Comprehensive Plan Report - Charlotte-Mecklenburg...

Filter: Show only the indicators included in the plan

Billingsville Elementary NCES - 370297001201

Key Indicators are shown in RED.Priority School Indicators

Comprehensive Plan Report

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

Charlotte-Mecklenburg Schools

February 17, 2014

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

Indicator D02 - The principal includes evaluation of student outcomes in teacher evaluation.(1672)(SchoolYR1)

Status Tasks completed: 0 of 7 (0%)Assessment Level of Development: Initial: Limited Development 10/31/2013

Index: 4 (Priority Score x Opportunity Score)Priority Score: 2 (3 - highest, 2 - medium, 1 - lowest)Opportunity Score: 2 (3 - relatively easy to address, 2 - accomplished

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

Describe current level of development:

As part of the evaluation process, teachers are required to bring their data notebooks to all post-observation and summative evaluation conferences. During these conferences, the principal or assistant principal discuss student learning outcomes with the teacher. In addition, the instructional team periodically reviews student benchmark data for specific teachers. The team analyzes the data to determine which teachers have the most growth, and which teachers have the highest percent proficient. This review assists in determining professional development needs and impacts teacher evaluations through Standards 3, 4, and 5.

Plan Assigned to: Michelle JohnsonHow it will look when fully met: Including student outcomes in teacher evaluations will improve

the quality of instruction throughout the school. The principal will have a more complete view of each teacher’s impact on student achievement and will be better equipped to make staffing decisions.

Evidence of Success: • 90% of teachers receive a rating of Proficient or higher on Standards on 4H and 5A of the NC Teacher Evaluation System• MAP Growth Data and TRC Growth Data are used during 100% of summative evaluations for K-5 Classroom, ESL, EC, and Support Teacher- Standard V of the NC Teacher Evaluation Tool• PPPVT /PALS Data is used during 100% of summative evaluations for PreK teachers• Individual Content Area data is used during 100% of summative evaluations for Special Area Teachers• Small group data is used during 100% of instructional assistant and tutor summative evaluations: on the Non-Exempt Employee Evaluation.

Target Date: 06/14/2013Tasks:

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1. Develop confidential system for tracking teacher ratings on the NC Teacher Evaluation System, in order to calculate the percent of teachers proficient or higher.

Assigned to: Michelle JohnsonAdded date: 11/01/2013Target Completion Date: 11/22/2013Comments:

2. Track MAP, TRC, and PreK Growth Data by teacherAssigned to: Barbara TruetteAdded date: 11/01/2013Target Completion Date: 11/22/2013Frequency: monthlyComments:

3. Create standards based assessments for special area teachers to track growth in their contentAssigned to: Special Area TeachersAdded date: 11/01/2013Target Completion Date: 01/31/2013Comments:

4. Track growth of students who work with instructional assistants and tutorsAssigned to: Elisabeth WilsonAdded date: 11/01/2013Target Completion Date: 11/22/2013Frequency: monthlyComments:

5. Develop and implement protocol for post observation conferences and summative evaluations of K-5, EC and ESL teachers that includes a review of MAP and TRC growth. Communicate protocol to teachers.


6. Develop & implement a protocol for post observation conferences and summative evaluations of PreK teachers that includes a review of PPVT/PALS Data and progress monitoring. Communicate protocol to teachers.


7. IA and Tutors discuss with Lead Teachers about tracking tools and methods for collecting data on small groups of students

Assigned to: Elisabeth WilsonAdded date: 11/01/2013Target Completion Date: 11/22/2013

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Frequency: monthlyComments:

Implement Percent Task Complete: Tasks completed: 0 of 7 (0%)

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

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Indicator F07 - The LEA/School sets goals for professional development and monitors the extent to which it has changed practice.(1698)(SchoolYR1)





At Billingsville Leadership Academy, we have developed a continuous cycle of monitoring student performance and staff needs to develop high quality professional development. Weekly staff meetings offer differentiated sessions based on district and school initiatives. To address the needs of individual teachers, Learning Labs are effectively utilized based on teachers' needs in specific areas. Learning Labs include: Mini Lesson, Orton Gillingham, shared reading, guided reading and guided math, and classroom management. Coaches and Literacy Facilitator provide one-to-one job embedded professional development, as well as during weekly PLC planning meetings. Coaches and Literacy Facilitator also provide model lessons utilizing the “I do, we do, you do” method. In addition to learning labs and coaching sessions, new teachers (1-3 years) have the opportunity to work directly with a new teacher mentor. The mentor provides assistance to new teachers on a wide range of topics. Monthly professional development sessions are also provided on topics relevant to new teachers.

Plan Assigned to: Barbara TruetteHow it will look when fully met: Professional development sessions will have an immediate and

lasting impact on instructional practice. Teachers will reflect on their practice and use professional develop to build on their strengths and improve areas of weakness.

Evidence of Success: • Increase in proficiency level of students in 3rd, 4th and 5th grade in reading, math and science by 10 proficiency points or higher as measured by the EOG’s of North Carolina (reflected in total composite)• Increase reading proficiency levels for all students in Kindergarten through 5th grade families as reflected in the TRC levels by one and a half years’ worth of growth.• 90% of teachers receive a rating of Proficient or higher on Standard 5B of the NC Teacher Evaluation System• 90% of professional development and learning lab reflections will have an overall rating of 3-Very Helpful


1. Implement a system of instructional walk-throughs to track instructional trends

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Assigned to: Shanna RaeAdded date: 11/01/2013Target Completion Date: 11/22/2013Comments:

2. Track reflections from all learning labs and professional development sessionsAssigned to: Danielle LangeAdded date: 11/01/2013Target Completion Date: 12/20/2013Comments:


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

Indicator G03 - The LEA/School has established a system of procedures and protocols for recruiting, evaluating, rewarding, and replacing staff.(1670)(DistYR2)




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Recruitment of New Staff-The district advertises all vacancies on the district website. Candidates complete an online application through the MyAPP 2.0 platform. Additionally, HR advertises on Facebook and invites schools to attend various colleges to participate in job fairs. CMS has a system in place to identify teachers with leadership potential and provide them opportunities to participate in administrator licensure programs.

Evaluating Staff-Teachers are evaluated based on the North Carolina New Teacher Evaluation Instrument. All observations and evaluations are conducted by trained administrators and are completed based on a time-line determined by the district. Instructional walk-throughs are conducted by facilitators, coaches and administrators throughout the school year. The evaluation process also includes pre and post-observation conferences, where recommendations are made based on the teacher’s performance.

Replacing Staff-For teachers who receive average or below average ratings, a conference is held with the evaluating administrator. At that time, the teacher and administrator shares their perceptions of strengths and weaknesses. A prescription for improvement is made through a Performance Counseling Letter which would include a plan of support. These plans typically include professional development in the area of need, the creation of a partnership with a higher performing teacher, and/or observations of teachers in the school. Administration performs follow-up visits with these individuals to ensure the prescription is followed. When teachers continue to perform below the expected performance level for the state, a recommendation for non-renewal will be made. Career teachers must follow a directed professional development plan for two years and if they do not make acceptable growth, a recommendation for termination will be made.

Rewarding Staff-Highly effective teachers are identified through their student growth composites and summative ratings, and the ability to serve as leaders with their teams, the school, and their profession. These teachers are chosen to lead learning labs and PD sessions. Additionally, 6 staff members are recognized through the LEA Strategic Staffing Initiative, which was designed to recruit and retain staff in schools with high needs. For the 2012-2013 school year, staff who met the performance, attendance, and student growth requirements earned bonuses, funded by SIG. Effective teachers also received Race to the Top (RttT) financial incentives for the 2010-11 and 2011-2012 school years.

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Plan Assigned to: Michelle JohnsonHow it will look when fully met: This indicator will be fully met when Billingsville is routinely

able to recruit, hire, and retain top teachers in the district. Evidence:• 90% of staff will receive SIG bonuses based on growth data• Billingsville will be 100% fully staff as of the first day of school and remain fully staffed throughout the year• At least one member from the grade level will interview candidates on second-round interviews• 90% of teachers will receive an overall rating of Proficient or higher on the NC Teacher Evaluation System


1. Revise SIG Bonus structure based on feedback from the 2012-13 rollout.Assigned to: Barbara TruetteAdded date: 11/01/2013Target Completion Date: 12/20/2013Comments:


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

Indicator I02 - All teachers monitor and assess student mastery of standards-based objectives in order to make appropriate curriculum adjustments.(1715)(SchoolYR2)

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Teachers use a variety of formal and informal assessments to monitor student learning. Teachers complete benchmark assessments 3 times a year to assess students reading levels and basic literacy skills using Reading 3D. MAP (Measures of Academic Progress) is also given 3 times a year and assesses reading and math, allow for comparison of our students to national norms. The goal is for teachers to use the information to design differentiate groups and lessons to meet specific student needs. Teachers also give students on grade level, rigorous common assessments in math and reading comprehension, which are aligned to CCSS. These assessments include a pre/post tests, checkpoints, and exit tickets, to monitor mastery of skills. Teachers use this information during PLC planning to adjust instruction as needed to obtain mastery by all students. All student data is tracked on grade-level spreadsheets, which allow for easy access to discuss information during instructional planning. Math data is tracked by common core goal. Data is reviewed during PLC planning to reflect, discuss the impact on instruction, and plan interventions. Alignment of assessments and instruction to CCSS is assessed on a regular basis through weekly planning sessions, walk-throughs, and observations.

Plan Assigned to: Barbara TruetteHow it will look when fully met: This objective will be fully met when all components of the

Data Driven Instruction cycle are common place throughout the school. All teachers will be proficient at assessing, analyzing, and acting on data to attain student mastery. New teachers will be quickly oriented to the process and coached by colleagues to ensure no student or group of students “fall through the cracks.” The foundation of all instructional planning sessions will be student data.

Evidence of Success:• Increase in proficiency level of students in 3rd, 4th and 5th grade in reading, math and science by 10 proficiency points or higher as measured by the EOG’s of North Carolina (reflected in total composite)• Increase reading proficiency levels for all students in Kindergarten through 5th grade families as reflected in the TRC levels by one and a half years’ worth of growth• 90% of teachers receive a rating of Proficient or higher on Standard 4H and Standard 5A on the NC Teacher Evaluation System


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1. Implement school-wide data protocol for analyzing different data points and creating an instructional action plan (based on TRC, MAP, Formatives, Unit Assessments).

Assigned to: Michelle JohnsonAdded date: 11/01/2013Target Completion Date: 11/15/2013Frequency: three times a yearComments:

2. Implement a "progress monitor, review, react" process in which teachers support the lowest 20% of their students with interventions and progress monitoring.

Assigned to: Angela EverittAdded date: 11/01/2013Target Completion Date: 11/29/2013Frequency: monthlyComments:

3. Schedule full or ½ day planning sessions to analyze data, plan instruction, and create unit assessments.

Assigned to: Barbara TruetteAdded date: 11/01/2013Target Completion Date: 11/06/2013Frequency: three times a yearComments:

4. Create Writing Task Cards that align with TRC Writing Comprehension questions for teacher to use during Guided Reading, Read Aloud, Writing, and Enrichment/Intervention.

Assigned to: Elisabeth WilsonAdded date: 11/01/2013Target Completion Date: 11/22/2013Comments:




Indicator I03 - All teachers, working in teams, differentiate and align learning activities with state standards.(1716)(SchoolYR2)

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Billingsville Leadership Academy (BLA)is composed of grade level Professional Learning Communities (PLCs) and also functions as a whole-school PLC. The driving force behind PLCs at BLA is the family model, in which all teachers assume responsibility for all students on the grade level. Support staff and administration also play key roles within the Family Model. There is daily instructional planning is scheduled for each grade level family, in addition to periodic long-term planning. During planning sessions, teacher teams collaborate with Instructional Coaches and the Facilitator to create differentiated learning activities based on CCSS. To ensure that the differentiation is successful, grade-levels continually monitor student data and make adjustments to plans as needed. Teachers also attend learning labs to ensure that that teaching is consistent throughout the grade level. Alignment of assessments and instruction to CCSS is assessed on a regular basis through weekly planning sessions, walk-throughs, and observations.

Plan Assigned to: Barbara TruetteHow it will look when fully met: Our growth and proficiency data will be significantly impacted

when all BLA teachers are working in effective teams that differentiate and align instruction to CCSS. Teacher teams will have routines in place to plan differentiated lessons based both on CCSS and student data. New teachers will be quickly oriented to the differentiated planning process and supported throughout the year, so that all students benefit from high quality, individualized instruction. Lesson plans will be readily available for core subject areas and daily learning objectives will be posted on the board. Teacher teams will regularly adjust flexible groups of students using a variety of data points.

Evidence of Success: • Increase in proficiency level of students in 3rd, 4th and 5th grade in reading, math and science by 10 proficiency points or higher as measured by the EOG’s of North Carolina (reflected in total composite)• Increase reading proficiency levels for all students in Kindergarten through 5th grade families as reflected in the TRC levels by one and a half years’ worth of growth.• 90% of teachers receive a rating of Proficient or higher on Standards on 3A, 3B, 4B, 4H, and 5A of the NC Teacher Evaluation System.


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1. Schedule full or ½ day planning sessions to analyze data, plan instruction, and create unit assessments.

Assigned to: Barbara TruetteAdded date: 11/01/2013Target Completion Date: 11/06/2013Frequency: three times a yearComments:

2. Implement school-wide data protocol for analyzing different data points and creating an instructional action plan (based on TRC, MAP, Formatives, Unit Assessments).

Assigned to: Michelle JohnsonAdded date: 11/01/2013Target Completion Date: 11/15/2013Frequency: three times a yearComments:

3. Implement a system of instructional walk-throughs to track trends. Assigned to: Shanna RaeAdded date: 11/01/2013Target Completion Date: 11/15/2013Frequency: monthlyComments:



5. Conduct weekly differentiated planning sessions in which teachers get support and coaching in the different components of Balanced Literacy instruction and CCSS

Assigned to: Barbara TruetteAdded date: 11/01/2013Target Completion Date: 11/08/2013Frequency: weeklyComments: Teachers are provided support from the Literacy Facilitator

and 3 instructional coaches. 6. Conduct weekly planning sessions in which teachers plan for whole group and guided math using Investigations and supplemental resources with align to CCSS.

Assigned to: Shanna RaeAdded date: 11/01/2013Target Completion Date: 11/08/2013Frequency: weekly

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Comments: Each teacher team has 1-2 math leads that guide the instructional planning process.


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Indicator I04 - All teachers provide sound instruction in a variety of modes: teacher-directed whole-class; teacher-directed small-group; student-directed small group; independent work; computer-based; homework.(1719)(SchoolYR2)





Balanced Literacy and Balanced Math at BLA are designed to facilitate different modes of instruction. These components include a whole group mini lesson, teacher and student directed small groups, and independent work. Instructional Assistants and Title 1 Tutors facilitate small group and 1-1 instruction, under the guidance of the classroom teacher. Teachers also use the help of volunteers for individual tutoring, to monitor student-led groups, and to provide reading buddies. Our EC (Exceptional Children) and ESL (English Second Language) teachers provide support though the inclusion model during whole and small group instruction. Several different co-teaching models are used throughout the building. EC and ESL also provide “pull out” base in individual IEPs and newcomer groups. Two reading specialists operate a “Reading Lab” which serves small groups of students in K through 5th grade who are significantly below grade level in literacy. Technology is incorporated via Smart Boards, iPads, computer games, and web-based instructional programs. Homework consists of nightly reading and practicing math and comprehension skills.

Plan Assigned to: Barbara TruetteHow it will look when fully met: Teachers will be confident in a variety of instructional practices

that meet a wide range of student needs. • Increase in proficiency level of students in 3rd, 4th and 5th grade in reading, math and science by 10 proficiency points or higher as measured by the EOG’s of North Carolina (reflected in total composite)• Increase reading proficiency levels for all students in Kindergarten through 5th grade families as reflected in the TRC levels by one and a half years’ worth of growth.• 90% of teachers receive a rating of Proficient or higher on Standard 4 of the NC Teacher Evaluation System.


1. Schedule full and ½ day planning sessions to plan Balanced Literacy instruction.Assigned to: Barbara TruetteAdded date: 11/01/2013Target Completion Date: 11/06/2013Frequency: three times a year

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Comments:2. Implement a system of instructional walk-throughs to track instructional trends.


3. Conduct weekly differentiated planning sessions in which teachers get support and coaching in the different components of Balanced Literacy instruction and CCSS.

Assigned to: Barbara TruetteAdded date: 11/01/2013Target Completion Date: 11/08/2013Frequency: weeklyComments:


Indicator I05 - All teachers employ effective classroom management.(1721)(SchoolYR2)Status Tasks completed: 0 of 4 (0%)Assessment Level of Development: Initial: Limited Development 10/31/2013



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Classroom management begins with the implementation of our Billingsville Expectations - the school wide expectations of student behavior created by a core group of teachers in the summer of 2010. These expectations outline the academic and citizenship areas in which students are held accountable each day. A team of teachers and staff – the Expectations Committee - continually reviewed the implementation of the expectations. In the summer of 2012, the expectations committee added “clarifying rules” to the Billingsville Expectations to make it clear for students how the expectations apply to different areas of the building. Students are recognized through the Billingsville Expectations when they “go above and beyond” the basic expectations using “Star Cards”. In the spring of 2013, the parents of Billingsville voted to become a uniform school. This led to the creation of a new name and brand for our school – Billingsville Leadership Academy. Now, all students attend school in their “leadership attire” and are expected to learn and follow our monthly Leadership/Character Traits. All students participate in Character Building several times a week, including “Leaders in Training” offered by our 2 school counselors.

Teachers use the Billingsville Expectations to create their classroom procedures and routines. Positive reinforcement is used regularly to highlight appropriate behavior. Teachers are encouraged to develop strong connections with every student as a tool for positive behavior management. In addition, it is important for teachers to plan highly engaging lessons with plenty of opportunity for student movement and engagement. When students do not follow expectations, a system of reminders/warnings is used to get him/her back on track. Behavior Management Technicians (BMTs) support teachers through push in or pull out services for students in crisis. Discussion and role play are used to help students learn appropriate behavior. Communication with parents is an important to helping keep a student on track with his/her behavior. A book study using the text, “Discipline with Dignity”, is helping teachers improve their classroom management and relationship building skills. Classroom management professional development sessions are included in our course offerings. The monthly menu of sessions allows teachers to select courses based their needs.

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Plan Assigned to: Shanna RaeHow it will look when fully met: Our growth and proficiency data will be significantly impacted

when all BLA teachers employee effective classroom management. The level of student engagement will be high throughout all classrooms. Procedures and routines will be implemented consistently. Each classroom teacher will build a classroom community that invites students to take risks. Evidence:

• Increase in proficiency level of students in 3rd, 4th and 5th grade in reading, math and science by 10 proficiency points or higher as measured by the EOG’s of North Carolina (reflected in total composite)• Increase reading proficiency levels for all students in Kindergarten through 5th grade families as reflected in the TRC levels by one and a half years’ worth of growth• 90% of teachers receive a rating of Proficient or higher on Standards on 2A, 2C, 2E, 4A, 4F of the NC Teacher Evaluation System.• The number of suspension and referrals will decrease by 10% from BOY to EOY


1. Discipline with Dignity Book Study & BlogAssigned to: Shanna RaeAdded date: 11/01/2013Target Completion Date: 12/20/2013Frequency: twice monthlyComments:

2. Send teachers to learning labs that highlight effective classroom managementAssigned to: Instructional CoachesAdded date: 11/01/2013Target Completion Date: 12/20/2013Frequency: monthlyComments:

3. Implement Social Skills ClubsAssigned to: Shanna RaeAdded date: 11/01/2013Target Completion Date: 01/24/2014Comments:

4. Track suspension and referral dataAssigned to: BMTsAdded date: 11/01/2013Target Completion Date: 12/27/2013Frequency: weekly

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Comments:Implement Percent Task Complete: Tasks completed: 0 of 4 (0%)

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Indicator I06 - The school Leadership Team regularly looks at multiple measures (e.g., behavior data, aggregated classroom observation data, and school climate surveys of staff, students, and parents) and uses this data to make decisions about student social and emotional learning. (2590)(SchoolYR1)





During the 2013-14 school year, we have restructured our School Leadership Team (SLT) to include a wider representation of staff, parents, and community stake holders. SLT now represents all grade levels. During the previous 3 years of reform, our SLT consisted of Administrative and Instructional Leadership Staff. The SLT will begin using multiple data points to help make decisions about the core program of the school.

Plan Assigned to: Michelle JohnsonHow it will look when fully met: Our growth and proficiency data will be positively impacted

when BLA has a strong School Leadership Team (SLT) in place. The team, comprised of administration, teachers, parents, and community representatives will meet monthly to monitor the progress of Indistar Indicators. A variety of data points will be used to determine if progress is being made toward our goals. Adjustments will be made to resource alignment and instructional as needed based on the results of the data. The BLA community will be able to effectively articulate the role and impact of SLT on the decision making process at the school.

Evidence of Success: • Increase in proficiency level of students in 3rd, 4th and 5th grade in reading, math and science by 10 proficiency points or higher as measured by the EOG’s of North Carolina (reflected in total composite)• Increase reading proficiency levels for all students in Kindergarten through 5th grade families as reflected in the TRC levels by one and a half years’ worth of growth.• Meetings will be held to review behavior, Reading 3D, MAP data, and the school climate survey.• 80% of staff and parents will be able to articulate the role of SLT when surveyed.


1. Implement school climate survey, including question on the impact of SLT.Assigned to: Michelle JohnsonAdded date: 11/01/2013Target Completion Date: 04/25/2014

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Comments:2. Schedule SLT meetings in conjunction with the release of testing data.

Assigned to: SLT ChairpersonAdded date: 11/01/2013Target Completion Date: 12/20/2013Frequency: monthlyComments:

3. Implement protocol for reviewing data and creating action plans during SLT meetings.Assigned to: Michelle JohnsonAdded date: 11/01/2013Target Completion Date: 12/20/2013Frequency: monthlyComments:

4. Brainstorm and implement ways to educate staff and parents on the role of SLT in the school improvement process.

Assigned to: SLT ChairpersonAdded date: 11/01/2013Target Completion Date: 12/20/2013Comments:


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

Indicator J08 - The LEA/School monitors progress of the extended learning time programs and strategies being implemented, and uses data to inform modifications.(1710)(SchoolYR1)


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Our “Watch Us Grow” summer academy ensures students in 2nd – 5th grade avoid the “summer slide” in reading and continue to make growth. Teachers use reading levels, reading growth, and EOG style common assessments to determine which students should be invited to attend. Reading level data is also used to from flexible groups. During the summer program, students are grouped by their needs, not by their grade level. Individual schedules are created for students to meet their unique needs. During our 3rd year of Watch Us Grow, we added an additional component of reading intervention, using the researched based LLI program (Leveled Literacy Intervention). We also included a two week rising kindergarten orientation to serve students that may not have had the opportunity to attend preschool. All academic and enrichment pieces of Watch Us Grow are measured through exit tickets, reading level growth, and common assessments. Teachers will meet daily to review data and modify activities based on the learning needs of their students. The impact of “Watch Us Grow” is measured by tracking student growth.

In addition to the Watch Us Grow program, we partner with the YWCA of Greater Charlotte to provide an after school enrichment program for approximately 50 students. The program is builds self-esteem, values and leadership skills, while also working toward each student’s academic goals. The funding for tuition to YWCA is a joint effort between Myers Park Presbyterian Church and SIG. The impact of the YWCA program is measured by tracking student growth and proficiency data throughout the year. Administration meets with program leaders on a monthly basis. YWCA staff is trained by BLA instructional staff as needed.

In the summer of 2013 the LEA started a summer school program to serve rising 3rd and 6th graders. Students receiving projected scores of Level 1’s and 2’s were selected.

Plan Assigned to: Shanna RaeHow it will look when fully met: All extended learning programs will be monitored using

specific data points to determine the impact of the program on student achievement. A cycle of Data Driven Instruction will be used in all extended learning program, as it is through the regular school day. Strategies will be modified based on student need. Evidence: 90% of students attending Watch Us Grow summer academy will maintain or grow by 1 reading level as measured by TRC. 90% of students attending YWCA will grow the average number of reading levels or more from BOY to MOY to EOY.


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1. Track progress of students attending Watch Us Grow using TRC growth data.Assigned to: Angela EverittAdded date: 11/01/2013Target Completion Date: 08/01/2014Comments:

2. Track growth of students attending YWCA program using TRC growth data during the 2013-14 benchmark periods.

Assigned to: SimmonsAdded date: 11/01/2013Target Completion Date: 12/20/2013Frequency: three times a yearComments:

3. Hold weekly planning sessions with Watch Us Grow staff to analyze data and adjust instruction.


4. Meet with YWCA staff to analyze student growth data and adjust instructional programAssigned to: Shanna RaeAdded date: 11/01/2013Target Completion Date: 12/20/2013Frequency: monthlyComments:


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

Indicator K04 - The LEA/School has engaged parents and community in the transformation process.(1649)(SchoolYR2)




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ParentsWe engage parents in the transformation process in a variety of ways. Each grade level sends monthly newsletters and maintains a wiki to communicate critical information to parents. Information and student work is sent home weekly to parents using Thursday folders. Agendas are used for daily communication and homework. To kick-start the process of rebranding our school as the Billingsville Leadership Academy, our parents voted to become a uniform school in the spring of 2013.

During the 2012-13, we transformed our website to be more engaging and user friendly. Our support team hosts monthly parent coffees on variety of topics. We also host one curriculum night per quarter, each with a specific academic focus. When funding is available we provide food and transportation for families. The parent conference window is extended and translators are available for our LEP families. We have a system of wrap-around support services to assist families with a variety of needs, including two social workers, two counselors, a registered nurse, Communities in Schools, and an onsite mental health provider.

CommunityIn addition to engaging parents, we have active community partners that have been vital to our transformation process. Our faith-based partner, Myers Park Presbyterian Church (MPPC), supports the school with an amazing variety of resources. This partnership is critical to the success of the school. Other community partners include: Coca-Cola, Carolina Panthers/NFL 360, Bank of America, Urban Eagles Soccer Team, Famous Mart, Bright Hopes, A Child’s Place, The Gathering Church, and Thompson Child and Family Focus.

Plan Assigned to: Shanna RaeHow it will look when fully met: The success of our school is tied directly relates directly to the

level of engagement of parents and the community.

Evidence of Success: • 90% of teachers receive a rating of Proficient or higher on Standards 1D, 1E, 2B, and 2E of the NC Teacher Evaluation System.• 100% of BLA Teachers will send monthly communications (newsletters/wiki)• 100% of BLA parents will sign CMS Learning compacts • 100% of BLA parents will participate in at least one school event • The number of parent participants in PTA and SLT increases by 10% • 80% of BLA parents and community supports will participate in the school climate survey


1. Send monthly newsletters and maintain a wiki to communicate critical information to parentsAssigned to: Grade Level Teams

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Added date: 11/01/2013Target Completion Date: 09/02/2013Frequency: monthlyComments:

2. Parents will review the CMS Learning Compact with their child, sign, and return the compact to school

Assigned to: Dianne BurkeAdded date: 11/01/2013Target Completion Date: 11/08/2013Comments:

3. Host an Open House to orient parents and students to the new school yearAssigned to: Michelle JohnsonAdded date: 11/01/2013Target Completion Date: 08/22/2013Comments:

4. Host Beginners Night for Rising Kindergartners and their parentsAssigned to: Angela EverittAdded date: 11/01/2013Target Completion Date: 05/30/2014Comments:

5. Host a Curriculum Night to engage parents in their child’s day-to-day learningAssigned to: Michelle JohnsonAdded date: 11/01/2013Target Completion Date: 09/11/2013Comments:

6. Host a Literacy Night to showcase our Balanced Literacy program in conjunction with a Book Fair fundraiser for PTA.

Assigned to: Barbara TruetteAdded date: 11/01/2013Target Completion Date: 11/13/2013Comments:

7. Host a Math Night to showcase our Math Problem Solving SkillsAssigned to: Shanna RaeAdded date: 11/01/2013Target Completion Date: 01/31/2014Comments:

8. Host an EOG Study session to give parents tips on how to help their child prepare for the EOGsAssigned to: Elisabeth WilsonAdded date: 11/01/2013Target Completion Date: 03/31/2013

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Comments:9. Host monthly Parent Coffees on a variety of topics

Assigned to: Marta FalconAdded date: 11/01/2013Target Completion Date: 11/22/2013Frequency: monthlyComments:

10. Invite parents to join the PTAAssigned to: Venetta DeGraffinriedAdded date: 11/01/2013Target Completion Date: 12/20/2013Frequency: four times a yearComments: Set up PTA recruitment booth at curriculum nights.

11. Invite parents to join SLTAssigned to: Michelle JohnsonAdded date: 11/01/2013Target Completion Date: 12/20/2013Comments:

12. Track the number of parents who attend school eventsAssigned to: Shanna RaeAdded date: 11/01/2013Target Completion Date: 12/20/2013Frequency: monthlyComments: As events occur...

13. Create and send out the BLA School Climate SurveyAssigned to: Michelle JohnsonAdded date: 11/01/2013Target Completion Date: 01/30/2014Frequency: twice a yearComments:


Indicator K07 - The LEA/School has established a positive organizational culture.(1651)(SchoolYR1)


Index: 4 (Priority Score x Opportunity Score)Priority Score: 2 (3 - highest, 2 - medium, 1 - lowest)

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Opportunity Score: 2 (3 - relatively easy to address, 2 - accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)

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As part of our school reform, we have focused a great deal on the culture of Billingsville Leadership Academy. A key component of our culture is the Family Model, in which every staff member is responsible for all the children at the school. Another aspect of our culture is expressed through the Billingsville Expectations. These expectations are a positive way to teach our students appropriate behavior, without relying heavily on arbitrary consequences. The organization of the school begins with the principal and a clear vision and mission of reform. The principal, along with the assistant principal communicate this vision to all staff. The members of the leadership team work with instructional coaches to implement the systems and protocols at grade-family PLC meetings and in the classrooms. Each school day begins with the "Billingsville Morning Show", which sets a positive tone for the day. The culture is also reinforced through the morning message and weekly bulletin which communicates important information and celebrations. Successes are celebrated during staff meetings, with the staff spot light, Star Teacher, on announcements, weekly Star Student recognition, and at quarterly assemblies.

A new piece to our culture is the rebranding of our school to the Billingsville Leadership Academy. Beginning in 2013, we have added a character education curriculum which students a variety of leadership traits. Our students also wear “Leadership Attire” or uniforms, matching the school colors.

Plan Assigned to: Shanna RaeHow it will look when fully met: When we have fully established a positive organizational

culture, the vision of Billingsville Leadership Academy will be evident throughout the building. The family model will be common practice among all teachers as students move with ease from one class to another, based on their needs. Students will be dressed in their “Leadership Attire” and will be able to clearly demonstration the expectations of student leaders at Billingsville. Teachers, administration, and parents will build positive relationships, learn from each other, and resolve conflict in a professional manner. Both big and small successes will be celebrated routinely.

Evidence of Success: • 90% of the staff will be absent fewer than 6 days per semester• 80% of the staff will “strongly agree” or “agree” to the CMS survey items that align with culture• 90% of the students, parents, and staff will rate the culture of BLA with an average of 3 (agree) on the school climate survey• 90% of the staff joins the social committee• 90% of the staff will attend at least 1 staff event


1. Invite staff to participate in the CMS survey and provide an incentive for participationAssigned to: Shanna Rae

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Added date: 11/01/2013Target Completion Date: 03/29/2013Comments:

2. Invite staff, parents, and students to participate in the school climate survey and provide an incentive for participation


3. Invite staff to join Social Committee, provide Jeans Pass as an incentive. Set up Social Committee table at all staff meetings in October

Assigned to: Theresa MathenyAdded date: 11/01/2013Target Completion Date: 11/08/2013Comments:

4. Social Committee will plan and host staff eventsAssigned to: Theresa MathenyAdded date: 11/01/2013Target Completion Date: 06/14/2013Frequency: monthlyComments:

5. Social Committee will track and report on the number of people paid dues, along with the number of staff participating in at least 1 event

Assigned to: Theresa MathenyAdded date: 11/01/2013Target Completion Date: 06/13/2014Frequency: monthlyComments:


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