Mentally-Disabled Residents

0

200

400

600

800

1000

1200

1400

1600

1800

5 to 15 years 16 to 20 years 21 to 64 years 65 to 74 years 75 years & over

MalesFemales

Figure 8. 2009 Cleveland County Mentally-Disabled Residents by Age and Sex. Adapted from http://www.city-data.com/county/Cleveland_County-NC.html

North Shelby provides services to students throughout Cleveland County, between the

ages of three and twenty-one who function within the severe and moderate range of intellectual

disabilities. The population of intellectually disabled students in Cleveland County varies from

time to time and this affects the enrollment and dynamics of North Shelby School. Another

unique critical outcome for North Shelby School is the majority of parents who are also mentally

disabled. The data in Figure 8 shows the mentally-disabled population between the ages of 21-

64.



Parents and the Community

North Shelby has a rich parent and community involvement in all aspects of the school

program. The staff of North Shelby strives to insure that the students have a wide variety of

experiences aimed at community involvement and integration with “normal needs” peers.

Curricular experiences are community-based in order to insure transference. Community

resources are used to assist with case management services and to insure that all the needs of the

students are met in a holistic manner. Involvement within the community by students and staff is

essential to the insurance of continued support by local businesses and agencies.

Examples of community and parent involvement with our school are:

• Adapted aquatics at YMCA and Kings Mountain High School;

• Inclusion in physical education, music, art, library at county elementary and

middle schools;

• Peer tutoring from local 5th graders in age appropriate classrooms;

• Internships from nursing students at Gardner Webb University and Foothills

Nursing Consortium;

• Cleveland County Arts Council sponsored assemblies (drama, musical

performances, speakers, etc) at local schools;

• Community service workers provide instructional assistance in classrooms (fire

and police department);

• Community integration activities at local libraries, museums, zoos and parks to

reinforce classroom instruction;

• Art projects sponsored by donations;



• High school students obtaining an OCS diploma attend Career Technical

Education Classes at local high school;

• Shelby Civitan Club provide a school wide Christmas party with games,

entertainment and gifts for all students and staff;

• Arby’s sponsors perfect attendance awards;

• Zion Baptist Church provides their family life center for the High School Prom

which is held every two years, and the Lydia Poston Circle assists with

decorations and provides a prom luncheon for all students and staff;

• Select students from local high schools are invited to the prom for “normal needs”

peers interaction;

• The Exchange Club and Junior Charity league provide scholarships to Camp Sky

Ranch each summer for three students;

• Shelby Junior Charity league provides a clothing closet for students with clothing

needs;

• Pizza Inn provides certificates and free meals to students recognized for

improvement;

• The Knights of Columbus donate approximately $4000.00 each year from their

LAMBS tootsie roll drives;

• Eagle Scout Projects from local Boy Scouts troops completed a paved basketball

court, sidewalk to connect two areas to ease student and wheelchair access around

campus, paved covered gazebo area, and bird watching area;

• Eaton Cooperation sponsors a beginning of the year cookout each year on the first

day of school for all students and staff;



• Eaton Cooperation prepares lunch for all Special Olympics athletics and the North

Shelby staff and volunteers every year at Special Olympics Spring Track and

Field games, they bring their cookers and cook hotdogs, hamburgers and all the

trimmings for over 300 people;

• Windjammers Motorcycle Club sponsors the Teddy Bear Annual Senior Beach

Trip for all graduating North Shelby Seniors and chaperones to enjoy a 4

day/3night all expense paid trip to a resort at Myrtle Beach, S.C. with trips to the

aquarium, Dixie Stampede, dining out and shopping with each senior receiving

$50.00 in shopping money;

• Alston Bridges Barbeque provides a job site for vocational students and food for

our graduation luncheon for over 100 people;

• Our Parent-Teacher Organization (PTO) elects new officers and a parent

representative from each department every year and holds several fundraisers

each year to for the Emergency Fund, which supports our families in emergency

situations by allowing each family with need to access $150.00 per year;

• A parent support group hold a monthly breakfast meeting for all parents;

• Parent conference days are held twice a year with 80 percent of parents

participating, and;

• Foster grandparent program sponsors two grandparents.

The PTO of North Shelby provides parents with an effective means for supporting the

school and participating in the school program. The PTO has several general meetings per year,

sometimes in collaboration with other community agencies. The purpose of these meetings is to



keep parents informed about the school program and provide speakers in areas of interest to the

parents.

A Parent Advisory Council consisting of the PTO officers and other parent

representatives meet on a regular basis with the principal and a teacher representative. The

Parent Advisory Council assists the school staff with improving the program and obtaining

needed supplies, services, and materials. The Parent Advisory Council also assists with public

relations and in establishing effective means for providing parents with a support network. The

SIT also has parent representatives from each grade span (e.g. elementary, middle school and

high school) that provide input to the operation of the school. There are no dues for the PTO and

all parents/guardians of North Shelby students are automatically members. However, at each

general membership meeting, a collection is taken for the PTO fund and donations are accepted

for the Emergency Fund, which assists parents in times of financial crisis.

At different times during the year the PTO and/or other groups raising funds for North

Shelby will sponsor fund-raisers. Parents support these efforts. In addition to fundraising, North

Shelby participates in several corporate sponsored programs that help raise money for our

school. These corporate programs include several local grocery store programs: Ingles “Tools

for Schools”, Harris Teeter “Together in Education”, Food Lion “Lion Share”, Campbell’s

Labels for Education, BoxTops for Education and Cartridges for Kids.

Each year the PTO and the staff of North Shelby raise money for the Family Emergency

Fund. This fund provides financial assistance to families of our students who find themselves in

a critical and serious financial situation. The PTO president and treasurer must approve funds

used from the Emergency Fund. Applications for these funds may be obtained by contacting the

school guidance counselor.



North Shelby staff also work with the PTO and local businesses, churches and individuals

each year to provide Christmas gifts and food for the families of our children who have a

financial need for assistance. Teachers submit the names of families with appropriate gift

information in October and the guidance counselor works to match contributors with families.

The Cleveland County First in Families (CC-FIF) program provides a Family Resource

Coordinator that assists families of individuals with disabilities in obtaining supports, resources,

and services. The First in Families program is overseen by a Board of Directors, which consists

of 75% consumer membership. The program is designed to provide direct and indirect support

to families in all areas of life.

Facility Adequacy and Needs

North Shelby’s student numbers have grown since SACS accreditation in 1992 and as a

result numerous classrooms have been added by installing mobile units. In 1992 there were 10

classrooms and in 2010 there are 16 classrooms. There have been modifications and

accommodations over the years which have assisted to make the school facility adequate to meet

the educational needs of the students. Since 1992 the staff has increased by adding 1 Assistant

Principal, 6 additional teachers, 25 additional teacher assistants, 8 additional related services

staff and 10 additional support staff.

Due to the increase in enrollment there is not enough classroom space, so additional

accommodations and modifications were made which included adding mobile classrooms.



Figure 9. North Shelby School Mobile Classrooms

Two mobile classroom units have been added. Each unit houses 3 classrooms, boys and

girls restrooms and a separate handicapped accessible restroom. Each unit has a handicapped

accessible wheelchair ramp. These units have made classroom space adequate to meet the

academic needs of the students. During inclement weather, however, it is difficult for the

students to move between the main building and the mobile units.

The cafeteria is inadequate to hold the entire student body. The elementary students are

on a rotating schedule in the cafeteria.



Figure 10. North Shelby School Elementary Students in Cafeteria.

Because the cafeteria is too small the high school students go through the line in the

cafeteria to get their food and then go to the gym to eat. This arrangement interferes with gym

time for the primary classes.

Figure 11. North Shelby High School Students Eating Lunch in Gym.



The North Shelby vision and mission is supported with the addition of automatic

accessible doors. The doors are opened by activating a switch from the inside or outside of the

building. Accessible doors are located at the front and back of the main entrance, gym, cafeteria

and Alexander Building.

Figure 12. North Shelby Student Operating Automatic Door to Enter Building.

Figure 13. North Shelby Student Operating Automatic Door to Exit Building.



Outdoor areas are accessible and provide students with educational and therapeutic

opportunities. The playground is a popular place for the elementary students to get their required

physical education time. The playground is handicapped accessible, which allows all students

equal access on the playground.

Figure 14. Handicapped Accessible Playground.

Figure 15. Wheelchair Accessible Swings on the Playground.



The covered arena provides an accessible area in all types of weather for the Hearts and

Hooves Therapeutic Horseback riding program.

Figure 16. Covered Horse Arena.

There is also a handicapped accessible greenhouse which gives the students a place for

science lessons and vocational job opportunities.

Figure 17. Handicapped Accessible Greenhouse.



The main entrance to the school has a covered entrance-way to protect students in wheelchairs

from the weather while they are loading and unloading. The Piedmont Shrine Club along with

the United Way, donated the funds to build this awning structure.

Figure 18. Covered Entrance at Front of School.

The facilities are adequate but are not efficient for the current enrollment numbers at the

school. Additional classrooms and a larger cafeteria are needed to efficiently handle the number

of students on a daily basis. The Cleveland County School District is in the process of planning

renovations to North Shelby School, which will meet these needs.

Other School Characteristics

Throughout the school year students have the opportunity to be involved in a wide-range

of activities. The Honors Chorus provides the opportunity for musically talented students to

excel through school and community performances. Secondary and Intermediate 2 students are

chosen by audition. In the past, the Honors Chorus has performed for the North Carolina

Conference for Exceptional Children, the Kings Mountain Kiwanis, the Shelby System staff, the

County Commissioners, the Civitans and at other various events in the county and state.



The hand bell choir provides students with the opportunity to develop special, more

advanced skills in music through bell ringing. In order to participate, students must display

appropriate behavior during music classes, demonstrate the ability to read the letters A-G,

identify colors, maintain eye contact, attend to task for prolonged periods of time, imitate

rhythm, and control wrist movements.

The signing choir consists of Secondary and Transition students who are selected by

audition based on their ability to use sign language correctly as well as their ability to focus on

following directions. When these students perform, they use American Sign Language

(AMSLAN) to illustrate a song rather than their voices to sing. To maintain membership in the

choir, each student is expected to give his/her best effort and demonstrate positive character traits

reflective of the school’s vision.

The Hearts and Hooves Riding Program is a therapeutic horseback riding program

sponsored by the United Way and other interested individuals/civic groups operated on the

campus of North Shelby in a covered riding arena. The program is totally volunteer-driven.

Specially trained horses participate in the program, which operates two days per week. The

program focuses on enhancing communication, social, motor, and academic skills. Students

must be over 5 years of age, have physician approval, a recent physical, school insurance, and

parent permission in order to participate in the program.

Periodically, throughout the year, classes schedule instructional community-based trips.

These trips are designed to reinforce the instruction that has occurred within the classroom.

Trips are planned according to age and interest. These experiences allow students the

opportunity to transfer skills learned at school to a "real life situation." Sometimes instructional



community based trips are used to expose students to new and stimulating situations that they

might not otherwise have the opportunity to experience

North Shelby has a cheerleading squad, sponsored by Special Olympics Cleveland

County that is open to any student in the high school program. Students are chosen for the squad

based on their interest, motivation, grades, school attendance and behavior.

Gang Resistance Education and Training (GREAT) is sponsored by the Shelby Police

Department and taught by our assigned school security officer. It is taught once a month to

students in the Intermediate classrooms. The objectives of the program are to teach students the

dangers and risks of gang-related activities, in addition to other safety issues.

Students at all grade levels participate in the Risk Watch curriculum, which is sponsored

by Cleveland Regional Medical Center. This curriculum provides activities in which safety

issues are discussed and practiced. The goal of Risk Watch is to teach students safety skills for a

wide variety of situations.

The Janice Elmore Memorial Greenhouse is a fully handicapped accessible program that

provides horticulture therapy and vocational training to students at North Shelby. The

greenhouse program is overseen by a designated staff member who works closely with other

staff to provide a wide variety of horticulture activities aimed at increasing skills related to motor

functioning, communication, science, and vocational training. Students at the high school level

participate in job-specific training and younger students participate in special projects and

activities related to science.

Some of the classes at the middle school level have the opportunity to swim at the

YMCA or a local high school one time a week. Certified adaptive aquatic instructors provide the



students with instruction in swimming techniques and safety procedures. The ratio of instructor

to students is 1:3.

Each year, three or four students receive scholarships sponsored by the Shelby Exchange

Club and the Junior Charity League to Camp Sky Ranch, which is located in Blowing Rock,

N.C. This camp is specially designed for children with disabilities. The purpose of the camp is

to provide summer fun through activities such as swimming, boating, horseback riding, crafts,

picnicking, hiking, and day trips to attractions in the mountains. Students receiving scholarships

are chosen based on teacher recommendation and parental interest.

Every other year the high school students have the opportunity to attend a prom. The

objectives of the prom are to provide the students with an activity similar to one provided in a

regular high school and to give them the opportunity to practice social skills. The prom is

chaperoned by school staff and attended by a group of students from a local high school. The

prom also includes a luncheon and pictures.

Several of the classrooms at North Shelby have classroom pets. These pets are used to

motivate the students, teach responsibility, and reinforce many academic and functional

instructional concepts. In addition, North Shelby provides opportunities for appropriate canines

to be used for therapy. All canines used in the program must complete a series of classes

sponsored by the American Canine Association and pass a test to receive certification as a

Therapy Dog through Therapy Dogs International.

One of the elementary classes participates each year in Kid Tips, which is sponsored by

Cleveland Regional Medical Center. Kid Tips provides 6 weeks of classes in which students are

provided with information regarding safety issues found at home, at school and in the



community. Kid Tips is a precursor to the Risk Watch program that is implemented in the later

grades.

Each elementary classroom participates in two sessions per year on child abuse

prevention. These classes are sponsored by the Child Abuse Prevention Services (CAPS) and

the United Way. During these classes children are provided with age-appropriate lessons and

videos that teach methods of protecting themselves from abuse. Classes are taught by a teacher

from CAPS.

Each spring a beach trip is sponsored for all seniors by a local motorcycle club and local

businesses. Seniors are provided with the funds to spend a 4-day weekend at a resort at Myrtle

Beach and visit several local attractions. North Shelby staff serves as chaperones for this trip.

The Youths for Advocacy Council is a program designed for secondary students who

exhibit the following: good school attendance, good academic performance, good social skills,

good communication skills, good behavior, and leadership skills. The students must interview

with the guidance counselor and social studies teacher and must meet all of the above criteria to

be chosen. This group meets once a month during lunch time and has training in the area of

advocacy skills as well as plans and organizes a variety of activities. The students assist in

giving school tours and serve as excellent role models to the other students.

Special Olympics Cleveland County provides students with the opportunity to develop

motor skills and to provide an opportunity to participate in competitive sports against peers of

similar athletic ability. A Special Olympics coordinator oversees the program with the assistance

of a Management Team. All Cleveland County residents with disabilities, ages 8 and older are

eligible to participate in Special Olympics Track and Field Spring Games.



At the spring track and field event athletes participate in two major competitive events

based on previous pre-trials. Athletes are grouped according to ability so the competition will be

fair. All athletes are awarded medals or ribbons and each participant also receives a Special

Olympics T-shirt. Other Special Olympics athletics are year-round programs and athletes have

the opportunity to participate in bocce, softball, basketball, soccer, golf, track and field,

horseback riding, power lifting, swimming, bicycling, equestrian, aquatics, cheerleading, track

and field and skiing. Events in these areas are held at the local, regional, and state level and

athletics take state trips.

The objective of the Special Olympic state trips is to provide an opportunity for students

to achieve success in competition with other students from across the state who have similar

abilities. Athletes are chosen to participate in the state trips based on their performance in local

events, behavior and social skills. Each of the trips requires spending the night at an out-of-town

hotel. Staff members, along with the county coordinator, chaperone the trips and transportation

is provided.



Chapter 3 Informed Assessment of North Shelby School

Assessment of School Improvement Progress

Table 7

Progress Assessment of Goal 1

Goal #1: Innovative Leadership Progress and Evidence: This goal was met for the 2009-2010 school year. Six North Shelby staff members were assigned to the Public Relations committee for the Career College. A Career College brochure was developed in order to provide information to parents and the community, and a Career College PowerPoint was designed for the same purpose. A total of 12 presentations were made to a variety of businesses, local groups and agencies during the 2009-2010 school year, with the goal being to make presentations to 10 groups. In addition, a presentation was made to parents during parent conference day. Orientation for the Career College is scheduled for September 1, 2010. Thirteen students have been selected and are scheduled to attend the first semester. Vocational Rehab is covering the cost of classes for their caseload. Those students remaining on Cleveland County Schools’ headcount will be transported to and from Cleveland Community College to a satellite location, to be brought to and picked up by parents. The remaining students will provide their own transportation. The Career College Task Force is currently sending out a packet to participants so that they may complete the application process. This project has been very successful.


The success of Goal 1, with the Career College Task Force making presentations to10

business or civic groups, is reflective of the strong community support between North Shelby

and local businesses and civic groups. To increase public knowledge of the Career College

many of the business groups have historically been invited and have participated in attending

school functions, sponsoring events and making financial donations.

Table 8


Goal #2: Globally Competitive Students Progress and Evidence: The percentage of students proficient in reading for the 09-10 school year was 66.0%, which was 2.1% lower than last year. This is surprising since we increased our total performance composite by 12.6% for the 2009-2010 year. So we did not meet our goal in reading. However, on the reading Curriculum Based Measurements(CBMs) 96% of students in grades 3-8 showed an increase in their skill levels by the end of the school year. While we were not able to find an assessment tool that correlated to the NC Standard Course of Study Extended Content Standards, many of the skills tested in the CBMs for reading did relate



to the NCExtend1 test, and the teachers felt that the CBMs did make a difference for those students who scored proficient for the 2009-9010 school year. Teachers reported that the Professional Learning Communities (PLCs) did aid in helping them to understand the 21st Century Framework for Change and the role of formative, benchmark, and summative assessments within that framework.


Goal 2 was not met. Reading, which is a challenge for students with significant

disabilities at North Shelby, continues to be an ongoing priority for the SIT. Although the

implementation of formative assessments by teachers to every student was successful, research

into more specific instructional strategies and methods for teaching reading to students with

disabilities is an avenue to continue to pursue.

Table 9


Goal #3: Globally Competitive Students Progress and Evidence: The percentage of students proficient in math for the 09-10 school year was 64.0%, an increase of 12.0% from 2008-2009. We did meet our goal in math. While we were not able to find an assessment tool that correlated to the NC Standard Course of Study Extended Content Standards, many of the skills tested in the CBMs for math did relate to the NCExtend1 test, and the teachers felt that since many of their students increased skills on the math CBMs they did make a difference for those students who scored proficient for the 2009-9010 school year. Seventy-eight percent of students did increase skills on the math CBMs. Teachers reported that the PLCs did aid in helping them to understand the 21st Century Framework for Change and the role of formative, benchmark, and summative assessments within that framework.


Goal 3 was successfully met. The research and implementation of Curriculum Based

Measurements as a formative assessment for math each 9 week grading period, was a strategy

that was successful in teaching math to students with disabilities. The success was demonstrated

by a 12% increase in Math test scores.



Assessment of Critical Challenges

Challenges to the facility.

Table 10

2010 North Carolina Teacher Working Conditions Survey Summary Results for Question 3.1

Item

Facilities and Resources Question

% Agree

North Shelby

NC Special Schools

Cleveland County Schools

North Carolina

Q3.1 Please rate how strongly you agree or disagree with the following statements about your school facilities and resources.

a. Teachers have sufficient access to appropriate instructional materials.

85.7 75.8 89.8 82.2

b. Teachers have sufficient access to instructional technology, including computers, printers, software and internet access.

96.4 76.7 89.6 79.6

c. Teachers have access to reliable communication technology, including phones, faxes and email.

96.4 88.5 93.5 89.2

d. Teachers have sufficient access to office equipment and supplies such as copy machines, paper, pens, etc.

96.4 84.4 91.0 80.2

e. Teachers have sufficient access to a broad range of professional support personnel.

96.4 73.6 88.4 82.7

f. The school environment is clean and well maintained.

96.4 87.7 93.0 85.9

g. Teachers have adequate space to work productively.

89.3 79.0 89.9 86.8

h. The physical environment of classrooms in this school supports teaching and learning.

92.9 84.5 92.7 88.3

i. The reliability and speed of Internet connections in this school are sufficient to support instructional practices.

96.4 79.8 92.8 81.3

Note. Adapted from North Carolina State Board of Education, North Carolina Professional Teaching Standards Commission. (2010). North Carolina's teacher working conditions initiative Raleigh, NC: Retrieved from http://ncteachingconditions.org/reports/summarycomp.php?siteID=230-359



Table 11


Item

School Leadership Question

% Agree

North Shelby

NC Special Schools


North Carolina

Q7.3 The school leadership makes a sustained effort to address teacher concerns about:

b. Facilities and resources 92.9 84.7 89.5 86.6 Note. Adapted from North Carolina State Board of Education, North Carolina Professional Teaching Standards Commission. (2010). North Carolina's teacher working conditions initiative Raleigh, NC: Retrieved from http://ncteachingconditions.org/reports/summarycomp.php?siteID=230-359

Based on percentages reported on the 2010 Teacher Working Conditions Survey (TWC),

the North Shelby staff members are satisfied with their facilities. The staff works together in

tight working conditions while keeping their main focus on student learning. Although the staff

has made the best out of the conditions, there are issues with the facility that need to be

addressed. The small cafeteria is inadequate to hold the entire student body. The elementary

students eat on a rotating schedule in the cafeteria. The high school students must eat in the

gym, which causes the elementary students to lose gym time. Because of the increasing

enrollment mobile units have been installed for the students to use for additional classroom

space. The Cleveland County School System has addressed these problems and has developed a

strategic plan for North Shelby School.

Cleveland County Schools has a strategic plan to address the needs of the working

conditions at North Shelby. The Cleveland County Schools Adequate Facilities Committee

consisted of parent representatives, community members, school employees, and retired school

employees. The committee began its work by examining data compiled on each of the 28



schools in Cleveland County. The data included the various buildings at each site, the age, size,

and type of each structure along with an evaluation of the building’s infrastructure.

The committee also looked at the grade configuration of each school as well as current

enrolment numbers. This background information provided the committee a starting point for

evaluating the current status of the schools. The committee visited the twelve school sites.

During each visit, the principal provided the committee with a very informative tour. This

process allowed committee members to see first hand the condition of the schools’ campuses.

After investing many hours in the process, the team put together recommendations for facility

needs in Cleveland County Schools.

The list of improvements was identified in four phases. North Shelby is scheduled in

phase 1 after the completion of a new Shelby Middle School in the fall of 2011. North Shelby’s

critical challenges to the facility will be addressed with the following renovations; add additional

classroom space, a new cafeteria and the relocation of the mechanical room. Once the additional

classroom space is added the mobile units will be removed from campus.

Challenges for the instructional programs. A collection of assessment data shows a

need for instructional improvement in the area of reading. The School Improvement Plan (SIP}

for the last two consecutive years has shown a need for improvement in the area of reading. As

reported on the North Carolina Report Card, the 2008-2009 NCExtend1 test data shows that only

68.1% of students in grades 3-8 and grade 10 scored proficient in the reading assessment. The

2009-2010 scores dropped by 2.1% to 66.0%. A review was conducted of current classrooms

assessments through observations and open discussions with teachers. The results indicated that

assessments being used by teachers during reading instruction vary greatly from the NCExtend1



assessment. Based on this data and evidence it is determined that there is an instructional critical

challenge in the area of reading.

Table 12

2008-2009 Evidence of Critical Challenge in Reading

Evidence of Need: • A review of North Shelby’s 2008-2009 NCExtend1 test data show that only 68.1% of students in

grades 3-8 and 10 scored proficient on the NCExtend1 reading assessment. • A review of current assessments administered by individual teachers indicate that 100% of the

teachers do not administer a research-based formative reading assessment at grades 3-8 and 10 and feel there is a need for a research-based formative reading assessment to be utilized in grades 3-8 and 10.

• An open discussion during a teachers’ meeting indicated that 100% of the teachers who administer the NCExtend1 reading assessment stated that the format and vocabulary used in the NCExtend1 reading assessments varies greatly from the format and vocabulary used during reading instruction.


Table 13

2009-2010 Evidence of Critical Challenge in Reading

Evidence of Need: • The percentage of students proficient in reading for the 09-10 school year was 66.0%, which was

2.1% lower than last year. • A review of classroom walk-throughs, formal and informal observations from 2009-2010 show

that while 100% of the teachers at North Shelby use some type of formative assessment during instruction, only 44% of the teachers consistently utilize formative assessment several times a week.

• An open discussion during a teacher’s meeting indicated that all teachers concur that regular formative assessment utilized at least several times a week is a necessary component of instruction.

• A review of classroom walk-throughs, formal and informal observations from 2009-2010 shows that only 2 out of 16 teachers consistently utilize rubrics in their teaching.

• An open discussion during a teacher’s meeting indicated that only 2 out of 16 teachers provide instruction in self-evaluation for their students.




Challenges for staffing changes. Based on evidence from the North Shelby School

SACS Initial Accreditation in May 1992, there has been an increase in the number of staff.

Since 1992 the following staff members have been added; 1 Assistant Principal, 6 additional

teachers, 25 additional teacher assistants, 8 additional related services staff and 10 additional

support staff. These additions and changes indicate that North Selby has addressed all needs for

staffing challenges.

Based on the 2010 NC School Report Card, the data shows that North Shelby teachers are above

the state average in fully licensed, highly qualified, advanced degrees, national board certified

teachers and years of teaching experience. On this same report, North Shelby ranked below the

state average for teacher turnover rate.

Table 14

2009-2010 Quality Teacher Comparison

Total Number of Classroom Teachers*

Fully Licensed Teachers

Classes Taught

by Highly

Qualified Teachers

Teachers with

Advanced Degrees

National Board

Certified Teachers

Years of Teaching Experience

Teacher Turnover

Rate

0-3 years

4-10 years

10+ years

North Shelby 17 100% 100% 47% 5 0% 35% 65% 6%

State 33 81% 84% 30% 4 13% 27% 60% 13%

Note. Data from North Carolina School Report Cards. Adapted from North Carolina Department of Public Instruction, (2010). Education first NC school report cards Raleigh, NC: Retrieved from http://www.ncreportcard.org/src/schDetails.jsp?Page=4&pSchCode=359&pLEACode=230&pYear=2009-2010



Based on the TWC survey, North Shelby teachers are above the percentage for North

Carolina, district and other NC special schools when asked if their school is a good place to work

and learn. The data shows that there are no critical issues for staffing changes.

Table 15


Item Question

% Agree

North Shelby

NC Special Schools


North Carolina

Q10.6 Overall, my school is a good place to work and learn.

89.3 84.2 88.5 84.7

Note. Adapted from North Carolina State Board of Education, North Carolina Professional Teaching Standards Commission. (2010). North Carolina's teacher working conditions initiative Raleigh, NC: Retrieved from http://ncteachingconditions.org/reports/summarycomp.php?siteID=230-359



Challenges for the school’s climate. Based on the data in the TWC survey the teachers

at North Shelby feel they do not have enough non-instructional and collaboration time. In

comparing North Shelby to other North Carolina Special Schools they ranked lower in 4 out of 5

questions concerning time provided for teachers.

Table 16


Item

Time Question

% Agree

North Shelby

NC Special Schools


North Carolina

Q2.1 Please rate how strongly you agree or disagree with the following statements about the use of time in your school.

a. Class sizes are reasonable such that teachers have the time available to meet the needs of all students.

92.9 81.4 70.0 61.7

b. Teachers have time available to collaborate with colleagues.

75.0 74.7 82.0 73.2

c. Teachers are allowed to focus on educating students with minimal interruptions.

75.0 77.6 76.7 70.7

d. The non-instructional time provided for teachers in my school is sufficient.

44.4 68.6 75.8 63.5

e. Efforts are made to minimize the amount of routine paperwork teachers are required to do.

66.7 72.9 61.4 54.4

f. Teachers have sufficient instructional time to meet the needs of all students.

78.6 80.8 76.9 68.8

g. Teachers are protected from duties that interfere with their essential role of educating students.

82.1 76.6 75.9 70.0

Note. Adapted from North Carolina State Board of Education, North Carolina Professional Teaching Standards Commission. (2010). North Carolina's teacher working conditions initiative Raleigh, NC: Retrieved from http://ncteachingconditions.org/reports/summarycomp.php?siteID=230-359 In order to determine the actual problems a teacher survey was constructed and issued.

The questions were precisely written to determine the cause, or perception, of the lack of non-



instructional time. The results were analyzed and constructed into a bar graph and shown in

Figure 19.

Teacher Planning Time

0

1

2

3

4

5

6

7

#1 #2 #3 #4 #5 #6 #7 #8 #9 #10 #11 #12

Hou

rs PlanningCollaboration

Figure 19. Results of Time Survey Conducted at North Shelby School November 2010.

There was a 75% response rate with 12 out of 16 teachers completing and returning their

survey. The results show that the actual planning time for teachers averages between 3 to 4

hours per week. A comparison of the data shows a contradiction with the perception of “Time”

in the TWC survey (Table 16) and the actual “Time” in the Time Survey (Figure 19). This

presents a critical challenge from the aspect of low teacher morale, which affects student

achievement.

Challenges to the management processes. North Shelby has a staff handbook with all

procedures and forms available to the staff. In the past there were two handbooks in each



classroom one for the teacher and one for the teacher assistants to share, however to be more cost

and environmental effective, the handbooks for the past two years have been placed online and

available to all staff at school or at home. There are two hard copies, one in the main office and

one in the assistant principal’s office, available for use if needed. This 200 page handbook is a

detailed description of information, programs, resources, procedures and forms that are needed to

be an effective staff member of the school.

There is also a student information packet that goes home with students at the beginning

of the school year or with each new enrollment. It includes a student information form, general

permission form, medical authorization form and permission to give medication or any special

healthcare authorization which must be signed by parent and doctor. The packet also includes all

basic school information including a detailed parent handbook of all the services and procedures

related to parents and students.

North Shelby also has a Crisis Manual which is updated annually and drills held

throughout the year based on Cleveland County Schools and state guidelines. The Crisis Plans

are divided into nine sections and give specific guidelines and instructions for following

emergency situations. The designated codes for communicating emergency situations are

indicated in Table 17.



Table 17

2010 North Shelby Emergency Codes

EMERGENCY CODE Severe Bus Accident Yellow Bomb Threat Orange Severe Illness/Accident Blue Threat from an Intruder Red Fire Purple Tornado Green Death of Student/Staff - (Off-Campus) White Biological of Chemical Attack Brown Disruptive Student Team

Note. Adapted from North Shelby School Crisis Manual.

The administration of North Shelby School provides many avenues for the staff to

receive information. The staff receives weekly communications, which includes: upcoming

events, things to do, staff congratulations, personal concerns, prayer concerns, special awards,

thank you notes, information from Cleveland County Schools and Department of Public

Instruction, related research information and a daily calendar list of happenings for the week.

This allows all staff to be informed of what is going on throughout the entire school. The staff

submits information to the principal throughout the week to be included in the “Mane News”

which goes out to staff through email on Sunday afternoon. There is also a staff calendar on the

“First Class” email desktop which can be accessed for a monthly review of up coming events.

There are procedures for visitors, volunteers, itinerant staff, parents checking in or

picking up students, after-school pick up by regular persons, and any bus changes. Based on

data from the TWC survey and meeting notes from SIT Meetings, the staff is informed and

communication is effective.

According to the results from the TWC survey, the staff 100% agrees that student

conduct is managed well and that they work in a safe school environment.



Table 18

2010 North Carolina Teacher Working Conditions Survey Comparison for Question 5.1

Item

Managing Student Conduct Question

% Agree

North Shelby

NC Special Schools


North Carolina

Q5.1 Please rate how strongly you agree or disagree with the following statements about managing student conduct in your school.

a. Students at this school understand expectations for their conduct.

100.0 87.9 91.1 85.6

b. Students at this school follow rules of conduct. 100.0 75.1 80.4 71.5

c. Policies and procedures about student conduct are clearly understood by the faculty.

100.0 87.0 89.2 85.0

d. School administrators consistently enforce rules for student conduct.

100.0 77.9 78.7 71.4

e. School administrators support teachers' efforts to maintain discipline in the classroom.

100.0 86.5 85.9 80.8

f. Teachers consistently enforce rules for student conduct.

100.0 83.9 85.7 80.4

g. The faculty work in a school environment that is safe.

100.0 91.2 95.1 93.1

Note. Adapted from North Carolina State Board of Education, North Carolina Professional Teaching Standards Commission. (2010). North Carolina's teacher working conditions initiative Raleigh, NC: Retrieved from http://ncteachingconditions.org/reports/summarycomp.php?siteID=230-359.

At the beginning of the school year, there are schedules developed with input from the

teachers of three choices of times for the use of all shared facilities; the gym, the playground, the

horseback riding arena, the library, the basketball court and the greenhouse. Therapists also

create schedules for individual therapy times for students who receive services based on their

IEP. Classroom teachers create classroom schedules, which enables the office staff to know

where all students are at all times.



Custodians also have a schedule to maximize their time and to be the least invasive of

instructional time within the classroom. All schedules are posted on a bulletin board and kept in

notebooks for reference by the assistant principal. Based on the evidences of the communication

processes; the weekly “Mane News”, “First Class” email calendar, access to email, North Shelby

staff handbook, parent handbook, Crisis Plan, and posted schedules, there are no critical

challenges for management processes is noted.

Challenges for different leadership assignments. Based on the TWC survey, 100 % of

the teachers at North Shelby School agree that they are given opportunities for leadership.

Table 19

2010 North Carolina Teacher Working Conditions Survey Comparison for Question 6.1

Item

Teacher Leadership Question

% Agree

North Shelby

NC Special Schools


North Carolina

Q6.1 Please rate how strongly you agree or disagree with the following statements about teacher leadership in your school.

a. Teachers are recognized as educational experts. 100.0 87.2 89.0 82.9

b. Teachers are trusted to make sound professional decisions about instruction.

100.0 89.2 90.2 83.8

c. Teachers are relied upon to make decisions about educational issues.

100.0 86.7 88.2 82.1

d. Teachers are encouraged to participate in school leadership roles.

100.0 88.6 92.1 90.6

e. The faculty has an effective process for making group decisions to solve problems.

96.4 76.2 83.9 76.3

f. In this school we take steps to solve problems. 100.0 83.6 86.1 82.3

g. Teachers are effective leaders in this school. 100.0 86.4 89.8 86.4 Note. Adapted from North Carolina State Board of Education, North Carolina Professional Teaching Standards Commission. (2010). North Carolina's teacher working conditions initiative Raleigh, NC: Retrieved from http://ncteachingconditions.org/reports/summarycomp.php?siteID=230-359.



Teachers are encouraged to attend staff development opportunities provided by Cleveland

County Schools and also outside opportunities. Staff development opportunities are provided for

school principals by the Cleveland County Schools administrative offices. The principal posts

all staff development opportunities in the school’s communication system “The Mane News”,

which is a weekly informational email. Staff members, who attend staff development, are given

the leadership opportunity to share information, power points, and materials to North Shelby

teachers and staff during Professional Learning Committees (PLC) or other meetings.

Teachers have opportunities to work with the Department of Public Instruction (DPI) on

various projects including writing the Extended Essential Standards for the new Common Core

Essential Standards which will replace the Extended Content Standards of the Standard Course

of Study. Three classrooms also are involved with the DPI through the deaf blind literacy grant

teaching emerging reading and writing skills to students with deaf blindness and significant

cognitive disabilities. This program is conducted through the Center for Literacy and Disability

Studies website http://www.med.unc.edu/ahs/clds. Teachers also have opportunities to present

information about their school to community groups such as Civitans and Kiwanis Clubs.

Teachers are given opportunities to observe classrooms and specific students to give instructional

strategies to teachers in regular school settings.

Based on the North Carolina Teacher Evaluation Process to demonstrate growth and

become distinguished in the area of leadership, teachers must become leaders outside of their

classrooms. Most teachers at North Shelby are competent in this area. Teachers have

opportunities to demonstrate leadership when chairing special committees such as the Science

Fair, Book Fair, Graduation ceremonies, Prom, and Awards Day ceremonies.



One opportunity for all staff to demonstrate leadership is by serving on the School

Improvement Team (SIT). The SIT consists of the principal, the assistant principal and elected

representatives from instructional personnel, instructional support personnel and teacher

assistants assigned to the school and parents of children enrolled in the school. Efforts are made

to encourage parental participation and representation that reflects the racial and socioeconomic

composition of the students enrolled in the school. Also every effort is made to ensure that the

members elected to the SIT represent a variety of grade levels and/or subject areas. The SIT also

serves as the SACS Steering Committee.

The members of the SIT are elected by their colleagues to a one year term. The Staff are

asked to submit nominations of two teacher assistants and two teachers from each of the three

departments; primary, secondary and transition. Also two nominations are accepted for related

services staff and support staff. The parent representatives are nominated and elected through

the PTO. Some are standing members in order to provide consistency to the team, because they

are the only certified staff member in their department (e.g. Preschool and Transition). The

assistant principal and principal are also assigned to the SIT as standing members. Various

members of the SIT chair sub-committees. Each sub-committee is responsible for overseeing the

implementation of the SIP. All staff members are assigned to a sub-committee. The school

improvement sub-committees are as follows:

• Globally Competitive Students

• Healthy and Responsible Students

• 21st Century Professionals

• Innovative Leadership

• 21st Century Systems



Every staff member is encouraged to demonstrate leadership skills within their

subcommittee. Each year, all staff members are involved in the development, revision, and

adoption of the SIP. This plan is developed for a timeframe determined by the state and

reviewed annually. The plan correlates with SACS criteria and North Carolina State Board of

Education priorities and goals set by the Cleveland County Board of Education. The SIT takes

responsibility for assessing the current program and needs at the school. They also design

strategies for improving student performance and providing necessary staff development. They

plan strategies for using available resources to implement changes, planning for safe schools and

healthy students and communicating decisions to the community. They also recognize the

importance of continually evaluating the results of its decisions and the effectiveness of the SIP.

The SIP is submitted to the Cleveland County Board of Education for acceptance or rejection as

provided by state statute.

In general, the development of the SIP consists of reviewing accomplishments from the

previous year, evaluation of ongoing programs/projects, and the development of priority areas

for development and/or improvement. At the end of each year, data is collected to determine if

the goals of the SIP have been accomplished. The principal and assistant principal along with

members of the SIT write an annual progress report. In addition to SACS criteria, the SIP

reflects and correlates to the goals of effective schools:

1. Strong instructional leadership by the principal

2. Clear instructional focus

3. Positive school climate conducive to teaching and learning

4. Teacher behaviors which convey high expectations

5. Program improvement based on measurement of student



achievement

All of the goals for the SIP are stated in measurable terms. The SIP includes strategies,

resources, responsible persons, and the manner in which progress on the goals will be measured

and documented. Staff development activities conducted each year reflects the priority areas on

the SIP.



Chapter 4 Action Plan for North Shelby School

Action Plan #1 – Design and Utilize Rubrics

Critical challenges and priorities. A review of North Shelby’s 2008-2009 NCExtend1

test data show that only 68.1% of students in grades 3-8 and 10 scored proficient on the

NCExtend1 reading assessment. Even though an increase in reading scores was addressed in the

2009-2010 SIP, the percentage dropped to 66.0%. In previous years, reading has also been a

focus with a literacy team researching and recommending reading programs to increase literacy

for students with disabilities. Programs such as Letter Land and Systematic Sequential Phonics

were purchased for each classroom. Due to the level of functioning of North Shelby’s students,

reading has historically been a challenge for the school.

Table 20

Critical Challenge in Reading

Evidence of Need: • A review of classroom walk-throughs and formal and informal observations from the 2009 – 2010 school year shows that only 2 out of 16 teachers consistently utilize rubrics in their teaching. • An open discussion during a teachers meeting indicated that only 2 out of 16 teachers provide instruction in self-evaluation for their students. Measurable School Goal: Current data show that only 1.2% of the teachers at North Shelby consistently use rubrics in their teaching. To address this concern North Shelby teachers will design and implement a variety of rubrics to use during their instruction for the purpose of teaching students to evaluate their work and for evidence that students are learning targeted skills. By June 2011 100% of North Shelby teachers will design and utilize a total of 8 rubrics, which will consist of 2 rubrics for reading, 2 rubrics for math, 2 rubrics for writing and 2 rubrics for science. North Carolina 21st Century Goal(s)/Indicators Addressed: Goal 1: NC public schools will produce globally competitive students • Every student excels in rigorous and relevant core curriculum that reflects what students need to know and demonstrate in a global 21st Century environment, including a mastery of languages, an appreciation of the arts, and competencies in the use of technology. Cleveland County Schools Strategic Plan Indicator(s) Addressed: Goal 1: Globally Competitive Students Goal 1:1: Every student will be expected to, and encouraged to, meet or exceed ABC requirements. Schools will be expected to meet ABC and AYP requirements, leading to increased achievement and closing the achievement gap.



1.1 6: Examine measures of student success at the school level and use results to provide adequate support systems to ensure success of every student.


Research literature. McREL’s research was used as a source for developing

improvement strategies. McREL is a research based organization that develops products,

provides consulting and professional development services to educators (Classroom instruction

that, 2005). Dr. Robert Marzano is a primary researcher used in the development of McREL’s

training materials. McREL’s Classroom Instruction that Works is a research-based manual that

includes research on instructional strategies that increase student achievement. Table 21 lists

research literature linking the use of rubrics to student achievement.

Table 21

Research Based Improvement Strategies

Research-Based Improvement Strategies:

According to McRel, there are four generalizations from research regarding student feedback. The first is that feedback should be corrective in nature, which can be done by explaining to students what they are doing that is correct and that is not correct. The second generalization regarding student feedback is that it should be timely because the longer the delay in feedback, the less improvement there will be in student achievement. The third generalization is that feedback should address a specific skill level or knowledge and the final generalization regarding student feedback is that students can effectively provide some of their own feedback. Based on McRel’s book Classroom Instruction that Works, rubrics can provide criterion-referenced feedback, can provide feedback on specific types of knowledge and can allow for student-led feedback.


Based on research, if students are provided with feedback that is referenced to knowledge

they are suppose to learn, students will more likely learn that knowledge. Using Rubrics is one

way to provide this opportunity with criterion-referenced feedback to students (Marzano, 2001).



Plan for addressing challenges and priorities. An action plan has been developed

shown in Table 22 that uses McREL’s research-based recommendation of using rubrics as

criterion-referenced feedback.

Table 22

Critical Challenge Action Plan

Tasks/Action Steps

Responsibilities Resources Timeline

1. Teachers will discuss the relevance of rubrics and different types of rubrics available for providing information at a PLC meeting

1. - Principal

- Assistant

Principal

1. - McRel’s Classroom Instruction that Works - Easton’s Protocols for Professional Learning - Instructional website

1. October 7, 2010

2. Teachers will design and utilize 2 rubrics relevant to reading instruction.

2. – Teachers - Therapists

1. - McRel’s Classroom Instruction that Works - Easton’s Protocols for Professional Learning - Instructional websites - Collaboration during

department meetings

- Informal collaboration

2. October 28, 2010

3. Teachers will design and utilize 2 rubrics relevant to math instruction.

3. – Teachers - Therapists

3. - McRel’s Classroom Instruction that Works - Easton’s Protocols for Professional Learning - Instructional websites - Collaboration during department meetings - Informal collaboration

3. January 14, 2011

4. Teachers will design and utilize 2 rubrics relevant to writing instruction.

4. - Teachers - Therapists


4. March 29, 2011

5. Teachers will design and utilize 2 rubrics relevant to science instruction.

5. - Teachers - Therapists


5. June 9, 2011



6. Receive and analyze NCExtend1 test data

6. – Principal - Assistant Principal

6. – Testing Coordinator

6. June 15, 2011

Additional Resources: Technology

• Teachers will utilize technology to research a variety of rubrics • Teachers will utilize computers to design a variety of rubrics relevant to their classroom instruction • Teachers will utilize computers to upload their rubrics to a common folder on the network • Teachers will utilize the computers, Mimeos, and projectors during instruction to display rubrics and to instruct students in the use of rubrics for self-evaluation


Benchmarks of success will be measured periodically during the school year by the

timeline dates. By each benchmark date, teachers will upload their rubrics into the common

folder on the network. Access to rubrics will be available to everyone at the school including

teachers, therapists, and teacher assistants. Every teacher will be expected to utilize rubrics in

their daily instruction. The use of rubrics will help students to know what is expected of them

and how to self-evaluate their work. Discussions between teachers should also be observed

during collaborative planning times.

Strategic resources. In addition to the resources listed in Table 22, funds will be

provided to purchase 20 copies of McREL’s Classroom Instruction that Works. Teachers will

receive training in the development and utilization of rubrics during PLC meetings. Technology

training conducted by teacher leaders will also be provided. Teachers will also be provided with

time to collaborate with other teachers regarding rubric design and use.

Evaluation of progress. Progress will be evaluated at each time-line. Rubrics from each

teacher will be reviewed and approved by the Globally Competitive Students Committee for

uploading into the common folder. Teachers will notify the principal by email when the rubrics

have been uploaded into the common folder. The committee chairperson will review the

common folder to keep a record of each teacher’s submission of rubrics. Teacher observations



and walkthroughs will be conducted by the administration to evaluate that the rubrics are being

used during instructional lessons. A final evaluation will be conducted using the reading test

scores from the NCExtend1 assessment to analyze the final results for student achievement.

Action Plan #2 – Time Management For Teachers

Critical challenges and priorities. Planning time has historically been a challenge for

North Shelby School due to the make up of the daily schedule. Teachers are scheduled to arrive

and students begin arriving at 8:00. Classrooms are self-contained and teachers, teacher

assistants and students follow each teacher’s classroom schedule until 2:30 when buses depart.

There are regularly scheduled meetings on a monthly calendar and 4 teachers have homebound

students they serve one afternoon a week. Some classroom teachers have developed strategies

and creatively use their teacher assistants to schedule a variety of times throughout the week for

a planning time. Other classroom teachers due to the extent of the physical or behavioral needs

of their students have been unable to do this. Unlike elementary schools, North Shelby teachers

and their assistants are required to attend when students travel on-campus or off-campus for

activities such as art, physical education, music and library. Also due to the extent of the needs

of some students, much time is needed in solving problems and finding resources for students

and families in coordination with the school guidance worker, school counselor and/or case

manager. Time is a resource that is subjective and viewed and used differently by every person.



Table 23

Critical Challenge with Time Management

Evidence of Need: • A review of the 2010 Teacher Working Condition Survey showed percentages that were lower in 4 out of 5 questions about use of time in their school. - In a “Time Survey” conducted in October 2010 teachers reported actual planning time, which averaged 3-4 hours per week. Classroom walk-throughs and formal and informal observations show that teachers are not effectively utilizing their teacher assistants during non-academic class periods. • An open discussion during a teachers meeting indicated that 100% of teachers feel that paperwork should be reduced. Measurable School Goal:

- To increase “use of time” data on the TWC survey from 67.94% to 70% - To increase teacher response for average of 4 or more planning time hours from

25% to 33% North Carolina 21st Century Goal(s)/Indicators Addressed: Goal 1: NC public schools will be led by 21st Century professionals • Every education professional will have 21st Century preparation and access to ongoing high quality professional development aligned with State Board of Education priorities Cleveland County Schools Strategic Plan Indicator(s) Addressed: Goal 3: 21st Century Professionals Goal 3:7: Provide high quality staff development for all staff members.

Note. Information created by on November 24, 2010.

Research literature. Every good teacher knows that teacher planning and preparation is

a key part of effective teaching. Teachers in the United States state that one of their biggest

constraints in educational reform is the lack of planning time for professional activities. When

not engaged in direct instruction, teachers must accomplish a host of chores to ensure that their

classrooms run smoothly (US Dept of Education, 1998).

These additional responsibilities take away from planning time. This feeling of being

overburdened with not enough time to satisfactorily complete all of the tasks leads to low

morale. Ellenberg (1972) found that high teacher morale was directly linked to an increase in

student achievement. Low morale and low levels of satisfaction can lead to decreased

productivity and burnout (Mani, & Devi, 2010). Research shows that common planning time for

grade level, subject, or interdisciplinary teams has increasingly been considered a crucial part of



school improvement. Sufficient, scheduled planning time is essential for these teams to be

effective (Flowers, Mertens, & Mullhall, 1999). Collaborative teams, in which teachers share

planning time have been correlated with better school culture, more effective parent

communication, higher student achievement, and increased teacher motivation and job

satisfaction (Kassissieh & Barton, 2009; Flowers et al., 1999; Little, 1982; Jackson & Davis,

2000; Picucci, Brownson, Kahlert, & Sobel, 2002). Sufficient planning time is also critical for

building the type of professional learning community that schools aspire to achieve.

Plan for addressing challenges and priorities. In response to teacher concerns of “too

much paperwork” electronic forms will be created and organized on the network so that teachers

can access, complete and upload. The use of electronic forms should reduce the amount of time

needed to duplicate and re-write paper forms and should result in the timely submission of the

completed forms. Various professional development and PLC sessions will be held on the topic

of “time management.” North Shelby School is the only school in the district with permission to

extend Teacher Assistants’ work day until 3:30 p.m. The administration will conduct

observations to ensure that Teacher Assistants are being efficiently utilized in order to allow

teachers to receive planning time. See Table 24 for the detailed plan and timeline.



Table 24

Critical Challenge Action Plan

Tasks/Action Steps

Responsibilities Resources Timeline

1. Teachers and administrators will discuss time management issues

at a PLC meeting

1. - Principal - Assistant Principal - Teachers

1. – “7 Habits” - 2010 TWC survey results - 2010 “Time Survey”

1. Dec 21, 2010

2. Electronic forms will be created and uploaded to the network for all teachers to access.

2. – Assistant Principal - Office Assistant - Technology Assistant

1. - North Shelby Staff Handbook - Computers, Software, Network - Time

2. Jan 7, 2011

3. Administrators will provide Professional Development on “Time Management”


3. –Assistant Superintendent and/or District EC Director

3. January 31, 2011

4. Teachers will revise classroom schedules to include planning time and utilization of Teacher Assistants


4. – Money for 20 copies of McREL Time Planner - Classroom Schedules

4. Feb 28, 2011

5. Teachers and Administrators will attend a PLC for open discussion using predetermined protocol about progress toward increased planning time


5. – created classroom schedules - McREL Time Planner - “7 Habits” - Easton’s Protocols for PLC Book

5. March 31, 2011

6. - Receive 2011 TWC Survey - Re-Assess “Time Survey” - Analyze Data

6. – Principal - Assistant Principal

6. – Computer & Printer

6. May 31, 2011

Note. Information created by on November 24, 2010.



Strategic resources. In addition to the resources listed in Table 24, teachers will receive

training on an as need basis during PLC meetings on how to use the electronic forms.

Technology training conducted by teacher leaders will also be provided during PLC meetings.

Teachers will also be provided with time to collaborate with other teachers regarding designing

class schedules, completing the McREL time planner, and use of the electronic forms.

Evaluation of progress. Progress will be evaluated and documented on the action plan

at each time line. Participation and meeting notes for all PLC’s and staff development will be

documented and sent to all teachers. Teachers will begin using electronic forms that will be

accessible from any internet access computer at school, outside school or mobile device on the

First Class desktop email system under North Shelby News and forms. An increase in the

number of forms turned in on time should be observed and documented by the appropriate staff.

Also electronic forms should create greater ease for teachers completing, submitting and saving

forms for future use; thus, saving time by eliminating the need to create a new document through

utilizing and updating a saved document. As teachers receive professional development and

attend PLC’s, administration should be able to review classroom schedules and observe teachers

documenting and using a planning time. Observations should also show an increased use of

teacher assistants to maximize non-instructional activities for students and minimize paper work

that can be completed by teacher assistants after students are dismissed from school.

Administration should observe and receive documentation on more effective and productive

collaboration with SIT subcommittees, department meetings and meetings planned between

selected staff. Surveys will be given at the end of the year and results will be compared to the

previous surveys. Progress should be seen in teacher’s response to sufficient planning time and

use of time and reduction of paper work thus leading to more productive instructional time.



Chapter 5 Personal Reflections

Student A

As I reflect on this project I realize how important Environmental Scans are in the

process of analyzing a school. An Environmental Scan is a valuable tool for principals entering

a new school to gain an understanding about the existing conditions and areas that need

improvement.

We chose North Shelby School because my partner, is the Assistant

Principal. We felt that as an administrator she would have access to most of the data and

information needed for this project. So I started with a blank picture in my mind of North

Shelby School. As we started to gather information about the history, the community and the

school data, I was impressed with the complete picture that began to form in my mind.

I enjoyed working with my partner, she is very detail oriented and helped to uncover every

detail of North Shelby School. Although the enormity of the project felt overwhelming at times

we worked well together and seemed to encourage each other along the way. I especially

enjoyed our “crunch time” brainstorming sessions toward the end of the project.

One important lesson I have learned from this project is that enormous tasks should be

broken down into small tasks and organized in a way to make them manageable. The timeline

was also an important organizational tool to help guide us through the chapters. I also learned

the importance of locating sources of school data, analyzing the data, and developing a plan for

improvement. I was particularly impressed with the precise results of the data collection. A

clear detailed picture revealing minute flaws were discovered through the analysis of the data.



After completing this project I feel as though I have a connection to North Shelby School.

I look forward to seeing our Action Plans implemented and anxiously await the data results at the

end of the school year.

Student B

Having worked at North Shelby for 17 ½ years, a person would think they would be

acquainted with all the history of a school. During the preparation of the environmental scan, the

search for history of the community, school and school district revealed many interesting facts.

The details certainly assist in the continual learning of the culture and people who live in this

county, the community and businesses that support the school, the parents and students who

attend. I have learned there is always information available to learn. Seek and listen!

Going into the environmental scan, I believed this project would be an enormous task.

However, I knew North Shelby due to the previous principal, who served from 1987 to 2009,

would have well organized and available resources to research and gather information. Working

with my partner certainly made the project less demanding and was a learning

experience. Although in the school environment there are many committees, when working in

this capacity and for a “grade” there was a need for flexibility from my own work style. The

timeline certainly proved to be instrumental in keeping the schedule of tasks on target for

completion. It is easy to become immersed in the history and school’s educational profile

especially when it is the school you have taught at for many years. Working with a group with

flexibility and using a timeline are skills I will exercise as an administrator.

Completing the scan made me more aware of the process and importance of knowing the

history of a school and the steps of an action plan. In the past I have always worked with a

committee on one part and then assembled to revise and complete the plan. The process of



writing the action plans makes one aware of the importance of assessing needs based on data,

knowing the challenges, examining the research based literature, writing the goals and action

plan with strategies, responsible people, resources and timeline; and, lastly what to do if these

goals are not met. As an administrator and leader of the School Improvement Process, this

environmental scan has heightened my awareness of the process and the importance of

continually assessing all the goals for your school today and the history of yesterday.



References

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Aspel, N. (2010). North Shelby school parent and student handbook. Retrieved from

http://www.clevelandcountyschools.org/images/northshelby/resources/parenthandbook-

Easton, L.B. (2009). Protocols for professional learning the professional learning communities

series. Alexandria, VA: Association for Supervision and Curriculum Development.

Ellenberg, F.C. (1972). Factors affecting teacher morale. NASSP Bulletin, 56(368), Retrieved

From http://bul.sagepub.com/content/56/368/37.abstract doi:

10.1177/019263657205636807

Flowers, N., Mertens, S. B., & Mulhall, P. (1998). The middle start initiative, phase I: A

longitudinal analysis of Michigan Middle-Level Schools. Center for Prevention Research

and Development, University of Illinois.

Gray, M. (2009). Seven habits condensed summaries. Retrieved from

http://www.profitadvisors.com/7habitlist.shtml

Jackson, A., & Davis, G. (2000). Turning points 2000: Educating adolescents in

the 21st century. New York, NY: Teachers College Press.

Kassissieh, J. & Barton, R. (2009, March). The top priority: Teacher learning. Principal

Leadership, 22-26.

Little, J. W. (1982). Norms of collegiality and experimentation: Workplace conditions of school

success. American Educational Research Journal, 19, 325-340. Retrieved from

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Mani, R. S., & Devi, U. (2010). Teacher morale the magic behind the teacher. Academic

Leadership, 8(2), Retrieved from

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nd_Teacher_Performance.shtml

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Association for Supervision and Curriculum Development

Map of Cleveland County North Carolina with municipal and township labels. [Web]. Retrieved

from

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municipal_and_township_labels.png

North Carolina Department of Public Instruction, (2010). Education first NC school report cards

Raleigh, NC: Retrieved from

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30&pYear=2009-2010

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Patterson, U. L., & Hambright, B. (2007). Images of America: Shelby. Charleston, SC: Arcadia

Publishing.



Picucci, A. C., Brownson, A., Kahlert, R., & Sobel, A. (2002). Driven to succeed: High-

performing, high-poverty, turn-around middle schools. (Vol. I). Cross-case analysis of

high-performing, high- poverty, turnaround middle schools. Austin, TX: The University

of Texas at Austin, The Charles A. Dana Center. Retrieved from

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professional time in 3 countries. Retrieved from

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