DRUID HILLS IMPROVEMENT PLAN REPORT...Druid Hills Elementary 2009 -10 3 | Page 07 SCHOOL PROFILE...

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School: Druid Hills Elementary School Principal: Beverly Newsome Title I Specialist: Susan Patterson Address: 2801 Lucena Avenue Charlotte, NC 28206 Courier Number: 374 Phone: 980-343-5515 Learning Community: Central

Area Superintendent: Joel Ritchie

CMS School Improvement Plan 2008-11 Druid Hills Elementary 2009-10

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BELIEFS

§ Establish a safe, respectful, nurturing, and clean environment for all students and staff

§ A highly qualified, collaborative staff that is supportive, positive, and flexible using a rigorous standard based curriculum

§ All children can learn § Have high expectations § Challenging students is the key to higher learning § Learning is enhanced when ethical and moral character is expected § Establishing the desire that learning is a life-long journey § Recognizing and nurturing the diversity of our school community

MISSION STATEMENT

Our mission is to maximize every student’s academic potential and personal responsibility.

VISION

Our vision is to ensure that every Druid Hills student leaves our school prepared for the transition into middle

school, high school and beyond.

OUTCOMES OF FOCUS

Based upon analysis of data and needs assessment, our focus will be upon the following outcomes: § Increase the percentage of students who score at or above proficiency (Level III or IV) by 10% in reading, math and science as measured by

the NC EOG Tests and the CMS K – 2 Assessments. § Increase the number of EC students who score at or above proficiency (Level III or IV) by 5% in reading and math as measured by the NC

EOG Tests and the CMS K – 2 Assessments. § Increase the number of opportunities and time for teachers to plan as a team, share best practices, and collaborate on instructional strategies

tied to student achievement to promote teacher retention by 120 minutes per week. § Increase the percentage of students, teachers, and parents indicating that Druid Hills has a safe and orderly learning environment and

provides numerous opportunities for involvement by 3% as measured by student, staff and parent surveys. § Increase Parental Involvement to strengthen the home school connection by 50% as measured by parent surveys.


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SCHOOL PROFILE

Druid Hills is a Title I school that draws students from the immediate neighborhood. The school is located near downtown Charlotte. The surrounding community embraces the school and supports organizations and community events at our school. We have a state of the art facility that encourages character education as you walk through our hallways. Our safe and orderly environment creates an atmosphere that is conducive to students being successful academically and behaviorally. Visitors can “feel” learning and engagement consistently occurring with our students throughout the building. To support the needs of our students and families, we house A Child’s Place and Communities in Schools to work with our homeless population and to identify their needs and support our students at school socially, emotionally and academically. Strategic Staffing: CMS Superintendent Dr. Peter Gorman selected Druid Hills as a site to be strategically staffed to improve academic achievement in March, 2009. The strategically staffed principal was given the flexibility to select a team of key individuals to become a part of the DHES faculty. The principal

ASSESSMENT DATA SNAPSHOT

EOG Reading Math

07-08 08-09 09-10 (target)

10-11 (target)

07-08 08-09 09-10 (target)

10-11 (target)

Prof. AYP Growth Prof. AYP Growth Prof. Growth

Prof. Growth Prof. AYP Growth

Prof. AYP Growth Prof.

Growth

Prof. Growth

All 23.5 N 38.9 Y +15.4 60 85 39.8 N 62.8 Y +23 75 85 AA 67.1 N 41.4 Y -25.7 65 85 36.4 N 68.7 Y +32.3 75 85 Asian 50.0 N 33.3 Y -16.7 60 85 50.0 N 66.7 Y +16.7 75 85 H 66.7 N 50 Y -16.7 70 85 50.0 N 100 Y +50 75 85 W --- --- --- --- --- --- AI --- --- --- --- --- --- MR 66.7 N 66.6 Y 0 75 85 66.7 N 66.6 Y -0.1 75 85 LEP 44.4 N 22.2 Y -22.2 50 85 44.4 N 77.8 Y +33.4 85 90 SWD 30.4 N 20.0 Y -10.4 50 85 4.3 N 46.7 Y +42.4 65 85 FRL


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strategically staffed 5 highly qualified classroom teachers and two highly qualified non-classroom educators. With this initiative, the principal selected 4 classroom teachers in grades 3 – 5 to displace and 1 Kindergarten classroom teacher from the 2008-2009 DHES faculty. One DHES literacy facilitator retired from CMS in June, 2009 which allowed for the principal to strategically staff an intermediate (3-5) academic facilitator. In addition to these educators, the principal also brought to DHES one Intensive Reading Teacher. The intensive reading teacher was brought to address the high percentage of students in grades K – 3 that are not reading on grade level. These chosen individuals joined an outstanding team of dedicated educators at Druid Hills and collaboratively they will strive to raise student achievement to an even higher level. Strategies to Attract Highly Qualified Teachers to High Need Schools: A wealth of professional development opportunities are provided with the support of Title I funds. Teachers are included in decision-making regarding the use of assessment data that affects their grade level. The administration assures that certified staff members are offered professional development opportunities throughout the school year to earn continuing education credits for licensure renewal as well as current research based educational knowledge. Professional Development opportunities are offered on campus and off campus. We enter our on campus activities in My PD in order for teachers to receive renewal credits for staff development activities and workshops. Attendance at trainings are recorded and retained by the data manager, as well as agenda, handouts and notes. Evaluations for trainings provided in our building are gathered and utilized to enhance future trainings. Student Demographic Data Druid Hills serves approximately 400 students in the K-5 program. We house approximately 60 students in our Pre-K program. Pre-K consists of 4 Bright Beginnings classes. The majority of these Pre-K students live outside our attendance area. A majority of our preschool students leave our school community after completion of this program. Of the K – 5 students, 90% are African-American, 10% Asian, Latino & other. Approximately, 94% of those students receive free/reduced lunch. Our school qualifies as a Focus School and a School-wide Title I program. Students are served by 21 classroom teachers, 3 SBS (Specialized Behavior Support) classrooms, 2 EC Resource teachers, 1 ESL teacher, 2 instructional assistants, 3 Title I tutors. Approximately 15% of our population is certified as exceptional students. We house two programs at our school: 1) Pre-K - a Bright Beginnings preschool intervention program 2) SBS (Specialized Behavior Support) for Exceptional Children students. There are currently 42 children who are identified as McKinney-Vento in our school. Those students are serviced through our community agencies, counselor, and social worker. They are involved with an intake meeting and receive transportation services to our school to maintain consistency and stabilization in their education.


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Staff Demographic Data Currently Druid Hills employs 28 full-time certified classroom teachers, 5 certified specialists, 6 full- time assistants, 3 tutors and 3 administrators. The following statistics further describe the school faculty:

• 33% of our staff have 1-5 years of teaching experience • 33% of our staff have 6-10 years of teaching experience • 22% of our staff have 11-20 years of teaching experience • 17% of our staff have 21-30 years of teaching experience

• 44% of our staff hold a Master’s Degree • 14% of our staff are in process of obtaining a Master’s Degree • 19% of our staff hold National Board Certification (This includes our Assistant Principal and Academic Facilitator) • .05% of our staff are in process of obtaining National Board Certification

The two instructional assistants support the classroom teachers by working with small groups, pull-out, re-teach, and co-teaching with our Kindergarten teachers. We have a reading intensive teacher who works directly with our reading intensive students. Our Reading Intensive Teacher implements a variety of instructiona l activities in small group settings in order to raise the academic achievement level of our intensive and strategic children in literacy. The full- time support staff includes: full-time art, music, PE, media specialist, technology specialist, two academic facilitators, two EC resource teachers, one EC assistant, one ESL teacher, one counselor, one Communities in Schools representative, one resident principal, one assistant principal and principal. The part-time support staff includes: a speech pathologist, a psychologist, a TD teacher, and a social worker. Teacher Qualifications In compliance with NCLB legislation regarding all teachers meeting the highly qualified requirements by June 30, 2006, the school has not attained this goal. According to the most recent North Carolina Schools Report Card, Druid Hills has 97% of its classroom teachers fully licensed. The majority of our teachers has passed all of the requirements in accordance to PRAXIS or was already deemed highly qualified in another state before


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being hired by CMS. All of our instructional assistants are also highly qualified. By completing required hours in coursework, passing scores on work keys assessments or obtaining at least a two year college degree, the criteria has been met by all instructional assistants at the school. Our Media Specialist is not highly qualified. She is completing her last course towards her Master’s Degree in Library Science and will become eligible in January, 2010 to take the PRAXIS exam. Her expected graduation date is May, 2010 and she should receive her PRAXIS exam results by March of 2010. Attracting and retaining excellent teachers to CMS and Druid Hills is a priority at our school. We have put several strategies in place to reach this goal. We have or will:

• Assigned mentors to appropriate staff • Updated school website information • Host system wide professional development opportunities on campus • Held monthly mentor/mentee meetings • Create an inviting brochure to increase positive publicity

School-wide Data Druid Hills, a Title I, FOCUS and strategic staffing school, experienced success in academic achievement during the 2008-2009 school year. Our students made significant growth as measured by the NC End of Grade Test (EOG) and Adequate Yearly Progress (AYP) goals. We met AYP last year for the first time in four years, which alluded to the fact that instruction was driven by data and decisions were made for students that effected their academic growth. We are going to continue the use of data driven instruction this year. Our overall school data states that 61% of our students are below grade level in Reading based on our NC End of Grade Test (EOG). Our overall school data also indicates that 37% of our students are below grade level in math based on our NC End of Grade Test (EOG). Our individual grade levels are deficient in reading as well: 61% of our 3rd graders are below grade level in reading. 44% of our 4th graders are below grade level in reading and 65% of our 5th graders are below grade level in reading. Our students lack the fluency and comprehension skills necessary to be successful learning how to read and reading for meaning. We will use multiple forms of assessments (formatives, weekly ClassScape, A.R., DIBELS, fluency assessments) to measure the growth and proficiency with our students throughout this school year. We are incorporating researched based programs such as the Four Block Literacy Model, AIMSWeb for fluency, Word Builder to develop vocabulary and Kagen Cooperative Learning strategies to support student engagement. Our individual grade levels are deficient in math as well: 33% of our 3rd graders are below grade level in math. 36% of our 4th graders are below grade level in math. 44% of our 5th graders are below grade level in math.


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As the grade levels rise, our math deficiency increases; therefore, we have a greater need to instill the skills and concepts with our students to maintain their success. Our students have a major weakness in number sense, place value and geometry. These are skills that we address through various forms (Investigations, small group re-teaching, tutorial groups) and with professional development for our staff. Based on the NC End of Grade (EOG) Science results at the end of the year, 91% of our students are below grade level in science. We received the lowest scores in science across the school district. Because of this, we have established two highly functional science laboratories (PreK-2 & 3-5) for our teachers to conduct lessons, experiments and science activities in these classrooms. We have departmentalized our 5th grade team and have identified one science teacher to teach 70 minutes of science instruction on a daily basis to every 5th grade student. As a school, we have consulted with other schools, our district science curriculum specialist and our academic facilitators to take charge of our science program. Our K-4 teachers are required to teach the NC SCOS science curriculum in their classroom. Our K – 2 End of Year (EOY) DIBELS data indicated that 56% of our students are on grade level (Benchmark). The 44% that are below grade level are receiving small group instruction, intensive reading instruction, and are being progress monitored closely by our classroom teachers and Academic Facilitators. Our individual grade level for Kindergarten states that 11% of our students are below grade level based on End of Year DIBELS data. Our individual grade level for First Grade states that 57% of our students are below grade level based on End of Year DIBELS data. Our individual grade level for Second Grade states that 55% of our students are below grade level based on End of Year DIBELS data. Instructional Program Our instructional program continues to be decreasing the achievement gap between our lowest performing students (African-American and SWD). We are using differentiated instruction, a flexible teaching approach that adapts the curriculum to individual curriculum learning needs. We are analyzing data to help identify if, and how much, a student is learning with our data-wise team. During the 2009-2010 school year, we will implement a new math program called ‘Investigations’. This program will utilize strategies to teach students how to solve problems in math. We have also created two science classrooms to provide the opportunity for students to participate in science experiments that will enhance their content knowledge. We will implement the use of a Reading Intensive Teacher, modeled instructional lessons, and provide a wealth of professional development in order to facilitate our instructional program. Progress for this instruction is monitored through classroom assessments, both district and alternative assessments and WAPT testing, benchmark and quarterly assessments.


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Due to our low science scores in the district, our 5th grade team is departmentalized this year. We are offering a 70 minute block of science, math and literacy instruction on a daily basis. Our K – 4 teachers are utilizing the labs to implement innovative instructional lessons using the NC SCOS. We have 2 science laboratories for our teachers to utilize this school year. We have a 3-5 science lab that our 5th grade science teacher uses once or twice weekly. The Pre-K-2 lab is set up for our primary teachers to utilize as a laboratory to explore and provide hands-on experiences for our students. We will continue to provide small group instruction when necessary this year to meet the needs of our students who are performing below grade level. These small groups will be taught by our instructional assistants and Title I tutors. Assessment Program At Druid Hills, we are utilizing DIBELS progress monitoring, running records and benchmark assessments for our K-2 students. We will also use the Quarterly assessments provided by CMS to assess retell, comprehension and math. We are incorporating ClassScapes with our 3-5 students. We are also using the two local formative assessments which are given in October and February. For all of our students, we will assess them using STAR and AR will be assessed continuously throughout the year. We will be using this data to make instructional decisions that serve the needs of our students. This will be done through grade level team planning. Data Wise We have developed a data wise team to look at the Druid Hills assessment data. The team consists of the Principal, Assistant Principal, Resident Principal, Academic Facilitators and a grade level representative from each grade. The team received week long training in July through the Charlotte-Mecklenburg Schools. The team has reviewed various types of data and has identified the needs that will be focused on during this school year. Master Schedule Druid Hills implements a A, B, C, D, E day schedule for our special area classes. Implementing this type of schedule, the alphabet letters are used on a rotating basis which ensures no class ever misses their special area class due to a workday, holiday, or no school for any reason. Using this schedule, we are also able to ensure grade level team meetings are held on every C day. Again, a grade level never misses their team planning day due to a workday, holiday or no school for any reason. This practice positively impacts instructional planning and the implementation of special area classes.


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Parental Involvement Druid Hills is developing its PTA, but it has established several community partnerships. The PTA will provide programs to increase community involvement through school dances, bingo nights, volunteering in classrooms, the office and health room. According to district surveys 15.4% of our parents are actively involved in the school community. Our focus this year is to increase the quantity and quality of involvement of our families. The following will be some of the strategies we will use to build capacity in this area:

• Encourage parents to provide feedback on the Druid Hills Parent Policy • Provide parents with a copy of the School Progress Report (provides specific NCLB and subgroup AYP information) • Develop a Parent Center where parents can access technology, education brochures and school-wide information • Provide parental involvement opportunities on a monthly basis to foster relationships in various forms • Provide monthly newsletters and calendars to maintain communication with our families • Provide frequent and time communications to parents through: the school’s website, ConnectEd messages, student agendas, and the use of our

marquee. Our school focus this year is to increase the quality of team planning through administrative input and support, support staff attendance, and data analysis. The data wise team will be training the faculty on best practices for analyzing and reflecting on student data.

Druid Hills made Adequate Yearly Progress (AYP) for the 2008-2009 school year in reading and math. AYP is the standard set for schools by the No Child Left Behind Act. The greatest accomplishment for Druid Hills is that we met each of the seven AYP target goals and made High Growth.

We are currently seeking additional sponsors and support from various partners to build our community and business partnerships. We are looking for ways to support our instructional program and technology for our staff.

Druid Hills has also established partnerships with the following community businesses

§ Walls Memorial Church (after school tutoring will be provided in the spring, Back to School Carnival, Men’s Empowerment Breakfast sponsorship, field trip donations)

§ St. Luke Missionary Baptist Church (use of parking lot for emergency evacuation site, tutoring, field trip donations) § Junior League (donations of school uniforms, coats, etc.)


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§ Assistance League (donations of school uniforms, coats, apple and cheese snack provided weekly to homeless students) § Liberty Mutual (faculty refreshments, refreshments for parent meetings) § University of North Carolina at Charlotte (student teachers, interns) § Johnson C. Smith University (student teachers, interns, use of their facility for our back to school staff meeting) § Mecklenburg County Park & Recreation (Back to School Carnival, weekly volunteer/mentor, recycling guest speakers)

Druid Hills also offers the following resources: § A Child’s Place § Behavioral Mental Health Therapist § Communities In Schools


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Outcome (1): Increase the percentage of students who score at or above proficiency (Level III or IV) by 10% in reading, math and science as measured by the NC EOG Tests and the CMS K – 2 Assessments. Strategic Plan 2010 Goal s: School Quality Review Criteria:

High Academic Achievement Safe and Orderly Schools Achievement Leadership/Management Effective Educators Freedom and Flexibility Curriculum Learning Environment Adequate Resources/Facilities World-Class Service Learning/Teaching Parent and Community Parent/Community Connections

Deliverables/Assessments

(evidence-SQR rubric) Strategies

• Task • Task

Point Person (title/name)

Process Outcome

Leadership Standard* • Responsibilities

Prof. Dev. Focus • Participants • Funding

Parental Involvement

• Funding

Timeline End Date • ck date • ck date

1. Provide instructional differentiation for specific student needs

• Implement an intensive reading plan in K – 3

• Implement flexible, small group instruction for direct instruction

• Include differentiation strategies in lesson plans

• Utilize math manipulatives • Provide tutorials for struggling

students • Utilize technology in the classroom • Provide technology instruction

weekly to all students • Hold an EOG Pep Rally • Continue the use of Imagine It

reading adoption • Continue to utilize Avenues in the

ESL program • Implement William and Mary

program • Implement Response to

McCarthy, Intensive Reading Teacher Rivens, Academic Facilitator Newsome, Principal Gathman, Technology Harris, Academic Facilitator Piland, ESL teacher

Intensive Reading Schedule Lesson Plans DIBELS Progress Monitoring

Classroom Observations DIBELS Reports Fluency Assessments

Instructional (2) • Monitor • Evaluate • Affirmation • Focus • Input

Differentiation • K-5 staff • CMS Four Block • K-3 staff • Title 1 Word Builder • 4-5 staff • Title 1 Investigations • K-5 & EC

staff • Title 1 Smart Boards • Selected

staff • CMS

See Title 1 Action Plan Addendum

06-01-10 • 10-30-09 • 02-28-10


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Intervention in K – 5 • Implement Four Block literacy

instruction in conjunction with Imagine It!

• Implement Math Investigations • Create a PreK – 2 and a 3 – 5

science lab • Departmentalize instruction in 5th

grade • Utilize the Panther Playbook for

Academic Excellence • Utilize ClassScapes, Study Island

and Discovery Education technologies

___________________________________ 2. Analyze assessment data to determine

academic strengths and weaknesses § Utilize data to form flexible, small

groups for direct instruction § Implement inclusion practices to

support EC students § Utilize SIOP strategies to meet the

needs of ESL students § Utilize data to form performance

grouping in grades 2 – 4 for math instruction

§ Implement a departmentalized teaching format in 5th grade

§ Utilize Gap Analysis in K – 5 § Utilize a Data Wise notebook in

PreK - 5

Reicher, TD teacher Swett, Assistant Principal Ray, Resident Principal _________ Rivens & Harris, Facilitators Humphrey, Rivers,& Brown, EC Piland, ESL Newsome, Swett, & Ray, Admin

___________ Grade Level Planning Agenda & Minutes Inclusionary Progress Monitoring (CT) Common Assessment Development by Grade Levels Lesson Plans Gap Analysis forms

___________ Admin. Meetings Feedback Form from CT Assessment Data Observations

_____________ Instructional (2) • Input • Involvement

w/CIA

Kagan Cooperative Learning • PreK – 5

staff • Title 1 ___________ Data Analysis/ Data Wise • All staff • CMS SIOP • Identified

staff • CMS

__________ See Title 1 Action Plan Addendum

___________ 06-01-10 • 10-27-09 • 02-23-10


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3. Foster a climate of rigor and relevance § Implement higher level questioning

strategies § Implement Math Olympiad

strategies § Implement William & Mary

Curriculum § Implement Investigation series

strategies § Implement Paideia seminars in 3-5 § Implement Math Superstars § Implement research activities in 3 –

5 § Science Instruction daily for 5th

grade students

__________________________________

4. Provide staff development on: § Word Builder § Four Block Literacy instruction § Data Wise § Math Investigations § Science instructional strategies § Rigor & Relevance § The Eight Habits of the Heart for

Educators § Poverty § Fluency § Parent/Teacher Conferences

Reicher, TD Rivens & Harris, Facilitators Driggers, Media Specialist Gathman, Technology _________ Rivens & Harris, Facilitators Newsome, Swett & Ray, Admin. PIRC

Lesson Plans Research Plans Bulletin Boards ___________ Staff Meeting Agendas/ Sign in sheets Grade Level Planning Agenda Lesson Plans

Classroom Observations Student Work Products ___________ Classroom Observations Grade Level Minutes Student Work Products

Instructional (2) • Affirmation • Communica-

tion • Optimize • Culture _____________ Instructional (2) • Affirmation • Communica-

tion • Culture • Optimize • Resources

Paideia Seminar • 3-5 staff • N/A ___________ Word Builder • 4-5 staff • Title 1 Four Block • K-3 staff • Title 1 Data Wise • Faculty • CMS Investigations • K-5

teachers

See Title 1 Action Plan Addendum See Title 1 Action Plan Addendum

06-01-10 • 10-27-09 • 02-23-10 ___________ 06-01-10 • 10-27-09 • 02-23-10


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___________________________________ 5. Foster a love of reading for students § Assess students on AR & STAR

reader § Implement a school wide reading

incentive program § Establish book buddy partnerships

between primary and intermediate classes

§ Implement literature circles § Create a central storage of trade

books § Increase the number of trade and

leveled books available in central storage

6. Utilize transition strategies for PreK – K

and 5th grade to Middle School

_________ Newsome, Swett, & Ray, Admin. Driggers, Media Specialist Rivens & Harris, Facilitators AR Committee Newsome, Swett & Ray,

___________ Assessment Results School Wide Reading Incentive Program Lesson Plans Central Storage Master Lists Parent Meeting Agendas &

___________ Bulletin Boards Student Surveys AR Folders Transition Forms

_____________ Instructional (2) • Affirmation • Communica-

tion • Culture • Optimize Resources Instructional (2) • Affirmation

• Title 1 Science • Faculty • N/A Rigor & Relevance • Faculty • N/A The 8 Habits of the Heart for Educators • Faculty • Title 1 ___________ ___________

__________ See Title 1 Action Plan Addendum __________ See Title 1 Action Plan Addendum

___________ 06-01-09 • 10-27-09 • 02-23-10 06-01-09 • 10-27-09 • 02-23-10


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§ Assign a part-time instructional assistant (PreK – K)

§ Implement staggered entry (PreK – K) § Hold parent conferences (Both) § Provide parent training (Both) § Review transition forms from Bright

Beginnings (PreK – K) § 5th grade students visit JT Williams

Middle School (5) § Middle school counselors visit DHES § Parents and students visit middle

school at night (5) § 5th grade teachers complete transition

forms for every student § 5th Grade teacher planning with 6th

grade teachers in a Vertical Alignment Feeder School Group

7. Provide extended day opportunities to increase student achievement in all subgroups.

§ Provide SES free tutoring on Mondays and Tuesdays from November – March after school

§ Provide additional tutoring (through Extended Day funding) to identified students during the instructional day

Admin. PreK Teachers K Teachers 5th Grade Teachers Stanley, Counselor Academic Facilitator Harris Academic Facilitators, Rivens & Harris Newsome, Swett & Ray, Admin. SES Providers Tutors

Sign-in Sheet Transition Forms Site Visit Schedule Lesson Plans SES Provider information SES Tutorial Roster

Student Surveys

Parent Feedback Forms on SES Providers Student work samples

• Communica-tion

• Culture • Optimize Resources Instructional (2) • Affirmation • Communica-

tion • Optimize • Culture

___________


___________ 06-01-09 • 11-27-09 • 02-23-10


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Outcome (2): Increase the number of EC students who score at or above proficiency (Level III or IV) by 5% in reading and math as measured by the NC EOG Tests and the CMS K – 2 Assessments. Strategic Plan 2010 Goal s: School Quality Review Criteria:




• Task • Task


Process Outcome

Leadership Standard* • Respons ibilities

Prof. Dev. Focus • Participant

s • Funding


• Funding


1. Provide instructional practices that meet the needs of students with various exceptionalities.

• Implement an intensive reading plan in K – 3 as deemed appropriate

• Continue to implement inclusive practices

• Use data to form student groups for teacher directed instruction for EC, ESL, below-grade level, on-grade level and above grade level students

• Increase the number of EC students attending extended school tutoring as determined by IEP team.

Young, Humphrey, Rivers & Brown, EC Teachers Young, EC Assistant Rivens & Harris, Facilitators

IEPs PEPs Co-teaching plans SES Tutorial Roster Inclusionary Progress monitoring (CT)

Formative Assessments Achievement of IEP goals Student engagement in both co-taught and pull-out EC classes Observation Feedback

Instructional (2): • Resource • Monitor/

Evaluate

Inclusive Practices • Faculty

In house


06-01-10 • 10-27-09 • 02-23-10


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Outcome (3): Increase the number of opportunities and time for teachers to plan as a team, share best practices, and collaborate on instructional strategies tied to student achievement to promote teacher retention by 120 minutes per week. Strategic Plan 2010 Goal s: School Quality Review Criteria:




• Task • Task


Process Outcome




• Funding


1. Develop a master schedule in order to increase the number of opportunities for team planning

• Implement an A,B,C,D,E master schedule

• Implement a 90 minute planning session every C day for grade levels

• Implement 3 – 40 minute planning sessions on A,B,D, or E days for grade levels

• Implement a 40 minute planning session daily for special area teachers

___________________________________ 2. Continue to develop Professional

Learning Communities on each team • Provide staff development on PLCs • Develop team norms • Establish and maintain team

minutes reflecting the focus on PLCs

• Administrative team attends team

Newsome, Principal _________ Newsome, Swett & Ray, Admin.

Master Schedule Parent Newsletters ___________ Team Norms Team Agendas & Meetings,

Classroom Observations Team Minutes __________ Admin. Meetings Observation Data

• Change

Agent • Communi-

cation • Monitor • Evaluate • Order _____________ Instructional (2) • Culture • Knowledge

of CIA • Involvement

w/CIA

Professional Learning Communities • Faculty • N/A ___________ PLC • Faculty • N/A


06-11-10 • 10-27-09 • 02-23-10

___________ 06-11-10 • 10-27-09 • 02-23-10


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meetings • Administrative team dialogues with

the team through the team minutes notebook


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Outcome (4): Increase the percentage of students, teachers, and parents indicating that Druid Hills has a safe and orderly learning environment and provides numerous opportunities for involvement by 3% as measured by student, staff and parent surveys. Strategic Plan 2010 Goal s: School Quality Review Criteria:




• Task • Task


Process Outcome




• Funding


1. Initiate quarterly discipline monitoring system with administration, SLT and grade level/support teams to review data and develop a plan to address issues.

§ Develop and implement Panther Way behavior management strategies (Panther Bucks, Principal’s Awards, Cafeteria Paw Award, Cub Corner)

§ Expand the BMT position to 2 BMT positions.

§ Develop and implement the following clubs to increase student leadership: Boys Running Club, Girls on the Run, Art Club, Panther Chorus, Recycling Club, Student Council and Safety Patrols

§ Implement the Panther Way Week 2. Expand programs, opportunities and

venues that enrich parents’ ability to

Newsome, Swett & Ray, Admin. Rivens & Harris, Facilitators Fludd & Kirkpatrick, BMT Nicholson, Parent University Rep. Club Facilitators Newsome, Swett &

Bulletin Boards Newsletters Staff Bulletins Bulletin Boards

Club Membership Rosters Team Meetings Observations Safe Schools Audit results Parent Meeting

Cultural (3) & External Development (6): § Communi-

cation § Input § Monitor/

Evaluate § Relation-

ships § Order Cultural (3) & External

The Panther Way § Faculty § N/A

See Title 1 Action Plan Addendum See Title 1 Action Plan

06-11-10 § 10-27-09 § 02-23-10 06-11-10 § 10-27-09


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support children’s academic success and well-being.

§ Implement a literacy workshop that focuses on effective tips for parents (vocabulary, fluency development, read – aloud)

§ Implement a math workshop that focuses on effective tips for parents

§ Implement EOG and EOY Preparedness workshops that focuses on effective test taking tips for parents to share with their children

3. Engage volunteers and partners to help

the school reach its academic goals § Establish a SchoolMates partnership

with Myers Park High School § Implement a Communities in Schools

program to increase family and community involvement

§ Implement a community “Back to School” carnival in conjunction with Walls Memorial AME Zion Church and the Mecklenburg County Park & Recreation

§ Establish and/or maintain partnerships with Junior League, Assistance League, Operation School Bell, UNCC, JCSU, Mecklenburg County Parl & Recreation and other businesses in our community

Ray, Admin. Rivens & Harris, Facilitators Teachers Newsome, Swett & Ray, Admin. CIS Rep. Fludd & Kirkpatrick, BMT Stanley, Counselor Jurecka, PE Teacher

Newsletters Staff Bulletins Newsletters Staff Bulletins Attendance Logs

Agendas & Sign-in Sheets Parent Meeting Agendas & Sign-in Sheets

Development (6): § Communi-



ships § Order Cultural (3) & External Development (6): § Communi-



ships § Order

Addendum See Title 1 Action Plan Addendum

§ 02-23-10 06-11-10 § 10-27-09 § 02-23-10


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Outcome (5): Increase the percentage of parental involvement to strengthen the home/school connection by 50% as measured by parent surveys. Strategic Plan 2010 Goal s: School Quality Review Criteria:




• Task • Task


Process Outcome




• Funding


1. Identify an administrator to oversee the PTA activities: o Recruitment of members o Selection of Board members o Fund raising o Attendance at CMS trainings o Communication to parents

2. Provide a variety of parent workshops

on academic and curriculum areas: o Math o Literacy o EOG & EOY Preparedness o ELL o Career Day o Curriculum Night

Ray, Resident Principal _________ Newsome, Ray, Swett Admin. Rivens & Harris, AF Piland, ELL

Bulletin Boards Newsletters Staff Bulletins Flyers ConnectEd Messages ___________ Bulletin Boards Newsletters Staff Bulletins Flyers

Membership Roster PTA Meeting Agendas Sign-in Sheets ___________ Meeting Agendas Sign-in Sheets

Cultural (3) & External Development (6): § Communi-



ships § Order ____________ Cultural (3) & External Development (6): § Communi-



06-11-10 § 10-27-09 § 02-23-10 06-11-10 § 10-27-09 § 02-23-10


22 | P a g e

3. Target male (dads, uncles, significant

males in our students’ lives) involvement in our school: o Doughnuts for Dads o Men’s Empowering Breakfast o Male Mentoring Program

4. Host a variety of Parent University

workshops for our parents: o Effective School Partnerships o Gang Awareness o Guardians, Grandparents & Role

Models o Make It Count

5. Develop two-way communication by

sharing school wide information with parents: o Monthly newsletters o Monthly calendars

Brooks, Admin. Intern Newsome, Ray, Swett Admin. Rivens & Harris, Facilitators Fludd & Kirkpatrick, BMT Newsome, Ray, Swett Admin Nicholson, Parent University Rep. Newsome, Swett & Ray Admin

ConnectEd Messages Bulletin Boards Newsletters Staff Bulletins Flyers ConnectEd Messages Newsletters Staff Bulletins Attendance Logs Newsletters Calendars Office

Parent Meeting Agendas & Sign-in Sheets Parent Meeting Agendas & Sign-in Sheets Parent Feedback Forms Survey









See Title 1 Action Plan Addendum See Title 1 Action Plan Addendum See Title 1 Action Plan Addendum

06-11-10 § 10-27-09 § 02-23-10

06-11-10 § 10-27-09 § 02-23-10 06-11-10 § 10-27-09 § 02-23-10


23 | P a g e

o Updated website o Main office communication

notebook o Parent bulletin board o ConnectEd messages

Rivens, Harris Facilitators Gathman, Technology

Communica-tion Notebook Bulletin Board ConnectEd Messages

Results ConnectEd Messages Print Outs



ships § Order


24 | P a g e

CMS Charlotte-Mecklenburg School District

CMS 2009-2010 Bullying-Prevention

Implementation and Process Plan

I. School: Druid Hills Elementary Principal: Beverly Newsome II. Learning Community (CLC) Team Members/Positions:

Member: Beverly Newsome/Principal

Member: Marselene Stanley/School Point Person- counselor III. School Bullying-Prevention (BP) Committee Members: (i.e., a teacher, parent, support staff, administrator…)

Member: Kathryn Swett/Assistant Principal

Member: Tiffany Ray/Resident Principal

Member: Betsy Donato/Psychologist

Member: Audrey Robinson/Social Worker

Member: Daimean Fludd, BMT

Member: John Kirkpatrick, BMT

Member: Mario Black

Member: Suzanne Hunt IV. Bullying-Prevention program/s and selected grade level/s: (i.e., CMS Safety & Respect Activities and/or Steps to Respect Program or Souls of Our Students Video etc.) Program/grade level(s): John Wooden’s Pyramid of Success (Character Education), grades K - 5 (via student agendas) Program/grade level(s): The Panther Way, grades PreK – 5 Program/grade level(s): Positive Attitudes for Winners (PAW), grades 4 – 5 Program/grade level(s): Male Mentoring Program, K – 5


25 | P a g e

Program/grade level(s): Small Group Counseling sessions, K – 5 V. Implementation Vehicle: If using more than one implementation vehicle, please list (i.e., Advisor-advisee time/character education time/integration into a specific core class)

Positive Attitudes for Winners (PAW): one class per quarter in 5th grade meeting weekly and then 2 weeks per class in 4th grade meeting weekly Pyramid of Success (Character Education): one time per week on PNN for 5 – 10 minutes and daily in every classroom The Panther Way: beginning of the year week-long emphasis on making right choices and teaching procedures; implementing rewards for students making the right choices (Panther Bucks, Panther Paws, and Principal’s Awards)

Title I Action Plan Family/School Partnerships

School Name: __Druid Hills Elementary_______________ Title I Allocation for Parent Involvement _$7,214.00___________

*Note: Any activities that support Epstein’s six keys to building successful family/school partnerships are based on research that substantiate the fact that student achievement is directly linked to parent involvement. **Note: Please show flexible meeting times and various meeting locations to meet the needs of all families. ***Provided by partnership

Which of Epstein’s six keys of building successful partnerships does this activity support?*

Will refreshments be served?

Name of Activity (Include a brief summary along with any instructional materials that need to be purchased.)

Date/Time

Goal # (from SIP)

Funding Sources/Costs (Title I, contributions, partnerships, etc.)

Parenting

Comm

unication V

olunteering

Learning at

Hom

e

Decision-

Making

Com

munity

Collaboration

Yes

No

1.Community Back to School Carnival

8/22/09 12:00 – 5:00 PM

4

Walls Memorial AME Zion partnership

X

X ***

2.Title 1 Parent Meeting/Curriculum Night

9/3/09 6:00 PM

1, 2, 4, 5

DHES

X

X

X

X

3. Muffins for Mom

9/11/09 7-7:45 AM

1,2,4,5

Liberty Mutual partnership

X

X

X

X

X ***

4. Parent University: Effective School Partnerships

9/24/09 6:00 PM

1, 2,4,5

CMS

X

X

X

9/25/09 Liberty Mutual X X X X X ***




5. Doughnuts for Dads 7-7:45 AM 1,2,4,5 partnership 6. Family Literacy Night

10/08/09 6:00 PM

1,2,4,5

Title 1

X

X

X

X

X

7. A Family Affair

10/10/09 10:00 – 2:00

4 RPO, Inc. X X X X ***

8. Parent University: Gang Awareness

10/22/09 6:00 PM

1,2,4,5 CMS X X X X

9. Men’s Empowerment Breakfast

10/17/09 9:00 – 11:00

4,5 Walls Memorial AME Zion

X X X X X ***

10. Parent University: Guardians, Grandparents & Role Models

11/9/09 6:00 PM

1,2,4,5 CMS X X X X

11. PTA/Winter Program/Title 1 Parent Update

12/3/09 6:00 PM

1,2,5 Title 1/$500 X X X X X X

12. Celebrity/Family Read – In

12/18/09 8:00-11:00 AM

1,2,4 Title 1/$500 X X X

13. ELL Parent Meeting

01/07/10 6:30 PM

1,2,4 Title 1/$100 X X X X X

14. Pastries for 1/15/10 1,2,4,5 Liberty Mutual X X X X X ***




Parents 8:30 AM 15. Parent University: Make It Count

1/28/10 6:00 PM

1,2,4,5 CMS X X X

16. How Parents can Support Their Child in Math at Home Parent

2/2/10 6:00 PM

1,2,5 Title 1/$1000 X X X X X

17. EOG Preparedness 3/11/10 6:00 PM

1,2,4,5 PIRC & Title 1/$250

X X X X X

18. EOG Preparedness 03/18/10 9:00 AM

1,2,4,5 PURC & Title I /$250

X X X X

19. Career Day 03/26/10 9:00 AM

1,2,4,5 Title I/$1500 X X X

20. Celebrity/Family Read – In

04/01/10 8:00-11:00 AM

1,2,4 Title 1/$500 X X X

21. Beginners Night 4/29/10 6:30 PM

1,2,4,5 Title 1/$200 X X X X X X

22. PTA/Spring Program/Title 1 Update Meeting

5/6/10 6:00 PM

1,2,4,5 DHES X X X X

23. Parent, Volunteer & Community Partnership Recognition/ Celebration

5/21/10 9:00 AM

4,5 Liberty Mutual & Title I/$750

X X X X ***

24. 5th Grade 06/09/10 1,2,4,5 Title I & X X X X




Promotion Ceremony & Ryan’s Steakhouse

9:30 AM Parents /$400

25. K – 5 End of Year Awards Programs

06/07 & 08/10

1,2,4,5 Title I & Parents /$1264

X X X X

26. Monthly Parent Newsletters (English & Spanish)

08/09 -06/10

5 DHES X X X X X X

27. Monthly Parent Calendars (English & Spanish)

08/09- 06/10

5 DHES X X X X X X

28. ConnectEd Messages (English & Spanish)

08/09 – 06/10

5 DHES X X X X X X

29. DHES Website 08/09 – 0610

5 DHES X X X X X X

30. Title 1 Central office will provide Parent Advocate/Involvement week- long training

1 week in July

1,2,4,5 Title 1 X X X X X X X

30. Title 1 specialist will provide support throught the school year to staff, administration and parents as needed

08/09 – 06/10

1,2,4,5 Title 1 X X X X X X X


Druid Hills Elementary School Parental Involvement Policy

Purpose: In support of strengthening student academic achievement, our school receives Title I funds. We believe parents are partners in their child’s development. Druid Hills Elementary School (DHES) with the help of parents will develop a plan which encourages and promotes active participation in our school. PART 1: GENERAL EXPECTATIONS Druid Hills Elementary school agrees to implement the following requirements: • The school will work to ensure that the required school level parental involvement

policies meet the requirements of Title I and a school-parent compact. • DHES will notify parents of the policy in an understandable and uniform format and,

to the extent practicable, in a language the parents can understand. The policy will be made available to the local community and updated periodically to meet the changing needs of parents and the school.

• In carrying out the Title I parental involvement requirements, to the extent practicable, the school will provide dual opportunities for the participation of parents with limited English proficiency and other needs.

• If the school wide program plan for Title I is not satisfactory to the parents of participating children, the school will submit any parent comments with the plan when the school submits the plan to the local educational agency (school district).

• The school will build parent’s capacity for strong parental involvement, in order to ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement.

• The school will provide other reasonable support for parental involvement activities as the parents may request.

• The school will be governed by the following statutory definition of parental involvement, and will carry out programs, activities, and procedures in accordance with this definition: Parental involvement means the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities, including:

(A) That parents play an integral role in assisting their child’s learning;


(B) That parents are encouraged to be actively involved in their child’s education at school; (C) That parents are full partners in their child’s education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child; and (D) The carrying out of other activities, that promotes parental involvement in our school.

PART II. DESCRIPTION OF HOW DHES WILL IMPLEMENT REQUIRED SCHOOL PARENTAL INVOLVEMENT POLICY

COMPONENTS 1. DHES will take the following actions to involve parents in the joint development of

its school parental involvement plan under Title I:

Convene an annual meeting on September 3, 2009 during Title I Parent Information/PTA/Curriculum Night. Involve parents in review and revision of Title I Written Parent Policy. DHES will actively recruit parents to become members of the School Leadership Team and the PTA Executive Board. This will be accomplished by specifically contacting parents during the school year, by recruiting parents at the beginning of the year parent/student functions, and communication through ConnectEd messages, the Parent Newsletter and flyers.

2. DHES will take the following actions to involve parents in the process of school review and improvement under Title I:

Parent Involvement of School Improvement Plan Provide opportunities for regular meetings with flexible times and schedules DHES will actively recruit parents to become members of the School Leadership Team and the PTA Executive Board. This will be accomplished by specifically contacting parents during the school year, by recruiting parents at the beginning


of the year parent/student functions, and communication through ConnectEd messages, the Parent Newsletter and flyers.

3. DHES will hold an annual meeting to inform parents of the school’s participation in Title I and the right of parents to be involved. The school will provide written notice to all parents in regards to the identification the DHES is a Title 1 School Improvement school (school improvement letter). The school will invite all parents of children participating in Title I programs to this meeting, and will encourage them to attend, by:

Using ConnectEd to invite parents Promoting the Event via Website and the monthly Parent Newsletter and Calendar Flyers sent home with students

4. DHES will provide parents of participating children information in a timely manner about Title I programs that includes a description and explanation of the school’s curriculum, the forms of academic assessment used to measure children’s progress, and the proficiency levels students are expected to meet by:

Scheduling parent-teacher conferences (Spanish translators will be provided by CMS) Scheduling parent meetings and trainings (Spanish translators will be provided by CMS) Providing information on school website Providing information in monthly newsletter in English and Spanish Scheduling EOG events Providing Student Agendas Providing easy access to teachers and administration

5. DHES will, at the request of parents, provide opportunities for regular meetings. The school will respond to any such suggestions as soon as practicably possibly by:

Responding to phone calls Responding by email, letters or other written communication


6. DHES will provide each parent an individual student report about the performance of

their child on the NC State assessment in math and reading by: Distributing reports to parents Utilizing Internet based Parent Assistant Program to keep parents informed

7. DHES will provide assistance to parents of children served by the school, as appropriate, in understanding topics by undertaking the actions describe below:

• August – Back to School Festival in conjunction with Walls Memorial AME

Zion Church and the Mecklenburg County Park and Recreation • August & September – 100% participation or 3 different types of attempts in

obtaining the School-Parent Compact • September – the requirements of Title I – Annual Meeting • September – the state’s student academic achievement standards – Curriculum

Night • September – Muffins for Moms and Doughnuts for Dads with guest speakers

(Spanish translation provided by a DHES Hispanic parent) • September – Parent University: Effective School Partnerships • October – Literacy Night: How Parents can Support Their Child in Literacy at

Home • October – Parent University: Gang Awareness • October – Parent/Teacher conferences (Spanish translators will be provided

by CMS) • October – A Family Affair in conjunction with RPO, Inc. • November – Empowering Men’s Breakfast • November – Parent University: Guardians, Grandparents & Role models • December – PTA/Winter Program & Concert (Spanish translation by

Communities in School representative) • December – Book Fair • December – Celebrity/Parent Read-In Day • January – Pastries for Parents (Spanish translation provided by a DHES

Hispanic parent)


• January – ELL Parent Meeting (Spanish translator provided by CMS) • January – Parent University; Make it Count • February – Parent Workshop: How Parents can Support Their Child in Math

at Home • February – Parent University: Communities, Parents, Schools & Bullying • March – Book Character Parade • March – EOG and EOY academic assessments including alternate

assessments • March – Career Day • April – Celebrity/Parent Read-In Day • April – Beginners Night • May – PTA/Spring Program & Concert • May – EOG Pep Rally • May – Parent, Volunteer & Community Partnership Reception • June – End of Year Awards Ceremonies DHES will provide accommodations to parents tha t have disabilities to increase their involvement in the school. One way this will be accomplished is provided those parents with physical, vision or hearing disabilities preferred seating at all events.

8. DHES will provide materials and training to help parents work with their children to improve their children’s academic achievement, such as literacy training, to foster parental involvement, by scheduling:

• September – Curriculum Night: How to work closely with teachers • October – Literacy Night: How Parents can Support Their Child in Literacy at

Home • February – Parent Workshop: How Parents can Support Their Child in Math

at Home • March – EOG and EOY academic assessments including alternate

assessments


9. DHES will educate staff in how to reach out to, communicate with, and work with parents as equal partners and in how to implement and coordinate parent programs and build ties between parents and schools, by scheduling the following meeting:

• January – ELL Parent Meeting – to build and develop our diverse population

10. DHES will, to the extent feasible and appropriate, coordinate and integrate parental involvement programs and activities with PTA, ASEP, Parent University and other programs. The school will also conduct other activities that encourage and support parents in more fully participating in the education of their children, by scheduling meetings:

• August – Back to School Festival in conjunction with Walls Memorial AME Zion Church and the Mecklenburg County Park and Recreation

• September – Parent University: Effective School Partnerships • October – Parent University: Gang Awareness • November – Empowering Men’s Breakfast in conjunction with Walls

Memorial AME Zion Church • November – Parent University: Guardians, Grandparents & Role models • December – Title 1 Budget/Parent Involvement Funds and Update • January – Parent University; Make it Count • February – Parent University: Communities, Parents, Schools & Bullying

11. DHES will take the following actions to ensure that information related to the school

and parent programs, meeting, and other activities is sent to parents of participating children in an understandable format, including formats upon request, and in a language the parents can understand (in English and Spanish):

ConnectEd Parent Newsletters & Calendars Parent Letters Student Agendas School Brochures Flyers


Parent Surveys via telephone and in writing

12. DHES will provide parents reports about the academic performance of their child by: Distributing reports to parents Utilizing Internet based Parent Assistant Program to keep parents informed Mid-quarter progress reports Weekly update reports Thursday Folders Parent conferences

13. DHES will provide parents at the Annual Parent Meeting the following information:

Student achievement on the NC ABCs Student achievement and AYP Goals for student achievement for the 2009-2010 school year Analysis of parent involvement at DHES Goals for parent involvement for the 2009-2010 school year

14. DHES will provide parents with a variety of avenues for providing feedback to the school during the school year as well as Annual Evaluation. This will be accomplished by:

Providing feedback forms in the Parent Newsletters Maintaining a notebook in the school’s office containing the SIP, SEF, Parent Involvement Policy, Professional Development Plan, and the Family School Partnership Plan and feedback forms for each of these areas Implementing ConnectED surveys Providing surveys at parent meetings/events Providing input/feedback at PTA executive board meeting and School leadership Team meetings Holding parent conferences Implementing parent and student surveys provided by CMS PART III. ADOPTION


This School Parent Involvement Policy has been developed jointly with, and agreed on with, parents of children participating in Title I at Druid Hills Elementary School. This policy was adopted by Druid Hills Elementary School on September 29, 2009 and will be in effect for the period of September 20, 2010. The school will distribute this policy to all parents of children on or before October 1, 2009. The school will distribute this policy to parents in English or Spanish. Please use the form below to submit any comments or feedback to Beverly Newsome, principal of Druid Hills Elementary School.

In compliance with Federal Law, Charlotte-Mecklenburg Schools administers all education programs, employment activities and admissions without discrimination against any person on the basis of gender, race, color, religion, national origin, age or disability.

Title I Druid Hills Elementary School Parental Involvement Feedback Form

Comments: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Student Name: _________________________________________________________________ Teacher Name: _________________________________________________________________ Parent Signature: _______________________________________________________________


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 Conferences, workshops, in-service, mentoring, planning, courses

PARTICIPANTS

Why needed?

Tie to needs assessment & Goal/strategy from SIP pg. # & if applicable- How will this help remove from improvement?

Funding Sources

State or local Prof. Dev. Money, Title I, grants…

Cost

Timeline

When & Effectiveness Check-points

Point Person

Evaluation/Follow-up

State specifics ex: # 4 lesson plans, observation, work sample… #5 Progress Monitoring results in ORF, AR diagnostic Reports, tests, EOGs …

1. Word Builder – Dynamic Literacy

4th & 5th grade staff, Title 1 tutors, Academic Facilitator

Outcome 1, Strategy 1 39% of students in grades 4 – 5 on grade level in reading

School 08/09 –10/10 9/28/09 11/15-16/09 1/10 Staff attendance rosters

Shelly Goines-Harris

Lesson plans, observations, work samples, assessment tests, Dynamic Literacy consultant, Academic facilitator & administration to meet with participants in September, January & May, data analysis of assessment tests

2. Kagan Cooperative Learning

PreK – 5 staff, Title 1 tutors, Administration, support staff,

Outcome 1, Strategy 1 30% of students in K – 5 on grade level in reading, math & science

Title 1 08/09-06/10 10/09 12/09

Rivens Harris New-some

Lesson plans, observations, presentations and imprementation of Kagan strategies at staff meetings

For schools in improvement: PD mandatory 10% set aside for school in $15,965.00 _______________improvement.


special area teachers, instructional assistants, academic facilitators

2/10 4/10 Staff attendance rosters

on a monthly basis, student verbal feedback on participation in strategies (informal)

3. Four Block Literacy instruction

K – 3 staff, Title 1 tutors, administrators, instructional assistants, academic facilitators

Outcome 1, Strategy 1 % 50% of students in K – 3 on grade level in reading

Title 1 $6000 09/09 – 06/10 09/28/09 11/01/09 01/26/10 Staff attendance rosters

Rivens Harris

Lesson plans, observations, work samples, running records, DIBELS, AR & Fluency & Progress Monitoring Tracking Forms, consultants Patricia Cunningham and Dottie Halls to provide support and instruction in September, November and January, data analysis of running records, DIBELS, Fluency, AR and Progress Monitoring Forms

4. Science

K – 5 staff, administration, academic facilitators, instructional assistants

Outcome 1, Strategy 1 9% of 5th grade students on grade level in science

State Prof. Dev

$500 11/09 1/10 5/10 Staff attendance rosters

Rivens Harris

Lesson plans, observations, work samples, science EOG, assessment tests, CMS science consultant Wayne Fisher to meet with grade level teams as needed, analysis of student performance on NC EOG


science test, analysis of teacher use of science lab

5. Poverty (simulation, tour of neighborhoods, book)

PreK – 5 staff, support staff, special area teachers, instructional assistants, administration, academic facilitators

Outcome 1, Strategy 1 94% of our students K – 5 on FRL

Title 1 $1000 11/09 – 02/10 11/09 Staff attendance rosters

Swett Parent/Teacher conference logs, discussion of impact of information

6. Four Habits of the Heart for Educators

PreK – 5 staff, support staff, special area teachers, instructional assistants, administration, academic facilitators

Outcome 5, Strategy 1 Title 1 $200 08/18/09-06/10 10/09 01/10 03/10 Staff attendance rosters

Ray Parent/Teacher conference logs, bulletin board displays, results from staff, student and parent surveys

7. Fluency (AIMSWeb fluency)

PreK – 5 staff, support staff, special area teachers, instructional assistants, administration,

Outcome 1, Strategy 1 50% of students in K – 5 on grade level in reading

Title 1 $1000 09/09-06/10 11/04/09 2/04/10 04/04/10 Staff

Rivens Harris

Lesson plans, observations, work samples, fluency assessment results, Fluency Monitoring Tracking Forms and data analysis of these forms


academic facilitators

attendance rosters

8. Literacy Centers & Writing Strategies with Kim Johnson

PreK – 5 staff, instructional assistants, administration, academic facilitators

Outcome 1, Strategy 1 50% of students in K – 5 on grade level in reading

Title I $3500 11/16/09 – 05/10 11/16/2009 02/16/2010 Staff attendance rosters

Swett Lesson Plans, workshop samples and observations, AR & Fluency Monitoring Tracking Forms and data analysis of these forms

9. Math Investigations PreK – 5 staff, instructional assistants, administration, academic facilitators

Outcome 1, Strategy 1 Implementation of new math Investigations program

Title I $1000 08/09 – 06/10 11/2009 Staff attendance rosters

Ray Rivens Harris

Lesson plans, workshop samples, observations, CMS elementary math specialist Barbara Bissell to provide follow-up discussions and guidance in October

10. Raising Achievement and Closing the Gap

PreK – 5 staff, administration, academic facilitators

Outcome 1, Strategy 1; Outcome 2, Strategy 1 High percentage of students not achieving academically that are AA male or SWD

Title I $2500 03/29-31/2010 Staff attendance rosters

Swett Staff presentation, grade level planning

11. Title 1Central Office will Provide Math Investigations week-long

K – 5 Staff, Principal, academic

Outcome 1, Strategy 1 Implementation of new math Investigations

Title 1 $12,000 08/03/09 – 08/06/09

Newsome Lesson plans, observations


training for staff and 2 day training for principal

facilitators program 11/2009 Staff attendance rosters

12. Title 1 Central Office will provide Data Wise week- long training

Selected K – 5 Staff, Principal, academic facilitators

Outcome 1, Strategy 1 Data analysis

Title 1 $2400 07/27/09 – 07/30/09 10/09 1/10 5/10 Staff attendance certificate

Newsome Staff meeting agendas, team meeting notes, gap analysis forms, monitoring assessement sheets, resource books

13. Title 1 Central Office will provide Parent Advocate/Involvement week- long training

Parent Involvement Representative


Title 1 $400 1 week in 07/09 09/09 12/09 03/10 06/10

White Notes from meeting, resource books

14. Title 1 specialist will provide support throughout the school year to staff and administration as needed

PreK – 5 staff, support staff, special area teachers, instructional


Title 1 N/A 08/09 – 06/10 11/09 03/10

Newsome Notes from meetings, listing of materials/resosurces provided


assistants, administration, academic facilitators

Meeting dates listed

14. Provide mentoring professional development/plan for first and second year teachers

First and second year teachers, assistant principal

Outcome 1, Strategy 1 Outcome 5, Strategy 1

School 08/09 – 05/10 Monthly meetings on the 1st Monday of each month Staff attendance rosters

Swett Mentor meeting agendas and meeting notes

DRUID HILLS IMPROVEMENT PLAN REPORT...Druid Hills Elementary 2009 -10 3 | Page 07 SCHOOL PROFILE...

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