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CMS School Improvement Plan 2010-12

Nathaniel Alexander Elementary School 2011-12

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School: Nathaniel Alexander Elementary School

Principal: Mike Drye

Title I Specialist: Kristin Keuhn-Follum_______

Address: 7910 Neal Road

Charlotte, NC 28262

Courier Number: 468

Phone: 980-343-5268

Learning Community: Central Elementary

Area Superintendent: Tyler Ream



BELIEFS

Our children are the only reason we are here; all decisions will be made with their best interests in mind.

The ability to read—well—is the single-most important academic skill for all students.

Math, social studies, science, etc. are all affected and enhanced by reading.

All students can learn.

A variety of instructional strategies and delivery models should be used to meet the individual learning needs of all children.

As a school community, we share the responsibility of educating all students.

The arts and physical education are important and integral components of a well-rounded education.

VISION

All students will graduate from high school and be prepared for success in the global economy.

OUTCOMES OF FOCUS

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

All students in grades 3-5 will achieve 125% of his/her growth goal in reading as measured by the 2011-2012 EOG.

All students in grades 3-5 will achieve 125% of his/her growth goal in math as measured by the 2011-2012 EOG .

5th grade achievement on the NC Science EOG will increase 15% in overall proficiency from 2011 to 2012.

All K-2 students will achieve 1.25 years growth in reading from pre-test to EOY, as measured by DIBELS, Running Records, and TRC/3D

All K-2 students will achieve 1.25 years growth in math based upon various measures used at each grade level (see sub-plans/under development))

MISSION STATEMENT

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

School: Nathaniel Alexander will prepare students to reach their maximum academic potential.



ASSESSMENT DATA SNAPSHOT

Charlotte-Mecklenburg Schools: School Improvement Plan

Assessment Detail Summary

Nathaniel Alexander Elementary - 600468

2008-2009 School Year



Subject Demographic

Subgroup %

Prof.

% Met Exp.

Growth

Avg. Growth

High Growth Ratio

% Prof.

% Met Exp.

Growth

Avg. Growth

High Growth Ratio

% Prof.

% Met Exp.

Growth

Avg. Growth

High Growth Ratio

Grade 03 Reading Grade Total 43.5 41.8 -0.110 0.7 52.8 48.4

Grade 03 Math Grade Total 66.3 63.9 0.172 1.8 76.7 72.4

Grade 03 Total Grade Total 54.9 52.9 0.031 1.1 64.8 60.4

Grade 04 Reading Grade Total 45.5 38.9 -0.140 0.6 52.1 39.4 -0.103 0.7 58.9 49.2 0.001 1

Grade 04 Math Grade Total 63.8 62.5 0.140 1.7 73.7 73.7 0.335 2.8 77.9 64.8 0.153 1.8

Grade 04 Total Grade Total 54.7 50.7 0.000 1 62.9 56.6 0.117 1.3 68.4 57.1 0.078 1.3

Grade 05 Reading Grade Total 46.9 51 0.001 1 51.2 55.3 0.082 1.2 55 58.7 0.097 1.4

Grade 05 Math Grade Total 61.9 58 0.047 1.4 70.6 68.9 0.296 2.2 78.7 79 0.397 3.8

Grade 05 Science Grade Total 42.5 42.3 55.9

Grade 05 Total Grade Total 50.5 54.5 0.024 1.2 54.7 62.1 0.189 1.6 63.2 68.8 0.247 2.2

Reading Total Total 45.2 43.9 -0.083 0.8 52 48.1 -0.002 0.9 53.8 54.2 0.052 1.2

Math Total Total 64.1 61.5 0.120 1.6 73.4 71.1 0.314 2.5 76.1 72.2 0.281 2.6

Science Total Total 42.5 42.3 55.9

EOG Total Total 53 52.7 0.018 1.1 59.4 59.6 0.156 1.5 63.7 63.3 0.167 1.7

School Composite Total 53 52.7 0.018 1.1 59.4 59.6 0.156 1.5 63.7 63.3 0.167 1.7



Charlotte-Mecklenburg Schools: School Improvement Plan

School Composite Data Snapshot

Nathaniel Alexander Elementary - 600468

School Composite

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

Subgroup Perf.

Composite Avg.

Growth AYP

Reading AYP Math

Perf. Composite

Avg. Growth

AYP Reading

AYP Math

Perf. Composite

Avg. Growth

AYP Reading

AYP Math

Perf. Composite

Avg. Growth

African-American

50.2 -0.03 Met Met 54.9 0.118 Met Met 58.8 0.171 Not Met Met 65 .22

Asian 60.0 0.181 Insuf Data Insuf Data

82.6 0.218 Insuf Data

Insuf Data 90.0 0.369 Insuf Data Insuf Data 90 .37

Hispanic 58.6 0.058 Met Met 63.3 0.296 Met Met 72.3 0.107 Met Met 80 .22

Multi-Racial 65.5 0.249 Insuf Data Insuf Data



Native American 31.3 0.115 Insuf Data Insuf Data

50.0 0.762 No Data Insuf Data 100.0 ~ Insuf Data Insuf Data

White 64.4 0.263 Insuf Data Insuf Data



LEP 51.8 0.059 Met Met 57.9 0.273 Met Met 63.2 0.063 Met Met 75 .22

SWD 24.1 0.089 Met Met 24.8 0.096 Insuf Data

Not Met 22.4 -0.09 Not Met Not Met 50 .22

ED 49.9 0.011 Met Met 58.5 0.163 Met Met 61.9 0.151 Not Met Met 75 .22

EOG Total 53.0 0.018 Met Met 59.4 0.156 Met Met 63.7 0.167 Not Met Met 75 .22

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

School Composite

53.0 0.018 Met Met 59.4 0.156 Met Met 63.7 0.167 Not Met Met 75 .22

SCHOOL PROFILE

Nathaniel Alexander Elementary School is located in northern Charlotte and serves just over 900 students Pre-K-5. Named for one of North Carolina’s governors, NAES was the first of 4 schools to open its doors in Governor’s Village. 72% of our students are African American, 6% are white, 18% are Hispanic, and 3% are Asian. 79.5% of our students qualify for free or reduced lunch. There are 63 teachers on staff, including 2 ESL teachers, 4 EC teachers, 1 TD teacher, a speech pathologist, a psychologist, a counselor, Community in Schools liaison, a Dean of students, 3 Title I Literacy teachers, 2 literacy facilitators, a math facilitator, and a New Leaders for New Schools Resident Principal.. The principal, Mike Drye, is a Strategic Staffing principal, beginning his work here in March of the 2009-2010 school year. In addition to being a Strategically-Staffed school, Nathaniel Alexander is a school-wide Title I school. This designation brings additional resources for instruction, and additional professional development for staff, training for student engagement and curriculum mapping, and ongoing data analysis throughout the school year. In addition, 52 Promethean Board systems and two laptop labs have been added through grants and other outside resources. Due to the history of chronically low achievement school-wide in reading, ongoing PD in literacy is a need throughout the school. All School staff are highly qualified under NCLB guidelines.EOG results from the 2008-2011 school years are detailed above. These scores show a gap in math and reading achievement, as well as a significant need in 5

th grade science. Additionally, reading achievement in grades K-2 has been chronically low for the past few years (where data is available).



Outcome (1): All students in grades 3-5 will achieve 125% of his/her growth goal in reading as measured by the 2011-2012 EOGs. .

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

Strategies

Task

Task

Point Person (title/name)

Evidence of Success Leadership Standard*

Responsibilities

Prof. Dev. Focus

Participants

Funding Source

Parental Involvement

Activity

Funding

Timeline End Date

ck date

ck date Process Outcome

Example: 1. Differentiate instruction for each subgroup

Include differentiation strategies in lesson plans

Academic Facil/Smith

Dept Planning Agenda, Lesson Plans

SQR 3.1, 3.2 – “Teaching is high quality, well paced and challenging for all students." Walk-throughs

Instructional (2)

Monitor

Evaluate

Differentiation

Faculty

PDC

Supply Material

None

PTSA

6-8-12

11-3-11

1-24-12

4-4-12

1. Align Imagine It! curriculum to the NCSCOS

Twice weekly collaborative planning meetings

Grade levels unpack standards and analyze for rigor

Grade levels plan instruction for gaps between the curriculum and the rigor of the SCOS

Grade levels write and administer bi-quarterly common assessments to drive instruction

Literacy Facilitators: Furches/ Roper Principal- Drye Resident Principal- Lappi

Planning meetings, ½ day plannings, DDI, lesson plans, PD

SQR 2.1, 3.6 Quarterly Data EOGs

1b, 2a

½ and full day planning sessions quarterly Discovery Education

SLT Newsletters Parent Conf.

Quarterly 11/5/2011 1/28/2012 4/8/2012

6/17/ 2012

2. Incorporate independent, appropriately-leveled reading instruction and intervention into the regular instructional day

Guided reading will take place during whole-group instruction

Leveled reading libraries are available in each grade level

Intensive reading flexibly scheduled for non-proficient students

TD pull out and push in

Title I Literacy: Geiger/Tuck/ Nauman/Moniot/TBD k-5 teachers Literacy Facilitators: Roper/ Furches

Grade level planning meetings; grade level planning templates

SQR 3.1, 3.10, 3.11 Reading A-Z Quarterly Data

2a Differentiation and Rigor PD- Laminack, Kissell Discovery Education

Book drives Curriculum Night and Lunch and Learns SLT

Quarterly 11/5/2011 1/28/2012 4/8/2012

6/17/ 2012



3. Read multi-genre texts daily

Integrate science and social studies texts into intensive reading time

Teachers plan for and emphasize relationships between content to promote high order thinking skills and comprehension

Teachers Literacy Facilitators: Furches/ Roper

Observable in instructional delivery, planning meetings; documented in grade level planning templates

SQR 2.3; 3.8; 4.1a,b Quarterly Data

2a Orientation of leveled library for all teachers

SLT Parent Conf.

Quarterly 11/5/2011 1/28/2012 4/8/2012

6/17/ 2012

4. Use Data-Driven Instruction to progress monitor

Grade levels write common assessments to guide instruction, per quarter

Meet weekly in grade level teams to analyze data and set instructional targets and interventions

Identify small groups and individual students in need of instructional interventions or enrichment.

Monitor subgroups for discrepancies in performance and design targeted interventions when identified

Form Intensive Reading groups based on data

Use extended day funds to hire tutor(s) to pull small-group of students for interventions in reading during regular school day

Teachers Data Analyst: Linda Smith Literacy Facilitators: Roper/ Furches Principal- Drye Resident Principal- Lappi

Data meetings; ½ and full day planning sessions; observable differentiated instruction; documented in grade level planning templates

SQR 3.10; 3.11; 1.5; 1.6; 1.4 Quarterly Data/ EOG results/ WiDA Access

2a, 6a DDI Professional Development Lester Laminack and Brian Kissell PD

SLT Parent Conf. Progress Reports PEP Mtgs. WiDA scores

Quarterly 11/5/2011 1/28/2012 4/8/2012

6/17/ 2012

5. Provide for collaborative planning within grade levels

Meet once a week to discuss reading curriculum, SCOS, and instructional strategies

Meet once a week to discuss literacy data: whole group, small group, and individual student interventions and enrichment

Meet once a week to discuss students receiving IR, and progress monitor

Literacy Facilitators: Roper/ Furches Principal- Drye Resident Principal- Lappi

Weekly team planning; ½ day planning and full day planning sessions; ongoing professional development

SQR 3.7; 4.1b; 4.3a Quarterly Data; EOG results

2a, 3a SRA consultants Ongoing PD Discovery Education

n/a Weekly Throughout

year

6. Empower stakeholders to reinforce the NCSCOS/CCSS at home.

Curriculum Night and Lunch and Learns will be conducted each quarter, providing parents with support for home

Newsletters communicating quarterly objectives will be sent home

Mentor program with UNCC

TIAA-CREF volunteers

TIAA-CREF mentors/academic coaches

Price Waterhouse Cooper volunteers

Wachovia book donations

Teachers Principal- Drye AP-Williams Resident Principal- Lappi

SQR 6.3; 6.4 Quarterly Data; EOG

6a Ongoing community outreach; mentoring program; Discovery Education; Curriculum Carnival

Curriculum Carnival; Lunch and Learn

Quarterly 9/14/2011

TBD 2nd

Qtr TBD 3

rd

QTR TBD 4

th Qtr



Outcome (2): 3

rd, 4

th, and 5

th grade students will achieve 125% of their expected growth on the summative math tests (Thinkgate or EOG).

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

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

Strategies

Task

Task



Responsibilities

Prof. Dev. Focus

Participants

Funding Source


Activity

Funding

Timeline End Date

ck date

ck date Process Outcome

1. Align Investigations curriculum to the NCSCOS

Examine Investigations curriculum against the SCOS, and “plug” gaps between the standards and the curriculum

Twice weekly collaborative planning meetings

Grade levels unpack standards and analyze for rigor

Grade levels plan instruction for gaps between the curriculum and the rigor of the SCOS

Grade levels write and administer bi-quarterly common assessments to drive instruction

Math Facilitator: Copeland Teachers Principal- Drye Resident Principal- Lappi AP-Williams

Planning meetings, ½ day plannings, DDI, lesson plans, PD

SQR 2.1, 3.6; 6.3 Quarterly Data EOGs

1b, 2a, 3a

½ and full day planning sessions quarterly Discovery Education SmartBoards

SLT Curriculum Carnival Parent conferences Newsletters PEP meetings Progress reports

Quarterly 11/5/2011 1/28/2012 4/8/2012

6/17/ 2012

2. Use Data-Driven Instruction to progress monitor

Grade levels write common assessments to guide instruction, per quarter

Meet weekly in grade level teams to analyze data and set instructional targets and interventions

Identify small groups and individual students in need of instructional interventions or enrichment.

Monitor subgroups for discrepancies in performance and design targeted interventions when necessary

Teachers Data Analyst: Linda Smith Math Facilitator: Copeland Principal- Drye AP-Williams Resident Principal- Lappi

Data meetings; ½ and full day planning sessions; observable differentiated instruction; documented in grade level planning templates

SQR 3.10; 3.11; 1.5; 1.6; 1.4 Quarterly Data/ EOG results/ WiDA Access(specifically “The Language of Math”)

2a DDI Professional Development Kathy Kennedy PD

SLT Parent Conf. Progress Reports PEP Mtgs. WiDA scores

Quarterly 11/5/2011 1/28/2012 4/8/2012

6/17/ 2012



3. Provide for collaborative planning within grade

levels

Meet once a week to discuss math curriculum, SCOS, and instructional strategies

Meet once a week to discuss math data: whole group, small group, and individual student interventions and enrichment

Math Facilitator: Copeland Teachers Principal- Drye Resident Principal- Lappi AP-Williams


SQR 3.7; 4.1b; 4.3a Quarterly Data; EOG results

1c, 1d,2a, 3a Ongoing PD- Quarterly ½ day collaborative planning SmartBoards Discovery Education

n/a Weekly And check quarterly

4. Implement backwards design in unit planning

Teachers develop assessments prior to instructional planning

Align Investigations to the assessment expectations, and plan to supplement the curriculum according to the rigor of the standards

Math Facilitator: Copeland Teachers Principal: Drye AP-Williams Resident Principal: Lappi


SQR 3.11; 1.3, 1.4, 1.5, 1.6

2a Ongoing PD- Quarterly ½ day collaborative planning(See PD plan)

n/a Ongoing Quarterly 11/5/2011 1/28/2012 4/8/2012

6/17/ 2012

Outcome (3): 5th grade students will increase proficiency by 15% on the 5

th grade NC science EOG test.

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

Strategies

Task

Task



Responsibilities

Prof. Dev. Focus

Participants

Funding Source


Activity

Funding

Timeline End Date

ck date

ck date

Process Outcome

1. Integrate science into reading and math instruction.

Align science standards to the reading and math NCSCOS/CCSS

Utilize science text during IR time

5th grade

teachers Title I Literacy teachers Literacy Facilitator: Roper

Collaborative planning

SQR 3.7; 3.8 Common Assessment Data EOG data

1b, 2a

5

th grade team

Newsletters conferences

Quarterly 11/5/2011 1/28/2012 4/8/2012

6/17/ 2012



2. Preserve instructional time specifically for science instruction

Designate time in the master schedule for science

Collaboratively plan for science and science integration

Principal- Drye Resident Principal- Lappi AP-Williams Literacy Facilitator- Roper

Collaborative planning Integration of science and literacy

SQR 3.7; 3.8; 5.9; 6.3 Common Assessment Data EOG data

2a, 2b, 3a ½ day planning PD 5

th grade team

Discovery Education

Curriculum Carnival Lunch and Learn Parent Conferences

Quarterly 11/5/2011 1/28/2012 4/8/2012

6/17/ 2012

3. Teacher visits to two schools that were successful on the 2010 Science EOG.

5th grade team Observation/

Development of instructional plan

Change in science instruction/ TBD

3d, 4a 5th grade team, k-5

science teacher reps, subs for school visits

n/a By end of 2

nd quarter



Comprehensive Needs Assessment Component Title 1 Schoolwide Program


To prepare to become a schoolwide program, it is essential to understand its

current status (2009-2010). A snapshot will help illustrate the gap between where Nathaniel Alexander Elementary School (NAES) is now and where it

wants to be when its vision is realized. The school profile provides this view. This data-driven description of the school’s student, staff, and community

demographics, programs, and missions is the starting point. During the Targeted Assistance School year, NAES has gathered and began the planning

process.

Quoting from America’s Schools from 1966 but still good today, comprehensive needs assessment have several basic ground rules such as (1) a the majority

of the school community must agree that such a self-study that is necessary and worthy of time and attention and that the school will abide by the findings;

(2) students’ learning needs should drive and prioritize the school’s self-assessment; (3) both school staff and parents can serve as evaluators,

concentrating on reducing the obstacles to student learning that are under

their control; (4) the needs assessment should be informed by inside stakeholders as well as by objective outsiders; and (5) the assessment focus

on important achievement-related issues.

Academic Achievement in relation to North Carolina Content Standards End of year staff meetings for staff to record discussions on strengths

and voids from the 2009-2010 school year using literacy, mathematics, and science comprehensive data. Let the formative statistics generate

conversation for future direction of Nathaniel Alexander. Proactively discuss areas of improvement specifically with detail followed by

solutions. Use the Charlotte Mecklenburg Schools and North Carolina standards to drive decisions.

Involve parents in the Comprehensive Needs Assessment component. Staff facilitator is helpful. Invite parents attend the staff meetings’

sessions.

Gap seen between primary grade basic skills necessary for third and fourth grade causing loss of instructional pacing guide effectiveness.

Review of what is needed starting third grade to be successful and NC standards expectation would be beneficial for student achievement. For

example, students may know how to determine the area. However, if a child cannot quickly multiply, completion of numerous word problems

becomes over whelming. The balance of investigations and



repetition/practice to be able to quickly compute assures student

success. TAS third and fourth grade students were greatly lacking prior

knowledge and background information. This was observed in the comprehension reading composite scores and spoken vocabulary in class

and small-group discussion. Written responses by third and fourth grade students showed lack of

grammatical foundations. Students in fourth grade commonly wrote

incomplete sentences not using a capital at the beginning and punctuation.

Provide opportunity to serve more students requiring additional assistance in a structured intensive reading for each primary grade.

Consider additional data beyond standardize tests Reduce student size by identifying through current schoolwide needs

assessment that this is an appropriate strategy for improving student achievement.

Employ additional highly-qualified paraprofessional staff to be in classrooms to reduce student/teacher ratio. Establish a home classroom

with experienced teacher. Create clear differentiation literacy time periods and locations schedule for each paraprofessional to achieve best

use of additional staff. Provide administration how the program will look such as paraprofessional doing reading recovery model, teacher doing

comprehension, and independent practice such as writing, penmanship,

vocabulary, and decoding. Provide classroom environment for EC students verses tutor room

locations to accommodate intermediate students’ larger desks and chairs. This classroom atmosphere will develop pride and being part of

the school family. The IEP time will be more comfortable and student performance will increase with appropriate setting.

Employ additional highly-qualified teachers to provide supplemental support to intervention initiatives to increase opportunities for learning.

Create program for additional staffing that must ensure that teachers deliver educational supplemental services over and above the core

instruction. Access to core academic instruction by students should never be limited by any intervention initiatives. The supplemental

support should build on programming that may be already in place. Build upon extended day program to assist students with academics

and/or homework. Have extended day ensure connection to classroom

instruction. Provide narrative overview of instruction supplementing the day instruction. Design data collection and its utilization to determine

strategies and methods for extended program.



Charlotte-Mecklenburg School Quality Review

School Self-Evaluation Form

Name of principal: Mike Drye

Name of school: Nathaniel Alexander Elementary School

(a) Please complete with as much detail as you can, use the completion as a professional development exercise if appropriate and send it to your lead reviewer (electronically) two weeks before the review.

Completing this form will help you prepare for some of the discussions which will take place both before and during the review. It will also help the review team get to know you and your school and to understand how well the school community knows itself. Guidance on completing the form:

Please be evaluative, rather than descriptive, and make your focus outcomes for students.

Include references to where the evidence of your self-evaluation can be found, e.g.,"excellent boys’ results in state math tests as shown in annual report to the state”, “parents’ questionnaires from 2006”.

Be concise; (for example, use bullet points or note form).

Aim to confine your response to no more than eight pages.

Please place an X against the grade (1-4), which most accurately reflects your judgment of overall quality in response to the questions.

You are advised to complete section B last. This section is summative and draws on your evaluations elsewhere in the self-evaluation report.

Please omit sections where you feel that you are not in a position to respond. How should evaluations be made?

You are strongly encouraged to refer to the Quality Criteria, sub-criteria and rubrics and as you complete the evaluations. These are included within the Notes of Guidance for the School Quality Review and should be kept close at hand as you complete the evaluations.

What approach should we take? Schools have adopted different approaches. In some schools the principal and the leadership team have completed the form as a part of one of their regular meetings. Other schools have devoted part of a faculty meeting as a way of involving all members of staff; this is highly recommended as a means of engaging the whole staff, helping them to prepare for the review and gathering evidence which reflects the work of the whole school. Whichever approach you adopt, we recommend that you do not make this an onerous task but that you take the opportunity to stop, reflect and record your immediate perceptions.



(2) School Profile School name and number: Nathaniel Alexander Elementary School, #468 School address: 7910 Neal Road, Charlotte, NC 28262-3226 School telephone number: 980-343-5268

#

%

Grades: Pre-K - 5 n/a

Number of students enrolled: 904 100%

Number of general education students: 790 87%

Number of EC students: 114 13%

Number of LEP students: 85 9%

Principal suspensions: 3 n/a

Superintendent suspensions: n/a n/a

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

n/a 79.5%

Ethnic make-up of the students (by percentage):

Group # Enrolled %

Enrolled

African-American

648 72%

White 57 6%

Asian 25 3%

Hispanic 159 18%

American Indian 53 6%

Multi-Racial 76 8%

Total 904 100%

http://isparta.cms.k12.nc.us/elementary/enrollment_roster.asp?schx=468&gdx=99&yrx=20102011&grpx=African-American

http://isparta.cms.k12.nc.us/elementary/enrollment_roster.asp?schx=468&gdx=99&yrx=20102011&grpx=African-American

http://isparta.cms.k12.nc.us/elementary/enrollment_roster.asp?schx=468&gdx=99&yrx=20102011&grpx=White

http://isparta.cms.k12.nc.us/elementary/enrollment_roster.asp?schx=468&gdx=99&yrx=20102011&grpx=Asian

http://isparta.cms.k12.nc.us/elementary/enrollment_roster.asp?schx=468&gdx=99&yrx=20102011&grpx=Hispanic

http://isparta.cms.k12.nc.us/elementary/enrollment_roster.asp?schx=468&gdx=99&yrx=20102011&grpx=American%20Indian

http://isparta.cms.k12.nc.us/elementary/enrollment_roster.asp?schx=468&gdx=99&yrx=20102011&grpx=Multi-Racial

http://isparta.cms.k12.nc.us/elementary/enrollment_roster.asp?schx=468&gdx=99&yrx=20102011&grpx=Total



A. What is distinctive about your school?

Nathaniel Alexander Elementary School is located in northern Charlotte and serves just over 904 students Pre-K - 5. Named for one of North Carolina’s governors, NAES was the first of 4 schools to open its doors in Governor’s Village. There are 63 teachers on staff at NAES, including 2 ESL teachers, 4 EC teachers, a counselor, a social worker, a speech pathologist, a psychologist, a Community in Schools liaison, a Dean of Students, Assistant Principal, Principal, and Resident Principal, and 3 academic facilitators. In March of the 2009-2010 school year, Mr. Mike Drye was Strategically Staffed as the principal of NAES.

B How effective is your school overall?

4 3 2 1

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

How do you know?

NAES made High Growth according to the NC ABCs but did not meet AYP.

Teacher EVAAS data shows that more than half of the faculty are statistically no different than the teachers in CMS.

2009-2010 ABCs show that only 63.3% of our students are proficient in reading and math, with an achievement gap between all students and SWD, AA, and LEP.

According to 5th grade science EOGs, 55.9% of students are proficient.

NAES moved from Title I Targeted Assistance (2008-2009) to all school Title I (2009-2010).

According to 2009-2010 EOY DIBELS data, 28% of k-3 students were below benchmark; According to 2010-2011 BOY DIBELS data, 48% of k-3 students were below benchmark

What are its notable strengths?

NAES made High Growth in the 2009-2010 and 2010-2011 school years, according to NC ABCs.

According to AYP reports, reading proficiency increased from 44.5% to 53.8% between the 2008 and 2010 school years.

According to AYP reports, math proficiency increased from 65.1% to 76.1% between the 2008 and 2010 school years.

In March, NAES was designated as part of the Strategic Staffing Initiative, and Mike Drye was named principal.

What are its main areas for improvement?

3-5 grade math proficiency

3-5 grade reading proficiency

5th grade science proficiency

K-2 reading fluency and comprehension

Teacher Effectiveness and adherence to the NCSCOS

Using data to differentiate instruction

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

4 3 2 1




How do you know?



According to AYP reports, 5th grade science proficiency was 55.9% for the 2010-2011 school year.

According to 2009-2010 EOY DIBELS data, 28% of k-3 students were below benchmark; According to 2010-2011 BOY DIBELS data, 48% of k-3 students were below benchmark.

In which subjects and grades do students do best, and why? Students in grade 3-5 perform best in math, according to AYP data. Historically this can be attributed to a strong math facilitator who planned lessons and assessments for these grades, as well as facilitated planning meetings. In which subjects and grades is improvement needed, and what action is being taken? k-5 literacy, math, and 5

th grade science are all in need of improvement, as NAES is underperforming against

District and State averages.

2 literacy facilitators have been Strategically Staffed, 1 serving k-2 and the other serving 3-5

1 math facilitator is Strategically Staffed and serves k-5

2 4th grade reading teachers are Strategically Staffed and are serving the neediest students in 4

th

grade

Professional Development regarding the NCSCOS is ongoing throughout the school year, and District Central Office human resources are being leveraged in both reading and math

Professional Development regarding Data Driven Instruction and Common Assessment Writing is ongoing throughout the school year

Leveled Readers have been purchased for students k-5, and Professional Development pertaining to Running Records is ongoing

A leveled library has been bought, organized and developed as a resource for teachers

Every classroom has a Promethean Board to support literacy, math, and science instruction

4 Reading Intervention teachers work with small groups of students according to DIBLES data and running records, as well as data from TRC/Reading 3D

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

An achievement gap exists between All Students, SWD, AA, and LEP.

The EC Team has a compliance facilitator who is focused on ensuring all SWD receive appropriate instruction, and an exchange was made in order to retain a 4

th EC teacher

WiDA scores are used to group LEP students according to language proficiency, and the ESL staff has redesigned their schedule to ensure appropriate levels of service

Leveled readers are used in literacy instruction

LEA Improvement team will work with teachers in inclusion and SIOP

Teachers are sent for both the SIOP initial courses and SIOP refresher courses

RTI Intervention Model has been redesigned to include fidelity to an intervention pyramid, resulting in greater differentiated instruction in the classroom and less over-identification of students.

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

See above

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

K-5 students are using Common Assessments to monitor student achievement

Grade level teams meet weekly, 5 times per week. 1 day a week is designated to data, and teachers analyze student data by whole group, small group, and individual student needs.



ESL and EC teachers monitor student performance and adjust service schedule to meet their needs.

Teachers are beginning to flexibly group students for reading intervention, according to DIBELS data and running records.

How does your school allocate available resources to improve student learning and achievement?

The master schedule has support staff scheduled in teachers classrooms throughout the day to 5 minute increments, maximizing human resources

4 Reading Intervention teachers work with flexible groups of students

Mentor partnership with multiple community resources

Parent volunteers support teachers, mostly in lower grades

EC and ESL teachers have redesigned schedules to serve more students

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

4 3 2 1


How do you know?



According to AYP reports, 5th grade science proficiency was 55.9% for the 2010-2011 school year.

According to 2009-2010 EOY DIBELS data, 28% of k-3 students were below benchmark; According to 2010-2011 BOY DIBELS data, 48% of k-3 students were below benchmark.

How is alignment with the NCSCOS ensured?

Teachers plan weekly as grade level teams to develop common assessments and unit plans

Classroom observations and walkthroughs by administration and facilitators

Ongoing PD pertaining to the NCSCOS How does the school ensure a broad range of learning experiences?

Promethean Boards have been installed in all classrooms, and a laptop lab was added for k-5 use

Leveled Readers were purchased

Partnerships with Discovery Place, C&I, TIAA-CREF, mentor program with UNCC 49ers women’s basketball team

Differentiated instruction, guided reading groups, reading intervention

Instruction aligned to the NCSCOS, using Investigations and ImagineIt! as resources

Special area teachers include art, music, PE, media, and computers

The master schedule was redesigned to increase student learning time and eliminate loss of time in transitions

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

4 3 2 1


How do you know?

Classroom observations and walkthroughs

Students achievement data on NCEOGs and DIBELS Which are the strongest features of teaching and learning and why?



According to AYP reports, students at NAES are making progress in reading and math proficiency. The focus this school year continues to be on student growth in reading, math, and science, with a greater emphasis on curriculum alignment and data driven instruction. What aspects of teaching and learning most need improvement and what action is being taken? Teaching was not fully aligned to the NCSCOS and student data was not used to drive instructional practices. Teachers now meet daily as grade level teams, with the literacy and math facilitators, to design lessons aligned to common assessments. Student data will be used to group students according to learner-centered needs. The LEA Improvement team will coach teachers in the areas of literacy, math, EC inclusion, and SIOP. How do teachers assess students’ achievement of learning objectives and adjust instruction with assessment information?

Teachers meet weekly to analyze student data.

All grade levels are expected to flexibly group students according to their instructional needs, however this practice is inconsistent.

EC and ESL teachers collaborate with grade level teachers to accommodate ELLs and SWDs.

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

4 3 2 1


How do you know?

Principal was Strategically Staffed in March of 2010.

AYP/ABC data shows students are underperforming against state and local averages Which are the strongest aspects and why?

SIP was written to address critical areas of need, including literacy, math, and science achievement, data driven instruction, and alignment to the SCOS/CCSS

Human resources are being leveraged to address learner discrepancies in reading k-5

Math and literacy facilitators are highly visible in classrooms and planning meetings to coach and support staff

The leadership team has normed observations against the new evaluation instrument and are monitoring teacher effectiveness

Redesigned master schedule, focusing on maximizing student learning time and decreasing transition time, as well as providing large, uninterrupted blocks of instructional time for targeted subjects

What most needs improvement and what action is being taken? Instruction aligned to the NCSCOS/CCSS and designed to promote student achievement

Collaborative planning time daily with an emphasis on NCSCOS/CCSS and data driven instruction

EC and ESL staff plan collaborative with grade level teams weekly

Student data is used to develop intervention groups, specifically in reading

SMART(E) goals have been written by each grade level, EC, ESL, and special area, aligned to the outcomes of the SIP.

Teachers are building multiple data sources including common assessments, running records, exit tickets, and student work samples, as well as District-level ThinkGate assessments.

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



4 3 2 1


How do you know?

School survey data/ parent surveys/ teacher surveys

Safe School Audit

School Calendar of extra-curricular events, assemblies, and parent opportunities

Volunteer log

Discipline and suspension data

Truancy Which are the strongest aspects and why?

Parent volunteers are increasing due to efforts made by the teachers, administration, Communities in Schools, and the PTA.

Student behavior is largely positive, and interventions are being developed to address chronic disruptions to the learning environment.

Parent learning opportunities will occur each quarter, bridging communication between teachers, administration, support staff, and parents.

The ESL teachers reach out to the Hispanic parent populations via newsletter translations, phone and conference calls, as well as during parent-night activities.

Technology is becoming more available through the purchase of Promethean Boards and a laptop lab

What most needs improvement and what action is being taken?

Truancy is being addressed through Truancy Court

Office survey data is being collected to monitor our service to parents and the community

Student behavior is being addressed by the administrative team, as well as by a school-wide book study about classroom management and behavior interventions.

Systems are put in place for a safe and orderly dismissal procedure for both buses and car riders.

School culture and pride are beginning to be addressed through a college-bound focus, safety, extracurricular events, and community partnerships.

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

4 3 2 1


How do you know?

Grade level newsletters

Parent-teacher conferences/ progress reports

Volunteer log

PTA involvement/enrollment/attendance

Parent surveys

Connect-ED logs

Parent workshops

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

ConnectED messages in both English and Spanish bridge communication gaps between school and parents

Parent workshops have been offered with an emphasis on literacy, math, and science

Kindergarten progress reports are a checklist of skills, providing a comprehensive look at students strengths and growth areas.



What most needs improvement and what action is being taken?

Partnerships between the school and parent community are becoming stronger through offering parent workshops and efforts made by Communities in Schools partnerships

Communication between the home and school was historically poor, according to parent surveys, and this is being addressed through ConnectED, newsletters, and conferences.

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

Parent workshops have proven to have a larger turnout than past attendance logs indicate. These workshops have been specific to assisting parents with the curriculum at home, and the EC/ESL staff, as well as student services staff, have also participated in these events.

What needs improvement and what action is being taken?

PTA enrollment is low and the PTA is working to bring parents in to the school for workshops focused on the NCSCOS/CCSS and social events

Partnerships between the school and parent community are becoming stronger through offering parent workshops, efforts made by Communities in Schools and partnerships with other organizations

Parent workshops will be offered with an emphasis on literacy, math, and science

7. What other information, if any, do you feel it would be important for the reviewers to know prior to the review? (For example: principal recently appointed previous month)

Principal was Strategically Staffed in March 2010

13 staff were not offered contracts at the end of the 2009-2010 school year

Pre-Kindergarten was added to NAES this year (5 classes)



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

principal will assume.

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

Teacher Placement and Recruitment Policies –

I. Teacher Placement

a. Assessment data from the previous year will be used to place our highest performing classroom teachers

with our lowest performing students in order to close the achievement gap

b. Formative assessment data throughout the year will be used to place our high performing teachers who

have been moved into specialist/interventionist roles. These interventionists will target specific skills and

gap areas

i. ESL teachers, EC teachers and literacy interventionists are given the opportunity to work in both

the push-in and pull-out method

II. Recruitment

a. Relationships have been developed with local universities to tap into top quality education candidates

b. NAES has developed a rigorous and thorough interview process which both screens for quality

candidates and highlights the schools strengths and opportunities for prospective employees

c. The selection process includes input from all of the administration, facilitators, and incorporates other

appropriate perspectives depending upon position (i.e. grade level teachers, students, parents, specials

area teachers, etc)

d. The school continues to develop from within, by developing top teacher assistants into teachers and top

teachers into teacher leaders

e. The school provides on-going staff development throughout the year, including summer time pd sessions

f. Beginning teachers are paired with mentors in order to continue their growth and development

g. Beginning teachers are also part of the school’s beginning teacher program to provide targeted support in

key growth areas

Transition Strategies – Pre-K to Kindergarten Transition –

1. Pre-K teachers and students are incorporated into the school’s improvement plan on multiple levels a. Pre-K teachers are involved in the school’s on-going professional development plans

i. Pre-K teachers are active members of the curriculum committees ii. Pre-K teachers participate in professional development to address vertical alignment needs

throughout the school b. Pre-K students participate in activities with K-5

th students at NAES

i. Pre-K classes visit the Earth Balloon and receive interactive science lessons ii. Pre-K classes work with Kindergarten classes to experience Gus the Bus

c. Pre-K teachers will collaborate with Kindergarten teachers to expose Pre-K students to life as a kindergarten student at NAES

Elementary School to Middle School Transition – 2. The Governor’s Village will partner to help students transition between the schools

a. Vance High School will partner with NAES to create opportunities to NAES students to visit the marching band, attend high school events, and meet exceptional high school mentor students

b. James Martin Middle School will partner with NAES to pair mentors with students who need additional assistance preparing for the middle school transition

c. Student Services at NAES (counselor, social worker, dean, etc) will provide small group opportunities to learn about higher education, transitioning to middle school as well as drop-out prevention

d. Instructional Activities for Identified Students – 1) Students go through a multi-tiered intervention process

a) All students experiencing academic difficulties begin the intervention process at the classroom level i) Research-based best practices and initiatives are implemented and progress monitored to determine

effectiveness



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

principal will assume.


ii) Students showing improvement continue on the trajectory until gaps are closed iii) Students not showing adequate improvement continue to move through the levels of the intervention process

and are then referred to the intervention team for further investigation iv) Students can be referred for testing for Exceptional Children’s department services if all of the research-

based interventions prove to be inadequate to show growth v) The ESL/LEP department identifies all incoming students according to their level of service to best serve the

children vi) Students are paired with ESL/LEP case managers or EC case managers accordingly in order to provide all

accommodations and modifications accordingly 2) Teachers progress monitor to ensure effectiveness and appropriateness of interventions in order to promote

maximum student growth a) Through common assessments, teachers gather data for growth on individual objectives aligned with

NCSCOS/CCSS b) Through Reading 3D/TRC teachers are able to track reading growth in multiple ways at designated points

throughout the year 3) Teachers participate in professional development targeted for serving identified students

a) SIOP training is made available to ESL/LEP staff, as well as general education staff i) Refresher courses are also available to update strategies and best practices

b) Exceptional Children’s Department professional development is offered by the district and all EC staff participate c) The Dean of Students offers support to teachers for co-teaching best practices

Coordination/Integration of Federal, State and Local Services/Programs – 1) Community collaborations

a) Communities In Schools provides services to students with specialized needs in the NAES community b) Assurance United Methodist is partnered with NAES to provide mural painting, teacher appreciation, vegetable

gardens for science classes and outdoor classroom spaces c) Price Waterhouse Cooper is partnered with NAES to provide volunteers for developing the leveled book library,

mural painting and garden building d) TIAA CREF supports NAES with academic coaches, mentors, technology needs, and other continued services

and supports e) NAES students have access to Supplemental Educational Services hosted on-site to promote continued

academic growth f) Appalachian State University and the University of North Carolina at Charlotte provide mentors, assistants and

volunteers through their education programs to help NAES teachers and students



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


Title I Action Plan

Family & School Engagement

Activity means any event or strategy you will do to improve parent involvement/engagement and

increase a parent’s ability to support their child’s learning

Name of Activity

(Include a brief summary along with any

instructional materials that need to be purchased.)

.

Date & Time

Flexible meeting

times &/or

locations

Outcome # &

Strategy (from SIP)

Funding

Sources &

Costs (Title I,

contributions,

partnerships, etc.)

Check Epstein’s six keys of

building successful

partnerships supported in

activity Refresh

men

ts (Y o

r N)

Pare

ntin

g

Co

mm

un

i

catio

n

Vo

lun

teer

ing

Lea

rnin

g

at H

om

e

Decisio

n-

Ma

kin

g

Co

mm

un

i

ty

Co

llab

ora

tion

1. Curriculum Carnival: Grade levels host parents

in making activities to be used at home to reinforce

the NCSCOS in reading, math, and science.

Community donations of books (including bilingual

text for our LEP population) and manipulatives

will be distributed. EC and ESL teachers will have

a booth, as well as our Student Support Services

staff.

9/21/2010

6-7:30

1.2, 1.6

2.1

3.2

Contributions,

Title I

x x x y





2. Quarterly Lunch-and-Learn events: Grade

levels will host parents in their classrooms, making

activities to be used at home to reinforce the

NCSCOS in reading, math, and science. ESL and

EC teachers will also provided support to parents

during these events.

TBD- 1 each

quarter

1.2,1.6

2.1

3.2

Title I x x x n

3. SLT, PTA, surveys: Parents are welcome at

NAES, encouraged to volunteer, and share

feedback/suggestions. The SLT, PTA, and school

advocate provide an outlet for involvement and

collaborative efforts. Feedback from regular

school-developed surveys are used for continuous

school improvement. (survey monkey, written, etc.)

Year long 1.6, 2.1 Title I x x x x n

4. Communicate Title I School Improvement status

at annual meeting and via letter (as required by

law). Letter is translated for LEP population.

Beginning of

school year

(9/21/2010)

4.4 n/a x x

5. School-Parent Compact (as required by law) According to

Title I timeline

4.4 n/a x x x

6. Pizza for Parents Math Workshop – parents and

students come to learn ways to incorporate math

activities in the home

Event in the fall 2.1, 2.2 PTA x x x y

7.Pasteries for Parents Reading Workshop –

parents and students come to learn ways to

incorporate reading activities in the home

Event in the

spring

1.3, 1.6 PTA x x x y

8.TBD International Awareness Activity Event in the

spring

1.3, 1.6 PTA x x y





School: ______Nathaniel Alexander________________________Year:___2011-2012________________________

TITLE I: HIGH QUALITY & ONGOING PROFESSIONAL DEVELOPMENT PLAN

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

All PD is grounded in scientifically-based best practices (SBR is on file in crate).

All documentation is on file in crate.

Required documentation of PD: 1. Maintain sign-in sheets & agendas, handouts, notes 2. Provide renewal credit through MyPD (when appropriate) 3. Teacher feedback on PD

(surveys, questionnaires, ect.) 4. Documentation that shows what was learned is being implemented correctly 5. Documentation that shows PD is

impacting student achievement 6. Analyze effectiveness & decide what next

Ongoing Professional

Development

PARTICIPANTS

Why needed?

Funding

Sources

Cost

Timeline

Point Person

Evaluation/Follow-up

1. Data Driven Instruction

All Staff SIP 1.4, 2.2

All instructional

decisions should be

driven by data. This will

allow teachers to dig in

to the data and make

tailored instructional

decisions based on

student need.

na na Quarterly 11/4/2011 1/27/2012 4/13/2012 6/13/ 2012

Facilitators:

Copeland,

Furches,

Roper

#4 Data Protocol Sheets,

Individual Intervention

Plans #5District and

NAES Common

Assessment Data, EOGs

2. Lester Laminack-

Strategies for Guided

Reading; Differentiating and

Scaffolding Reading Texts

for Individual Students;

Content Area Texts;

Creating a Learning

Environment that

All staff SIP 1.2, 1.3- Lester

Laminack’s strategies for

Guided Reading,

Selecting Texts, and

Using Content Area

Texts will provide the

foundation for higher

student achievement and

Title I 8/1/2011- 8/4/2011

Principal

Drye,

Facilitators:

Roper and

Furches

#1 Sign in sheets and

handouts maintained,

#MyPD renewal credit

issued, #3 teacher

feedback, #4 lesson

plans, observational data,

#5 District and School

Common Assessment

For schools in improvement: PD mandatory 10% set aside for school in $____________ _______________improvement.





Encourages Reading differentiated instruction

Data, EOGs

3. Dr. Brian Kissell-

Strategies for Writing across

All Content Areas; Using

Writing to Extend

Experience with Author

Styles in Authentic

Literature

All Staff SIP 1.2, 1.3- Brian

Kissell’s strategies for

writing across the content

area and writing using

styles of writers in

authentic texts will

provide the foundation

for higher student

achievement in all

content areas.

Title I 8/8/11-

8/11/11

Facilitators:

Furches and

Roper




issued, #3 teacher

feedback, #4 lesson



Common Assessment

Data, EOGs

4. Dr. Jack Piel-

Strategies for Making Sense

of Mathematical Situations;

Developmental Stages of

Mathematical

Understanding for

Individual Students

Including Supports and

Materials Needed for

Students at Each Level

All Staff SIP 2.2, 2.3-Jack Piel’s

strategies for making

sense of mathematical

situations and providing

instruction and supports

based on individual

student understanding

will provide the

foundation for higher

student achievement in

mathematics.

Title 1 8/15/11-

8/16/11

Facilitator:

Copeland




issued, #3 teacher

feedback, #4 lesson



Common Assessment

Data, EOGs

5. Full Day Collaborative

PD and Assessment

Writing; Half Day for 5th

Grade Science

All staff, by grade

level

SIP Outcomes 1, 2, and 3 Title I $10,0

00

Quarterly 10/17/11-10/25/11 1/5/12-1/13/12 3/15/12-3/23/12

Facilitators:

Furches,

Roper,

Copeland

#3 Teacher Feedback, #4

Quarterly PD, Common

Planning, Lesson Plans,

#5 District and NAES

Common Assessment

Data, EOGs

6. Visit to high-performing

science program in CMS

school

Select staff 3-5th

grades

SIP Outcome 3 Title I TBD By

1/27/2012

Facilitator:

Roper

#6 Observations of

program and plan to

improve NAES science





Bullying-Harassment Prevention Action Plan 2011-2012

Goal: To create a positive school climate where bullying is not accepted by students or teachers.

Strategies/Rationale

Task

Point Person

Evidence of Success Names of Participants (Add names to titles where appropriate)

Information related to task as indicated

Timeline

Outcome Measures

Create a Bully Prevention Team Nash Bullying-Prevention

Committee will provide

information to all

Teachers and Staff

regarding district-wide

program, school

efforts, and bullying-

prevention awareness.

Student Services Team

Roles and Responsibilities for School Staff, Bullying Policis from other schools, the district and teacher feedback

October 2011

Introduce students to the concept of bullying English Bullying-Prevention Team will

administer a Survey which will

provide immediate information

of school climate regarding

bullying, type of bullying, and

places where bullying is taking

place so that school staff is

aware of hot-spots and issues

in school.

Jannelle English- School Counselor Bevelyn Sherrill- School Social Worker Courtney Kennedy- Social Worker Intern Adrena Richardson – BMT Garrett Nash – Dean of Students

Guidance lessons,

bulletin boards,

newsletters, student

pledges, parent

pledges, social skills

questions, incentives

October 2011-June 2012

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