Local Education Agency Application for 1003(g) Funding
School Improvement Grant (SIG) Funds
Priority Schools
LEA
Charlotte-Mecklenburg Schools
LEA Code
LEA Contact
Yvette C. Smith
Contact Person’s Title
Director, Central Secondary Zone Title I
Contact Person’s Telephone Number
600
980-343-6950
Purpose of the Program
School Improvement Grants (SIG), authorized under section 1003(g) of Title I of the Elementary and Secondary Education Act of
1965 (Title I or ESEA), are grants to State educational agencies (SEAs) that SEAs use to make competitive subgrants to local
educational agencies (LEAs) that demonstrate the greatest need for the funds and the strongest commitment to use the funds to
provide adequate resources in order to raise substantially the achievement of students in their lowest-performing schools. Under
the final requirements published in the Federal Register on October 28, 2010 (http://www.gpo.gov/fdsys/pkg/FR-2010-1028/pdf/2010-27313.pdf), school improvement funds are to be focused on each State’s “Priority” or “Tier I” and “Tier II”
schools. Tier I schools are the lowest-achieving five percent of a State’s Title I schools in improvement, corrective action, or
restructuring, Title I secondary schools in improvement, corrective action, or restructuring with graduation rates below 60
percent over a number of years, and, if a State so chooses, certain Title I eligible (and participating) elementary schools that are
as low achieving as the State’s other Tier I schools (“newly eligible” Tier I schools). Tier II schools are the lowest-achieving five
percent of a State’s secondary schools that are eligible for, but do not receive, Title I, Part A funds, secondary schools that are
eligible for, but do not receive, Title I, Part A funds with graduation rates below 60 percent over a number of years, and, if a
State so chooses, certain additional Title I eligible (participating and non-participating) secondary schools that are as low
achieving as the State’s other Tier II schools or that have had a graduation rate below 60 percent over a number of years
(“newly eligible” Tier II schools). An LEA also may use school improvement funds in Tier III schools, which are Title I schools
in improvement, corrective action, or restructuring that are not identified as Tier I or Tier II schools and, if a State so chooses,
certain additional Title I eligible (participating and non-participating) schools (“newly eligible” Tier III schools). (See
Appendix B for a chart summarizing the schools included in each tier.) In the Priority or Tier I and Tier II schools an LEA
chooses to serve, the LEA must implement one of four school intervention models: turnaround model, restart model, school
closure, or transformation model.
ESEA Flexibility
States that have received approval of their ESEA flexibility request will not be required to maintain a separate list of Tier I and
Tier II schools. Under this flexibility, an LEA is eligible to apply for SIG funds to implement one of the four school intervention
models defined in the SIG final requirements in a priority school even if that school is not in improvement and thus the LEA
would not otherwise be eligible to receive SIG funds for the school. An SEA approved to implement this flexibility may award
SIG funds above the amount needed for SIG continuation awards to an LEA with Priority schools according to the rules that
apply to Tier I and Tier II schools under the SIG final requirements.
Applications are due April 19, 2013. Please email an electronic pdf of this completed application to:
George Hancock, SIG Coordinator
Email: George.hancock@dpi.nc.gov
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
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Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
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SECTION A: Schools to be Served
An LEA must identify each Priority School the LEA commits to serve and identify the model that
the LEA will use in each Priority School. An LEA must sufficiently describe the comprehensive
needs assessment conducted for each school it commits to serve.
Priority Interventions
SCHOOL
NAME
NCES ID #
TA
Hawthorne High School
Walter G. Byers School
Druid Hills Academy
370297002228
370297002660
370297001213
INTERVENTION MODEL
RS
CL
TF
X
X
X
TOTALS
KEY: TA – Turnaround
RS – Restart
CL – Closure
TF – Transformation
Note: An LEA that has nine or more Priority Schools may not implement the transformation model in more than 50 percent of
those schools.
SECTION B: Lack of Capacity
If the LEA is not applying to serve each Priority School, the LEA must explain why it lacks
capacity to serve each Priority School.
NA Charlotte-Mecklenburg Schools has chosen not to apply for SIG funds for Turning Point
Academy. Instead, the district has chosen to restructure Turning Point Academy in order to improve its
organizational effectiveness, consolidate and maximize its resources, and improve student achievement
levels through more structured planning, monitoring, and oversight. For several years, Turning Point
Academy has served students who were on long-term suspensions from their home schools or who were
reassigned to Turning Point Academy as a disciplinary measure for behavioral reasons. Two programs
make up Turning Point Academy: the Turning Point program and the Right Choices Program located on
the J.T. Williams campus. Both programs, although located on different campuses, fall under the
Turning Point Academy school code. However, it is important to note that the students and teachers at
the Right Choices Program are supervised by separate administrators other than the Turning Point
Academy principal.
Many resources, including additional staffing and funding, have been provided to both Turning Point
Academy and the Right Choices Program by the district; however, the manner in which the alternative
school and program were structured made it difficult for the Turning Point Academy principal to recruit
and hire her own staff, provide job-embedded professional development for teachers in both settings,
conduct quality teacher and staff observations, and conduct daily instructional walkthroughs within the
school. Therefore, her ability to provide ongoing and meaningful feedback has been greatly limited by
the unique administrative structure.
Under the new model, all staff will report directly to the principal. All students who are long-term
suspended or disciplinary reassigned will be housed on one campus instead of two. In addition, the
principal will have Title I funds for the alternative education program. In the past, only Turning Point
Academy received Title I funding; Right Choices did not receive any Title I funding since it was a
program and not a school. The school will also offer a separate day program for students who would like
to remain in the highly structured and small environment. In the past, many students have expressed
interest in remaining at the alternative school rather than return to their home school. This new model
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
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will provide them with flexibility and school choice. Additionally, the school will offer more access to
virtual learning than it has in the past years. Most importantly, the school will be led by a principal who
has extensive experience in alternative education in Charlotte-Mecklenburg Schools as well as in other
parts of the state. As we consolidate the alternative school and program, it is very important to have
leadership who understands alternative education and who can implement and manage a smooth
transition. Therefore, it is our recommendation that we implement this transition and change instead of
replacing the principal. By applying for the SIG funds, we would have to replace the principal. We feel
that we have the right principal and resources to help improve our model and alternative education
program.
NA Charlotte-Mecklenburg Schools has chosen not to apply for SIG funds for Lincoln Heights
Academy (LHA). Upon review of individual student data and based on current resources, the district has
determined the greatest area of need at Lincoln Heights Academy is in the area of mental health services.
Lincoln Heights Academy is a public separate school that serves students with significant social
emotional disabilities. It is a K-12 school serving students who have not been successful in the general
education environment or a self-contained classroom designed for students with social emotional
disabilities. Through Individual Education Program decisions, students are placed at LHA. Students are
also placed at LHA upon their return to the district from hospitalization, partial hospitalization and/or
private residential treatment facilities, as needed.
The transitory nature of some of our students creates an environment where the student population can
change frequently. Even so, over the last three years, the district has consistently focused personnel and
resources on improving the instructional program at LHA. Expectations for implementation of Common
Core and student achievement continue to be a primary area of focus. LHA has successfully
implemented the use of blended virtual learning with the North Carolina Virtual Public Schools.
Another challenge that the administrative team faces is the requirement regarding highly qualified
teachers. Classroom teachers at LHA must be highly qualified in the area of exceptional children.
Students must also be taught by a teacher who is highly qualified in content: reading, math, science or
social studies. In order to meet high school graduation requirements, students must also participate in
Career and Technical Education classes. Staffing at LHA continues to improve each year.
The current principal of LHA is committed to continuous improvement in all facets of school
programming. The area of greatest need at this time relates to ensuring that additional mental health
service is readily available to students at LHA. Through collaboration with Mecklenburg County, the
district feels that a system of mental health services can be established at LHA that will adequately
support the students and the instructional program.
SECTION C: Descriptive Information
*Required information must be provided for each Priority School to be served with School
Improvement Grant Funds.
SCHOOL: Hawthorne High School
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
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Needs Assessment Description
Needs of the school, students, and community for each school to be served with sufficient
information for conducting the needs assessment
9-12
Grade Levels Served
Total enrollment
School Year
2009-2010
2010-2011
2011-2012
% Economically
Disadvantaged
% Students with Disabilities
(SWD)
% English Language
Learners (ELL)
Enrollment
School Year
% ED
School Year
% SWD
245
2009-2010
81.53%
2009-2010
10.7%
246
2010-2011
80.89%
2010-2011
3.7%
261
2011-2012
93.03%
2011-2012
13.4%
School Year
% ELL
2009-2010
4.5%
2010-2011
12.2%
2011-2012
7.8%
Home languages of ELL
students
School’s Enrollment
Demographics
Spanish, Swahili
Group
# Enrolled
% Enrolled
African-American
185
78.1%
White
6
2.5%
Hispanic
39
16.5%
Multi-Racial
4
1.7%
3
1.2%
American Indian and
Asian
Feeder schools and/or
recipient schools
Number of minutes within the
school year
Drop-out rate
Students are enrolled from any school within the district.
360 minutes/day for 180 days (64,800 minutes)
School Year
# Students
2009-2010
2010-2011
2011-2012
16.75%
13.36%
13.71%
School Year
2009-2010
2010-2011
2011-2012
Graduation rate for all
students, percentage
4-Yr Cohort
Grad Rates
66.2%
70.8%
71.1%
Student attendance rate
(daily percentage)
School Year
Attendance
2009-2010
86%
2010-2011
84%
2011-2012
85%
Student mobility
McKinney-Vento (MCV)
School Year
MCV Students
2009-2010
2010-2011
2011-2012
42
60
36
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
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Discipline incidents
School Year
Number of
Incidents
2009-2010
2010-2011
2011-2012
106
392
542
86
181
306
School Year
Average
Unexcused
Absences
2009-2010
2010-2011
2011-2012
11
11.9
12.1
School Year
2009-2010
2010-2011
2011-2012
% of students
completing
AP/College
Level courses
0
0
0.7%
(2 students)
Suspensions
Truants
Number/percentage of
students completing advanced
coursework
Hawthorne High School serves a unique and diverse population of students from across the
Charlotte-Mecklenburg Schools district. The overall goal of Hawthorne is to prevent students from
dropping out of school by offering alternatives to the traditional high school setting. The vision of
Hawthorne is “to become a high performing school that provides relevant and meaningful learning
opportunities for students.” Hawthorne provides a differentiated curriculum that offers students a
variety of pathways to find academic success and graduate from high school. Embraced by highly
qualified teachers and support staff, students are challenged to maximize their academic, social, and
emotional potential.
Hawthorne provides a small school environment, differentiated to meet the needs of at-risk learners.
Hawthorne provides four uniquely designed program areas to meet the various needs of the students.
One area of differentiated learning is Hawthorne’s Day Program for students in grades 9-12. The
Day Program follows a typical seven-hour day, but provides smaller class sizes and flexible
scheduling to personalize the learning experience for students. This more individualized program
serves students who are academically at risk. Some students choose to enroll in this program to
better meet their particular learning styles.
The Tate Teenage Parent Services (TTAPS) program is designed for pregnant students in grades 612. In addition to small class sizes and flexible scheduling, these students are provided individual
and group counseling and pregnancy support. Following childbirth, these students receive
homebound teacher visits until their return to school. The TTAPS program provides high-quality,
on-site childcare on a first-come, first-served basis.
The Hawthorne Concurrent Program offers evening mastery classes for juniors and seniors (priority
given to seniors) who need the credit(s) to graduate on time. The Concurrent Program operates daily
from 3:30-6:30 pm, and students from any CMS high school can attend. This program allows
students from across the district to attend their regular high schools and have the opportunity to earn
extra credit hours toward graduation requirements.
Finally, Hawthorne offers the Transitional 9 Program, a 9th grade transitional, drop-out prevention
initiative that serves students throughout the school district. Participation in the Transitional 9
Program is based on 8th grade End-of-Grade performance. Underachieving students are provided
remedial instruction to ensure their readiness for high school. All coursework can be applied to high
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
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school graduation requirements, and those who are successful in the program are promoted to the
10th grade in their home schools. The program offers a low teacher to student ratio, which allows for
a more individualized educational experience.
Hawthorne’s student population is composed of approximately 261 students from varying
backgrounds. The ethnic groups that make up Hawthorne’s student body are as follows: African
American – 78.1%, Hispanic – 16.5%, Multi-Racial –1.7%, American Indian and Asian – 1.2%, and
White – 2.5%. One common denominator for the majority of the student population is economic
disadvantage. Currently, nearly 93% of Hawthorne’s students live in a household with an income
that is at or below the nation’s poverty level. High poverty levels create a myriad of barriers to high
academic attainment. Further complicating the quest for high academic performance at Hawthorne is
the need to ensure that best practices and resources are in place to accommodate English Language
Learners and those students who have a documented learning disability. As of 2011-12, 7.8% of
Hawthorne students are English Language Learners. In addition, 13.4% of students have a disability
as identified by the Exceptional Children’s Department.
Hawthorne’s graduation rate has increased from 66.2% in the 2009-10 school year to 71.1% in the
2011-12 school year. Though the increase is to be commended, nearly 30% of students are not
graduating on time. In addition to those not graduating in their cohort, approximately 13.7% of
students dropped out of school in the 2011-12 school year. Hawthorne continues to explore
additional diversified learning opportunities to continue the increase in the number and percentage of
students graduating from high school with their peers.
Another area of concern is the attendance rate of Hawthorne students. The 2011-2012 average
student attendance rate was 85%, a rate that has been consistent over the last three years. Poor
attendance can contribute to course failure and lack of connection between staff and students. In
addition to the overall attendance rate, the rate of unexcused absences per student has risen slightly
each year, indicating a need for attendance interventions.
Discipline incidents and suspension rates have increased at a rapid rate. Over the last three years,
discipline incidents have increased from 106 to 542, and suspensions have increased from 86 to 306.
Increased incidents and suspensions will no doubt inhibit a school staff’s efforts toward high
academic progress and achievement. Lastly, very few Hawthorne students participate in advanced
placement and/or college level courses. Over the last three years, only two students have completed
such courses, making it difficult to say that students are college and career-ready upon graduation
from Hawthorne.
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
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Analysis of multiple measures of data including student achievement data, process data,
perception data, and demographic data
Student Achievement Data:
Reading Grade 10
Limited
English
Proficient
Students
with
Disabilities
Economically
Disadvantaged
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
100%
*
*
100%
*
*
*
100%
*
*
38.5%
38.5%
38.5%
38.5%
38.5%
38.5%
38.5%
38.5%
38.5%
38.5%
26.9%
*
*
*
*
*
*
*
*
*
69.3%
69.3%
69.3%
69.3%
69.3%
69.3%
69.3%
69.3%
69.3%
69.3%
5.3%
*
*
*
*
*
*
*
*
*
87.2%
75.5%
88.4%
77.8%
80.2%
89.5%
93.0%
78.9%
42.0%
50.9%
*
*
*
*
*
*
53.7%
*
*
51.1%
White
*
MultiRacial
Target
Goal
Percent
Prof.
11-12
Percent
prof
11-12
*
Hispanic
10-11
*
Black
Target
Goal
Percent
Prof.
10-11
Percent
prof.
100%
Asian
09-10
American
Indian
Percent
Tested
11-12
Target
Goal
Percent
Prof.
09-10
Percent
prof.
All
Students
Percent
Tested
09-10
Percent
Tested
10-11
Math Grade 10
Limited
English
Proficient
Students
with
Disabilities
Economically
Disadvantaged
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
98%
*
*
98%
*
*
*
98%
*
*
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
White
*
MultiRacial
*
Hispanic
*
Black
88%
Asian
American
Indian
Percent
Tested
11-12
All
Students
Percent
Tested
09-10
Percent
Tested
10-11
8
Target
Goal
Percent
Prof.
09-10
Percent
prof.
68.4%
68.4%
68.4%
68.4%
68.4%
68.4%
68.4%
68.4%
68.4%
68.4%
41.7%
*
*
*
*
*
*
*
*
*
84.2%
84.2%
84.2%
84.2%
84.2%
84.2%
84.2%
84.2%
84.2%
84.2%
10.5%
*
*
*
*
*
*
*
*
*
84.0%
75.9%
92.2%
72.0%
80.8%
84.7%
90.1%
75.7%
56.2%
51.1%
38.3%
*
*
*
*
*
*
42.9%
*
*
09-10
Target
Goal
Percent
Prof.
10-11
Percent
prof.
10-11
Target
Goal
Percent
Prof.
11-12
Percent
prof
11-12
For the past three years, Hawthorne High School has not met its AMO (Annual Measureable
Objectives or AYP (Adequate Yearly Progress) target goals. Its overall proficiency target rates have
fluctuated from 60% during the 2009-2010 school year, to 33.3% during the 2010-2011 school year,
and 81.8% during the 2011-2012 school year. In 2011-2012, the school missed making its AMOs by
two target goals: proficiency in reading and math for economically disadvantaged students.
Tenth grade students at Hawthorne have continued to test below the proficiency target goal in
reading. During the 2010-2011 school year, only 5.3% of the students were proficient in Reading
Grade 10, despite a proficiency target goal of 69.3%. During the 2011-2012 school year, student
reading proficiency improved to a rate of 51.1%, still well below the target goal of 87.2%.
In math, tenth grade students continued to test below the proficiency target goal. Results fluctuated
over a three-year period with proficiency results going from 41.7% during the 2009-2010 school
year, to 10.5% during the 2010-2011 school year, and 38.3% during the 2011-2012 school year. The
2010-2011 school year proved to be a very challenging year for the school in terms of the overall
math and reading proficiency scores, which were 10.5% and 5.3% respectively. While in the
following school year, the school narrowed the achievement gap between its target and actual
proficiency results in math and reading, it continued to perform at a level well below its set target.
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
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Student Achievement Data:
Hawthorne High School - 600386
2009-2010
2010-2011
2011-2012
School Year
School Year
School Year
Demographic
%
%
Avg.
High
%
%
Avg.
High
%
%
Avg.
High
Sub-group
Prof.
Met
Exp.
Growth
Growth
Prof.
Met Exp.
Growth
Growth
Prof
.
Met
Exp.
Growth
Growth
Subject
Growth
Ratio
Growth
Alg. I
Total
45.7
48.4
0.02
0.9
31
Alg. II
Total
34.3
28.6
-0.361
0.4
36.1
Biology
Total
33.7
30.3
-0.243
0.4
Civics/
Econ.
Total
38.3
39.1
-0.158
Eng. I
Total
63.4
48.4
Geom.
Total
32.7
Phys.
Sci.
Total
US
History
Total
Grade 06
Total
Grade
Total
Grade 07
Reading
Grade
Total
100
Grade 07
Math
Grade
Total
100
Grade 07
Total
Grade
Total
100
Grade 08
Reading
Grade
Total
20
Grade 08
Math
Ratio
Growth
Ratio
52.2
-0.011
1.1
37.6
42.6
-0.117
0.7
30.8
23.7
-0.355
0.3
26.3
17.6
-0.395
0.2
0.6
39.6
43.7
-0.131
0.8
-0.136
0.9
38.9
65.4
0.169
1.9
38.9
46.2
-0.121
0.9
17.9
-0.541
0.2
37.7
54.4
0.07
1.2
24.2
41.9
38.5
-0.162
0.6
29.6
26.5
-0.455
0.4
40.3
-0.161
0.7
0
-0.919
50
-0.195
Grade
Total
50
-0.619
Grade 08
Science
Grade
Total
50
Grade 08
Total
Grade
Total
6.7
-0.748
50
-0.407
Reading
Total
Total
33.3
-0.919
50
-0.195
Math
Total
Total
16.7
-0.577
50
-0.619
Science
Total
Total
Writing
Total
52.3
EOG
Total
Total
17.6
EOC
Total
Total
40.2
50
45.9
-0.748
40
-0.142
50
0.7
32.1
-0.407
36.7
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
-0.239
0
0.6
36.4
10
School
Composite
Total
40.2
39.3
-0.146
0.6
32.9
36.4
-0.241
0.6
35
40.3
-0.161
0.7
In 2011-2012, Hawthorne High School became an alternative high school. Under the alternative
education model, Hawthorne High School met expected growth last school year by meeting two out
of three of its local target goals. Although Hawthorne High School met growth last school year,
much work is still needed to improve the academic achievement and performance of the students.
For example, Hawthorne High School improved its Algebra I End-of-Course Test Scores from
31.0% proficiency in the 2010-2011 school year to 37.6% in the 2011-2012 school year. However,
the results were still lower than they were in 2009-2010 (45.7%). For the last two school years, the
school has not met ABC growth in Algebra I.
Proficiency and growth results have also declined in Biology. Over the last three years, Hawthorne
High School has not met ABC growth in Biology. In addition, its proficiency results have declined,
dropping from 33.7% in 2009-2010, to 30.8% in 2010-2011, and 26.3% in 2011-2012.
In English I, Hawthorne High School experienced a significant decrease in proficiency results from
2009-2010 to 2010-2011. English I proficiency results went from 63.4% to 38.9% in one school
year. However, the number of students who met ABC growth in English I increased significantly
during the same time period, going from 48.4% to 65.4%. During the 2011-2012 school year, the
English I EOC Proficiency remained at 38.9%. However, the number of students making academic
growth in English I decreased to 46.2%.
Analysis of Student Achievement Data
While Hawthorne mainly serves high school students, middle school students who are pregnant are
sometimes enrolled to participate in the school’s TTAPS Program. The data for middle school
students at Hawthorne reflects a very small population of students who choose to access the school
during the school year. Therefore, the analysis of the data will concentrate mainly on high school
students in grades 9-12.
Based on Hawthorne’s previous AMO and AYP results, there is a need for the school to accelerate
both reading and math performance. There is a strong need for implementing literacy and writing
strategies across the curriculum, increasing the level of rigor in instruction, and providing teachers
with professional development in reading, writing, math, rigor, and best teaching practices.
Hawthorne High School has continued to increase its four-year graduation rates over the last three
years, from 66.2% in 2009-2010, to 70.8% in 2010-2011, and 71.1% in 2011-2012. By continuing
to improve students’ reading and math abilities, increasing the level of rigor in the classroom, and
providing teachers with professional development, the school can continue to improve its four-year
graduation cohort rates.
From this analysis, it is clear that much work is needed to improve teaching and learning in the areas
of Algebra I, Biology, and English I at Hawthorne. Of the current Hawthorne staff, 70% are new to
the school since August of 2010. Teacher professional development is needed in the areas of the
Common Core, assessments, data analysis and interpretation to improve teaching and learning, and
rigor. The school has been involved in some Common Core and PEAK (Performance Excellence for
All Kids) Training. Staff has participated in zone and district professional development
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
11
opportunities on the Common Core, English I, Biology, and Algebra I, and Biology teachers have
been involved in developing Biology assessments.
During the 2011-2012 school year, an audit of transcripts was conducted for all high schools,
including Hawthorne, to determine whether students were on track for graduation, needed additional
coursework or schedule changes, and to plan for their academic and post-secondary futures. As a
result, Hawthorne High School has continued to improve its graduation rate. With ongoing, job
embedded professional development, coupled with the recruitment of effective staff and the
implementation of an Academy of Health Sciences Program, Hawthorne High School can raise its
graduation cohort rates and student achievement levels to great new heights.
Perception Data
Teacher Working Conditions Survey/CMS Teacher Survey 2011-2012 School Year: A new
principal was named at Hawthorne High School during the 2010-2011 school year. The results of
the Teacher Working Conditions Survey and CMS Teacher Survey indicated that 100% of the
teachers felt that the principal “[p]rovided supports (i.e., instructional coaching, professional
learning communities, etc.) that translate to improvements in instructional practices by the teachers”
and that “[p]rofessional development enhances teachers’ abilities to improve student learning.” The
results of the CMS Teacher Survey indicated that 82.1% of teachers felt that their principal
“effectively uses Professional Learning Communities (PLCs)” in their school and that 100% of them
felt that the principal was very visible in the school. Overall, the results of both surveys indicated
that teachers feel that the current leadership team is creating a strong culture of teaching, learning,
safety, and professional value and morale.
Parent & Community Involvement: Hawthorne has used a variety of methods to increase parent
and community involvement as well as to actively engage them in the school. The school has used
ConnectEd, a communication device utilized to correspond with parents via telephone, text, and
email; held parent family nights and open houses; partnered with faith-based organizations; and used
school newsletters to encourage teachers to communicate more with parents. The school has also
encouraged parents to use the Parent Assistant Module in NC Wise to stay abreast of student
performance, attendance, and grades. In addition, using this online module, parents are able to
communicate with teachers regarding their child’s performance. According to the CMS Parent
Survey data, 82.6% of parents feel that “[s]chool goals for instruction and achievement are clearly
communicated at this school.” The school has constantly worked to establish parent and community
partnerships, connections, and interest. There is still much work to be done, as evidenced by teacher
survey results. On the 2012 Teacher Working Conditions Survey, only 46.7% of the teachers felt
that “[p]arents/guardians support teachers, contributing to their success with students.”
Teacher survey data shows that a significant number of teachers feel that Hawthorne High School is
doing an effective job in communicating with parents and teachers. It also shows that teachers and
administrators want more parent and community involvement and that they have continued to work
to increase involvement in the school. Results are mixed on the CMS Parent Survey data, perhaps
partially due to the small number of parents who completed the parent survey. According to the
parent survey results, parents are pleased with the goals that the school has established for teaching,
learning, and student achievement. However, unlike the results from the CMS teacher survey and
the 2012 Teacher Working Conditions Survey, some parents do not feel that the principal is as
visible for them or that she is able to resolve conflicts well. These data vary significantly from the
teacher survey data, and are an indicator for the school and principal to continue to improve their
efforts to better support and educate parents.
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Process Data
Hawthorne High School had a Priority School Quality Review in November 2012. The review
consisted of an examination of Indistar, the budget, lesson plans, teacher evaluations, and the School
Improvement Plan. The review also included a discussion with the school’s principal and district
staff, as well as informal classroom visits. The Department of Public Instruction reviewer made the
following recommendations:
• Review indicators with leadership team to determine if current level of development is
accurate.
• Ensure that the administrative team is actively involved and current with the strategic
planning phase involved with Indistar.
• Ensure consistent, high quality instruction in every classroom by using data in a positive
way to drive teaching and learning.
• Work on creating various data sources to target areas of instructional need.
• Continue working on strategies that target student attendance rates.
• Continue to dialogue with district level leaders about student assignment processes and
procedures to ensure that Hawthorne High is in line with district initiatives.
• Continue to have high expectations for staff and students.
• Continue to create ways to celebrate student and teacher success unique to your population.
A second Priority School Quality Review was conducted in February 2013. The Quality Reviewer
examined the school’s budget, Indistar progress, student data, and staff evaluations. It was noted
that little progress had been made in Indistar, and the importance of completing Indistar with fidelity
was emphasized. Four objectives in Indistar identified by the school as a high priority are:
1. I02-All teachers monitor and assess student mastery of standards-based objectives in order
to make appropriate curriculum adjustments.
2. I03-All teachers, working in teams, differentiate and align learning activities with state
standards.
3. I05-All teachers employ effective classroom management.
4. 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.
The Quality Reviewer will continue to monitor these four objectives. In addition to emphasizing the
importance of school improvement planning through Indistar, the reviewer made the following
recommendations:
• Discuss methods to further evaluate instruction and incorporate student benchmarks.
• Continue to work on creating effective PLCs within your school.
• Evaluate how tutor time is used to maximize student achievement.
• Discuss the process for monitoring and evaluating personnel to support the retention,
recruitment, and removal of ineffective staff members with the LEA.
• Discuss how EVAAS data can drive instructional decisions and provide PD to teachers to
inform them of how value added scores will influence their Standard 6 rating.
• Continue to assess Indistar indicators using Wise Ways, a team approach, and specific tasks
that provide a timeline and persons responsible for indicators. When documenting fully
implemented indicators, provide specific tasks that were completed.
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Demographic Data
Hawthorne’s student population is composed of approximately 261 students from varying
backgrounds. The ethnic groups that make up Hawthorne’s student body are as follows: African
American – 78.1%, Hispanic – 16.5%, Multi-Racial –1.7%, American Indian and Asian – 1.2%, and
White – 2.5%. One common denominator for the majority of the student population is economic
disadvantage. Currently, nearly 93% of Hawthorne’s students live in a household with an income
that is at or below the nation’s poverty level. High poverty levels create a myriad of barriers to high
academic attainment. Further complicating the quest for high academic performance at Hawthorne is
the need to ensure that best practices and resources are in place to accommodate English Language
Learners and those who have a documented learning disability. As of 2011-12, 7.8% of students are
English Language Learners. In addition, 13.4% of students have a disability as identified by the
Exceptional Children’s Department.
Summary of the results of the data analysis
Hawthorne is a small school, serving a large number of students in poverty. The school consists of
four distinct and diverse programs, designed to meet the needs of at-risk students. Hawthorne has
been successful at increasing their graduation cohort rate over the past three years. However, there
are nearly 30% of students who are still not graduating with their peers. Additionally, Hawthorne
has a drop-out rate of over 13% and a student attendance rate of only 85%. Both of these data points
reflect that students are not invested in their education, and are not making the effort to stay
connected to school.
Achievement data for Hawthorne continues to paint a picture of low academic achievement. Student
performance has decreased in Algebra I, English I, and Biology over the past three years. Tenth
(10th) grade reading performance has increased from 26.9% to 51.1%, but that continues to leave
nearly half of 10th grade students who are not proficient in reading.
All (100%) Hawthorne teachers express that they feel supported by the leadership of the school, but
fewer than half of the teachers express that they feel support from students’ parents/guardians.
Hawthorne has made a consistent effort to build relationships with families and the community, but
there is still work to be done. There has been an extremely high teacher turn-over rate at Hawthorne
High. Seventy percent (70%) of current teachers were not on staff three years ago. This high turnover rate could affect ongoing and consistent relationships with students, families, and the
community.
How needs assessment results align to the selected intervention model
The needs assessment shows that although Hawthorne provides a diverse and alternative educational
experience for students, much work still needs to be done to increase the academic achievement,
attendance, behavior, and cohort graduation rate of its students. An analysis of end-of-course test
results shows that student performance has declined over the last two years in Biology and English I
and has remained below 40%. In Algebra I, although Hawthorne demonstrated slight improvement
over the last year in this area, the results still remain lower than during the 2009-2010 school year.
In addition, enrollment at Hawthorne has continued to remain low while disciplinary incidents and
suspensions have increased in previous years. The overall attendance rate at Hawthorne has been
consistently problematic for several years, hovering around 85%. Additionally, the truancy rate has
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
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continued to rise. Hawthorne has been successful in increasing the cohort graduation rate, but to
increase it to system and district expectations, significant changes must be made. To this end, the
district has chosen the Turnaround Intervention Model for the school.
Design and implement interventions consistent with the final requirements
Intervention
Model
Turnaround
Required Components to Address
•
•
•
•
•
•
•
•
•
Replace the principal
Rehire no more than 50 percent of the staff
Implement strategies to recruit and retain staff
Provide ongoing, job-embedded professional development
Adopt a new governance structure
Implement a vertically-aligned instructional program
Promote continuous use of data (including formative, interim, and summative)
Provide increased learning time
Provide appropriate community services and supports
Intervention Model: Charlotte-Mecklenburg Schools has selected the Turnaround Intervention
Model to redefine the current Hawthorne High School. In 2013-2014, the implementation of the
Hawthorne Academy of Health Sciences will include a career academy structure, high school online
courses, college dual enrollment coursework, spiraling remediation and acceleration curriculum for
advancement in reading and mathematics, a Career and Technical Education program aligned with
the region’s economic development, and a strong student support process to ensure future graduates
of Hawthorne Academy of Health Sciences are college and career ready. The school intervention
strategy chosen to address this goal is the academy model focused on the health sciences career
cluster.
The Hawthorne Academy of Health Sciences will be established through a partnership with the
National Academy Foundation (NAF) and North Carolina New Schools (NCNS). Building on the
strengths of each partner organization, an Academy Student Success Implementation Support Team
(ASSIST) will provide coaching for the staff of Hawthorne Academy of Health Sciences (HAHS)
in the areas of curriculum integration and alignment as well as leadership and faculty development.
In addition, assistance will be given to the school in establishing partnerships, developing an
advisory board, and providing students with career and work-based experiences to make them
college and career ready upon graduation.
The first phase of school’s turnaround from an alternative school configuration to a school of choice
will be the elimination of the Transition 9 Program in 2013-2014. In its place will be an incoming
9th grade class of 75 -100 students who have chosen to attend Hawthorne High based on their
aspirations to follow a career in the health science cluster. Also included in this first Academy of
Health Sciences student population will be group of 10th grade students who have similar career
aspirations in the health sciences professions.
During the implementation period for the Academy of Health Sciences, Hawthorne’s Day Program
will continue for rising 10th, 11th and 12th grade students, allowing them to graduate from
Hawthorne in succeeding years. These students will have access to the classes taught in the Health
Sciences Academy and will be allowed to participate in online classes, dual enrollment courses at
Central Piedmont Community College (CPCC), and honors and AP courses. Also, as an academic
intervention, professional development will be offered to teachers in reading, math, writing, rigor,
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
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and best teaching practices so that teaching and learning are maximized. Teacher professional
development will also be given in the areas of Common Core and Essential Standards, assessment
writing, and data analysis and interpretation.
Hawthorne’s Concurrent Enrollment Program students will be transferred back to students’ home
schools, and in its place a Twilight Program will be established to provide extended learning time
and support services to Hawthorne students only, rather than to students from throughout the
District. This will allow the current Hawthorne students to continue their academy progress within
a small school environment with variable schedule extended time options during their remaining
high school years as the fully developed Academy of Health Sciences is established over a period of
three years.
The chart below depicts the change over time during the three years of the School Improvement
Grant and beyond the turnaround intervention for Hawthorne High School as an alternative school
to the school of choice: Hawthorne Academy of Health Sciences.
Hawthorne Academy of Health Sciences Program Implementation Timeline
YEAR
9th GRADE
10th GRADE
11th GRADE
12th GRADE
Academy of
Academy of
Health Sciences
2013-2014
Health Sciences
Hawthorne Day Hawthorne Day Hawthorne Day
2014-2015
2015-2016
Academy of
Health Sciences
Academy of
Health Sciences
Academy of
Health Sciences
Academy of
Health Sciences
Academy of
Health Sciences
Hawthorne Day
Hawthorne Day
Academy of
Health Sciences
Academy of
Health Sciences
Hawthorne Day
2016-2017
Academy of
Health Sciences
Academy of
Health Sciences
Academy of
Health Sciences
Academy of
Health Sciences
When fully implemented, 2016-2017, Hawthorne Academy of Health Sciences will serve
approximately 750 students in grades 9-12. The chart illustrates the projected continuation of the
Academy of Health Sciences through District resources once the grant period has ended.
Replace the principal: Charlotte-Mecklenburg Schools, having selected the Turnaround
Intervention Model, will replace the principal of Hawthorne High School for the 2013-2014 school
year. The position has been posted and initial review of potential candidates is being conducted. It
is anticipated that Hawthorne’s new Principal will be appointed by June 2013.
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Rehire no more than 50 percent of the staff: In implementing the Turnaround Intervention
Model, Charlotte-Mecklenburg Schools is committed to rehiring less than 50% of the staff. This
process will be conducted under the leadership and guidance of the Human Resources, zone, and
district offices. Some hiring will occur through vacancies created by resignations, retirements, and
transfers. Because there will be a need for instructional staff in certain specialized areas for the
Hawthorne Academy of Health Sciences, marketing of the new program will be conducted to
recruit and retain highly qualified teachers.
Implement strategies to recruit and retain staff: CMS will implement several fiscal strategies
related to the recruitment of new staff for Hawthorne as well as offering retention incentives for
high performing teachers in the Hawthorne Academy of Health Sciences. An incentive structure for
teacher retention will be established based on teacher evaluations, attendance, and individual and
school-wide performance on state assessments. Recruitment bonuses will be offered to teachers
who have demonstrated effectiveness in teaching and learning in their content area. The incentive
plan will be developed by a team from the school in collaboration with district leaders. Teachers
will be offered a professional development stipend for the Hawthorne Summer Institute.
Provide ongoing, job-embedded professional development: The grant period will provide a
smooth implementation of the Academy of Health Sciences while the Hawthorne Day Program is
phased out over time without academic interruption for the school’s rising 10th, 11th and 12th grade
students. Professional development supporting the turnaround model for Hawthorne will focus on
three strands: General school-wide activities to infuse the NCNS school design principles within
the school’s faculty; Academy specific activities designed to support the NAF Academy Standards
as the model matures over four years; and implementation of specific professional development
designed to support the faculty of the Day Program during the sun setting of the program.
Adoption of the North Carolina New Schools (NCNS) Design Principles and the National Academy
Foundation (NAF) Academy Model will require the school’s faculty to participate annually in a
two-week, on-site professional development summer institute designed to redefine teaching and
learning within the school through a deep understanding of a common instructional framework and
school design principles.
The two-week summer institute will be preceded by the school’s Interdisciplinary School
Leadership Council (ISLC) members attending the NCNS Summer Institute and the NAF Next
summer conference designed to develop leadership capacity to drive the turnaround change process.
These professional development activities are intended to develop a student-centered learning
focus, instructional capacity through an environment of high expectations for every student, and a
collaborative leadership decision-making process within the school.
School-wide continued job-imbedded professional development will be accomplished through a
professional learning community (PLC) model. These teams will be supported by an intensive
instructional coaching model within the classroom following the NCNS’ student focused theme:
Read. Write. Think. Talk. Every class. Every day.
Weekly professional conversations will address what powerful teaching and learning looks like,
how student work should reveal competence, how to teach students to self-evaluate work products,
and other critical teaching and learning processes associated with problem based instruction and the
development of 21st Century skills, such as collaboration, critical thinking and communication,
problem solving, and teaming.
Additional professional development will be provided for teachers through the NCNS Instructional
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and Leadership Coaching programs. These activities will include in-classroom discussions and
quarterly regional instructional peer meetings within the NCNS networks. Supporting the teachers
of Hawthorne’s remaining Day Program will be the LEA Targeted Coaching model providing
intense support through modeling, conferencing, and co-teaching to ensure Day Program students
receive the necessary academic support as indicated through the data review above. Teacher teams
will also be afforded the opportunity to attend several conferences, such as the NC ASCD Annual
Conference, the NC Accountability Conference, the NC Collaborative Conference for Student
Accountability, and the NCNS Scaling STEM conference.
There are two specific programs that will be included in the school’s turnaround professional
development program: Reuven Feuerstein’s Instrumental Enrichment Program for 9th and 10th grade
Academy students, designed to develop critical thinking and cognitive abilities; and Mark Forget’s
MAX Teaching with Reading and Writing, designed to address the continued difficulties in reading
comprehension displayed by the Hawthorne Day Program students. In addition, in an effort to
address student proficiency shortcomings in Mathematics, Day Program teachers will have the
opportunity to attend NCNS’ Secondary Lens on Learning workshops focused on Mathematics
instruction.
Adopt a new governance structure. The Academy Student Success Implementation Support
Team (ASSIST) partners adhere to a common practice of a collaborative decision-making model
that will be implemented as part of the school’s turnaround process. Through the principle of
servant leadership, the principal will be assisted in establishing a new governance structure -- an
Interdisciplinary School Leadership Council (ISLC) focused on student personalization and postsecondary readiness. In addition, an academy advisory board will be convened with broad
representation including student, parent, business and community representation in order to increase
general engagement within the school’s decision-making process. The principal will work closely
with the Zone Superintendent and other district-level staff in ways that break through traditional
practices and policies to allow the principal to make immediate adjustments based on data-driven
needs that support purposeful utilization of resources. The Superintendent is committed to
providing flexibility to the school’s leader and staff to enable them to implement practices that will
change results.
Implement a vertically-aligned instructional program: The chart on page 15 depicts a process
that allows Hawthorne Day program students to continue at Hawthorne while the Academy of
Health Sciences program is phased in over a four-year time line. Although these two programs have
similar goals of student graduation, the Academy program takes the longer perspective in
counseling students to look over the horizon toward post-secondary success through a career in the
Health Sciences.
The Academy of Health Sciences will utilize the Project Lead the Way’s Health Sciences
curriculum as its basis of study. This is a sequenced, vertically aligned, four-course curriculum
based on inquiry and the development of problem solving skills. It complements the existing
required science courses for high school graduation and provides the foundation for future success
in the advanced sciences courses and post-secondary education. Each course within the PLTW
Health Sciences continuum requires special materials, supplies and equipment to be available
within each PLTW classroom/lab. Academy students also will enroll in college level coursework
through the Career and College Promise program in their Junior and Senior years. This course of
study of increasing rigor from traditional high school courses, to “in house” Advanced Placement
courses, and culminating in a full semester of study on the Central Piedmont Community College
campus will ensure Academy graduates are college ready.
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Career readiness will be accomplished through a career development sequence of real world
experiences as students enter the 9th grade and graduate four years later: Job Shadowing,
Presentations, Interviews, and an Internship during their Junior or Senior year. Ensuring this
objective will require the employment of a full time Career Development Coordinator.
Although the above describes an aligned course of study for the Academy students, the continuing
Hawthorne Day students will be expected to follow similar academic and co-curricular activities
during their remaining years at Hawthorne High School. One example would be taking one or
more Advanced Placement course(s), participating in the Career and College Promise, and
completing an internship within their chosen career aspiration area. Some course differentiation
and similarities between the two programs will be noticed immediately: Academy students will be
enrolled in PLTW Health Science courses beginning in the 9th grade, and all students, depending on
their grade level, will be expected to enroll in an Advanced Placement course such as Human
Geography, and a college course such as ASA 122, College Transfer Success.
In addition, all students will be expected to participate in a weekly seminar designed to provide
ongoing support throughout their high school experience. However, there are two programs that
focus on differing objectives that will be included in the school’s turnaround program: Reuven
Feuerstein’s Instrumental Enrichment Program for 9th and 10th grade Academy students designed to
develop critical thinking and cognitive abilities, and Mark Forget’s MAX Teaching with Reading
and Writing, designed to address the continued difficulties in reading comprehension displayed by
the Hawthorne Day Program students.
Also, in order to meet North Carolina’s graduation requirements, we need to supplement the
Hawthorne staff with a PE and art teacher.
Promote continuous use of data: This turnaround design is based on data collection and analysis
to recognize what’s working, what is not and when adjustments must occur to meet the needs of
students. On a regular basis, all staff will collect and analyze teacher-made assessments, state
assessments, computerized instructional results, student work products, benchmark assessments,
and stakeholder surveys to determine to effectiveness and progress toward a high expectation
student-centered school. The Data Wise process for continuous improvement will be the
foundation for reviewing multiple data points to improve educational practice and increase student
achievement. The school’s Data Team will meet on a bi-weekly schedule with a full time
Accountability/Data Facilitator to ensure fidelity to the Data Wise process. This effort will provide
an opportunity for collaboration across all content areas, using data to move the staff from an
intuitive “what works” mentality to a data-decision model.
Provide increased learning time: Since Hawthorne’s students are enrolled from a district-wide
application pool it necessitates the establishment of a non-traditional approach to extended learning
time during the academy year with summer “camps” contributing to year round learning
opportunities for students. An Academic Resource Computer Lab will be developed to address online academic acceleration, blended learning and credit recovery options to meet the differing
student needs within the Hawthorne student body. Students’ daily flexible schedules will allow one
period per day to be dedicated to the Academic Resource Computer Lab. During this time students
will be supported by a full time blended learning facilitator who also will be identified as the
Distant Learning Advisor for the NCVPS and other on-line coursework.
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
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Another option for Hawthorne’s Day Program students will be the establishment of a Twilight
academic schedule running possibly until 8:30 p.m. This will provide students an option to attend
classes during the late afternoon and evening hours rather than during the traditional school day,
thus addressing the low attendance rate previously highlighted.
In addition, three two-week summer programs will be developed to aid student academic
preparation for rigorous coursework, academic enrichment, and career development. These
summer enrichment opportunities will be offered during summer preceding the 8th to 9th grade
transition, and the two summers between the 9th , 10th, 11th grades for academic and career
enhancement activities, culminating with a summer internship for rising 12th grade students.
Enriching the turnaround activities of each Hawthorne student will be a 1 to 1 laptop program and
access to the school’s robust wireless network allowing for an integrated technology platform
supporting student learning.
Provide appropriate community services and supports: Hawthorne Academy of Health Sciences
is dedicated to supporting its student body through strong parental involvement and community
services. This engagement strategy focuses on connecting parents and staff through the use of the
ConnectEDU student career planning program. This on-line program provides a multiuse platform
for student course/career planning, ongoing communication with parents and school staff, postsecondary decision planning and guidance services. Additional support services will be the
continuation of the Communities in Schools partnership, developing a partnership with the Mayor’s
Mentoring program, and establishing a network of student-to-student mentoring with postsecondary partners.
Hawthorne’s proximity to Charlotte hospitals, health care clinics and professionals, and several
health sciences post secondary institutions provides an opportunity for additional partnership
development. The Central Piedmont Community College partnership will provide laboratory
facilities for student use in upper sciences and health courses. The Carolina College of Health
Sciences partnership will provide access to additional facilities and demonstrations related to the
full range of health sciences pre-professional education.
In addition, strategic community partnerships will provide job shadowing and internship
opportunities preparing Hawthorne students for health science careers. It is intended that the
Hawthorne facility will become a community health service resource, re-establishing community
pride in the school. Student will be expected to provide a level of community service reinforcing
the culture of service among health career professionals. Community service is intended to develop
a sense of neighborhood pride in the Hawthorne Academy of Health Sciences as the academy
program matures and becomes a school of choice for students throughout the district.
Align other resources with the interventions
Charlotte-Mecklenburg Schools will continue to provide all resources previously allotted to
Hawthorne High School, including administrator, teaching, and support staff positions. These
positions are likely to shift over time to meet the instructional and academic needs of the Hawthorne
Academy of Health Sciences. The school will also continue to receive supplies and materials funding
at the usual allocation basis.
Zones: CMS is divided into six zones, each supported by a Zone Superintendent, Executive Director,
and support staff. This structure ensures schools receive more individualized support in this large,
urban district. Hawthorne is currently a member of the Central Secondary Zone, which is comprised
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
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of sixteen Title I secondary schools and the Turning Point Academy alternative school. In a district
the size of CMS, zones provide schools with intimate resources and feedback to optimize
implementation of programming and student learning. Specific resources and supports from zones
include instructional and curriculum support, professional development catered to the needs of the
teacher leaders and learners, monthly facilitator meetings to provide coaching and train-the-trainer
programming, support for teacher evaluations, student and family needs, and EC, ESL, and other
intervention and support services.
Title I: Hawthorne currently receives Title I funding due to the large percentage of students who are
economically disadvantaged. As a Title I school, Hawthorne must conduct a comprehensive needs
assessment, identify and commit to specific goals and strategies that address those needs, create a
comprehensive plan, and conduct an annual review of the effectiveness of the school-wide program
that is revised as needed. Additionally, Hawthorne was identified as a Priority School under North
Carolina’s ESEA Flexibility Waiver. This designation provides additional funding to promote rapid
school improvement. Title I and Priority School funding is overseen by the Title I Department. The
Title I Department provides technical assistance and budget oversight to Hawthorne.
Race to the Top: Hawthorne was selected by the state for the Rt3 Grant because they have
consistently performed in the lowest 5% in the state in terms of the graduation rate. CharlotteMecklenburg Schools specifically addressed this reform strategy by assigning a Literacy and Math
Rt3 coach to assist teachers and administrators at Hawthorne with professional development,
instructional coaching, etc. Coaches are given extensive professional development and are crosstrained in their content areas. This allows for greater support and customization of school plans. In
addition to the coaching model and support, Hawthorne is monitored by the district every six weeks
through instructional walkthroughs and qualitative data meetings as well as through the Indistar
System. The Indistar System is used to provide feedback as well as to monitor school progress.
Hawthorne is in its second year of the Rt3 Grant funding.
Indistar: As a Priority school, Hawthorne uses the Indistar online planning tool for their school
improvement process. Indistar is a web-based system implemented by the school improvement team
to inform, coach, sustain, track, and report improvement activities. Indistar uses clear indicators to
guide and support school improvement efforts. The Title I Department has provided, and will
continue to provide, training and support to the school regarding the use and requirements of Indistar.
Career and Technical Education: The Career and Technical Education (CTE) Department assists
schools in engaging students in rigorous and relevant learning in preparation for post-secondary
education and careers. The CTE Department has been instrumental in designing the Hawthorne
Academy of Health Sciences model, and the department will offer support, guidance, resources, and
professional development throughout the implementation of the academy.
Curriculum and Instruction: The Curriculum and Instruction Department builds capacity in schools
so that students achieve at or above grade level. This department provides resources, support, and
professional development to school leaders and school staff in specific curriculum areas, and most
recently in the Common Core and Essential Standards.
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
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Modify practices or policies, if necessary, to enable schools to implement the interventions fully
and effectively
Change the Alternative school designation to a regular high school status
Replace the principal and rehire no more than 50 percent of the staff
Request calendar waiver to help transition new students to the school
Extend the school day
Sustain the reforms after the funding period ends
SIG funding will be used to transition Hawthorne High into the Hawthorne Academy of Health
Sciences. The requested funding will enable this to be a smooth and successful transition because it
will provide up front and continuous professional development for teachers. The information and
skills learned through this professional development will benefit the school and students long after the
SIG funding ends. Once the school has made the full transition to the Academy of Health Sciences,
the teachers and tutors funded through the grant will be included in the district allocations to the
school (I assume?). Charlotte-Mecklenburg Schools, in conjunction with the Department of Public
Instruction, are researching alternative ways to recruit and retain highly effective teachers and leaders.
By the end of the grant funding, recruitment and retention bonuses will follow the guidelines decided
by the district and state. The three years of grant funding will provide the time and resources to turn
Hawthorne into a prominent school of choice in CMS. We anticipate that by the end of the grant
cycle, the success of the interventions will promote and justify any additional funds needed to
continue the program.
In addition to the Hawthorne High School facility will undergo a complete building renovation during
the course of the SGI grant. The renovations, funded locally, will provide new HVAC, electrical and
plumbing systems within the building. Renovations also will include technology upgrades and
renovation of classrooms and establishment of appropriate laboratory facilities for use by health
sciences courses. This facility will then be a state-of-the-art Academy of Health Sciences facility for
years to come beyond the grant cycle.
Recruit, screen, and select external providers, if applicable, to ensure their quality
NC New Schools
National Academy Foundation
Reuven Feuerstein’s Instrumental Enrichment Program
Mark Forget’s MAX Teaching with Reading and Writing
Identify pre-implementation activities to fully support intervention model
Hire a new principal
Hire new staff members
Offer professional development to teachers, facilitators, administrators, and others
Assist new principal and selected school officials with the master schedule process
Recruit students in grades 9 and 10 for the Health Sciences Academy
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SECTION D: Capacity
The LEA must include the following information in its application for each Priority school that will
be served with School Improvement Grant funds.
Notes: For each Priority School, the LEA must complete the following table (add rows as needed). The LEA must sufficiently
describe:
• Available resources and additional resources needed to implement each of the selected interventions;
• Annual goals and measurable objectives for student achievement on the State’s assessments in both reading/language
arts and mathematics that it has established;
• Specific steps it will take to implement the selected intervention in each Priority School it commits to serve;
• Periodic evaluation measures clearly aligned to all of the measurable objectives for each school’s progress toward
achieving its goals;
• Timeline for implementing the steps including responsibilities; and
• Monitoring plan for ongoing review of the implementation of interventions with timeline and persons responsible.
Name of School:
Intervention Model:
Existing Resources:
Hawthorne High School
Turnaround
Central Secondary Zone, Rt3 Grant for Coaches and Professional Development, Title I
Funds and Support, Title I Math and Literacy Specialists Support, Zone Support
Coordinator, Curriculum and Instruction Department Support, CTE Department
Support, Partnership with Central Piedmont Community College (CPCC), Faith-Based
Partnerships, Professional Learning Communities, Performance Excellence for All
Kids (PEAK) Training, Extended Day Funds for Concurrent Enrollment Program,
Dolly Tate Teenage Pregnancy Service (TTAPS)
Additional Resources:
Intervention 1: Teachers and Tutors – Lead teachers (2) -- Math and English; Teachers
(4)—Math, English, Science, Social Studies (10 month); Content Tutors (4)
Intervention 2: Extended Learning Opportunities—(1)Summer Transition Program for
Rising 9th graders—two week program for 6 hours a day; 5 teachers on Extended Pay;
(2) Summer Enrichment Program for Rising 10th Graders—two week program for 6
hours a day; 5 teachers on Extended Pay;
(3) Summer Enrichment Program for Rising 11th Graders—two week program for 6
hours a day; 5 teachers on Extended Pay;
(4) Summer Internships for Rising 12th Graders—2 teachers on Extended Pay working
4 hours a day for 20 days during the summer break.
(5) Summer program transportation costs and summer program Instructional Supplies.
Intervention 3: Aligned Curriculum—(1) Project Lead the Way-Health Sciences –
materials, supplies, equipment for two PLTW labs per year
(2) Technology – three laptop carts with 20 laptops each purchased per year during the
grant term for in-class student use.
Intervention 4: Job-Embedded Aligned Professional Development
(1) NC New Schools Summer Institutes (Team of 6--1 administrator, 1 counselor, 4
teachers)
(2) NC New Schools Contract Service: Design Principles Implementation
(3) NAF Next Summer Conferences (Team of 6--1 administrator, 1 counselor, 4
teachers) @ $3,000 per person
(4) NAF Contracted Services: Academy of Health Sciences Implementation
(5) Project Lead the Way Summer Training Year : Two Teachers
Cost = $5,000/teacher; Year 2 and 3: Three Teachers, Cost = $5,000/teacher
(6) Various State Conferences - 5 Participants Per Year at $1000.00 per person per
conference
(7) Instrumental Enrichment Program (Covers professional development for teachers
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
23
who teach 9th and 10th grade subjects. The increase in cost in Year 2 is due to adding
more teachers from grades 11 and 12 into the professional development. The Year 3
cost covers the stabilization of the program. It is a three-year implementation process.)
(8) MAX Teaching with Reading and Writing - (In Year 1, the professional
development is for teachers who teach 10, 11, and 12th grade students. In Years 2 and
3, ninth grade teachers are added to the professional development.)
Intervention 5: Recruitment Bonuses
Recruitment - Principal can offer up to 6 recruitment bonuses each year at
$5,000.00/person
Annual Goals
1) To increase student academic proficiency in Algebra I/Integrated Mathematics I,
English II, Biology, PLTW courses
2) To improve students’ literacy skills
3) To improve the cohort graduation rate
4) To increase the retention rate and improve the promotion rate
5) To improve the student engagement by increasing the student attendance rate,
decreasing the student truancy rate, and decreasing the number of out-of-school
suspensions
6) To increase the number of students who take Honors, Advanced Placement, and/or
college level courses
Measurable Objectives:
Implementation Steps
Periodic Evaluation
Health Sciences
Academy
9th Grade:
Recruit students for the
Academy of Health
Sciences Program in
grades 9 and 10
Review every student’s
8th grade math and
reading proficiency data
Algebra I/Integrated
Mathematics I
Year 1- meets or exceeds
school’s proficiency
Year 2 – exceeds
school’s Year 1
proficiency
Year 3 – Increases above
Year 2
PLTW:
Year 1- meets or exceeds
District proficiency
Year 2 – exceeds District
proficiency
Year 3 – Increases above
Year 2
Attendance:
Year 1- meets or exceeds
District rate
Year 2 – exceeds District
rate
Year 3 – Increases above
Year 2
Suspension:
Year 1- meets or lower
than District rate
Timeline
Review student
applications and
continue to market the
program in the district
Person(s)
Responsible
Principal
Counselors
CTE Dept.
Zone Office
Have lead staff
members in conjunction
with the principal to
discuss student data
during PLC meetings
Principal
Asst Principals
Data Team
Facilitators
Counselors
May-August,
2013
January 2014
Schedule academically
challenged students with
most effective teachers
Review master schedule
each semester and
verify teacher/student
assignments
Principal
Asst Principal
of Instruction
Counselors
Teachers
Principal
Facilitators
May-August,
2013
January 2014
Provide professional
development on best
teaching practices,
powerful teaching and
learning design
principles, project based
learning, Common Core
and Essential Standards,
differentiation, teaching
Check professional
development plan and
administer professional
development surveys
Principal
Leads
Contracted
Services
June 2013June 2014
Analyze AMO and EOC
subgroup data
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
May-August,
2013
24
Year 2 –Lower than
District rate
Year 3 – Lower than
Year 2
Promotion:
Year 1- meets or exceeds
District rate
Year 2 – exceeds District
rate
Year 3 – Increases above
Year 2
Drop out
Year 1- meets or lower
than District rate
Year 2 –Lower than
District rate
Year 3 – Lower than
Year 2
literacy, data analysis
and interpretation,
assessment writing, etc.
Provide summer
professional
development institute
Offer extended learning
opportunities and time to
all students for mastery
learning purposes
Progress monitor each
week to re-teach and
accelerate learning
Principal
Teachers
Daily/Weekly
Administer and analyze
common, interim, and
formative assessments
Schedule monthly data
monitoring sessions
during PLC meetings
Review bell schedule
and mastery learning
opportunities
Hire lead teachers to
support content area
teachers as well as to
support effective
Professional Learning
Community and
Academy of Health
Sciences implementation
Conduct an HR review
of hired personnel
Principal
Human
Resources
Central
Secondary
Zone and Title
I Staff
May-August,
2013
Review every student’s
academic and attendance
data
Discuss monthly student
academic and
attendance reports with
students, parents, and
teachers
Principal
Counselors
Teachers
August 2013June 2014
Discuss importance of
promotion, attendance,
and positive behavior
during assemblies, PLC
meetings, family nights,
curriculum nights, Open
House, and other school
events
Have administrators,
teachers, counselors,
and data team to
discuss student data
regularly during PLC
meetings
Principal
Asst Principals
Data Team
Counselors
Teachers
August 2013June 2014
Have awards and
recognition ceremonies
that reward students for
outstanding
achievement, behavior,
and attendance
Have administrators and
teachers to plan and
host recognition
Principal
Asst Principals
Quarterly
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
25
Health Sciences
Academy/Day Program
10th Grade:
English II and Biology
Year 1- meets or exceeds
District proficiency
Year 2 – exceeds District
proficiency
Year 3 – Increases above
Year 2
PLTW:
Year 1- meets or exceeds
District proficiency
Year 2 – exceeds District
proficiency
Year 3 – Increases above
Year 2
Advanced Course Work
Year 1 - Completes one
or more Honors, AP,
and/or CPCC course
Year – 2 Completes one
or more additional
Honors, AP, and/or
CPCC course
Year - 3 Completes full
semester of Advanced
Course work
PLAN/PSAT
Year 1- meets or exceeds
District Average
Year 2 – exceeds District
average
Year 3 – Increases above
Year 2
WorkKeys
Year 1 - NA
Year 2 – NA
Year 3 – meets or
exceeds District
proficiency
Attendance:
Year 1- meets or exceeds
District rate
Year 2 – exceeds District
rate
Year 3 – Increases above
Year 2
Provide students with
highly effective teachers
who will engage them in
relevant, meaningful,
and rigorous learning
Review every student’s
Algebra I/Integrated
Mathematics I
proficiency data
Recruit and retain
highly effective teachers
Principals
Asst Principals
Yearlong
Have data team in
conjunction with the
principal to discuss
student data during PLC
meetings
Principal
Asst Principals
Data Team
Facilitators
Counselors
May-August,
2013
Review master schedule
each semester and
verify teacher/student
assignments
Principal
Asst Principals
Data Team
Facilitators
Counselors
May-August,
2013
January 2014
Check professional
development plan and
administer professional
development surveys
Principal
Asst Principal
of Instruction
Facilitators
Teachers
Contracted
Services
August 2013June 2014
Administer and analyze
common, interim, and
formative assessments
Principal
Coaches
Facilitators
Contracted
Services
Analyze AMO and EOC
subgroup data
Schedule academically
challenged students with
most effective teachers
Double block students in
English II and Biology
who need additional
literacy and content
support
Schedule students in at
least one honors,
Advanced Placement
(AP), or Central
Piedmont Community
College (CPCC) course
Offer teachers
professional
development on teaching
literacy across the
curriculum
Provide professional
development on best
teaching practices,
powerful teaching and
learning design
principles, project based
learning, Common Core
and Essential Standards,
differentiation, teaching
literacy, data analysis
and interpretation,
assessment writing, etc.
Schedule monthly data
monitoring sessions
during PLC meetings
Provide summer
professional
development institute
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
26
Suspension:
Year 1- meets or lower
than District rate
Year 2 –Lower than
District rate
Year 3 – Lower than
Year 2
Promotion:
Year 1- meets or exceeds
District rate
Year 2 – exceeds District
rate
Year 3 – Increases above
Year 2
Drop out
Year 1- meets or lower
than District rate
Year 2 –Lower than
District rate
Year 3 – Lower than
Year 2
4-YR Cohort
Graduation
Year 1- NA
Year 2 –NA
Year 3 – Meets or
Exceeds District rate
Diploma Seal
Year 1- NA
Year 2 – NA
Year 3 –80%
Career/College
Progress monitor each
week to re-teach and
accelerate learning
Principal
Coaches
Facilitators
Daily/Weekly
Offer extended learning
opportunities and time to
all students for mastery
learning purposes
Hire coaches to support
all teachers in teaching
literacy strategies in
their content areas
Conduct an HR review
of hired personnel
Principal
Human
Resources
Central
Secondary
Zone and Title
I Staff
August 2013May 2014
Require teachers to
utilize Triumph Online
Learning Program to
assist students in
preparing for the ACT
prior to their 11th grade
year and all students in
preparing for the SAT
Require students to
utilize Triumph Online
Learning Study Guides
and Practice Tests in an
effort to prepare for the
ACT and SAT
Principal
Asst Principals
Teachers
Facilitators
Coaches
August 2013May 2014
Discuss monthly student
academic and
attendance reports with
students, parents, and
teachers
Principal
Counselors
Teachers
August 2013June 2014
Have administrators,
teachers, counselors,
and data team to
discuss student data
regularly during PLC
meetings
Principal
Asst Principals
Data Team
Counselors
Teachers
August 2013June 2014
Have awards and
recognition ceremonies
that reward students for
outstanding
achievement, behavior,
and attendance
Have administrators
and teachers to plan and
host recognition
Principal
Asst Principals
Quarterly
Provide students with
highly effective teachers
who will engage them in
relevant, meaningful,
and rigorous learning
Recruit and retain
highly effective teachers
Principals
Asst Principals
Yearlong
Review every student’s
academic and attendance
data
Discuss importance of
promotion, attendance,
and positive behavior
during assemblies, PLC
meetings, family nights,
curriculum nights, Open
House, and other school
events
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
27
Day Program
11th Grade:
Algebra II
Year 1- meets or exceeds
District proficiency
Year 2 – exceeds District
proficiency
Year 3 –NA
Advanced Course Work
Year 1 - Completes one
or more Honors, AP,
and/or CPCC course
Year – 2 Completes one
or more additional
Honors, AP, and/or
CPCC course
Year 3 NA
ACT/SAT
Year 1- Baseline Year
Year 2 – meets or
exceeds school’s baseline
results from Year 1
Year 3 – meets or
exceeds school’s baseline
results from Year 2
WorkKeys
Year 1- NA
Year 2 – Meets or
exceeds District rate
Year 3 –NA
Attendance:
Year 1- meets or exceeds
previous school’s
attendance rate
Year 2 – meets or
exceeds previous
school’s attendance rate
Year 3 – meets or
exceeds previous
school’s attendance rate
Suspension:
Year 1- Lower than
school’s previous year’s
suspension data
Year 2 – Lower than
school’s previous year’s
suspension data
Year 3 – Lower than
school’s previous year’s
suspension data
Dropout Rate:
Year 1- Lower than
school’s previous year’s
dropout rate
Year 2 – Lower than
Review every student’s
Algebra I/Integrated
Mathematics I
proficiency data
Have data team in
conjunction with the
principal to discuss
student data during PLC
meetings
Principal
Asst Principals
Data Team
Facilitators
Counselors
May-August,
2013
Schedule academically
challenged students with
most effective teachers
Double block students in
Algebra II who need
additional math support
Review master schedule
each semester and
verify teacher/student
assignments
Principal
Asst Principals
Data Team
Facilitators
Counselors
May-August,
2013
January 2014
Check professional
development plan and
administer professional
development surveys
Principal
Asst Principal
of Instruction
Facilitators
Teachers
Contracted
Services
August 2013June 2014
Administer and analyze
common, interim, and
formative assessments
Principal
Coaches
Facilitators
Contracted
Services
Daily/Weekly
Offer extended learning
opportunities and time to
all students for mastery
learning purposes
Schedule monthly data
monitoring sessions
during PLC meetings
Principal
Coaches
Facilitators
May-August,
2013
Hire coaches to support
Conduct an HR review
Principal
May-August,
Schedule students in at
least one honors,
Advanced Placement
(AP), or Central
Piedmont Community
College (CPCC) course
Offer teachers
professional
development on teaching
literacy across the
curriculum
Provide professional
development on best
teaching practices,
powerful teaching and
learning design
principles, project based
learning, Common Core
and Essential Standards,
differentiation, teaching
literacy, data analysis
and interpretation,
assessment writing, etc.
Provide summer
professional
development institute
Progress monitor each
week to re-teach and
accelerate learning
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
28
school’s previous year’s
dropout rate
Year 3 – Lower than
school’s previous year’s
dropout rate
Promotion:
Year 1- meets or exceeds
school’s previous rate
Year 2 –NA
Year 3 –NA
Drop out
4-YR Cohort
Graduation
Year 1- NA
Year 2 –Meets or
Exceeds school’s
previous graduation
cohort rate
Year 3 – NA
Diploma Seal
Year 1- NA
Year 2 – 65%
Career/College
Year 3 –NA
Day Program
12th Grade:
Advanced Course Work
Year 1 - Completes one
or more Honors, AP,
and/or CPCC course
Year 2– NA
Year 3 - NA
WorkKeys
Year 1- meets or exceeds
District proficiency
Year 2 – NA
all teachers in teaching
literacy strategies in
their content areas
of hired personnel
Human
Resources
Central
Secondary
Zone and Title
I Staff
2013
Require teachers to
utilize Triumph Online
Learning Program to
assist 11th grade students
as well as all students in
preparing for the ACT
and all students in
preparing for the SAT
Require students to
utilize Triumph Online
Learning Study Guides
and Practice Tests in an
effort to prepare for the
ACT and SAT
Principal
Asst Principals
Teachers
Facilitators
Coaches
August 2013May 2014
Review every student’s
academic and attendance
data
Discuss monthly student
academic and
attendance reports with
students, parents, and
teachers
Principal
Counselors
Teachers
August 2013June 2014
Discuss importance of
promotion, attendance,
and positive behavior
during assemblies, PLC
meetings, family nights,
curriculum nights, Open
House, and other school
events
Have administrators,
teachers, counselors,
and data team to
discuss student data
regularly during PLC
meetings
Principal
Asst Principals
Data Team
Counselors
Teachers
August 2013June 2014
Have awards and
recognition ceremonies
that reward students for
outstanding
achievement, behavior,
and attendance
Have administrators
and teachers to plan and
host recognition
Principal
Asst Principals
Quarterly
Provide students with
highly effective teachers
who will engage them in
relevant, meaningful,
and rigorous learning
Review every student’s
proficiency data and
previous growth data
Analyze AMO and EOC
subgroup data
Recruit and retain
highly effective teachers
Principals
Asst Principals
Yearlong
Have data team in
conjunction with the
principal to discuss
student data during PLC
meetings
Principal
Asst Principals
Data Team
Facilitators
Counselors
May-August,
2013
Schedule academically
challenged students with
most effective teachers
Double block students in
English II who need
additional literacy
support
Review master schedule
each semester and
verify teacher/student
assignments
Principal
Asst Principals
Data Team
Facilitators
Counselors
May-August,
2013
January 2014
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
29
Year 3 –NA
Attendance:
Year 1- meets or exceeds
previous school’s
attendance rate
Year 2 – meets or
exceeds previous
school’s attendance rate
Year 3 – meets or
exceeds previous
school’s attendance rate
Suspension:
Year 1- Lower than
school’s previous year’s
suspension data
Year 2 – Lower than
school’s previous year’s
suspension data
Year 3 – Lower than
school’s previous year’s
Dropout Rate:
Year 1- Lower than
school’s previous year’s
dropout rate
Year 2 – Lower than
school’s previous year’s
dropout rate
Year 3 – Lower than
school’s previous year’s
dropout rate
4-YR Cohort
Graduation
Year 1- Meets or Exceeds
school’s previous
graduation cohort rate
Year 2 – NA
Year 3 – NA
Diploma Seal
Year 1- 50%
Career/College
Year 2 – NA
Year 3 –NA
Offer teachers
professional
development on teaching
literacy across the
curriculum
Check professional
development plan and
administer professional
development surveys
Principal
Asst Principal
of Instruction
Facilitators
Teachers
Contracted
Services
August 2013June 2014
Progress monitor each
week to re-teach and
accelerate learning
Administer and analyze
common, interim, and
formative assessments
Principal
Coaches
Facilitators
Contracted
Services
Weekly
Offer extended learning
opportunities and time to
all students for mastery
learning purposes
Schedule monthly data
monitoring sessions
during PLC meetings
Principal
Coaches
Facilitators
Daily
Hire coaches to support
all teachers in teaching
literacy strategies in
their content areas
Conduct an HR review
of hired personnel
Principal
Human
Resources
Central
Secondary
Zone and Title
I Staff
May-August,
2013
Require teachers to
utilize Triumph Online
Learning Program to
assist all 12th grade
students in preparing for
the ACT and SAT
Require students to
utilize Triumph Online
Learning Study Guides
and Practice Tests in an
effort to prepare for the
ACT and SAT
Principal
Asst Principals
Teachers
Facilitators
Coaches
August 2013May 2014
Review every student’s
academic and attendance
data
Discuss monthly student
academic and
attendance reports with
students, parents, and
teachers
Principal
Counselors
Teachers
August 2013June 2014
Discuss importance of
promotion, attendance,
and positive behavior
during assemblies, PLC
meetings, family nights,
curriculum nights, Open
House, and other school
events
Have administrators,
teachers, counselors,
and data team to
discuss student data
regularly during PLC
meetings
Principal
Asst Principals
Data Team
Counselors
Teachers
August 2013June 2014
Have awards and
recognition ceremonies
that reward students for
outstanding
achievement, behavior,
and attendance
Have administrators
and teachers to plan and
host recognition
Principal
Asst Principals
Quarterly
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
30
To increase the cohort
graduation rate by at least
five percentage points
each year.
Provide students with
highly effective teachers
who will engage them in
relevant, meaningful,
and rigorous learning
Review every student’s
proficiency data and
previous growth data
Analyze AMO and EOC
subgroup data
Recruit and retain
highly effective teachers
Principals
Asst Principals
Yearlong
Have data analyst in
conjunction with the
principal to discuss
student data during PLC
meetings
Principal
Asst Principals
Data Team
Facilitators
Counselors
May-August,
2013
Conduct an audit of
every student’s
transcript and meet with
students to discuss their
graduation and college
and career ready needs
Schedule academically
challenged students with
most effective teachers
Review transcripts
Conduct student
meetings
Principal
Asst Principals
Counselors
August 2013
January 2014
Host parent nights and
information sessions
Review master schedule
each semester and
verify teacher/student
assignments
Principal
Asst Principal
of Instruction
Counselors
Offer teachers
professional
development on best
teaching practices,
literacy strategies,
Common Core and
Essential Standards,
rigor, teaching literacy,
data analysis and
interpretation,
assessment writing, etc.
Check professional
development plan and
administer professional
development surveys
Progress monitor each
week to re-teach and
accelerate learning
Offer extended learning
opportunities such as
Credit Recovery and
CPCC courses, and time
to all students for
mastery learning
purposes
Require teachers to
utilize Triumph Online
Learning Program to
assist 11th grade students
in preparing for the ACT
and all students in
preparing for the SAT
August 2013June 2014
May-August,
2013
January 2014
Principal
Coaches
Facilitators
Contracted
Services
June 2013May 2014
Schedule monthly data
monitoring sessions
during PLC meetings
Teachers
Principal
Facilitators
Weekly
Review bell schedule,
mastery learning
opportunities, and
Credit Recovery Plan
Principal
Asst Principals
Teachers
Daily
Require students to
utilize Triumph Online
Learning Study Guides
and Practice Tests in an
effort to prepare for the
ACT and SAT
Principal
Asst Principals
Teachers
Facilitators
Coaches
August 2013May 2014
Provide summer
professional
development institute
Administer and analyze
common, interim, and
formative assessments
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
31
To improve student
engagement by
increasing the student
attendance rate to above
90% , decreasing the
student truancy rate to
below 10 absences per
student per 4 X 4
semester or yearlong
course, decreasing the
number of out-of-school
suspensions by 10%, and
decreasing the retention
rate and improving the
promotion rate by at least
5% each year
To increase the number
of students who take
Advanced Placement,
honors, or college level
courses
Review every student’s
academic and attendance
data
Discuss monthly student
academic and
attendance reports with
students, parents, and
teachers
Principal
Counselors
Teachers
August 2013June 2014
Discuss importance of
promotion, attendance,
and positive behavior
during assemblies, PLC
meetings, family nights,
curriculum nights, Open
House, and other school
events
Have administrators,
teachers, counselors,
and data team to
discuss student data
regularly during PLC
meetings
Principal
Asst Principals
Data Team
Counselors
Teachers
August 2013June 2014
Have awards and
recognition ceremonies
that reward students for
outstanding
achievement, behavior,
and attendance
Have administrators
and teachers to plan and
host recognition
Principal
Asst Principals
Quarterly
Provide students with
highly effective teachers
who will engage them in
relevant, meaningful,
and rigorous learning
Ensure that every
student takes at least one
Advanced Placement,
honors, or college level
course prior to
graduation
Recruit and retain
highly effective teachers
Principals
Asst Principals
Yearlong
Review master schedule
each semester and
verify teacher/student
assignments
Principal
Asst Principal
of Instruction
Counselors
Career
Development
Coordinator
(CDC)
July-August
2013
January 2014
Conduct parent
information sessions
Monitoring Plan:
Principal
August 2013Counselors
June 2014
Teachers
Career
Development
Coordinator
(CDC)
The principal will conduct data monitoring sessions with the teachers, facilitators,
coaches, career development coordinator, data analyst, and other staff to ensure that the
goals and objectives are being implemented effectively and to determine what changes,
if any, need to be made to ensure the effective implementation of the grant. In
addition, the zone superintendent and a member of the district’s CTE Department will
conduct monthly data monitoring sessions with the principal and quarterly data
monitoring sessions with designated members of the administrative or leadership team.
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
32
SECTION E: Budget
The LEA must include a budget that indicates the amount of school improvement funds the LEA will use
each year to implement the selected model in each Priority School it commits to serve including proposed
pre-implementation activities; and conduct LEA-level activities designed to support implementation of
the selected school intervention models in the LEA’s Priority Schools.
Notes:
1. Funds for years 2 and 3 of SIG implementation are dependent upon the receipt of additional 1003(g) SIG funds from
the U.S. Department of Education (ED).
2. Any funding for activities during pre-implementation period must be included in the first year of the LEA’s threeyear budget plan.
3. An LEA’s budget must cover the period of availability, including any extension granted through a waiver, and be of
sufficient size and scope to implement the selected school intervention model in each Priority School the LEA commits to
serve.
4. An LEA’s budget for each year may not exceed the number of schools it commits to serve multiplied by $2,000,000.
5. The SEA will determine whether to renew an LEA’s SIG grant if one or more schools within the LEA are not meeting the
goals identified for the interventions an LEA is implementing, student achievement outcomes, and leading indicators as
described in the Assurances.
1. LEA Fund Request (Add additional rows as needed)
School Name
PreFull Year 1
Year 2
Year 3
Total School
implementation
2013-14
2014-15
2015-16
Funds
Funds
Budget
Budget
Budget
Requested
$963,611.28
$358,641.77
$295,914.95
$1,618,168.00
1. Hawthorne High School
$768,844.51
$597,310.98
$533,844.51
$1,900,000.00
2. Walter G. Byers School
$795,466.24
$660,652.38
$660,652.38
$2,116,771.00
3. Druid Hills Academy
LEA-level Activities
1.
2.
$
$
$
$
$
$
$0
$0
TOTAL SIG Funds Requested for LEA Budget
$5,634,939
2. School Funds request (Add additional rows as needed)
Name of School: Hawthorne Academy of
Intervention Model: Turnaround
Health Sciences
Activities for Intervention Model
Year 1
2013-14
Year 2
2014-15
Year 3
2015-16
Total
Intervention 1. Teachers and Tutors
$510,159.06
$272,775.29
$272,775.29
$1,055,709.64
Intervention 2: Extended Learning
Opportunities
Intervention 3: Aligned Curriculum
$88,398.00
$33,146.48
$5,000
$126,544.48
$79,516.55
0
$0
$79,516.55
$194,000.00
$0
$0
$194,000.00
Intervention 5: Recruitment and Retention
Bonuses
$73,398.00
$34,580.34
Indirect costs at 3.363%
$18,139.67
$18,139.66
$18,139.66
$54,418.99
$963,611.28
$358,641.77
$295,914.95
$1,618,168
Intervention 4: Job-Embedded, Aligned
Professional Development
School Totals
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
$107,978.34
33
SECTION F: Consultation
As appropriate, the LEA must consult with relevant stakeholders regarding the LEA’s application
and implementation of school improvement models in its Priority schools. Provide a description of
stakeholder involvement in the development of this application.
Consultation Activities
SIG Application and Timeline Information Disseminated
to Principals and Selected District Personnel
Committee/Team Members
Yvette Smith and Kevin Paige
Meeting Dates
February 15, 2013
District Planning Sessions
CMS Executive Staff
February-March,
2013
Planning Meeting with Central Secondary Zone
Executive Director and Title I Director
Brian Schultz and Yvette Smith
March 5, 2013
Beginning Planning SIG Meeting
Diane Antolak
Yvette Smith
Sheila Ijames
March 11, 2013
Alternative Education Staffing Meeting with Turning
Point Academy
Charity Bell, Dr. Kelly
Gwaltney, Kim Brazzell, and
Dennis Covington
Phone conference with George Hancock
Brian Schultz, Yvette Smith,
and Jimmy Chancey
March 13, 2013
Brian Schultz, Yvette Smith,
and Jimmy Chancey
March 13, 2013
SIG Planning Meeting
March 12, 2013
Charity Bell and Kay Carreira
SIG Application Planning Meeting
March 26, 2013
Charity Bell and Sheila Ijames
March 26, 2013
SIG Information Meeting with Principal of Hawthorne
SIG Information Meeting with Hawthorne Staff
Charity Bell, Sheila Ijames,
Hawthorne Staff
March 26, 2013
SIG Application Meeting/Writing Session
Jimmy Chancey and Kay
Carreira
March 27, 2013
Hawthorne Staffing Allotment Meeting
Kim Brazzell, Dennis
Covington, Charity Bell, Jimmy
Chancey
March 28, 2013
Charity Bell, Jimmy Chancey,
Kay Carreira, Julie Stafford
April 2, 2013
Julie Stafford, Kay Carreira,
Charity Bell, Brian Schultz,
Jimmy Chancey
April 3, 2013
Julie Stafford, Kay Carreira,
April 3, 2013
SIG Application Meeting/Writing Session
SIG Application Review/Application Writing
SIG Application Review/Application Writing
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
34
Charity Bell, Jimmy Chancey
SIG Application Review/Application Writing
Julie Stafford, Kay Carreira,
Jimmy Chancey
April 4, 2013
SIG Application Review
Julie Stafford, Kay Carreira,
Charity Bell, Jimmy Chancey
April 5, 2013
SIG Budget Discussion
Jimmy Chancey, Alesia Jones,
and Charity Bell
April 9, 2013
SIG Application Review/Application Writing
Charity Bell and Jimmy
Chancey
April 12, 2013
SECTION C: Descriptive Information
*Required information must be provided for each Priority School to be served with School
Improvement Grant Funds.
School: Walter G. Byers
Needs Assessment Description
Needs of the school, students, and community for each school to be served with sufficient
information for conducting the needs assessment
Walter G. Byers School is an urban PreK-8 school in the northwest corridor of CharlotteMecklenburg Schools. The school serves about 561 students who come from 11 surrounding
neighborhoods. Based on the most recent Quality of Life study conducted by UNC
Charlotte Urban Institute (2012), these proximate communities have been designated as
“challenged” based on an aggregated set of social, physical, crime, and economic
dimensions. This means that the neighborhoods present a myriad of at risk conditions that
make the quality of living below the citywide average values. According to the study, the
unemployment index in 7 neighborhoods is considered high and the index is medium in 4
neighborhoods. The percent of births to adolescents is double the city average. The high
school dropout rate is 7.8%. The percentage of citizens in these communities receiving food
stamps is 30.4%, more than double the rate for the city of Charlotte. The economic and
social challenges in the neighborhood are not separated from the students who attend Walter
G. Byers School. These students often have emotional and social issues, acute and chronic
stressors, cognitive lags, and health and safety concerns derived from the communities in
which they live.
The context of the community is further reflected in the demographic makeup of the school.
At Walter G. Byers School, African American students comprise 94.2% of the enrolled
population followed by a 2.3% Hispanic population. A high 96.3% of students are
considered economically disadvantaged. The school enrollment is further defined by a
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
35
homelessness/McKinney Vento eligible rate of 14.8%, designated English Language
Learners registered is 4.7%, and students qualifying for Exceptional Children’s Services is
12.8%. The mobility rate of students is 30.3%. This data evidences the prevailing
challenging demographic and family factors outside of the control of the school leadership
and staff and lays a foundation for the educational needs at Walter G. Byers School.
Further demonstrating the needs of students are absence and suspension rates. Regular
school attendance among students is not consistent. In aggregate, each student accrued about
7.7 days of unexcused absences in the 2011-12 school year, which is above the district
average of about 4 days of unexcused absences per student (896 excused absences and 4,138
unexcused absences). Students are also suspended at a higher rate than the district average.
In 2011-12, there were 63 behavioral incidents that resulted in a 10-day or less out-of-school
suspension. Chronic absenteeism and high suspension rates are indicative of a constellation
of other social, emotional and familial issues that are challenges for students at Walter G.
Byers. The need for students to receive prompt and persistent attention from school faculty
and other agencies is clearly evident.
There are about 54 certified teachers and staff at Walter G. Byers School. The experience
levels of teachers present another challenge when considering the needs of students at the
school. As indicated in the chart below, over 61% of certified staff are considered novice to
the profession with less than 3 years’ experience. The 2011 School Quality Review
conducted by Cambridge Education (LLC) indicated great inconsistency in the quality of
teaching and learning from classroom to classroom. The report went on to say that a number
of teachers lack confidence in using data to adjust teaching to the needs of their classes. The
report also highlighted that many students have poor concentration and listening skills,
which impedes their learning. Reviewers’ feedback also suggested that teachers have low
expectations of what their students can achieve. The challenges of the students have an
impact on teachers as well. In 2011-12, in aggregate of all teacher absences, each teacher
missed about 6.6 instructional days. Since the quality of a school’s teachers is the number
one school-based determinate of student academic achievement, teacher attendance and
experience data reflect additional needs at the school.
Research clearly substantiates and Walter G. Byers School’s experience validates the
‘profoundly close’ relationship between poverty and educational attainment, such that ‘the
more socially disadvantaged the community served by a school, the very much more likely it
2011-12
2011-10
2010-09
Reading Proficiency
45.9
33.7
39.9
Math Proficiency
65.4
48.5
53.8
Science Proficiency
48.3
16.4
35.6
is that the school will appear to underachieve’ (Gibson and Asthana, 1998). Based on the
North Carolina Department of Public Instruction School Report Card, 45.9% of Byers students
were on grade level in reading (district average 71.1%), and 65.4% were on grade level in
Math in 2011-12 (district average 82.5%). In the same year, End of Grade Test results in
science demonstrate that 48.3% of students were proficient (district average is 76.8%). The
three-year trend of student performance in reading and math can be found in the chart below.
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
36
While these proficiency levels represent an increase over the last three years, they fall below
the average student performance in the district. About 57.9% of students met the state’s
expected growth ratio. In all tested areas, students perform significantly below their peers in
the district. The disparity highlights another significant need at Walter G. Byers School.
*Gibson, A. and S. Asthana (1998), ‘School Performance, School Effectiveness and the
1997 White Paper’, Oxford Review of Education 24(2): 195-210.
Walter G. Byers School: Certified Staff Experience Levels
Because of the acute and pervasive academic, social, emotional and economic needs of
students at Walter G. Byers School, the school is included in Project Leadership and
Investment for Transformation (L.I.F.T.). Project L.I.F.T. is a $55 million dollar philanthropic
initiative catalyzed by Charlotte’s largest community and family foundations. This initiative
recognizes that the achievement gap that separates thousands of minority and low-income
students from their peers in Charlotte-Mecklenburg Schools is unacceptable.
To ensure all children receive the promise of a high quality education, Project L.I.F.T. aspires
to lift up and accelerate the school district's efforts to improve academic outcomes for all
students.
The philanthropic leaders and Charlotte-Mecklenburg Schools have formalized a unique
public-private partnership to infuse financial resources and innovation into 9 schools in the
West Charlotte Corridor. These schools, including Walter G. Byers School, form a PreK-12
feeder pattern. They are organized into a special 9-school zone led by the Project L.I.F.T. zone
superintendent and a small staff. The project’s theory of action captures some of the greatest
needs at Walter G. Byers and the other schools in the feeder pattern. Financial investments
will support the following tenets over the next 4 years:
•
•
Talent, Extended Learning Time, Technology, and Invested Parents and
community Support; and
Promoting district and state policy that will advance educational outcomes for
students.
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
37
Project L.I.F.T. is in year one of implementation of a five-year plan.
In summary, Walter G. Byers School’s challenged community, low student achievement
levels, and confluence of other at risk factors explain the great concern for students’ academic,
social and emotional well-being. Effective interventions and supports are needed to overcome
the barriers posed by community dynamics that inhibit learning. Additionally, quality teaching
and learning will be needed to address the academic deficiencies and accelerate student
achievement in all areas.
Analysis of multiple measures of data including student achievement data, process data,
perception data, and demographic data
2010-2011
2011-2012
School Year
School Year
Subject
Grade 03
Reading
Grade 03 Math
Grade 03 Total
Grade 04
Reading
Grade 04 Math
Grade 04 Total
Grade 05
Reading
Grade 05 Math
Grade 05
Science
Grade 05 Total
Grade 06
Reading
Grade 06 Math
Grade 06 Total
Grade 07
Reading
Grade 07 Math
Grade 07 Total
Grade 08
Reading
Grade 08 Math
%
Prof.
%
Met Exp.
Growth
Avg.
Growth
High
Growth
Ratio
%
Prof.
28.4
45.7
42.0
35.2
62.9
54.3
%
Met Exp.
Growth
Avg.
Growth
0.167
0.054
0.056
High
Growth
Ratio
40.0
31.7
-0.298
0.5
37.3
39.0
50.0
31.7
-0.277
0.5
68.0
62.7
45.0
31.7
-0.287
0.5
52.7
50.8
34.4
51.2
0.000
1.0
50.0
53.8
0.008
1.2
55.7
62.8
0.115
1.7
78.8
71.8
0.368
2.5
57.7
62.8
0.188
1.7
53.6
66.0
0.218
1.9
55.1
54.3
51.0
58.4
0.033
0.125
1.0
1.4
46.2
59.5
0.120
1.5
53.8
50.0
48.6
54.1
0.010
0.065
0.9
1.2
42.9
56.7
0.108
1.3
82.9
83.3
0.648
5.0
16.4
35.5
0.6
1.7
1.0
44.2
57.0
0.058
1.3
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
38
Grade 08
Science
Grade 08 Total
Reading Total
Math Total
Science Total
EOG Total
School
Composite
54.3
33.7
48.5
16.4
37.8
41.7
47.6
-0.145
-0.076
0.7
0.9
44.6
-0.111
0.8
60.0
45.9
65.4
48.3
54.9
37.8
44.6
-0.111
0.8
54.9
70.0
54.0
62.0
0.378
0.042
0.181
2.3
1.2
1.6
58.0
0.112
1.4
58.0
0.112
1.4
While overall proficiency rates for students at all grade levels remain well below the district
average, end of grade test data does show nearly a 20% increase in performance from the
2010-11 school year to 2011-12 school year. This can be attributed to new leadership of the
school beginning in March 2010. Reading test scores lag significantly below Math scores by
almost 20%. All grade levels have between 50% and 60% of students on grade level on end
of grade test. Upon closer analysis, 4th grade achievement is indicative of the problem
encountered, as students are not making the expected growth ratio --only 39% of 4th graders
students made their state expected growth goal. Fifth grade math proficiency is high, with
about 82% of students scoring on grade level. In the same school year, the growth ratio in
8th grade shows that about 83.3% of students made their state prescribed growth goal. A
growth ratio of 1.5 or higher means that students gained more than a year’s worth of growth.
While a few grade levels achieve this, most do not. In order to close the achievement gap
between students at Walter G. Byers and their peers, it will be necessary to achieve growth
at a faster rate.
Walter G. Byers students have 17 AMO Targets. Last school year, the school met 16 of the
17 AMO targets (94.1%). A closer look at student achievement by subgroup shows that
students with disabilities, particularly in reading, demonstrate reading proficiency at a much
lower rate than their peers at the same school. Because of the homogenous nature of this
school, there is a strong overlap in student subgroup performance.
Reading Proficiency by Subgroup
All
Male
Female
White
Black
Hispanic American
Indian
E.D.
N.E.D.
L.E.P.
Students
w/Disabilities
<5%
21.7%
Our
School
45.9%
39.4% 51.9% 83.3% 46.2%
16.7%
40.0%
46.0% 44.4%
District
71.1%
68.0% 74.2% 90.6% 59.2%
60.5%
71.9%
58.3% 88.3% 36.4%
36.3%
State
71.2%
68.7% 73.9% 82.2% 55.3%
58.5%
59.9%
59.1% 86.4% 34.8%
40.7%
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
39
Process Data
In 2011, Walter G. Byers received a School Quality Review (SQR) and earned an overall
rating of underdeveloped. The following is an overview of the report.
What the school does well
•
•
•
•
•
•
•
The administrative team has a good understanding of the strengths of the school and
where it needs to improve.
A wide range of data about achievement and attendance is beginning to be used
effectively by the administrative team.
The administrative team has put into place a number of strategies to improve
attendance, tardiness and achievement.
Coordinators work intensely with teachers aiming to improve the consistency of
teaching and learning across the school.
All teachers care for their students and go beyond the call of duty to support them
outside the classroom.
The school is well managed, well maintained and attractive. Office staff is welcoming
and supportive.
The School Leadership Team is increasingly successful in involving more parents in
Math Proficiency By Subgroup
All
Male
Female
White
Our
School
65.4%
60.6%
69.9%
District
82.5%
81.1%
State
82.8%
81.6%
•
Black
N.E.D.
L.E.P.
Students
w/Disabilities
60.0%
66.3% 50.0%
54.5%
43.3%
79.9%
81.1%
74.5% 93.4%
68.1%
53.4%
79.3%
76.2%
75.0% 92.5%
67.3%
57.3%
Hispanic
American
Indian
>95% 64.5%
83.3%
84.0%
95.0% 72.7%
84.1%
89.7% 70.0%
E.D.
the life of the school.
Parents appreciate the approachability of the administrative team and staff.
What the school needs to improve
•
•
Evaluate the impact of the strategies that have been introduced to raise achievement to
judge which are the most successful.
Improve students’ learning by:
o raising the expectations of teachers about what students can achieve academically
o introducing a variety of teaching styles to motivate students
o consistently establishing classroom expectations for behavior and rigorously
applying them
o increasing teachers’ confidence in using data to match work to the needs of all
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
40
students
o increasing the pace and rigor of lessons so students remain motivated and on task,
giving students more control of their learning through collaborative work and self
evaluation.
o Analyze the reasons for the high out of school suspension rate and establish
strategies to reduce these numbers.
o Review the practice of departmentalization to ensure that time is not wasted
through transitions.
Perception Data
Charlotte Mecklenburg Schools Teacher Survey
The Charlotte-Mecklenburg Schools’ Teacher Survey is sent annually to teachers. It is
divided into 8 subscales. Two subscales are provided for both principal standards and
safety/behavior. Other subscales seek teacher responses regarding facilities, school context,
and professional development offered by the district and the individual learning community.
The 2011-12 Teacher Survey results yield the following results with 81.4% of
teachers/teacher assistants responding:
Principal Standards
Teachers’ responses to questions related to the principal subscale are overwhelmingly
positive. For almost every statement, the teacher’s affirmed the principal’s strong leadership
either at or above district average. There were no questions asked in this section of the
survey in which teachers did not respond in a favorable manner. Examples of statements and
the percent of teachers either agreeing or strongly agreeing include the following:
2011-12 Charlotte Mecklenburg Teacher/Teacher Assistant Perception Survey
Principal Subscale
1. My principal uses the school’s mission, values, and beliefs to guide his/her decisionmaking. (89.6% of staff agreed or strongly agreed)
2. My principal is innovative when it comes to implementing necessary changes to improve
student achievement. (85.4% of staff agreed or strongly agreed)
3. My principal sets high professional standards for me. (100% of staff agreed or strongly
agreed)
4. My principal is an effective leader when it comes to encouraging staff. (91.7% of staff
agreed)
5. I feel empowered by my principal to do what is necessary to impact student
achievement. (89.6% of staff either agreed or strongly agreed)
6. There are effective opportunities for professional growth at this school (examples: in–
house professional learning communities, professional development, mentors/coaches,
etc.). (90.8% of staff either agreed or strongly agreed)
7. School goals for instruction and achievement are clearly
communicated at this school.
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
41
(89.6% of staff either agreed or strongly agreed)
8. My principal is proactive in building external relationships (example: parents,
community, etc.). (85.4% agreed or strongly agreed)
School Safety and Behavior Standards
In aggregate, teachers and teacher assistant’s perceptions of safety and behavior align with
district averages in most areas. Stakeholders’ perceptions of school safety and student
behavior are generally positive as reflected in the example items below:
2011-12 Charlotte Mecklenburg Teacher/Teacher Assistant Perception Survey
School Safety and Student Behavior Subscale
If a fight happens, someone at my school quickly breaks it up. (100% either agreed or
strongly agreed)
School rules are consistently enforced at this school. (93.8% agree or strongly agree)
There are areas of the safety and behavior subscale in which there is a discrepancy between
teachers/teacher assistants’ perceptions at Walter G. Byers compared to the perceptions of
their colleagues across the district. The discrepancies can be seen in the following example
items:
Statement
I think I am safe when I am at
school.
My school’s discipline policies
are effective in curtailing
unwanted student behaviors.
The students at this school know
what type of behavior is
expected of them.
Walter G. Byers
(% Agree or
Strongly Agree)
District
(% Agree or
Strongly Agree)
79.2
92.1
52.1
70
77.1
88.2
Analysis of Perception Data
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
42
It is evident that the teachers and teacher assistants at Walter G. Byers School have a
positive regard for the principal’s leadership at the school. In general, the survey results
indicate that teacher morale is satisfactory. The perception data yields mixed reviews on
how teachers consider safety and student behavior when compared to the district results.
These results indicate the need to focus on building student culture, engagement, and
ownership in their conduct and learning. Additionally, this data suggest that more
professional development is needed for teachers to deal with student behaviors and that
more services are needed to support students’ emotional and social wellbeing.
Charlotte Mecklenburg Schools (CMS) Parent Survey
Each year CMS facilitates an electronic parent survey to gauge the perceptions of the parents
in a school and in the district. The electronic/online nature of the survey presents many
challenges to parents, especially those without broadband access. As a result the 2011-12
district response rate was only 18.9%, and the response rate at Walter G. Byers School was
only 4.6%, which essentially equated to 4 parents. Because of the low number of
participants in the school level survey, the 2011-12 survey results are not statistically
reliable.
Demographic Data
Walter G. Byers currently enrolls about 561 PreK - 8 students. About 94.2% of these
students are African American students. Students of Hispanic ethnicity make up the next
largest subgroup, representing 2.3% of students enrolled. There are only 9 White students
and 10 or fewer students represented in other ethnic categories. Students are further
categorized in subgroups that present other unique challenges. For example, 12.8% of
students are considered to have a disability/exceptionality and another 3.5% have a 504
plan. About 4.7% of students have LEP status and 14.8% or 81 students are documented
McKinney Vento eligible. A high 96.3% of students are from families considered
economically disadvantaged. Current student suspensions and attendance data is
represented in the following chart.
Perfect
Attendance
N
%
39
7.1
Have an
Absence
N
%
495
90.2
Unexcused
Absences
N
%
471
85.8
Excused
Absences
N
%
281
51.2
Have a
Suspension
N
%
162
29.5
Analysis of Demographic Data
Walter G. Byers serves a homogenous student population of mostly economically
disadvantaged, African American students. The high concentration of poverty, over 40%
higher than the district average, further contributes to student need at Walter G. Byers School.
Demographic data also reveal a significant number of other academic risk factors, such as the
number of students documented as homeless and the number of students who have
exceptionalities or conditions that inhibit learning requiring a 504 Plan or Individualized
Education Plan. Attendance and suspension data reflects that students miss a significant
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
43
number of school days as over 90% of students have missed at least one day of school. Many
of these absences are unexcused absences, which are indicative of other home/community
factors contributing to the inconsistency in regular school attendance. Further perpetuating the
loss of instructional days is the number of suspensions. About 29% of students have been
suspended from school at least one time this year. This, too, is suggestive that there may be
issues related to student engagement/connection to school and other emotional social issues
that need intervention.
Summary of the results of the data analysis
At Walter G. Byers School challenging community dynamics expose students to risk
factors that do not foster educational success. High mobility rates, suspension rates and
student absenteeism have significantly inhibited academic progress. Teacher absences
and early career status have further negatively impacted student performance at Walter
G. Byers. The confluence of all of these factors have resulted in years of chronic
underperformance. Even though the school proficiency rates increased by almost 20%
from 2010-11 to 2011-12, student achievement is so low that it was still deemed a
Priority school, which means it is in the bottom 5% of all schools in the state. The need
to dramatically improve teacher capacity and instructional quality is urgent and clear,
especially in reading. Additionally, supports and interventions are needed to address the
non-academic needs of students.
How needs assessment results align to the selected intervention model
Walter G Byers, in consultation with district leadership, considered the four intervention
models, and ultimately chose to implement the Transformation Model. CMS did not choose
to implement the Turnaround Model because there are many effective, hard-working staff
currently at Walter G Byers who have started the work of transformation. The implementation
of the Project L.I.F.T. Zone and the Turnaround Specialist program for school leaders has led
to stronger collaboration of staff and overall commitment to student achievement. CMS did
not choose to implement the Closure or Restart models because the current reform efforts at
Walter G Byers are leading to increased academic achievement and serve as a catalyst to the
further interventions proposed in the SIG application. The Transformation Model will be able
to effectively address the needs of Walter G Byers by increasing teacher and school leader
effectiveness, implementing comprehensive reform strategies, increasing learning time and
creating community-oriented schools, and providing operational flexibility.
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
44
Design and implement interventions consistent with the final requirements (one model must be
selected below and each model component should be addressed).*
Intervention
Model
Transformation •
Required Components to Address
Develop and increase teacher and school leader effectiveness
o Replace the principal
o Use rigorous, transparent, equitable evaluation systems for
teachers and the principal
o Identify and reward school leaders and remove teachers
determined to be ineffective after ample opportunity for
improvement is provided
o Provide ongoing job-embedded professional development
o Implement strategies to recruit and retain staff
• Implement comprehensive instructional reform strategies
o Implement research-based programs
o Promote continuous use of student data
• Increase learning time and create community-oriented schools
o Provide increased learning time
o Provide family and community engagement
• Provide operational flexibility
o Provide sufficient flexibility to fully implement
o Provide ongoing intensive technical assistance and support
Transformation Model
I.
Develop and Increase teacher and school leader effectiveness
Replace the principal
Gina O’Hare was selected as a CMS Strategically Staffed Principal in 2010. Strategic
Staffing is a school turnaround human capital strategy that places principals and
teachers with proven results into highest need schools. At a minimum, principals
chosen for this position must demonstrate an average growth score in student
achievement of more than .04 over two years, indicating more than a year’s growth
in a year’s time. Ms. O’Hare met the criteria for strategic staffing and was assigned
to Walter G. Byers School in March 2010. Ms. O’Hare committed to three years at
the school. Through this initiative, she was granted additional resources and
flexibility in several areas. Unlike other approaches to school turnaround, the
Strategic Staffing Initiative places responsibility for designing and implementing the
turnaround plan in the hands of the school’s principal and teaching staff. The
principal can design a plan that meets the specific needs of the school. Strategic
Staffing Initiative provides a mix of financial and hiring incentives for the principals
and staff who join them. In the time that Ms. O’Hare has been the principal, the
school has seen almost a 20% increase in student proficiency.
In the spring of 2011, Walter G. Byers became a Project L.I.F.T. School. To ensure
Ms. O’Hare had the necessary turnaround competencies to sustain the work, she was
screened in a rigorous interview process that included the use of a research-based,
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behavioral event protocol indicating the principal’s alignment with turnaround
competencies critical to the LIFT schools’ context. Outside consultants for the
University of Virginia Darden Curry School Turnaround Program assisted with the
interviews and validated the results. The interview process and scores demonstrated
that Ms. O'Hare possesses a strong turnaround leadership inclination and had
strengths in the following areas: her relentless focus on learning results, her ability to
identify specific school priorities, her focus on setting purposeful, organizationallyaligned goals, her ability to take initiative to identify and address simple and complex
challenges, and her focus on using school-wide data to drive instruction, with a
specific focus on student growth and success.
Based on these two selection processes and the dramatic gains at Walter G. Byers
after 1 year under her leadership, we are assured that Gina O’Hare is the right
principal for the turnaround work at Walter G. Byers.
Use rigorous, transparent and equitable evaluation system for teachers and
principal
Teacher evaluations: Teachers are evaluated based on the North Carolina Teacher
Evaluation Instrument. The number of formal observations teachers receive is based
on their status. Teachers in the first four years, non-career status teachers, are
evaluated 3 times per year. A licensed, trained administrator conducts these
observations/evaluations. There is also a peer evaluation and a summative evaluation
conducted by the principal. A career status teacher, a teacher with 4+ years of
experience, receives one formal observation/evaluation in their non-license renewal
year and 3 formal observations/evaluations in the renewal cycle year. A summative
evaluation is also held with career status teachers. Additional formal
observations/evaluations can be conducted at any time as needed. Pre and post
conferences are held with teachers to discuss performance and growth opportunities
based on these formal evaluations. The NC Teacher Evaluation has added Standard
VI to the formal state summative evaluation for teachers, which will include student
outcome data on end of grade tests and state common exams. The principal uses
value-added data (from the state and district), formal observations, data from
benchmark assessments, interim assessments and administrative judgment in
evaluating teacher skills and making renewal/tenure decisions. The principal will
also use student surveys as part of the evaluation process this year. A variety of other
documentation will be used, including informal walkthrough data, classroom
artifacts, and teacher portfolios. The new Data Administrator will also pull
behavioral/discipline data on each teacher, and this data will be incorporated into
teacher evaluations.
Principal Evaluation: Principals and assistant principals are evaluated using the
North Carolina School Executive Principal Evaluation Process. Principals and
assistant principals are evaluated in the areas of strategic leadership, instructional
leadership, cultural leadership, human resources leadership, managerial leadership,
external development leadership and micro-political leadership. Student outcome
data and teacher perception data are use to inform the zone superintendent’s
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assessment of the principal. Use of this evaluation tool in conjunction with quarterly
monitoring of PEP goals will allow the team to monitor principals’ progress and
determine continued employment. Leading indicators such as student attendance,
teacher attendance, interim and benchmark assessments results, and student
discipline and incidents are monitored on a regular basis and used to monitor and
assess principal progress. Student outcomes have also been added to the official state
summative evaluation for principals and will be calculated and reported in standard 8
of the tool. School walkthroughs will be done every 7 to 10 days for additional
information on the principal leadership.
Identify and reward school leaders and remove teachers determined to be
ineffective after ample opportunity is provided
Through our work with the Turnaround Specialist Program at University of Virginia,
Project L.I.F.T. selected current teachers using the Competencies for Turnaround
Success protocol developed by Public Impact. The four resources in the
Competencies for Turnaround Success Series are designed to help identify and hire
the right teachers for this demanding role. These resources clarify the most critical
competencies–or patterns of thinking, feeling, speaking, and acting–that enable
people to be successful in attempts to transform schools from failure to excellence
quickly and dramatically. The four competency clusters that comprise the series
include:
Driving for Results Cluster – These competencies identify a teacher’s strong desire
to achieve outstanding student learning results and the task oriented actions required
for success. Competencies include a focus on achievement, initiative and persistence,
monitoring and directness and planning ahead.
Influencing for Results Cluster – These competencies identify a teacher’s ability to
motivate students, other school staff, and parents – and influencing their thinking and
behavior to obtain student learning results. Competencies in this cluster include
impact and influence, interpersonal understanding, and teamwork.
Problem Solving Cluster - This cluster of competencies is concerned with teachers’
ability to plan, organize and deliver instruction. Competencies in this cluster include
analytical and conceptual thinking.
Personal Effectiveness Cluster - This cluster of competencies is concerned with the
teacher’s self-management of emotions and personal beliefs that affect student
learning. Competencies in this cluster include belief in learning potential, selfcontrol, and self-confidence.
Walter G. Byers has leveraged the human resources flexibility of Project L.I.F.T. and
strategic staffing to change 97% of the staff at Walter G. Byers over the last year and a
half. A new, highly skilled and dedicated staff has resulted in a 20% increase in
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student proficiency levels. Moving forward, the school will leverage district policy
GCOB and regulation GCOB-R that allow for termination of a low performing staff
member within 60 to 90 days if the teacher does not respond to the improvement
support offered. School level administrators will use multiple methods of evaluating
teacher effectiveness: value-added measures, administrator evaluations such as formal
and informal observations, classroom artifacts, and teacher portfolios and surveys. If a
teacher is determined to be performing below level, there will be interventions
provided by the administrative team, facilitators, and LEA coaches. Teachers will be
replaced/terminated if they don't satisfy the intervention plans.
Provide on-going job embedded professional development
Working with Walter G. Byers School, Project L.I.F.T. has developed a zone level
professional development plan based on student achievement data, survey data and
other needs assessments. The zone administration instructional team develops,
implements and monitors professional development through a variety of ways
including formative assessment data, lesson plan reviews, teacher evaluation tool,
walkthroughs, formal evaluations and teacher/student feedback. Professional
development will be offered throughout the year--focused on Balanced Literacy,
Technology, Differentiation, RTI, and Accelerated Reader. The LEA will facilitate
instructional planning and data analysis sessions with teachers using multiple data
sources to identify schools needs, devise appropriate actions steps, and monitor
progress.
Walter G. Byers School will have the opportunity to participate in the zone level
partnership with New Leaders. New Leaders is a national non-profit organization
dedicated to training principals and teacher leaders for high-needs schools. The teacher
leadership program is referred to as the Emerging Leaders program. Walter G. Byers
will have 3 to 5 teachers participate in this program in order to develop the adult
leadership skills of talented teachers and other instructional leaders. These teachers will
be provided with the tools to drive academic success within their schools, which will
support the work of the principal. Currently, the Walter G. Byers principal and
assistant principal engage in professional development to enhance their turnaround
leadership capacity. New Leaders will be supporting monthly professional
development sessions that focus on job embedded training that draws heavily on New
Leaders tools, including the Urban Excellence Framework to drive academic gains in
each school.
Project L.I.F.T. has established a partnership with the University of Virginia’s
Turnaround Specialist Program. This program offers specialized professional
development focused on school turnaround to principals and other school leaders
including providing proven tools and models for urban school leadership. Principals
and their leadership teams have had one year of training and will continue training over
the next 1½ years.
Facilitators and instructional coaches offer ongoing job-embedded professional
development to teachers during regular planning sessions. This includes supporting
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teachers’ development of lesson plans to ensure they are aligned to the Common Core
State Standards. The structure also embeds professional development for teachers on
the skills and strategies needed to help students become successful 21st Century
learners.
Teachers also participated in school wide Common Core professional development in
August 2012 (using district resources); and resources provided are spiraled into team
planning meetings. Also, the Project L.I.F.T. Zone held a Teacher L.I.F.T. Institute in
early August that focused on effective instructional practice, such as using the tenets of
Balanced Literacy, which aligns with the Common Core State Standards. Teachers also
received training on Ruby Payne’s Framework of Poverty to enhance their skills and
cultural competency in engaging parents and motivating students from economically
disadvantaged backgrounds.
Extensive training on Data Driven Instruction is occurring now at the school. This has
advanced the work of the Data Teams and use of Data Trackers to assure student
learning is monitored and interventions and action plans are put in place to address
student academic deficiencies.
Implement Strategies to Recruit and Retain Staff
Walter G. Byers will be working with the Project L.I.F.T. Zone to recruit new top
talent and acknowledging existing top talent by extending the reach of excellent
teachers at the school. A Compensation for Excellence system has been established
and will recognize and reward excellent teachers as well as leverage these teachers in
order to have a greater impact on students.
In order to improve the interest and willingness of candidates to work in a Project
L.I.F.T. School, the LEA is offering additional compensation for performance and as
well as opportunities for career advancement in teacher leadership roles.
Recruitment and Retention bonuses have been offered to teachers who meet a high
threshold for performance to include a high score on the behavioral event interview,
proven results, and area of certification. Strategic Staffing monetary incentives have
further supplemented compensation of proven teachers as a retention and recruitment
strategy. Five teachers on staff have been given a $20,000 bonus from the district. The
principal and assistant principal were given 10% merit raises for their 3-year
commitment to working at Walter G. Byers School.
II Implement comprehensive instructional reform strategies
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Implement research based programs
Balanced Literacy Teachers at Walter G. Byers School are implementing a Balanced
Literacy instructional framework and using an integrated approach to teaching
language arts/literacy. This framework for literacy lessons consists of a number of
elements that provide substantial amounts of reading and writing on a daily basis.
While practice with fidelity is still emerging, core components of classroom instruction
include the following:
Read Aloud: Teacher reads a selection aloud to students engaging in a series of
activities, including: pre-viewing, predicting, questioning, story analysis, feature
analysis, and responding.
Shared Reading: Teacher and students read text together promoting discussion,
problem-solving and critical thinking.
Guided Reading: Teacher works with small groups of children who have similar
reading needs. The teacher selects and introduces new books carefully chosen to
match the instructional levels of students and supports whole text reading. Readers
are carefully prepared when being introduced to a new text, and various strategies
are explicitly taught. Ongoing observation and assessment help inform instruction,
and grouping of students is flexible and may be changed often.
Reading Conferences: Teacher meets with an individual student, engaging in a
dialogue about the student’s reading. In the conference the teacher may listen to the
student read, noting the reader’s strengths, providing explicit instruction in terms of
reading strategies, and setting reading goals. Conferences allow the teacher to
identify instructional needs to be addressed in focus lessons and to evaluate a
student’s progress in reading.
Independent Reading: Students self-select and independently read appropriate
books based on reading level and interest. During this time, students practice
reading strategies that were explicitly taught during read aloud, shared reading and
guided reading.
Word Study: Students master the recognition, spelling, and meaning of words
through a hands- on, inquiry based approach. They examine words to reveal
consistencies within our written language system. It incorporates phonics,
vocabulary and spelling instruction.
Positive Behavioral Intervention Support (PBIS)
The concept of Positive Behavior Intervention Support (PBIS) has been researched in
education for approximately 15 years. PBIS is based upon sound educational
practices grounded in psychological and sociological theory. It was started as a joint
initiative by the University of Oregon and the federal Department of Education to
prevent the isolation of high school students. Currently, PBIS is implemented across
the United States and in many foreign countries. Walter G. Byers School also
implements the PBIS model. The PBIS tiered approach and data-driven framework
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have proven to reduce disciplinary incidents, increase a school’s sense of safety and
support improved academic outcomes.
Promote continuous use of student data
Working on behalf of Walter G. Byers School, Project L.I.F.T. is committed to
developing a robust learning agenda to inform its ongoing work and to provide lessons
and best practices to others. The monitoring and evaluation plan includes the ongoing
tracking and regular reporting of both the processes and the outcomes for Project
L.I.F.T. To do this Project L.I.F.T. will employ existing best practices in data tracking
and analysis. An Evaluation Specialist will support the creation and implementation of
a continuous improvement process. The process involves four phases: planning,
implementation, monitoring, and evaluation. An external evaluation conducted by a
third party, Research for Action, will produce an annual report that examines the
overall successes and challenges of the Project L.I.F.T. Zone to include the
transformational work at Walter G. Byers School. This report will include analyses of
student outcome data and partner impact data. These data will be presented to
interested stakeholders on an annual basis.
Additionally, at the school level, a school-wide data driven instructional structure will
be implemented. The principal and a team of instructional leads from the school
attended a comprehensive training on data driven instruction conducted by Paul
Bambrick-Santayo during the Winter Session at the University of Virginia School
Turnaround Program. Additional teachers/staff will be trained and participate in a book
study on data driven instruction. Processes and Data Team meetings have been
incorporated into the master schedule. Using the Discovery Education assessment
platform, the school will implement quarterly, interim assessments and shorter more
frequent assessments designed to check for understanding. Teachers will engage in an
analysis of these assessments to identify strengths and shortcomings. Teachers will
have individual conferences with school leaders to further dissect data and data action
plans addressing student deficiencies. School administration/teachers will follow up on
action plans with further data analysis in the subsequent assessment cycle to determine
student progress and assess effectiveness of prior implementation action
plans/interventions and to determine the next iteration of instructional focus. The work
in the school has included creating a culture in which data driven instruction can thrive
as described. Work to cultivate a mindset in which teachers personally analyze their
own data and are held accountable for student performance is underway, as evidenced
by teacher data trackers, use of the Discovery Education assessment platform, action
planning templates, data reports, and minutes from data meetings.
Leading indicators such as student attendance and behavioral incidents are also tracked
and discussed on a regular basis. This data is used to monitor turnaround efforts and to
focus/inform the work of the Student Support Team (Guidance Counselors, members
of A Child's Place, members of Communities in Schools, the school Social Worker,
and the Parent Advocate).
III Increase learning time and create community-oriented schools
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Provide increased learning time
Research suggests that extending learning opportunities - no matter how that time is
structured - can have a positive impact on students, especially those from
economically disadvantaged families. In addition, it has been demonstrated that this
can be an effective way to support student learning, particularly for students most at
risk of school failure and when considerations are made for how time is used. Walter
G. Byers school has demonstrated a commitment to leveraging increased learning
time as a part of its transformation strategies.
In 2011-12, the school added 45 minutes to the school day at the same time it
converted from a K-5 grade level configuration to a PreK-8 grade level configuration.
Essentially, this increased learning time for all of the PreK-5 students at the school.
Additionally, the school is working to ensure that time during the school day is
maximized. The school leveraged Priority funding to increase teacher assistants at the
school, and a teacher assistant is in every PreK-5 classroom. This has had a positive
impact on student engagement, as instruction can be differentiated more effectively. It
also increased time on task in all classrooms. As a part of the Project L.I.F.T.
initiative, beginning in February 2013 all 1st-4th graders received a specialized laptop
computer. This device is referred to as an XO and was designed by One Lap Top Per
Child. The XOs increase student engagement as applications and programs facilitate
student collaboration, creativity and learning. Students will be allowed to take their
devices home during the spring. The XOs have broadband access, which will allow
continuity in learning from school to home.
As a part of the Project L.I.F.T. initiative, Walter G. Byers also served over 130
students during the summer months. These students participated in two programs,
Freedom Schools and Building Educated Leaders for Life (BELL). Evaluations on
these two programs showed a high rate of attendance, an increase in student
perception of their reading achievement, and an increase on normed referenced tests
in both reading and math. Additionally, 40 students (focused on 3rd and 8th grade nonproficient students) are served in the BELL after school program.
Finally, efforts to expand learning time have also resulted in the school moving to a
year round school model in the upcoming school year. This strategy will minimize
summer learning loss as students will be out of school only 6 weeks in comparison to
the 10 weeks students are traditionally out of school. During October and April
intersessions (3 week student breaks) all students have the option to continue at
Walter G. Byers for free enrichment and academic activities. Transportation will be
provided. Essentially, students will be able to expand and continue their learning
throughout the entire calendar year with very little time away from structured learning
and enrichment opportunities.
Provide family and community engagement
Project L.I.F.T. will address strategies around community support. In order for
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students to be successful, they must receive appropriate levels of support not only
from school staff but also from their parents, mentors, and the community as a whole.
This intensive support is even more important for students who deal with the acute
emotional, physical, and psychological issues associated with living in communities
and attending schools with high concentrations of poverty. In order to ensure that
students receive this support, Project L.I.F.T. will implement strategies to recruit,
support and encourage the involvement of parents, community volunteers, and
community agencies on behalf of the students at Walter G. Byers. To do this, Project
L.I.F.T. has already solicited the support of several community partners who are
working in the school, including two Communities In Schools Site Coordinators.
Project L.I.F.T. also provided for a full time social worker to be at the school.
Through a partnership with Presbyterian Hospital, a fully staffed mobile medical
clinic has also been dedicated to the Project L.I.F.T. zone. Many Byers students have
already been immunized as a part of this partnership. Planning is underway to host
the first national pediatric dental clinic in October 2013 in which Project L.I.F.T. and
the N.C. Dental Health Society plan to provide comprehensive cleaning, screening,
and sealants for over 500 children, many of whom will be from Walter G. Byers
School. These services and many more demonstrate the work that is being done to
establish a community school model at Walter G. Byers School.
Project L.I.F.T. and the school realize that we have taken only initial steps to create a
community model. We want the school to be perceived as a place for integrated focus
on academics, services, supports and opportunities which will lead to improved
student learning, stronger families and healthier communities. In order to accomplish
this, services must be coordinated, communication must be maximized and the work
should be data driven. Working with the Larry King Center, Project L.I.F.T.
commissioned an analysis of the current assets and needs within the Project L.I.F.T.
schools as well as an assessment of communication structures between schools and
external partner agencies. The report also includes recommendations for building an
integrated services system to meet the identified needs of students and families.
Project L.I.F.T. will continue to work with the Larry King Center, an organization
that advocates for children through strategic planning, community engagement, and
public policy in the Charlotte Mecklenburg area, to leverage their expertise in making
a true community school model. P
IV. Provide Operational Flexibility
CMS has given Project L.I.F.T. operational flexibility to implement a comprehensive
approach to improve academic achievement. The Charlotte-Mecklenburg Board of
Education has signed a collaboration agreement with the Project L.I.F.T. Governance
Board to include the flexibility to do the following:
1. Implement innovative, best practice and research based programs and strategies to
support the framework components of talent, extended learning time, technology and
integrated community support.
2. Request immediate reassignment of any school employee in the Feeder Area not
aligned to the mutual goals of the parties’ collaboration.
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3. Subject to all applicable legal requirements, approve selection of all staff
recommended by principals for continued or new employment.
4. Implement research based school turnaround strategies as needed.
5. Implement extended learning strategies as needed.
6. Subject to all applicable legal requirements, utilize federal, state and local dollars
allocated to support the parties’ work plan.
7. Subject to all applicable legal requirements, develop a comprehensive human
resources strategy in conjunction with the Board’s superintendent and/or his designees
which will include strategies for recruitment, selection and compensation for
employees in the Feeder Area.
Interventions
Intervention 1: SIG Instructional Support Coaching Team: Walter G. Byers requests a
SIG Instructional Support Coaching Team, consisting of expert teachers, to raise teacher
effectiveness through using data to drive instruction via intentional planning, model
teaching, and supporting the PLC structure for instruction that is rigorous and relevant.
The selection of teachers for academic coaching is based on the needs of the school.
Walter G Byers has chosen to utilize coaching teachers in the following areas: Literacy,
Social Studies/Science, and Math. The teachers hired for these positions will be experts in
their respective fields, are also “cross-trained” in the areas of co-teaching, Assessment for
Learning, Data Wise, SIOP, cognitive coaching, School Quality Review (SQR), and
differentiation of instruction, and can provide the most effective assistance to our school.
The coaching team will be part of the Walter G Byers family, providing assistance as
indicated through weekly data analysis, and quarterly deep data dive sessions for interim
benchmark assessments with administration to ensure alignment to both the reform efforts
indicated in the SIG application and the school Indistar School Improvement Plan. SIG
instructional support teachers will provide job-embedded professional development to
include cognitive coaching, observations of classroom practice, modeling of lessons, and
leading common planning time. This SIG model of teacher-coaches is based on the success
of the Targeted Assistance Coaching Model that was implemented in the 2009-10 school
year using LEA Improvement funds. At the end of the SIG funding initiative, funding for
the teachers doing instructional coaching will be assumed through local/state funds.
The SIG Instructional Support Coaching Model directly relates to the Transformation
Model’s components of developing and increasing teacher and school leader effectiveness
and implementing comprehensive instructional reform strategies. The coaching team will
provide job-embedded, sustained professional development, coaching, and mentoring,
which are shown to increase teacher effectiveness and student engagement and
achievement. Additionally, the work of the coaching team will lead to sustainable, ongoing
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growth at Walter G Byers because their three years of direct and intensive support will
build the capacity of staff throughout the school.
In addition to the three teacher-coach positions, three Teacher positions are requested as
part of this intervention: 1 EC Teacher, and 2 Literacy Teachers, who will co-teach.
Intervention 1 also includes a request to increase the number of Teacher Assistants at the
school to provide Assistants for middle school classrooms. As it has done in the elementary
classrooms, this intervention is expected to provide increased ability to differentiate
instruction and added active student engagement in the middle school classrooms.
Intervention 2: Walter G Byers Teacher Academy
Walter G Byers will focus all Professional Development efforts on full implementation of
Balanced Literacy, Co-Teaching Professional Development, and Driven By Data
Instruction. Walter G Byers will implement a comprehensive professional development
(PD) plan in order to develop a rigorous PreK-8 curriculum embedded with 21st century
skills and practices to accelerate learning for all students in preparation for later academic
study. The multi-prong professional development plan includes a staff-wide PD academy,
and tiered support to address targeted teacher or content specific instructional needs. The
PD plan was developed based on the most recent End of Grade test score results which
indicated a need for content integration with core subject areas, expanding the practice and
types of differentiation, and increasing the use of instructional technology to facilitate 21st
century skills.
Data Analysis- In Driven By Data, by Paul Banbrick-Santoyo, the author states that
meetings to analyze common assessment data are “integral to changing from a culture
focused on what students were taught to a culture focused on what students actually
learned...” (P.53). Case study after case study supports the soundness of this concept.
Simply put, schools which use the principles found in Driven By Data produce proficient
learners. However, in order to have an effective data meeting, schools must have dedicated
personnel leading and facilitating that process.
In order to operate the school’s data process effectively, it must also align with Response to
Instruction (RTI); which means connecting data at Tiers 1, 2, and 3. At Tier 1, highly
effective and well-trained instructional leaders can consistently drive discussions based on
common assessment data. Having these leaders oversee Tier 1 data means that they are
also in a perfect position to determine which students are in need of a Personal Education
Plan (PEP). This will result in alignment between needed levels of intervention based on
data, and will also ensure teachers provide the needed level of service to all students.
Continued analysis of student data by the same staff will enable the school to consistently
identify which students are in need of Intervention Team referrals (Tier 3). If the Tiers are
not connected, then progress in RTI and academic growth will grind to a halt.
Intervention 3: Walter G. Byers Student Support Services Model
Walter G Byers recognizes the need for extra support to educate the whole child while
supporting the families involved with our students. It is the responsibility of the school as a
“hub” for our community of learners to provide a student support services program that
enhances the capacity of our school to meet the learning and well-being needs of students
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by providing access to school and community-based specialists and support professionals.
The student support service model will provide integrated service with a continuum of
intervention, and support with an emphasis on prevention and early intervention. The extra
support needed will be funded via this SIG grant. The position needed is a full time
Guidance Counselor to work with our high-need population. This position will help bridge
the need for community support with student and family intervention, group work, crisis
response, and consultation for student well-being. The student support service individual is
essential to strengthening the overall programming of our school. This will provide
optimum service delivery to ensure students with the greatest need receive support that
maximizes their learning potential. Student support services will contribute to the school
improvement work being undertaken by removing social circumstance, behavioral/mental
health, general health and well-being and other barriers our students and families face on a
daily basis. The services provided will stabilize our students and help them be better
prepared for instruction and learning daily.
Technology: There is a critical need to increase technological support in the classroom. As
we begin to shift toward a blended instruction model and online assessments it is vital that
we have the classroom resources necessary to prepare our students to be successful at the
college and career ready level.
Additional laptop carts in classrooms will allow teachers to deliver a blended instructional
model that will help manage student data and performance at a level that will give students
instant feedback while allowing teachers to effectively adjust instruction for maximum
gains. The addition of laptop computers will enable the systematic implementation of
programs such as Renaissance Learning, Achieve 3000, Study Island and Discover
Education classroom at their highest level.
The benefit of such programs allows for the development of individual education plans that
target student needs. Through the use of these online resources and daily practice, students
can be easily progress monitored, helping to differentiate instruction and apply the proper
instructional strategies to support each student. Research shows that consistency in
implementation and delivery of the aforementioned programs is critical to their success and
impact on learners. Creating a learning environment where every child has access to such
advancements in education on a daily basis can be fulfilled with the technological
resources of a laptop cart.
Intervention 4: BELL Extended Learning Program:
The BELL (Building Educated Leaders for Life) program is a non-profit, extended
education program used in many urban centers across the nation. The purpose of the
program is to reduce learning loss. The after school programs give students additional time
with a certified teacher to master skills learned during the school day. The program is a
supplement to class instruction. Many of our students leave school to go to a home that
may not have academic assistance available for a variety of reasons. The BELL after
school program provides structured lessons designed to aid in retention of learned concepts.
The after school program focuses on reading and math. BELL uses Stanford Achievement
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tests as pre- and post-test measurements of growth. The program is specifically designed
by Harvard University graduates to eradicate the achievement gap in urban schools.
Currently, Project L.I.F.T has the funds to target only one grade level with BELL after
school programs. Requested funds would be used to expand the BELL program to other
grades. We would like to have the program in all EOG-tested grades to provide consistent
academic support throughout the school.
Align other resources with the interventions
Project L.I.F.T and CMS Learning Zones: CMS is divided into Learning Zones at the
request of the Board of Education, and as part of Strategic Plan 2014. The goal of
decentralization is to move decision-making and authority closer to the classroom by giving
schools more flexibility. Each Learning Zone is operated under a Zone Superintendent,
Executive Director, and support staff. This structure ensures schools receive more
individualized support in this large, urban district. On top of the learning zone, Walter G
Byers is currently a member of the Project L.I.F.T. Zone, which is comprised of all of the
schools in the west corridor and are feeder schools to West Charlotte High School. In a district
the size of CMS, Learning Zones provide schools with intimate resources and feedback to
optimize implementation of programming and student learning. Specific resources and
supports from Learning Zones include: curriculum mapping, professional development catered
to the needs of the learners, monthly facilitator meetings to provide coaching and train-thetrainer programming, support for teacher evaluations, student and family needs, and
intervention services.
Project L.I.F.T. has also garnered the support of Moore and Van Allen for advocacy work at
the state level. To date, significant progress has been made in attaining flexibility to support
full transformation. In the recent state legislation session, Project L.I.F.T. was granted a new
statutory provision that carves out Project LIFT schools from most requirements of the NC
School Calendar law, effective in the 2013/14 school year. This is unprecedented for any
traditional public school to have this type calendar flexibility. The leadership team with
Project LIFT has begun planning to ensure a successful implementation by 2013-14. L.I.F.T.
zone leadership received school board approval to convert Walter G. Byers School to a year
round school which will minimize summer learning loss for students.
Project L.I.F.T. has and will retain Moore Van Allen PLLC, who will stay active in their
advocacy efforts at the state and local level working on behalf of Walter G. Byers School to
ensure policies and legislation support school turnaround and transformation. Future efforts
will include policy and legislation to implement a compensation package based on teacher
performance and teacher tenure reform.
Data Wise: CMS has adopted the Data Wise framework as our method for inquiry at the
district, schoolhouse, and classroom levels. This framework integrates data into the daily
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
57
decisions that are being made around student learning. It is through looking at multiple data
points that we are able to determine the student-centered problem, have a focus for analyzing
instruction, create a plan of action, and assess whether our plan(s) worked. This framework
allows for evaluation of program success within schools on an ongoing basis. This will allow
each school to make sound decisions around instruction, resource allocation, and adjusting
school improvement plans throughout the year so that the needs of students are being actively
met. Furthermore Walter G Byers, being a Project L.I.F.T. school, has used Data Driven
Instruction by Paul Bambrick-Santoyo as a guide to improve the work around data driven
instruction.
The Data Driven process model will be seen prominently in two aspects at Walter G Byers.
First, content-based professional learning communities utilize the process as the structure for
analyzing student level data to inform content specific planning and re-teaching efforts. This
allows targeted instruction at a student’s current level of mastery. Second, the Data Driven
process will be used for coaching and data analysis sessions for teachers and administrators.
The utilization of these data processes will ensure the monitoring of our teaching and learning
strategies. In this way, instructional leaders can make decisions on ways to improve our work
around school improvement.
Professional Learning Communities (PLC): CMS is seeking to promote leadership capacity
through the implementation of the PLC model in conjunction with the Data Wise process. The
district is working with an outside consultant throughout the year to facilitate ongoing
professional development with principals, assistant principals, facilitators, and Curriculum and
Instruction staff to develop highly functioning PLC teams. SIG Instructional Support
Coaching teams will assist staff in developing their PLC teams. Instructional planning PLC
teams will serve as the primary vehicle for SIG Instructional Support Coaching to assist
teachers to improve instruction. In a PLC, teachers must “focus on learning rather than
teaching, work collaboratively, and hold yourself accountable for results” (DuFour, 2004, p.
6).
Response to Instruction (RtI): Within the Strategic Plan2014, under the Effective Teaching
and Leadership Area of Focus, a tactic reads: Design and implement a Response to Instruction
(RtI) model for CMS that will help teachers adjust instruction as needed for struggling
students. The goal of this plan is to address the foundational skills of literacy, math, and
behaviors guided by the RtI framework. Currently academic facilitators meet monthly with the
district RtI Coordinator to discuss research based reforms for core instruction, target
interventions, and assessment. Walter G Byers currently works with the Project Zone
Literacy Specialist to improve their implementation of a Balanced Literacy program.
To support Walter G Byers, the SIG Instructional Support Coaching Team will be trained on
the RtI Framework. It is expected that the coaching teachers will utilize the eight RtI Core
Principles to frame the support and guidance provided to these teachers. The principles are:
(1) We can effectively teach all children
(2) We will intervene early
(3) We will use a multi-tiered model of service delivery
(4) We will use a problem-solving model to make decisions within a multi-tiered model
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
58
(5) We will use scientific, research-based, validated intervention and instruction to the extent
available
(6) We will monitor student progress to inform instruction
(7) We will use data to make decisions
(8) We will use assessment for screening, diagnosis, and progress monitoring.
Parent Involvement: To increase family involvement and support the academic success of
students, CMS implements Parent University. Parent University provides free, ongoing
training, information, and support to parents and family members via district-wide workshops
and activities. Parent University offers more than 70 different course topics designed to help
parents help their children succeed in school and in life. The courses are developed in
partnership with local businesses, organizations, and educational institutions, and offered in
area schools, libraries, businesses, malls, houses of worship, non-profit organizations, and
government offices. Parent University includes coursework intended to help parents
understand how to navigate the school district. It provides parents with the latest information
regarding curriculum, educational trends, effective parenting, and planning for students’
educational futures. Parents can participate in Parent University to develop their leadership
skills, maximize their abilities to assist with learning at home, and find suggestions for
promoting a healthy lifestyle. CMS has provided services for Walter G Byers by providing a
Family Advocate position for their school.
CMS will provide services for Walter G Byers’ families through Parent University offerings
tailored to the specific needs of the school. The district offerings will be held at the school
building, or in community areas (e.g., community centers, houses of worship) to provide
optimal access to the schools’ families. Parent University aligns to the Transformation Model
component of creating community-oriented schools.
In addition to CMS’ Parent University, Walter G Byers will also seek support and resources
from the North Carolina Parent Information and Resource Center (NC PIRC). NC PIRC
provides services to families and educators in Title I schools, including workshops for parents,
parent groups, schools, and community groups on a variety of topics. NC PIRC also has a
Lending Library and provides articles, information sheets, and referral information.
Office of Accountability: The CMS Office of Accountability provides schools,
administrators, and key stakeholders with information, research, and resources to facilitate
data-driven decisions for improving student performance.
Homeless Education Services: As a part of CMS’ services for homeless students, each school
has a designated McKinney-Vento school-based liaison who coordinates and implements
services to students experiencing housing crises. These services include transportation to the
school of origin, access to free breakfast and lunch, and access to needed material items such
as school supplies and uniforms. Liaisons ensure that all students receive comparable services
in relation to their non-homeless peers and remove barriers to enrolling, attending, and
succeeding in school. Additional services include an academic review and linkage with
tutoring as needed. School-based liaisons also collaborate with community partners to ensure
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
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that basic medical and physical needs are met. Additionally, the liaisons facilitate
communication between the parents and the school.
In addition to the services provided by CMS and the McKinney-Vento liaison, homeless
students also receive support and services from A Child’s Place (ACP). ACP is a local
nonprofit agency working to “erase the impact of homelessness on children and their
education” that has worked in close collaboration with CMS for 22 years. This collaboration
has worked to ensure that students are receiving the education and other services they need. As
a privately-funded agency, ACP is supported by many businesses, faith-based and civic
organizations with financial and in-kind donations and volunteers. North Carolina Reading
3D: Walter G Byers participates in the NC Reading 3D program. Reading 3D is a program
by the Wireless Generation which provides teachers in grades K-5 a tool for assessment and
data analysis. Teachers use a wireless palm pilot or net book to administer a variety of
assessments in phonemic awareness, phonics, fluency, vocabulary and reading comprehension.
Participating in this pilot assessment program has been very beneficial for Walter G Byers
because the assessment data provided by Reading 3D was used to support the newly
implemented guided reading model. Teachers are able to determine students’ instructional
reading levels during benchmark, while also progress monitoring specific skills throughout the
year.
New Teacher Mentor: A New Teacher Mentor provides support to teachers with fewer than
four years of experience through daily classroom support and formal monthly meetings. This
mentor position is funded through a local church.
Project L.I.F.T Compensation for Greatness Plan: As we begin the work of building a
new culture in the Project L.I.F.T. Zone, our focus will be on increasing knowledge around
data driven, high student achievement, while incenting collaborative, above and beyond work.
To this end, we will put three bonus structures in place.
Reward for
Collaboration
80% = school growth goal
20% = zone growth goal
60% of all students taking the
reading test will show more than
a year’s worth of growth
L.I.F.T. Executive Club
Culture and Morale
Incentives
Superintendent’s Platinum Club
• Dinner with Dr. Morrison, picked
up in a limo
• $5,000 Innovation Grant
• Video for the website
• Plaque at LIFT Office
• Logo apparel
Indicators:
*Attendance
Quarterly and yearly
*Parent and student Engagement
Home visits
Literacy Engagements
Conferences (not required)
Phone calls
*Behavior
*PLC Involvement and leadership
*Quarterly assessment data
Reading ONLY for year one
Principals = $4,000.00
AP, Facilitators, Deans =
$2,750.00
Licensed Teachers = $2,500.00
Support Certified Staff
(Counselors, Media, Social
Workers, etc.) = $1,000.00
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
Principals will use the five
indicators to assign nonmonetary incentives for staff
members exhibiting skills above
and beyond that impact student
achievement.
60
Non-Certified Staff (Assistants,
Secretaries, Custodial Staff, etc.)
= $500.00
Criteria to be eligible for bonus:
*Absences = 4 or less starting
December 10, 2012
*Must be employed with school
for more than half of the year
*Must be on CMS’s active
payroll in the following year
*Must be in good standing
based on district performance
evaluation measure
L.I.F.T. Executive Club
*Teach 4-12 tested subjects
(EOC/EOG/MSL)
*Receive “Exceeds Expected Growth”
on Standard 6
*Absences = 4 or fewer starting
December 10, 2012
*Must be on CMS’s active payroll in
the following year
*Must be in good standing on district
performance evaluation measures
Incentive Details
Elementary Schools: $5,000
PreK-8 Schools: $7,500
Middle and High Schools: $10,000
Zone: $12,500
Modify practices or policies, if necessary, to enable schools to implement the
interventions fully and effectively
N/A
Sustain the reforms after the funding period ends
The development of sustainability strategies will run parallel with implementation of the
proposed plan. Frequent assessments of the plan and the use of data to substantiate
performance goals will be key to determining the specific activities that can and should be
continued. Using data, we will be constantly considering ways to incorporate all or some part
of the effort into existing structures.
Throughout the implementation, there will be a major focus on building capacity and changing
school culture. As competence and implementation fidelity increases, the school’s
infrastructure will be strengthened, increasing the likelihood for maintenance and
transferability long term. This continuous growth and development will also begin to
positively transform the school culture. As practices, core values and school culture shift
toward high quality teaching and learning and an achievement orientation, the reliance on the
grant will diminish.
Throughout implementation, we will also consider re-allocation of existing resources to areas
in which the proposed plan yields strong positive outcomes. We will pursue other funding
sources to support demonstrated success to include the school district budget, Title I, federal
subsidies, AmeriCorps, United Way, and local foundations. The philanthropic community has
a strong history of generosity to public education in Charlotte as exemplified by the $55
million dollar investment in Project L.I.F.T. These funders have indicated the desire to
continue funding where success can be demonstrated.
Finally, as implementation occurs we will work to cultivate stronger and more strategically
focused community partnerships, especially as it relates to the expanded learning time and
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
61
services for behavioral mental health. Many organizations already exist, but the lack of
planning and coordination have not allowed for mutually beneficial partnerships. We will seek
their support and advocate for a deliberate and intense focus in the Walter G. Byers’ school
and community. Efforts to build ongoing, permanent relationships with other mission-aligned
organizations provide another viable strategy for sustainability.
Recruit, screen, and select external providers, if applicable, to ensure their quality
N/A
Identify pre-implementation activities to fully support intervention model
N/A
SECTION D: Capacity
The LEA must include the following information in its application for each Priority school
that will be served with School Improvement Grant funds.
Notes: For each Priority school, the LEA must complete the following table (add rows as needed). The LEA must sufficiently
describe:
• Available resources and additional resources needed to implement each of the selected interventions;
• Annual goals and measurable objectives for student achievement on the State’s assessments in both reading/language
arts and mathematics that it has established;
• Specific steps it will take to implement the selected intervention in each Tier I and Tier II school it commits to serve;
• Periodic evaluation measures clearly aligned to all of the measurable objectives for each school’s progress toward
achieving its goals;
• Timeline for implementing the steps including responsibilities; and
• Monitoring plan for ongoing review of the implementation of interventions with timeline and persons responsible.
Name of School:
Intervention Model:
Existing Resources:
Additional Resources:
Walter G. Byers
Transformation
Project L.I.F.T Learning Zone, New Leaders and Emerging Leaders Programs,
Professional Learning Communities, Driven by Data Teams, Parent University,
McKinney Vento Part Time Support, Priority School, Curriculum and Instruction
District Support, SES, Freedom Schools Program, Bell Schools Program, New Teacher
Mentor Program, Communities in Schools Program, A Child’s Place, Kindermourn,
PALS Greenville Center, AVID, Girls on the Run, Big Brothers/ Big Sisters
Intervention 1: SIG Instructional Team: 1 ESL teacher , 3 EC teachers, 2 Literacy
teachers , 1 EC Lead Teacher, 1 Math Lead, 1 Data Lead; 6 Teacher Assistants for
middle school classrooms
Intervention 2: Walter G Byers Teacher Academy: Data Driven Instruction
Professional Development, Co-Teaching Professional Development 2lst Century
Technology in the Classroom Professional Development, Balanced Literacy
Professional Development, , Achieve 3000 PD, Study Island PD, SIOP Professional
Development, PBIS
Intervention 3: Walter G Byers Student Support Services Model: 1 Social
Worker, 1 McKinney-Vento Social Worker, 1 Guidance Counselor, .5 Psychologist; 1
24- laptop cart per classroom without this technology (15)
Intervention 4- Walter G Byers Bell Academy-: Funds to extend the contract to an
additional 120 students for after school and intersession academic enrichment; 1
Teacher Assistant to provide support and liaison function between the school staff and
the BELL program.
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
62
Annual Goals:
1. Increase AMO Reading Proficiency for all students and subgroups
2. Increase AMO Math Proficiency for all students and subgroups
3. Increase reading proficiency/performance for all students K-8 as measured by zone
summative assessments
4. Increase math proficiency/performance for all students K-8 as measured by zone
summative assessments.
Measurable Objectives:
Implementation Steps
Periodic Evaluation
Increase reading
proficiency for all
students and subgroups
as measured by the NC
AMO Assessment by
15% annually, for a 3year goal of 84%
Provide Balanced
Literacy Professional
Development for the
entire staff.
Quarterly
Provided Co-Teaching
Professional
Development for
middle grades content
teachers and EC teachers
Recruit and Hire
Literacy Teachers
grades 3-5
Recruit and Hire an ESL
teacher
Person(s)
Responsible
Principal
Timeline
Quarterly
Administrative
Team
July 2013
October 2013,
December 2013, March
2014, May 3014
Administrative
Leadership
Team
July 2013
October 2013,
December 2013, March
2014, May 2014
October 2013,
December 2013, March
2014, May 2014
Quarterly
Administrative
Team
July 2013
Administrative
Team
July 2013
Literacy
Facilitators
Provide a Level Library
for Reading and
Language Arts teachers
K-8
Provide Level Literacy
Intervention On-Line –
Achieve 3000 and/or
Study Island Program
for K-8
Recruit and Hire
Instructional Teacher
Assistants for each
teacher in grades 6-8
June 2013
Administrative
Team
Progress
Monitor
Every Four
Weeks
August 2013
June 2013
Literacy
Facilitator
Progress
monitor
every four
weeks
June 2013
Administrative
Team
July 2013
Recruit and Hire a
Social Worker,
McKinney Vento Social
Worker, and a Guidance
June 2013
Administrative
Team
July 2013
Recruit and Hire EC
teachers to co-teaching
classrooms.
Deliver intensive
reading services and
track student progress
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
July 2013
63
Increase math
proficiency for all
students and subgroups
as measured y the NC
AMO Assessments by
10% annually for a 3year goal of 79% .
Increase reading
proficiency/performance
for all students K-8 as
measured by zone
summative assessments
Increase math
proficiency/performance
for all students K-8 as
measured by zone
Counselor
Recruit and Hire a Math
Facilitator
July 2013
Administrative
Team
July 2013
Provide each math class
K-3 the Achieve 3000
Math Intervention
Program
Provide Teacher
Professional
Development on the
Achieve Math
Intervention Program
Recruit and hire teacher
assistants for middle
grades math classes for
the implementation of
the workshop model
Implement Walter G
Byers BELL Academy
for students during
intersessions.
Recruit and Hire 1 Bell
Teacher
Assistant/Liaison
Implement the zone
assessment calendar for
Discovery Education
Interim Assessments.
June 2013
Math
Facilitator
June 2013
`Math
Facilitator
Progress
Monitor
every four
weeks
July 2013
June 2013
Administrative
Team
July 2013
Intercessions of 2013,
2014, 2015
Administrative
Team, Site
Coordinator
July 2013
June 2013
Administrative
Team
July 2013
May 2013
Instructional
Coaches
Progress
Monitor
quarterly
Analyze student growth
reading data using the
Discovery Education
Data Tracker
Quarterly
Progress
Monitor
Quarterly
Create school data team
to monitor and
triangulate various
forms of student reading
formative assessment
data.
June
Administrators,
Coaches,
Facilitators,
Teachers and
students
Administration,
Data Team
Provide job-embedded
professional
development on Data
Driven Instruction
(DDI)
Implement the zone
assessment calendar for
Discovery Education
Interim Assessments.
Quarterly
Instructional
Coaches
Progress
Monitor
Quarterly
May 2013
Instructional
Coaches
Progress
Monitor
quarterly
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
Progress
Monitor
Quarterly
64
summative assessments.
Monitoring Plan:
Analyze student growth
math data using the
Discovery Education
Data Tracker
Quarterly
Create school data team
to monitor and
triangulate various
forms of student math
formative assessment
data.
June
Administrators,
Coaches,
Facilitators,
Teachers and
students
Administration,
Data Team
Progress
Monitor
Quarterly
Progress
Monitor
Quarterly
Provide job-embedded
Quarterly
Instructional
Progress
professional
Coaches
Monitor
development on Data
Quarterly
Driven Instruction
(DDI)
Implement Bell
Intercessions of 2013,
Administrative July 2013
Academy for students
2014, 2015
Team, Site
during intersessions.
Coordinator
• Utilization of the Indistar School Improvement Monitoring System
• Evaluation of growth in teacher effectiveness, in response to SIG Instructional
Coaches- measured by walk-through instrument, student growth data, teacher
evaluations, and teacher surveys
• Evaluation of growth in student achievement- measured by Standard 6 of the
McRel Evaluation Rubric: Teachers contribute to academic success of
students.
• Evaluation of student proficiency as measured by formative and summative
assessments: Discovery Ed , Reading 3D, and Achieve 3000
• Data Driven Analysis Meetings with Instructional Leadership Teams and
Teachers.
• Weekly debrief meeting with SIG Instructional Coaches and school
administration- coaching team provides written weekly updates
• Evaluation of Interventions by administration, leadership team, SIG
Instructional Coaches, zone office, and district office
• Quarterly monitoring visits by DPI
• Evaluation of BELL- Intersession program effectiveness.
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
65
SECTION E: Budget
The LEA must include a budget that indicates the amount of school improvement funds the LEA
will use each year to implement the selected model in each Priority school it commits to serve
including proposed pre-implementation activities; and conduct LEA-level activities designed to
support implementation of the selected school intervention models in the LEA’s Priority schools.
Notes:
6. Funds for years 2 and 3 of SIG implementation are dependent upon the receipt of additional 1003(g) SIG funds from
the U.S. Department of Education (ED).
7. Any funding for activities during pre-implementation period must be included in the first year of the LEA’s threeyear budget plan.
8. An LEA’s budget must cover the period of availability, including any extension granted through a waiver, and be of
sufficient size and scope to implement the selected school intervention model in each Priority School the LEA commits to
serve.
9. An LEA’s budget for each year may not exceed the number of schools it commits to serve multiplied by $2,000,000.
10. The SEA will determine whether to renew an LEA’s SIG grant if one or more schools within the LEA are not meeting the
goals identified for the interventions an LEA is implementing, student achievement outcomes, and leading indicators as
described in the Assurances.
1. LEA Fund Request (Add additional rows as needed)
School Name
PreFull Year 1
Year 2
Year 3
Total School
implementation
2011-12
2012-13
2013-14
Funds
Funds
Budget
Budget
Budget
Requested
$963,611.28
$358,641.77
$295,914.95 $1,618,168.00
1. Hawthorne High School
$768,844.51
$597,310.98
$533,844.51 $1,900,000.00
2. Walter G. Byers School
$795,466.24
$660,652.38
$660,652.38 $2,116,771.00
3. Druid Hills Academy
LEA-level Activities
$
$
1.
2.
$
$
$
$
$0
$0
TOTAL SIG Funds Requested for LEA Budget
$5,634,939
2. School Funds request (Add additional rows as needed)
Name of School: Walter G. Byers School
Activities for Intervention Model
Intervention Model: Transformation
Year 1
Year 2
2013-14
2014-15
Year 3
2015-16
Total
$436,863.79
$436,863.79
$436,863.79
$1,310,591.37
$7,000.00
$0
$0
$7,000.00
$213,681.72
$79,148.19
$75,681.72
$368,511.63
4. Walter G. Byers BELL Academy
$90,000.00
$60,000.00
$0
$150,000.00
Indirect Costs at 3.363%
$21,299.00
$21,299.00
$21,299.00
$63,897.00
$768,844.51
$597,310.98
$533,844.51
$1,900,000
1. SIG Instructional Team
2. Walter G. Byers Teacher Academy
3. Byers Student Support Services Model
School Totals
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
66
SECTION F: Consultation
As appropriate, the LEA must consult with relevant stakeholders regarding the LEA’s application
and implementation of school improvement models in its Tier I and Tier II schools. Provide a
description of stakeholder involvement in the development of this application.
Consultation Activities
SIG Technical Assistance Meeting at Project
L.I.F.T. Office
Meeting to introduce SIG grant application to ILT
Working group meeting
Working group meeting
Working group meeting
Committee/Team Members
Denise Watts, Yvette C.
Smith, Kevin Paige, Alison
Hiltz, Gina O’Hare, Alison
Carr, Tiffany Little, Rachelle
Perkins, Julie Stafford
Wes Calbreath, Gina
O’Hare, Larenda Denien
Wes Calbreath, Gina
O’Hare, Vanessa Eichman,
MCV Social Worker, Ms.
McClain, ESL teacher
Wes Calbreath, Gina
O’Hare, Sarah Kabourek
(EC teacher), Ben Bender
(School Psychologist)
Wes Calbreath, Gina
O’Hare, Larenda Denien,
Fontrice McCormick
(Social Worker), Douglas
Franzone (Academic
Facilitator)
Meeting Dates
March 8, 2013
March 8, 2013
March 11, 2013
March 11, 2013
March 12, 2013
Wes Calbreath, Gina
O’Hare, Larenda Denien
ILT review meeting to prioritize proposal
March 13, 2013
Wes Calbreath, Gina
O’Hare
Amendments and revisions discussion meeting
April 12, 2013
Gina O’Hare, Oai To, Julie
Stafford (by phone)
Budget discussion
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
April 17, 2013
67
SCHOOL: Druid Hills Academy
Needs Assessment Description
Needs of the school, students, and community for each school to be served with sufficient
information for conducting the needs assessment
Druid Hills Academy is a PreK-8 grade school situated in the urban West Charlotte Corridor
of Charlotte-Mecklenburg Schools. The students enrolled at the school reside in 10
neighborhoods. The social, demographic and economic characteristics of the school
community are as follows:
Druid Hills
Communities
$32,606
High
Median Household Income
Unemployment Rate
Percent of Births to
12.7%
Adolescents
Percent of Persons Receiving
32.1%
Food Stamps
Crime Index (Scale of 1-10)
8 Moderate High
Source: UNCC Urban Institute, Mecklenburg County
Quality of Life Study
City of Charlotte
$52,148
6.4%
13.1%
Deemed a “challenged” neighborhood in the 2010 Quality of Life Study conducted by the
University of North Carolina Charlotte’s Urban Institute, the needs of the community are
great. The confluence of factors such as homelessness, poverty, unemployment, low
education levels, weak social networks, and relative lack of opportunity make it difficult for
the residents and children to achieve positive life outcomes. The disadvantage of the
community limits the availability of basic needs such as food, shelter and safety for many of
the students who attend Druid Hills Academy and negatively impacts their social,
emotional, and academic development.
The 645 students enrolled at Druid Hills Academy reflect a homogenous minority
population. Over eighty-eight percent (88.7%) of the students are African American, 3.6%
are Asian, 5.9% are Hispanic, 1.4% are Multi-Racial, and 0.4% of students are White. The
school enrollment is further defined by 16.5% students designated as homeless/McKinney
Vento eligible; 6.3% of students are registered as English Language Learners; and 11.6% of
students qualify for Exceptional Children’s services. The mobility rate of students is 27%.
Economic disadvantage is a common characteristic among students - 98% receive free or
reduced price lunch. This data evidences the prevailing challenging demographic and family
factors outside of the control of the school leadership and staff, further underlining the needs
at Druid Hills Academy.
High levels of poverty and other risk factors manifest as absenteeism and behavioral
incidents. In 2011-12, only 2 students had perfect attendance. An overwhelming 93.3% of
all student absences were unexcused, averaging 8.1 lost days of school per student. Further
exacerbating the loss of instructional time is student out of school suspension rates. Last
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
68
school year, 19.2% of students had at least 1 out of school suspension. The sum of out of
school suspensions averaged across all students computes to about 1.18 days per student.
Student suspensions and absences are added academic risk factors for many of the students
at Druid Hills Academy.
Overall school performance categorizes Druid Hills Academy a Priority school as it is one
of North Carolina’s lowest performing schools. While the school made expected growth in
2011-12, overall performance is well below district and state averages. Comparisons in
reading and math can be seen in the chart below:
2011-12 Student Proficiency Comparisons
Science
Reading
Math
5th
8th
School
38.9
53.2
34.9
45.1
District
71.1
82.5
74.8
78.9
State
71.2
82.8
75.9
77.3
This underperformance has been chronic over the past several years as the school has made
Adequate Yearly Progress only one time and student achievement has hovered at 50%
proficiency or below since 2004.
Because of the acute and pervasive academic, social, emotional and economic needs of
students at Druid Hills Academy, the school is included in Project Leadership and
Investment for Transformation (L.I.F.T.). Project L.I.F.T. is a $55 million dollar
philanthropic initiative catalyzed by Charlotte’s largest community and family foundations.
This initiative recognizes that the achievement gap that separates thousands of minority and
low-income students from their peers in Charlotte-Mecklenburg Schools is unacceptable. To
ensure all children receive the promise of a high quality education, Project L.I.F.T. aspires
to lift up and accelerate the school district's efforts to improve academic outcomes for all
students. The philanthropic leaders and Charlotte-Mecklenburg Schools have formalized a
unique public-private partnership to infuse financial resources and innovation into 9 schools
in the West Charlotte Corridor. These schools, including Druid Hills Academy, form a
PreK-12 feeder pattern. They are organized into a special 9-school zone led by the Project
L.I.F.T. zone superintendent and a small staff. The project’s theory of action captures some
of the greatest needs at Druid Hills Academy and the other schools in the feeder pattern.
Financial investments will support the following tenets over the next 4 years:
• Talent, Extended Learning Time, Technology, and Invested Parents and
Community Support
• Promoting district and state policy that will advance educational outcomes for
students.
Project L.I.F.T. is in year one of the implementation of a five-year plan.
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
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In the comprehensive needs assessment of the school, it is clearly evident that Druid Hills
Academy is a school of significant need. The surrounding disadvantaged community
conditions create a microcosm of prevailing challenges within the school. While these
challenges are not excuses for the chronic low achievement of students, they have to be
acknowledged and the need for support and interventions recognized. Addressing students’
risk factors to include their academic, social, and emotional needs is paramount in order to
accelerate student achievement at Druid Hills Academy.
Analysis of multiple measures of data including student achievement data, process data,
perception data, and demographic data
Student Achievement Data
Examination of student achievement over the last three years at Druid Hills Academy shows
chronic underperformance. Student achievement trends over the last three years show that
fewer than 50% of students can read at or above grade level. In 2011-12, only 38% of
students demonstrated reading competence as measured by the state End of Grade Tests.
This results in a high concentration of non-proficient readers. The lack of reading
comprehension affects performance in other content areas and grade levels in which a strong
foundation of reading is required. Student proficiency in math hovers just above 50%. In
2011-12, performance in math declined from the previous year. Low reading and math
performance is reflected in science achievement. Last school year, only 34% of 5th grade
students were proficient on the science End of Grade Tests. Students in the 8th grade yielded
a 45% passing rate.
Three-Year Trend of Student Proficiency
N.C. End of Grade Reading Tests
School Year
2011-12
2010-11
2009-10
Percent Proficient
38.9%
35.2%
41.6%
Three-Year Trend of Student Proficiency
N.C. End of Grade Math Tests
School Year
2011-12
2010-11
2009-10
Percent Proficient
53.2%
57.4%
54.5%
A breakdown of the 2011-12-student proficiency further defines the pervading
underperformance across almost every grade level. Again, most alarming is reading
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
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proficiency, particularly at the two critical grade levels of 3rd and 8th grades. Researchers
have long recognized the importance of mastering reading by the end of third grade.
Students who fail to reach this critical milestone often falter in the later grades and drop out
before earning a high school diploma. Results of a longitudinal study of nearly 4,000
students find that those who don’t read proficiently by third grade are four times more likely
to leave school without a diploma than are proficient readers. Further, studies often show
that if students live in poverty they may be in double jeopardy of dropping out of school.
The even lower reading proficiency levels in 8th grade have serious implications for
students transitioning to high school, when the ability to be a competent reader is
fundamental to accessing the curriculum. Reading is the key enabler of learning for
academic proficiency across all subject areas and over all grades. The high numbers of nonproficient readers at Druid Hills Academy are of grave consequence to student performance
in other academic areas and as students matriculate through school and on to high school.
The impact and realization of the reading crisis at Druid Hills Academy can already be seen
in the feeder high school, West Charlotte High School, which has had a cohort graduation
rate less than 60% over the last 3 years. The significant gap between student performance at
Druid Hills compared to the rest of the district should also be noted.
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
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While proficiency levels of students are of the most urgent concern, the school has been able
to achieve growth as measured by the N.C. ABC model. In 2011-12 and 2010-11, students
met the expected growth ratio prescribed by the state. In 2009-10, students did not make
expected growth. Over the last three years, the school has been labeled by the state as a
priority or low performing school. Student subgroup performance (depicted in the table
below) at Druid Hills Academy reflects the same student achievement crisis. Because of the
homogenous nature of the student population, the economically disadvantaged and African
American subgroups overlap and student performance with these two subgroups greatly
influences the school’s performance. The students with disabilities subgroup presents
another challenge as proficiency levels have declined over the last three years and students
have failed to make the expected growth ratio. Druid Hills Academy has failed to make
federal Annual Yearly Progress and most recent Annual Measurement Objectives for the
last three years.
2011-12 Grade Level Breakdown of Student Proficiency
Perf.
Compo
site
43.2
2009-10 School Year
Avg.
AYP
AYP
Grow Readin Math
th
g
-0.12
Met
Not
Met
2010-11 School Year
Perf.
Avg.
AYP
Comp
Grow
Readin
osite
th
g
42.8
0.116
Not
Met
69.2
-0.02
Insuf
Data
Insuf
Data
78.6
-0.09
Insuf
Data
Hispani
c
52.0
-0.10
Insuf
Data
Insuf
Data
59.5
0.298
Insuf
Data
MultiRacial
Native
Americ
an
White
22.2
-0.20
~
~
Insuf
Data
~
~
~
Insuf
Data
~
~
~
~
~
~
LEP
42.1
-0.32
Insuf
Data
SWD
35.8
-0.20
ED
44.1
Subgro
up
African
Americ
an
Asian
EOG
Total
EOC
Total
School
Compos
ite
2011-12 School Year
Avg.
AYP
AYP
Grow
Readi
Math
th
ng
-0.00
Met
Not
Met
AYP
Mat
h
Not
Met
Perf.
Compo
site
43.3
62.5
0.171
Insuf
Data
Insuf
Data
50.0
-0.04
Insuf
Data
Insuf
Data
~
Insu
f
Data
Insu
f
Data
~
58.3
0.456
~
~
~
100.0
0.670
Insuf
Data
Insuf
Data
Insuf
Data
Insuf
Data
~
~
~
~
71.4
0.116
Insuf
Data
52.8
0.264
Insuf
Data
46.2
-0.02
Insuf
Data
Insuf
Data
Insuf
Data
Insuf
Data
22.2
-0.11
Insuf
Data
18.2
-0.14
Insuf
Data
Insuf
Data
-0.11
Met
45.2
0.121
0.003
-0.12
Met
45.6
0.122
Not
Met
Not
Met
45.2
44.1
Not
Met
Not
Met
Insu
f
Data
Insu
f
Data
Not
Met
Not
Met
Insuf
Data
Insuf
Data
45.2
0.005
Not
Met
Not
Met
Not
Met
Not
Met
~
~
~
~
~
~
~
~
~
~
~
~
44.1
-0.12
Met
Not
Met
45.6
0.122
Not
Met
Not
Met
45.2
0.005
Not
Met
Not
Met
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
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Three Year Trend Student Subgroup Performance: Proficiency and Growth
The analysis of student achievement at Druid Hills Academy presents a clear and urgent
need. Over the last few years, little to no improvements can be demonstrated. Reading
achievement is an obvious priority and must be addressed to accelerate performance in all
other areas. Third grade reading will require intensive interventions because of the strong
predictive value it has on student performance in other content areas, grade levels, and high
school graduation. Additionally, the new NC Read to Achieve legislation increases
consequences for students who cannot read on grade level by the end of the third grade,
including mandatory summer school and retention if proficiency cannot be attained.
Because of the widespread and enduring low performance at Druid Hills Academy, a
comprehensive reform model that enhances teaching and learning is needed.
Perception Data
Charlotte-Mecklenburg Schools (CMS) Teacher Survey
The Charlotte-Mecklenburg Schools Teacher Survey is administered annually to teachers. It
is divided into 8 subscales. Two subscales are provided for both principal standards and
safety/behavior. Other subscales seek teacher responses regarding facilities, school context,
and professional development offered by the district and the individual learning community.
With 77.8% of teachers/teacher assistants responding, a sampling of the 2011-12 CMS
teacher survey results yield the following results:
CMS Teacher Survey Statement
Principal Standards
The principal uses the school’s mission, vision, and values to
guide decision-making.
The principal is innovating when it comes to implementing
necessary changes to improve student achievement.
The status of the school’s goals and objectives outlined in the
school improvement plan are being monitored throughout the
year.
Teachers are provided with leadership roles in the school.
My principal sets high professional standards for me.
My principal is an effective leader when it comes to
encouraging staff.
There are effective opportunities for professional growth at this
school (in house professional learning communities,
professional development, mentors/coaches etc.)
Results of teacher/staff evaluations are used to direct
professional growth of the staff.
The planning time structure at my school is an effective use of
my time.
My school has a strong culture of collaboration.
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
Percent of staff who
Agree/Strongly Agree
94%
87.9%
100%
90.9%
94%
81.8%
78.8%
84.9%
63.7%
66.6%
73
My principal is proactive in building external relationships
(parents, community, etc.)
Behavior and Safety
School rules are consistently enforced at the school.
Security, Resource Officers, and other school staff are visible
during class change.
The students at the school know what type of behavior is
expected of them.
Students know the consequences for breaking school rules.
I think I a safe at school.
My school’s discipline policies are effective in curtailing
unwanted student behaviors.
Administrators give me the help I need when dealing with
unwanted student behavior and discipline problems.
87.9%
94%
94%
84.9%
72.8%
87.9%
54.6%
60.6%
In general, teacher/teacher assistant perception data are indicative of a school culture
conducive to learning in which teacher morale is satisfactory. The respondents deem their
principal to be effective as defined by the tenets in the principal subscale statements. The
responses to these statements are either aligned to or above the overall district averages. In
the principal subscale, teachers’/teacher assistants’ affirmation of statements related to
planning time and collaboration are lower than most responses. These responses warrant a
further root cause analysis in order to determine appropriate action to take, since teacher
collaboration and effective planning are crucial to improving instruction and accelerating
student achievement. Teachers’/Teacher Assistants’ attitudes regarding behavior and safety
at the school demonstrate an overall positive perception. Staff responses regarding school
policies for curtailing non-conducive student behavior and administration’s support to
effectively deal with these behaviors are lower than other responses. It is believed that this
perspective may derive from the overwhelming emotional and social needs of Druid Hills
Academy students. The responses indicate a need for increased interventions, including
more professional development to increase student engagement and motivation in the
classroom.
Charlotte-Mecklenburg Schools (CMS) Parent Survey
Each year CMS facilitates an electronic parent survey to gauge the perceptions of the
parents in a school and in the district. The electronic/online nature of the survey presents
many challenges to parents, especially those without broadband Internet access. As a result
the 2011-12 district response rate was only 18.9% and the response rate at Druid Hills
Academy was only 2.7%, which essentially equated to 3 parents participating in the survey
last year. Because of the low number of participants in the school level survey, the 2011-12
survey results are not statistically reliable. This may also be indicative of the need to
increase parent engagement at the school and/or strategies to help families in low-income
areas become more digitally connected.
Charlotte-Mecklenburg Schools (CMS) Student Survey
CMS administers a student survey to garner valuable feedback about their school
experience. In 2011-12, 93.5% of Druid Hills Academy students participated in the survey.
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
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The survey assesses student perceptions of four areas: Climate, Safety and Behavior, Child
Nutrition, and Technology. Student responses to the climate and safety and behavior
subscale can be found in the tables below. The entire student survey can be found in the
appendix.
2011-12 Student Survey: Climate Subscale
2011-12 Student Survey: Safety and Behavior Subscale
In general, students offered favorable perceptions about their school climate and safety and
behavior. Their responses align with or are higher than district averages. It should be
highlighted that while 71% of students indicate that they feel safe at school, only 50%
believe they are safe outside of the school. This response is further indication of the
challenged community surrounding the school. As stated in the community dynamics, the
crime index for the Druid Hills surrounding neighborhoods is moderate high. The need for
safety is fundamental for children to grow and develop appropriately. The fact that students
are aware that their safety outside the school is compromised could impact their
performance at school.
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
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Process Data
School Quality Review, 2011
In February 2011, Druid Hills Academy received a School Quality Review. A third party,
Cambridge Education LLC, facilitates the School Quality Review process. The review,
consisting of a team of experienced and trained educators, entails gathering evidence by
observing learning in classrooms, interviewing stakeholders, and assessing student
performance results. The evidence gathered is used to set an agenda for change and school
improvement.
The School Quality Review assessed Druid Hills Academy as an underdeveloped school. A
summary of the findings is as follows:
What the school does well
•
•
•
•
•
•
•
The administrators have the perception, and the organizational, personal and social skills to
implement their vision to raise achievement levels with the short-term urgency required, as
well as to implement the long term plans for improving the school.
The administration has initiated a process to coach staff to improve their instruction using
self- review and motivation at an appropriate pace, thus empowering them to develop as
teachers.
There is a necessary focus on improving literacy in order to both raise achievement in it, and
to enable access to other elements of the curriculum.
The staff is hard-working, committed to children’s progress, open to developments, quick to
learn, and willing to change their practice for the benefit of the students.
Data are used to group children according to their ability in literacy, to assign teachers
according to their skills, and to plan and implement differentiated lessons.
All members of the community regard the school as a safe and orderly place in which they
feel cared for and supported.
The school communicates with the parents effectively, sensitively encourages them to
become involved with the school, and supports them in appropriate ways.
What the school needs to improve
•
Embed, extend and deepen the data collection, analysis and consequent planning for
differentiated instruction.
•
•
Integrate cross-curricular planning more fully.
Develop all teachers’ ability to provide instruction that empowers students to learn
independently and collaboratively.
Provide more opportunities for students to show initiative take responsibility and contribute
to the school community.
•
Specifically as it relates to teaching and learning, the review noted the following:
The pace and quality of teaching is not yet sufficiently focused on students’
needs, nor is it challenging enough to promote the progress required. Student
underachievement is therefore still common. Classroom organizational factors
generally ensure that most students are participating most of the time, but they
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
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are not sufficiently engaged in their learning, either individually or in a group,
to maximize the time available. Teachers are aware, at least in literacy, of the
position and relevant benchmarks of their students, but the students
themselves do not have full understanding or ownership of their individual
goals. Most teaching is whole class and teacher-led, with few opportunities for
independent and collaborative working, beyond occasional “turn and talk” in a
small number of classrooms.
The findings of the School Quality Review align with other qualitative and quantitative data for
Druid Hills Academy. While there are some effective practices at Druid Hills Academy, these
strategies are not yet developed to produce a positive impact on student achievement.
2012 North Carolina Department of Public Instruction Priority School Review
Beginning in 2012-13, Druid Hills Academy was designated as a North Carolina Priority School,
which means it is among the state’s lowest performing schools. As a recipient of Priority school
funding, the school receives monitoring and technical support from the district and state. In
December 2012, an outside reviewer from North Carolina Department of Public Instruction
conducted a school review. The review consisted of a principal interview, a review of priority school
documentation, a review of assessment data, classroom observations, an assessment of the Title
I/Priority School budget, and an overview of Indistar. The reviewer’s account of the school review
is as follows:
Druid Hills Academy was converted to a K-8 School last year (2011-2012), with the addition of
grades 6-8. This is the principal’s second year. She was strategically placed last year at Druid
Hills Academy. According to the principal, the school serves 640 students. Fifty percent of the
students are identified as McKinney Vento students.
Ms. Hiltz, the principal, stated her focus for the first year was to change the culture of the school
and define a consistent expectation of student and teacher behaviors. She stated that her role has
been primarily “HR”. The principal prior to Ms. Hiltz was able to strategically replace and hire
several teachers for the 2011-2012 school year. Ms. Hiltz was able to strategically replace and hire
additional teaching positions this year, as part of the Project L.I.F.T. initiative.
Ms. Hiltz shared that the transition year to a K-8 school was difficult for some of the students and
teachers. The middle school students were “angry” that they had been reassigned to Druid Hills
Academy, and some teachers struggled to deal with middle school students in the building. The
administration’s primary focus that year was to create a safe and orderly climate, where learning
could occur.
This year discipline referrals have decreased by 50%, according to the principal. Ms. Hiltz
attributed this to positive relationships that have been built at the school. The school embraced the
Village Model, where teachers from similar grade levels come together to discuss student progress.
Student led Parent/Teacher conferences were initiated this year. The principal cited that this had a
positive impact, and has increased parent involvement in the school. Additionally, the principal
shared that teachers and students maintain data notebooks that are used as resources to document
student progress.
When asked what concerns the principal had, the following was shared:
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
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•
•
•
•
A tremendous amount of effort has been expended doing “HR” work, now the task is to
switch roles and be a visible instructional leader within the school.
Kindergarten students have the “greatest loss of attendance”. This is due to parents
unable to have vaccinations updated, and/or the high number of McKinney Vento
students.
Teachers are struggling to deal with the issues that children from poverty bring to the
classroom each day.
The acute mental issues that permeate such a vast majority of students, and the concern of
available resources to support them.
On the day of the visit, 11 teachers were out of the building (either at a staff development or on
sick leave). This reduced the number of classrooms observed. Observations were conducted
during lunchtime and not all classrooms were accessible. Classes were primarily teacher directed,
with small group instruction.
NC Indistar Comments:
Indistar has been the responsibility of the administration, with little input from the teachers and
staff. The importance of bringing district and school staffs together to create a school
improvement plan will help build distributive leadership capacity in the school. The following
indicators were targeted for further review during the meeting:
• F03-The LEA/School aligns professional development with identified needs based on staff
evaluation and student performance.
• F04-The LEA/School provides all staff high quality, ongoing, job-embedded, and
differentiated professional development.
• F07-The LEA/School sets goals for professional development and monitors the extent to
which it has changed practice.
• I04- All teachers provide sound instruction in a variety of modes: teacher-directed wholeclass; teacher-directed small-group; student-directed small group; independent work;
computer-based; homework
Budget Review Comments:
The Priority School budget was reviewed. The ability to hire a TA to assist each teacher in the
classroom is funded by PRC 105 funds. The TA must have a college degree. The LEA and school
collaborate when decisions are made regarding budget issues.
Recommendations:
•
•
•
•
Provide PD addressing how data can be used to differentiate instruction for teachers.
Include teachers in the Indistar online school improvement process. This will help build
distributed leadership in the school.
Examine the processes and procedures of PLCs. Common subject PLCs will support
crucial conversation among teachers and target effective instruction, provide coaching
support, and create collaborative instructional planning opportunities.
Hold teachers accountable to student growth. Share last year’s EVAAS data with
teachers, to inform them on how their instruction last year impacted student achievement.
Assist them in setting professional goals to address student growth through differentiated
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
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•
•
•
•
•
instruction.
Ensure consistent, high quality instruction in every classroom by using data in a positive
way to drive teaching and learning.
Work on creating various data sources to target areas of instructional need.
Continue working on strategies that target student attendance rates.
Continue to have high expectations for staff and students.
Continue to communicate with your LEA regarding the mental health needs of your
student population.
This school review aligns with other assessments of the school. The Recommendations
section of the review validates the same concerns for teaching and learning as the
Cambridge Education report a year earlier. Additionally, the reviewer’s comments
highlighted the need to examine planning and collaboration for effectiveness, which were
highlighted in the 2011-12 Teacher Survey as areas of concern for teachers. Mental health
and social issues among students were emphasized as a challenge during the principal
interview. The principal further details the lack of support and appropriate interventions
within the school to address this acute need.
Teacher and Staff Profile and Performance
There are a total of 59 certified staff at Druid Hills Academy. A profile of these employees
is exhibited below. In general, most of the staff are within their first 5 years in the teaching
profession. Most of the teachers are Highly Qualified to teach in their assigned content areas
and more than half have an advanced degree. These qualifications and credentials are value
added to the work that needs to be done at Druid Hills Academy.
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
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Teacher Performance is evaluated on the North Carolina Teacher Evaluation tool. Teachers
are evaluated in the following standards: Leadership, Establishment of a Respectful
Environment for a Diverse Population of Students, Content Knowledge, Facilitation of
Learning, and Reflective Practice. The defined rating scale for each of these areas is
described below:
•
•
•
•
•
Developing - Demonstrated adequate growth but did not demonstrate competence on
standard(s) of performance
Proficient - Demonstrated basic competence on standard(s) for performance
Accomplished - Exceeded basic competence on standard(s) of performance most of the time
Distinguished - Consistently and significantly exceeded basic competence on standard(s) of
performance- Can instruct their peers at this level!
Not Demonstrated - Did not demonstrate competence on, or adequate growth toward,
achieving standard(s) of performance
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
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An aggregate of teacher performance on the 2011-12 Summative Evaluation is exhibited below:
Most of the teaching staff at Druid Hills Academy was assessed at meeting the basic levels
of competence in all areas. In standards related directly to teaching and learning (Standards
3 and 4), concentration of basic proficiency is at its highest. While proficient is a
satisfactory rating for a teacher to maintain employment, this competence level may not be
accelerating student achievement at the rate needed. In order to make the significant
improvement in student learning, teachers need to be able to produce at least 1.5 years of
growth in every year of learning. The basic competence is validated in the prescribed
expected growth ratio students attained on the 2011-12 End of Grade Tests in Reading and
Math.
Teacher Attendance has also been noted as a concern and further perpetuates mediocre
teacher performance and low student performance at Druid Hills Academy. In 2011-12, If
all teachers absences were distributed evenly across all certified staff, each staff member
missed about 9.9 days of school. This calculation did not include professional development
leave, extended family medical/military leave or annual leave. Teacher absences, another
leading indicator of student performance, is problematic at Druid Hills Academy. There are
many factors that can be contributing to teacher absences to include a challenging student
population, the culture of the school, and the overall pressures of the job. The bottom line is
that teacher absences contribute to the academic deficiencies of students.
Demographic Data
Druid Hills Academy currently enrolls about 645 PreK-8 students. About 88.7% of the
students are African American, 3.6% are Asian, 5.9% are Hispanic, 1.4% are MultiRacial, and 0.4% of students are White. Students are further categorized in subgroups
that present other unique challenges. For example, 11.6% of students are considered to
have a disability/exceptionality and another 3% have a 504 plan. Over six percent (6.3%)
of students have Limited English Proficiency status (LEP), and 16.5% or 105 students
are documented McKinney Vento eligible. Ninety-eight percent (98%) of students are
considered economically disadvantaged. Current student suspensions and attendance data
are represented in the accompanying chart.
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
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Perfect
Attendance
Has an
Absence
Unexcused
Absences
N
%
N
%
N
39
7.1
495
90.2
471
Excused Absences
Has a
Suspension
%
N
%
N
%
85.8
281
51.2
162
29.5
Analysis of Demographic Data
Druid Hills Academy serves a homogenous student population of mostly economically
disadvantaged, African American students. The high concentration of poverty, doubling
the district average, contributes significantly to student need at Druid Hills Academy.
Demographic data also reveal a significant number of other academic risk factors such as
the number of students documented as homeless and the number of students who have
exceptionalities or conditions that inhibit learning. Attendance and suspension data
reflect that students miss a significant number of school days, as 90% of students have
missed at least one day of school. Many of these absences are unexcused absences, which
are indicative of other home/community factors contributing to the inconsistency in
regular school attendance. Further perpetuating the loss of instructional days is the
number of suspensions. About 29% of students have been suspended from school at least
one time this year. This, too, is suggestive that there may be issues related to student
engagement/ connection to school and other emotional social issues that need
intervention.
Summary of the results of the data analysis
Through the triangulation of a variety of data sources for Druid Hills Academy, it is
evident that a confluence of factors is contributing to the chronic low performance of
students. Challenging community factors are manifested within the school environment
and negatively impact students’ overall well being. Students present a myriad of risk
factors that are leading indicators for school failure. The teacher profile, performance and
attendance further perpetuate these deficiencies. The data yield consistent results that the
quality of teaching and learning must be addressed in order to accelerate student
achievement. Reading instruction will need to be a priority. School-based interventions to
support emotional and social needs, increase learning time and quality of engagement will
also be critical to implement in order to decrease high rates of absenteeism and
suspension rates.
How needs assessment results align to the selected intervention model
Druid Hills Academy, in consultation with district leadership, considered the four
intervention models, and ultimately chose to implement the Transformation Model.
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
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CMS did not choose to implement the Turnaround Model because there are many
effective, hard-working staff currently at Druid Hills who have started the work of
transformation. The implementation of the Project L.I.F.T. zone and the Turnaround
Specialist program for school leaders has lead to stronger collaboration of staff and
overall commitment to student achievement. CMS did not choose to implement the
Closure or Restart models because the current reform efforts at Druid Hills are leading to
increased academic achievement and serve as a catalyst to the further interventions
proposed in the SIG application. The Transformation Model will be able to effectively
address the needs of Druid Hills by increasing teacher and school leader effectiveness,
implementing comprehensive reform strategies, increasing learning time and creating
community-oriented schools, and providing operational flexibility.
Design and implement interventions consistent with the final requirements (one model must be
selected below and each model component should be addressed).*
Intervention
Model
Transformation
Required Components to Address
•
•
•
•
Develop and increase teacher and school leader effectiveness
o Replace the principal
o Use rigorous, transparent, equitable evaluation systems for teachers and the principal
o Identify and reward school leaders and remove teachers determined to be ineffective after
ample opportunity for improvement is provided
o Provide ongoing job-embedded professional development
o Implement strategies to recruit and retain staff
Implement comprehensive instructional reform strategies
o Implement research-based programs
o Promote continuous use of student data
Increase learning time and create community-oriented schools
o Provide increased learning time
o Provide family and community engagement
Provide operational flexibility
o Provide sufficient flexibility to fully implement
o Provide ongoing intensive technical assistance and support
I. Develop and increase teacher and school leader effectiveness
Replace the principal
Alison Hiltz was selected as a CMS Strategically Staffed Principal in November 2010.
Strategic Staffing is a school turnaround human capital strategy that places principals
and teachers with proven results into its highest need schools. At a minimum, principals
had to have an average growth score in student achievement of more than .04 over two
years, indicating more than a year’s growth in a year’s time. Ms. Hiltz met the criteria
for strategic staffing and was assigned to Druid Hills Academy in November 2010. Ms.
Hiltz committed to three years at the school. Through this initiative, she was granted
additional resources and flexibility in several areas. Unlike other approaches to school
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turnaround, the Strategic Staffing Initiative places responsibility for designing and
implementing the turnaround plan in the hands of the school’s principal and teaching
staff. The principal can design a plan that meets the specific needs of the school.
Strategic Staffing Initiative provides a mix of financial and hiring incentives for the
principals and staff who join them. In the time that Ms. Hiltz has been the principal, the
school has seen incremental improvements.
In the spring of 2011, Druid Hills Academy became a Project L.I.F.T. School. To
ensure Ms. Hiltz had the necessary turnaround competencies to sustain the work, she
was screened in a rigorous interview process included the use of a research-based,
behavioral event protocol indicating the principal’s alignment with turnaround
competencies critical to the L.I.F.T. schools’ context. Outside consultants for the
University of Virginia Darden Curry School Turnaround Program assisted with the
interviews and validated the results. The interview process and scores demonstrated that
Ms. Hiltz possesses a strong turnaround leadership inclination and had strengths in the
following turnaround competencies:
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Impact and Influence: Acting with the purpose of affecting the perceptions,
thinking and actions of others.
Initiative and Persistence: The drive and actions to do more than is expected
or required in order to accomplish a challenging task.
Team Leadership: Assuming authoritative leadership of a group for the benefit
of the organization.
Developing Others: Influence with the specific intent to increase the short and
long-term effectiveness of another person.
Conceptual Thinking: The ability to see patterns and links among seemingly
unrelated things.
Use rigorous, transparent and equitable evaluation system for teachers and
principal
Teacher evaluations: Teachers are evaluated based on the North Carolina Teacher
Evaluation Instrument. The number of formal observations teachers receive is based on
their status. Teachers in the first four years, non-career status teachers, are evaluated 3
times per year. A licensed, trained administrator conducts these observations/
evaluations. There is also a peer evaluation and a summative evaluation conducted by
the principal. A career status teacher, a teacher with 4+ years of experience, receives
one formal observation/evaluation in their non-license renewal year and 3 formal
observations/evaluations in the renewal cycle year. A summative evaluation is also held
with career status teachers. Additional formal observations/evaluations can be
conducted at any time as needed. Pre and post conferences are held with teachers to
discuss performance and growth opportunities based on these formal evaluations. The
NC Teacher Evaluation has added Standard VI to the formal state summative
evaluation for teachers, which will include student outcome data on end of grade tests
and state common exams. The principal uses value-added data (from the state and
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district), formal observations, data from benchmark, interim assessments and
administrative judgment in evaluating teacher skills and making renewal/tenure
decisions. The principal will also use student surveys as part of the evaluation process
this year. A variety of other documentation will be used to include informal
walkthrough data, classroom artifacts, and teacher portfolios. The new Data
Administrator will also pull behavioral/discipline data on each teacher and this will be
incorporated into teacher evaluations.
Principal Evaluation: Principals and assistant principals are evaluated using the North
Carolina School Executive Principal Evaluation Process. Principals and assistant
principals are evaluated in the areas of strategic leadership, instructional leadership,
cultural leadership, human resources leadership, managerial leadership, external
development leadership and micro-political leadership. Student outcome data and
teacher perception data are used to inform the zone superintendent’s assessment of the
principal. Use of this evaluation tool in conjunction with quarterly monitoring of
professional education plan goals will allow the team to monitor principals’ progress
and determine continued employment. Leading indicators such as student attendance,
teacher attendance, interim and benchmark assessments results, and student discipline
and incidents are monitored by Zone staff on a regular basis and used to monitor and
assess principal progress. Student outcomes have also been added to the official state
summative evaluation for principals and will be calculated and reported in standard 8 of
the tool. School walkthroughs will be done every 7 to 10 days for additional
information on the principal leadership.
Identify and reward school leaders and remove teachers determined to be
ineffective after ample opportunity is provided
Druid Hills Academy has leveraged the human resources flexibility of Project L.I.F.T.
and strategic staffing to change 59% of the staff since 2010-11 with the biggest shift in
staffing at the end of 2011-12. A new, highly skilled and dedicated staff is now in
place. Moving forward, the school will leverage district policy GCOB and regulation
GCOB-R that allows for termination of a low performing staff member within 60 to 90
days if the teacher does not respond to the improvement support offered. School level
administrators will use multiple methods of evaluating teacher effectiveness: valueadded measures, administrator evaluations such as formal and informal observations,
classroom artifacts, teacher portfolios and surveys. If a teacher is determined to be
performing below level, there will be interventions provided by the administrative
team, facilitators, and LEA coaches. Teachers will be replaced or terminated if they
don't satisfy the intervention plans.
Provide on-going job embedded professional development
Working with Druid Hills Academy, Project L.I.F.T. has developed a zone level
professional development plan based on student achievement data, survey data and
other needs assessments. The zone administration instructional team develops,
implements and monitors professional development through a variety of ways including
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formative assessment data, lesson plan reviews, teacher evaluation tool, walkthroughs,
formal evaluations and teacher/student feedback. Professional PD will be offered
throughout the year--focused on Balanced Literacy, Technology, Differentiation, RTI,
and Accelerated Reader. The LEA will facilitate instructional planning and data
analysis sessions with teachers, using multiple data sources to identify school needs,
devise appropriate action steps, and monitor progress.
Teachers and school leaders at Druid Hills Academy will have the opportunity to
participate in the zone level partnership with New Leaders. New Leaders is a national
non-profit organization dedicated to training principals and teacher leaders for highneeds schools. The teacher leadership program is referred to as the Emerging Leaders
program. Druid Hills Academy has several teachers participating in this training now
and is expected to have 5 to 7 teachers participate in this program next school year.
This year-long training will support teacher leadership by helping teachers develop the
adult leadership skills to work with other teachers to enhance the quality of teaching
and learning. These teachers will be provided with the tools and training to drive
academic success within their schools, which will support the work of the principal.
Currently, the Druid Hills Academy principal and assistant principal engage in
professional development to enhance their turnaround leadership capacity. New
Leaders is supporting monthly professional development sessions that focus on job
embedded training that draws heavily on New Leaders’ national strategies for school
turnaround, including the Urban Excellence Framework, to drive academic gains in
each school.
Project L.I.F.T. has established a partnership with the University of Virginia’s
Turnaround Specialist Program. This program offers specialized professional
development focused on school turnaround to principals and other school leaders
including providing proven tools and models for urban school leadership. Principals
and their leadership teams have had one year of training and will continue training over
the next 1½ years.
Facilitators and instructional coaches offer ongoing job embedded professional
development to teachers during regular planning sessions. This includes supporting
teachers’ development of lesson plans to ensure they are aligned with the Common
Core State Standards. The structure also embeds professional development for teachers
on the skills and strategies needed to help students become successful 21st Century
learners.
Teachers participated in school wide Common Core professional development in
August 2012 (using district resources); the resources provided are spiraled into team
planning meetings. Also, the Project L.I.F.T. Zone held a Teacher L.I.F.T. Institute in
early August that focused on effective instructional practice, such as using the tenets of
Balanced Literacy, which aligns with the Common Core State Standards. In addition,
teachers received training on Ruby Payne’s Framework of Poverty to enhance their
skills/cultural competency in engaging parents and motivating students from
economically disadvantaged backgrounds.
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Extensive training on Data Driven Instruction is occurring now at the school. This has
advanced the work of the Data Teams and use of Data Trackers to assure student
learning is monitored and interventions and action plans are put in place to address
student academic deficiencies.
Implement strategies to recruit and retain staff
Working on behalf of Druid Hills Academy, Project L.I.F.T. has committed to source
and recruit the highest performing veteran leaders from outside the district and the
highest potential novice leaders who are developed by partner organizations. We are
also focused on establishing networks and partnerships with organizations that
effectively cultivate talent in urban education.
Through our work with the Turnaround Specialist Program at the University of
Virginia, Project L.I.F.T. selected current teachers using the Competencies for
Turnaround Success protocol developed by Public Impact. The four resources in the
Competencies for Turnaround Success Series are designed to help identify and hire the
right teachers for this demanding role. These resources clarify the most critical
competencies–or patterns of thinking, feeling, speaking, and acting–that enable people
to be successful in attempts to transform schools from failure to excellence quickly and
dramatically. The four competency clusters that comprise the series include:
Driving for Results Cluster – These competencies identify a teacher’s strong desire to
achieve outstanding student learning results and the task oriented actions required for
success. Competencies include a focus on achievement, initiative and persistence,
monitoring and directness, and planning ahead.
Influencing for Results Cluster – These competencies identify a teacher’s ability to
motivate students, other school staff, and parents – and influencing their thinking and
behavior to obtain student learning results. Competencies in this cluster include impact
and influence, interpersonal understanding, teamwork.
Problem Solving Cluster - This cluster of competencies is concerned with teachers’
ability to plan, organize and deliver instruction. Competencies in this cluster include
analytical and conceptual thinking.
Personal Effectiveness Cluster - This cluster of competencies is concerned with
teacher’s self-management of emotions and personal beliefs that affect student learning.
Competencies in this cluster include belief in learning potential, self-control, and selfconfidence.
In order to improve the interest and willingness of candidates to work in a Project
L.I.F.T. School, the LEA is offering additional compensation for performance as well
as opportunities for career advancement in teacher leadership roles.
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Project L.I.F.T. is developing and implementing a system for recruiting new top talent
and acknowledging existing top talent by extending the reach of excellent teachers
within the Project L.I.F.T. schools. A Compensation for Excellence system has been
established and will recognize and reward excellent teachers as well as leverage these
teachers in order to have a greater impact on students.
Recruitment and Retention bonuses have been offered to teachers that meet a high
threshold for performance to include a high score on the behavioral event interview,
proven results, and area of certification. Strategic Staffing monetary incentives have
further supplemented compensation of proven teachers as a retention and recruitment
strategy. Five teachers on staff have been given a $20,000 bonus from the district. The
principal and assistant principal were given 10% merit raises for their 3-year
commitment to working at Druid Hills Academy.
Project L.I.F.T. has built a strong leadership pipeline through innovative partnerships
that provide programs for aspiring principals. New Leaders, a national non profit
organization dedicated to training principals for high-needs schools, is partnering with
Project L.I.F.T. to recruit, select, train and support highly talented and motivated new
principals to lead high-need schools in the Project L.I.F.T. Zone.
II. Implement comprehensive instructional reform strategies
Implement research based programs
Balanced Literacy: Teachers at Druid Hills Academy are implementing a Balanced
Literacy instructional framework and using an integrated approach to teaching language
arts/literacy. This
framework for literacy lessons consists of a number of elements that
provide substantial amounts of reading and writing on a daily basis. While practice with
fidelity is still emerging, core components of classroom instruction include the
following:
Read Aloud: Teacher reads a selection aloud to students, engaging in a series of
activities, including: pre-viewing, predicting, questioning, story analysis, feature
analysis, and responding.
Shared Reading: Teacher and students read text together promoting discussion,
problem-solving and critical thinking.
Guided Reading: Teacher works with small groups of students who have similar
reading needs. The teacher selects and introduces new books carefully chosen to
match the instructional levels of students and supports whole text reading. Readers
are carefully prepared when being introduced to a new text, and various strategies
are explicitly taught. Ongoing observation and assessment help to inform
instruction and grouping of students is flexible and may be changed often.
Reading Conferences: Teacher meets with an individual student, engaging in a
dialogue about the student’s reading. In the conference, the teacher may listen to the
student read, noting the reader’s strengths, providing explicit instruction in terms of
reading strategies, and setting reading goals. Conferences allow the teacher to
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identify instructional needs to be addressed in focus lessons and to evaluate a
student’s progress in reading.
Independent Reading: Students self-select and independently read appropriate
books based on reading level and interest. During this time, students practice
reading strategies that were explicitly taught during read aloud, shared reading and
guided reading.
Word Study: Students master the recognition, spelling, and meaning of words
through a hands-on, inquiry based approach. They examine words to reveal
consistencies within our written language system. It incorporates phonics,
vocabulary and spelling instruction.
Promote continuous use of student data
Working on behalf of Druid Hills Academy, Project L.I.F.T. is committed to
developing a robust learning agenda to inform its ongoing work and to provide lessons
and best practices to others. The monitoring and evaluation plan includes the ongoing
tracking and regular reporting of both the processes and the outcomes for Project
L.I.F.T. To do this Project L.I.F.T. will employ existing best practices in data tracking
and analysis. An Evaluation Specialist will support the creation and implementation of
a continuous improvement process. The process involves four phases: planning,
implementation, monitoring, and evaluation. An external evaluation conducted by a
third party, Research for Action, will produce an annual report that examines the
overall successes and challenges of the Project L.I.F.T. Zone to include the
transformational work at Druid Hills Academy. This report will include analyses of
student outcome data and partner impact data. These data will be presented to interested
stakeholders on an annual basis.
Additionally, at the school level, a school-wide data-driven instructional structure will
be implemented. The principal and a team of instructional leads from the school
attended a comprehensive training on data driven instruction conducted by Paul
Bambrick-Santayo during the Winter Session at the University of Virginia School
Turnaround Program. Additional teachers/staff will be trained and participate in a book
study on data driven instruction. Processes and Data Team meetings have been
incorporated into the master schedule. Using Discovery Education assessment platform,
the school will implement quarterly interim assessments and shorter, more frequent,
assessments designed to check for understanding. Teachers will engage in an analysis
of these assessments to identify strengths and shortcomings. Teachers will have
individual conferences with school leaders to further dissect data and data action plans
to address student deficiencies. School administration and teachers will follow up on
action plans with further data analysis in the subsequent assessment cycle to determine
student progress and assess effectiveness of prior implementation action plans/
interventions and to determine the next iteration of instructional focus. The work in the
school has included creating a culture in which data driven instruction can thrive as
described. Work to cultivate a mindset in which teachers personally analyze their own
data and are held accountable for student performance is underway as evidenced by
teacher data trackers, use of the Discovery Education assessment platform, action
planning templates, data reports, and minutes from data meetings.
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Leading indicators such as student attendance and behavioral incidents are also tracked
and discussed on a regular basis. This data is used to monitor turnaround efforts and to
focus and inform the work of the Student Support Team (Guidance Counselors,
members of A Child's Place, members of Communities in Schools, the school Social
Worker, and the Parent Advocate).
III. Increase learning time and create community-oriented schools
Research suggests that extending learning opportunities - no matter how that time is
structured - can have a positive impact on students, especially those from economically
disadvantaged families. In addition, it has been demonstrated that this can be an
effective way to support student learning, particularly for students most at risk of school
failure and when considerations are made for how time is used. Druid Hills Academy
has demonstrated an early commitment to leveraging increased learning time as a part
of its transformation strategies.
In 2011-12, the school added 45 minutes to the school day at the time it converted from
a K-5 grade level configuration to a PreK-8 grade level configuration. Essentially, this
increased learning time for all of the PreK-5 students at the school. Additionally, the
school is working to ensure that time during the school day is maximized. The school
leveraged Priority funding to increase the number of teacher assistants at the school.
This has had a positive impact on student engagement, as instruction can be
differentiated more effectively. It also increased time on task in all classrooms. As a
part of the Project L.I.F.T. initiative, beginning in February 2013, all 1st-4th graders
received a specialized laptop computer. This device is referred to as an XO and was
designed by One Lap Top Per Child. The XOs increase student engagement as
applications and programs facilitate student collaboration, creativity and learning.
Students will be allowed to take their devices home during the spring. The devices have
broadband access, which will allow continuity in learning from school to home.
As a part of the Project L.I.F.T. initiative, Druid Hills Academy also served about 200
students during the summer months. These students participated in two programs,
Freedom Schools and Building Educated Leaders for Life (BELL). Evaluations on
these two programs showed a high rate of attendance, an increase in student perception
of their reading achievement, and an increase on normed referenced tests in both
reading and math. Additionally, 40 students (focused on 3rd and 8th grade non-proficient
students) are served in the BELL after school program.
Finally, efforts to expand learning time have also resulted in the school moving to an
extended year round school model in the upcoming school year. Using the legislative
flexibility granted to Project L.I.F.T., Druid Hills Academy will add 19 days to the
school calendar, which will not only minimize summer learning loss but also increase
continuity in learning throughout the calendar year. During October and April
intersessions (2 week student breaks) all students have the option to continue at Druid
Hills Academy for free enrichment and academic activities provided through Project
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L.I.F.T. funding. Transportation will be provided. Essentially, students will be able to
expand and continue their learning throughout the entire calendar year with very little
time away from structured learning and enrichment opportunities.
Project L.I.F.T. will address strategies around community support. In order for students
to be successful, they must receive appropriate levels of support not only from school
staff but also from their parents, mentors, and the community as a whole. This intensive
support is even more important for students who deal with the acute emotional,
physical, and psychological issues associated with living in communities and attending
schools with high concentrations of poverty. In order to ensure that students receive this
support, Project L.I.F.T. will implement strategies to recruit, support and encourage the
involvement of parents, community volunteers, and community agencies on behalf of
the students at Druid Hills Academy. To do this, Project L.I.F.T. has already solicited
the support of several community partners who are working in the school, including
two Communities In Schools Site Coordinators. Through a partnership with
Presbyterian Hospital, a fully staffed mobile medical clinic has also been dedicated to
the Project L.I.F.T. Zone. Student immunizations and other health needs are readily met
through this partnership. Planning is underway to host the country’s first pediatric
dental clinic in October 2013 in which Project L.I.F.T. and the N.C. Dental Health
Society plan to provide comprehensive cleaning, screening, and sealants for over 500
children, many of whom will be from Druid Hills Academy. These services and many
more substantiate the work that is being done to establish a community school model at
Druid Hills Academy.
Project L.I.F.T. and the school realize that we have taken only initial steps to create a
community model. We want the school to be perceived as a place for integrated focus
on academics, services, supports and opportunities that leads to improved student
learning, stronger families and healthier communities. In order to accomplish this,
services must be coordinated, communication must be maximized, and the work must
be data driven. Working with the Larry King Center, Project L.I.F.T. commissioned an
analysis of the current assets and needs within the Project L.I.F.T. schools as well as an
assessment of communication structures between schools and external partner agencies.
The report also includes recommendations for building an integrated services system to
meet the identified needs of students and families. Project L.I.F.T. will continue to
work with the Larry King Center, an organization that advocates for children through
strategic planning, community engagement, and public policy in the Charlotte
Mecklenburg area, to leverage their expertise in building a true community school
model.
IV.
Provide Operational Flexibility
CMS has given Project L.I.F.T. operational flexibility to implement a comprehensive
approach to improve academic achievement. The Charlotte-Mecklenburg Board of
Education has signed a collaborative agreement with the Project L.I.F.T. Governance
Board to include the flexibility to do the following:
1. Implement innovative, best practice and research based programs and strategies to
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support the framework components of talent, extended learning time, technology and
integrated community support.
2. Request immediate reassignment of any school employee in the Feeder Area not
aligned to the mutual goals of the parties’ collaboration.
3. Subject to all applicable legal requirements, approve selection of all staff
recommended by principals for continued or new employment.
4. Implement research based school turnaround strategies as needed.
5. Implement extended learning strategies as needed.
6. Subject to all applicable legal requirements, utilize federal, state and local dollars
allocated to support the parties’ work plan.
7. Subject to all applicable legal requirements, develop a comprehensive human
resources strategy in conjunction with the Board’s superintendent and/or his/her
designees, which will include strategies for recruitment, selection and compensation for
employees in the Feeder Area.
Project L.I.F.T. has also garnered the support of Moore and Van Allen PLLC for
advocacy work at the state level. To date, significant progress has been made in
attaining flexibility to support full transformation. In the recent state legislative session,
Project L.I.F.T. was granted a new statutory provision that carves out Project LIFT
schools from most requirements of the NC School Calendar law, effective in the 201314 school year. This calendar flexibility is unprecedented for any traditional public
school. The leadership team with Project L.I.F.T. has begun planning to ensure a
successful implementation by 2013-14. L.I.F.T. zone leadership received school board
approval to convert Druid Hills Academy to a year round school with 19 additional
days of instruction, which will minimize summer learning loss for students.
Moore Van Allen PLLC will stay active in their advocacy efforts for Project L.I.F.T. at
the state and local level, working on behalf of Druid Hills Academy to ensure policies
and legislation support school turnaround and transformation. Future efforts will
include policy and legislation to implement a compensation package based on teacher
performance and teacher tenure reform.
Interventions
Intervention 1: SIG Instructional Subgroup Support: Druid Hills Academy will receive
additional SIG Instructional Support through the addition of an expert Exceptional
Children’s Teacher, using SIG resources. This coaching teacher will raise teacher
effectiveness in moving this subgroup to proficiency by using data to drive instruction via
intentional planning, model teaching, and supporting the PLC structure for instruction that
is rigorous and relevant. The selection of this facilitator for academic coaching is based on
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the needs of the school. The lead teacher hired for this position will be an expert in his/her
respective field, with a heavy emphasis in “cross training “ teachers co-teaching,
Assessment for Learning, Data Wise, SIOP, cognitive coaching, School Quality Review
(SQR), and differentiation of instruction, and can provide the most effective assistance to
our school. The EC Facilitator will be part of the Druid Hills Academy family, providing
assistance as indicated through weekly data analysis, and quarterly deep data dive sessions
for interim benchmark assessments with administration to ensure alignment to both the
reform efforts indicated in the RTI Plan, SIG application and the school Indistar School
Improvement Plan. The SIG instructional support lead teacher will provide job-embedded
professional development including cognitive coaching, observations of classroom practice,
modeling of lessons, and leading common planning time. This SIG model of teachercoaches is based on the success of the Targeted Assistance Coaching Model that was
implemented in the 2009-10 school year using LEA Improvement funds. At the end of the
SIG funding initiative, funding for the lead teacher doing instructional coaching will be
assumed through local/state funds.
The SIG Instructional Support Coaching Model directly relates to the Transformation
Model’s components of developing and increasing teacher and school leader effectiveness
and implementing comprehensive instructional reform strategies. The EC Teacher will
provide job-embedded, sustained professional development, coaching, and mentoring,
which are shown to increase teacher effectiveness and student engagement and
achievement. Additionally, the work of the EC Facilitator will lead to sustainable, ongoing
growth for our Students with Disabilities subgroup at Druid Hills Academy because the
three years of direct and intensive support will build the capacity of staff throughout the
school.
Intervention 2: Druid Hills Leveled Library Literacy Intervention
Druid Hills will focus on our Leveled Literacy Intervention system to provide small group,
supplementary literacy intervention for students. The leveled literacy library intervention is
designed to help teachers provide powerful, daily, small group instruction for the lowest
achieving students at their grade level. Through systematically designed lessons and
original, engaging leveled books our literacy library intervention will support learning in
both reading and writing. This also helps students expand their knowledge of language
words and how they work. Our goal is to use leveled literacy libraries to bring students to
grade level achievement in reading. To achieve this goal, funds are requested to supply
classroom leveled libraries to those now without them.
Intervention 3: Druid Hills Student Support Services Model
Druid Hills recognizes the need for extra support to educate the whole child while
supporting the families involved with our students. It is the responsibility of the school as a
“hub” for our community of learners to provide a student support services program that
enhances the capacity of our school to meet the needs of students with additional learning
and/or well being needs by providing access to school and community-based specialists and
support professionals. The student support service model will provide integrated service
compromising of a continuum of intervention and support with an emphasis on prevention
and early intervention. The extra support needed will be funded via this SIG grant. The
positions needed are a full time Social Worker and Health Teacher to work with our highneed population. These positions will help bridge the need for community support with
student and family intervention, group work, crisis response, and consultation for student
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well-being. The student support service individuals are essential to strengthening the
overall programming of our school. They will provide necessary service delivery to ensure
students with the greatest need receive support that maximizes their learning potential.
Student support services will contribute to the school improvement work being undertaken
via removing social circumstance, general health and well-being and other barriers our
students and families face on a daily basis. The services provided will stabilize our
students and help them be better prepared for instruction and learning daily.
Intervention 4: Druid Hills Extended Learning STEAM Team
Druid Hills will implement a STEAM team to allow students to become productive global
citizens of the world by providing them with a high quality extended learning program.
The STEAM Team will provide a comprehensive program based on the key areas of
Science, Technology, Engineering, Arts and Math during middle school elective sessions,
after school programming, and intersessions. STEAM is an inter-disciplinary hands-on
chronological journey through the history of great ideas and great people in world culture.
Through blended learning, STEAM will provide a student-centered, personalized approach
to learning that encourages students to become citizens of the world. This team will be
comprised of 5 full-time certified Teachers and 5 full-time Teacher Assistants.
In addition to providing for the teacher and teacher assistant positions in this intervention,
funds are requested for instructional supplies, afternoon healthy snacks, and assistance with
transportation costs associated with this extended learning STEAM program.
Align other resources with the interventions
Project L.I.F.T and CMS Learning Zones: CMS is divided into Learning Zones, at the
request of the Board of Education, and as part of Strategic Plan 2014. The goal of
decentralization is to move decision-making and authority closer to the classroom by giving
schools more flexibility. Each Learning Zone is operated under a Zone Superintendent,
Executive Director, and support staff. This structure ensures schools receive more
individualized support in this large, urban district. On top of the learning zone, Druid Hills is
currently a member of the Project L.I.F.T. Zone, which is comprised of all of the schools in the
west corridor and are feeder schools to West Charlotte High School. In a district the size of
CMS, Learning Zones provide schools with intimate resources and feedback to optimize
implementation of programming and student learning. Specific resources and supports from
Learning Zones include: curriculum mapping, professional development catered to the needs of
the learners, monthly facilitator meetings to provide coaching and train-the-trainer
programming, support for teacher evaluations, student and family needs, and intervention
services.
Data Wise: CMS has adopted the Data Wise framework as our method for inquiry at the
district, schoolhouse, and classroom levels. This framework integrates data into the daily
decisions that are being made around student learning. It is through looking at multiple data
points that we are able to determine the student-centered problem, have a focus for analyzing
instruction, create a plan of action, and assess whether our plan(s) worked. This framework
allows for evaluation of program success within schools on an ongoing basis. This will allow
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each school to make sound decisions around instruction, resource allocation, and adjusting
school improvement plans throughout the year so that the needs of students are being actively
met. Furthermore Druid Hills, being a Project L.I.F.T. school, has used Data Driven Instruction
by Paul Bambrick-Santoyo as a guide to improve the work around data driven instruction.
The Data Driven process model will be seen prominently in two aspects at Druid Hills. First,
content-based professional learning communities utilize the process as the structure for
analyzing student level data to inform content specific planning and re-teaching efforts. This
allows targeted instruction at a student’s current level of mastery. Second, the Data Driven
process will be used for coaching and data analysis sessions for teachers and administrators.
The utilization of these data processes will ensure the monitoring of our teaching and learning
strategies. In this way, instructional leaders can make decisions on ways to improve our work
around school improvement.
Professional Learning Communities (PLC): CMS is seeking to promote leadership capacity
through the implementation of the PLC model in conjunction with the Data Wise process. The
district is working with an outside consultant throughout the year to facilitate ongoing
professional development with principals, assistant principals, facilitators, and Curriculum and
Instruction staff to develop highly functioning PLC teams. SIG Instructional Support Coaching
teams will assist staff in developing their PLC teams. Instructional planning PLC teams will
serve as the primary vehicle for SIG Instructional Support Coaching to assist teachers to
improve instruction. In a PLC, teachers must “focus on learning rather than teaching, work
collaboratively, and hold yourself accountable for results” (DuFour, 2004, p. 6).
Response to Instruction (RtI): Within the Strategic Plan2014, under the Effective Teaching
and Leadership Area of Focus, a tactic reads: Design and implement a Response to Instruction
(RtI) model for CMS that will help teachers adjust instruction as needed for struggling students.
The goal of this plan is to address the foundational skills of literacy, math, and behaviors guided
by the RtI framework. Currently academic facilitators meet monthly with the district RtI
Coordinator to discuss research based reforms for core instruction, target interventions, and
assessment. Druid Hills Academy currently works with the Project Zone Literacy Specialist to
improve their implementation of a Balanced Literacy program.
To support Druid Hlls, the SIG Instructional Support Coaching Team will be trained on the RtI
Framework. It is expected that the coaching teachers will utilize the eight RtI Core Principles to
frame the support and guidance provided to these teachers. The principles are:
(1) We can effectively teach all children
(2) We will intervene early
(3) We will use a multi-tiered model of service delivery
(4) We will use a problem-solving model to make decisions within a multi-tiered model
(5) We will use scientific, research-based, validated intervention and instruction to the extent
available
(6) We will monitor student progress to inform instruction
(7) We will use data to make decisions
(8) We will use assessment for screening, diagnosis, and progress monitoring.
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
95
Parent Involvement: To increase family involvement and support the academic success of
students, CMS implements Parent University. Parent University provides free, ongoing
training, information, and support to parents and family members via district-wide workshops
and activities. Parent University offers more than 70 different course topics designed to help
parents help their children succeed in school and in life. The courses are developed in
partnership with local businesses, organizations, and educational institutions, and offered in
area schools, libraries, businesses, malls, houses of worship, non-profit organizations, and
government offices. Parent University includes coursework intended to help parents understand
how to navigate the school district. It provides parents with the latest information regarding
curriculum, educational trends, effective parenting, and planning for students’ educational
futures. Parents can participate in Parent University to develop their leadership skills, maximize
their abilities to assist with learning at home, and find suggestions for promoting a healthy
lifestyle. CMS has provided services for Druid Hills by providing a Family Advocate position
for their school.
CMS will provide services for Druid Hills’ families through Parent University offerings tailored
to the specific needs of the school. The district offerings will be held at the school building, or
in community areas (e.g., community centers, houses of worship) to provide optimal access to
the schools’ families. Parent University aligns to the Transformation Model component of
creating community-oriented schools.
In addition to CMS’ Parent University, Druid Hills will also seek support and resources from
the North Carolina Parent Information and Resource Center (NC PIRC). NC PIRC
provides services to families and educators in Title I schools, including workshops for parents,
parent groups, schools, and community groups on a variety of topics. NC PIRC also has a
Lending Library and provides articles, information sheets, and referral information.
Office of Accountability: The CMS Office of Accountability provides schools, administrators,
and key stakeholders with information, research, and resources to facilitate data-driven
decisions for improving student performance.
Homeless Education Services: As a part of CMS’ services for homeless students, each school
has a designated McKinney-Vento school-based liaison who coordinates and implements
services to students experiencing housing crises. These services include transportation to the
school of origin, access to free breakfast and lunch, and access to needed material items such as
school supplies and uniforms. Liaisons ensure that all students receive comparable services in
relation to their non-homeless peers and remove barriers to enrolling, attending, and succeeding
in school. Additional services include an academic review and linkage with tutoring as needed.
School-based liaisons also collaborate with community partners to ensure that basic medical
and physical needs are met. Additionally, the liaisons facilitate communication between the
parents and the school.
In addition to the services provided by CMS and the McKinney-Vento liaison, homeless
students also receive support and services from A Child’s Place (ACP). ACP is a local
nonprofit agency working to “erase the impact of homelessness on children and their education”
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
96
that has worked in close collaboration with CMS for 22 years. This collaboration has worked to
ensure that students are receiving the education and other services they need. As a privatelyfunded agency, ACP is supported by many businesses, faith-based and civic organizations with
financial and in-kind donations and volunteers.
North Carolina Reading 3D: Druid Hills participates in the NC Reading 3D program.
Reading 3D is a program by the Wireless Generation which provides teachers in grades K-5 a
tool for assessment and data analysis. Teachers use a wireless palm pilot or net book to
administer a variety of assessments in phonemic awareness, phonics, fluency, vocabulary and
reading comprehension. Participating in this pilot assessment program has been very beneficial
for Druid Hills because the assessment data provided by Reading 3D was used to support the
newly implemented guided reading model. Teachers are able to determine students’
instructional reading levels during benchmark, while also progress monitoring specific skills
throughout the year.
New Teacher Mentor: A New Teacher Mentor provides support to teachers with fewer than
four years of experience through daily classroom support and formal monthly meetings. This
mentor position is funded through a local church.
Project L.I.F.T Compensation for Greatness Plan: As we begin the work of building a new
culture in the Project L.I.F.T. Zone, our focus will be on increasing knowledge around data
driven, high student achievement, while incenting collaborative, above and beyond work. To
this end, we will put three bonus structures in place.
Reward for
Collaboration
80% = school growth goal
20% = zone growth goal
60% of all students taking the
reading test will show more than
a year’s worth of growth
L.I.F.T. Executive Club
Culture and Morale
Incentives
Superintendent’s Platinum Club
• Dinner with Dr. Morrison, picked
up in a limo
• $5,000 Innovation Grant
• Video for the website
• Plaque at LIFT Office
• Logo apparel
Indicators:
*Attendance
Quarterly and yearly
*Parent and student Engagement
Home visits
Literacy Engagements
Conferences (not required)
Phone calls
*Behavior
*PLC Involvement and leadership
*Quarterly assessment data
Reading ONLY for year one
Principals = $4,000.00
AP, Facilitators, Deans =
$2,750.00
Licensed Teachers = $2,500.00
Support Certified Staff
(Counselors, Media, Social
Workers, etc.) = $1,000.00
Non-Certified Staff
(Secretaries, Assistants,
Custodial Staff, etc.) = $500.00
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
Principals will use the five
indicators to assign nonmonetary incentives for staff
members exhibiting skills above
and beyond that impact student
achievement.
97
Criteria to be eligible for bonus:
*Absences = 4 or less starting
December 10, 2012
*Must be employed with school
for more than half of the year
*Must be on CMS’s active
payroll in the following year
*Must be in good standing
based on district performance
evaluation measure
L.I.F.T. Executive Club
*Teach 4-12 tested subject
(EOC/EOG/MSL)
*Receive “Exceeds Expected Growth”
on Standard 6
*Absences = 4 or fewer starting
December 10, 2012
*Must be on CMS’s active payroll in
the following year
*Must be in good standing on district
performance evaluation measures
Incentive Details
Elementary Schools: $5,000
PreK-8 Schools: $7,500
Middle and High Schools: $10,000
Zone: $12,500
Modify practices or policies, if necessary, to enable schools to implement the interventions fully
and effectively
N/A
Sustain the reforms after the funding period ends
The development of sustainability strategies will run parallel with implementation of the
proposed plan. Frequent assessments of the plan and the use of data to substantiate
performance goals will be key to determining the specific activities that can and should be
continued. Using data, we will be constantly considering ways to incorporate all or some part of
the effort into existing structures.
Throughout the implementation, there will be a major focus on building capacity and changing
school culture. As competence and implementation fidelity increase, the school’s
infrastructure will be strengthened, increasing the likelihood for maintenance and transferability
long term. This continuous growth and development will also begin to positively transform the
school culture. As practices, core values and school culture shift toward high quality teaching
and learning and an achievement orientation, the reliance on the grant will diminish.
Throughout implementation, we will also consider re-allocation of existing resources to areas in
which the proposed plan yields strong positive outcomes. We will pursue other funding sources
to support demonstrated success to include the school district budget, Title I, federal subsidies,
AmeriCorps, United Way, and local foundations. The philanthropic community has a strong
history of generosity to public education in Charlotte as exemplified by the $55 million dollar
investment in Project L.I.F.T. These funders have indicated the desire to continue funding
where success can be demonstrated.
Finally, as implementation occurs we will work to cultivate stronger and more strategically
focused community partnerships, especially as it relates to the expanded learning time and
services for behavioral mental health. Many organizations already exist, but the lack of planning
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
98
and coordination have not allowed for mutually beneficial partnerships. We will seek their
support and advocate for a deliberate and intense focus in the Druid Hills school and
community. Efforts to build ongoing, permanent relationships with other mission-aligned
organizations provide another viable strategy for sustainability..
Recruit, screen, and select external providers, if applicable, to ensure their quality
N/A
Identify pre-implementation activities to fully support intervention model
N/A
SECTION D: Capacity
The LEA must include the following information in its application for each Priority school
that will be served with School Improvement Grant funds.
Notes: For each Priority school, the LEA must complete the following table (add rows as needed). The LEA must sufficiently
describe:
• Available resources and additional resources needed to implement each of the selected interventions;
• Annual goals and measurable objectives for student achievement on the State’s assessments in both reading/language
arts and mathematics that it has established;
• Specific steps it will take to implement the selected intervention in each Tier I and Tier II school it commits to serve;
• Periodic evaluation measures clearly aligned to all of the measurable objectives for each school’s progress toward
achieving its goals;
• Timeline for implementing the steps including responsibilities; and
• Monitoring plan for ongoing review of the implementation of interventions with timeline and persons responsible.
Name of School:
Intervention Model:
Existing Resources:
Additional Resources:
Annual Goals:
Druid Hills Academy
Transformation
Project L.I.F.T Learning Zone, New Leaders and Emerging Leaders Programs,
Professional Learning Communities, Driven by Data Teams, Parent University,
McKinney Vento Part Time Support, Priority School, Curriculum and Instruction
District Support, SES, Freedom Schools Program, Bell Schools Program, New Teacher
Mentor Program, Communities in Schools Program, A Child’s Place, Elevation
Church, St. Peter’s Episcopal Church, Women of Vision, Right Moves for Youth.
Intervention 1: SIG Instructional Subgroup Support: 1 EC facilitator
Intervention 2: Druid Hills Leveled Literacy Library: Balanced Literacy
Professional Development with additional leveled classroom libraries.
Intervention 3: Druid Hills Student Support Services Model: 1 Social Worker and
1 Health Teacher
Intervention 4- Druid Hills STEAM Team: 5 full-time Teachers and 5 full-time
Teacher Assistants to provide significant extended instruction and learning in the areas
of Science, Math, Technology, and the Arts during after school hours and school
Intersessions. The purchase of four iPad carts will provide technology to support
STEAM Team instruction.
1. Increase AMO Reading Proficiency for all students and subgroups
2. Increase AMO Math Proficiency for all students and subgroups
3. Increase reading proficiency/performance for all students K-8 as measured by zone
summative assessments
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
99
4. Increase math proficiency/performance for all students K-8 as measured by zone
summative assessments.
Measurable Objectives:
Implementation Steps
Periodic Evaluation
Person(s)
Responsible
Administrative
Team
Timeline
Increase reading
proficiency for all
students and subgroups
as measured by the NC
AMO Assessment by a
15% annually for a 3year goal of 84%
Provided Co-Teaching
Professional
Development for
middle grades Language
Arts teachers and EC
teachers
Quarterly
Recruit and Hire an EC
Facilitator
October 2013,
December 2013, March
2014, May 2014
Quarterly
Administrative
Team
July 2013
Reading Lab
Teachers
Provide a Level Library
for Reading and
Language Arts teachers
K-8
Provide Level Literacy
Intervention Program for
K-8
June 2013
Administrative
Team
Monitor
Progress
Every Four
Weeks
August 2013
June 2013
Literacy
Facilitators
Recruit and Hire a
Social Worker, and a
Health Teacher
Purchase 2 iPad carts for
STEAM Team
implementation
June 2013
Administrative
Team
June 2013, June 2014
Administrative
Team
July 2013
Implement Druid Hills
STEAM Academy for
students during
Intersessions and after
school.
Recruit and Hire 10
STEAM Team Staff
Members
Implement the zone
assessment calendar for
Discovery Education
Interim Assessments.
Intersessions of 2013,
2014, 2015
Administrative
Team, Site
Coordinator
July 2013
Intersessions of 2013,
2014, 2015
Administrative
Team, Site
Coordinator
Instructional
Coaches
July 2013
Analyze student growth
reading data using the
Discovery Education
Data Tracker
Quarterly
Administrators,
Coaches,
Facilitators,
Teachers and
Monitor
Progress
Quarterly
Deliver Intensive
reading services and
track student progress
Increase math
proficiency for all
students and subgroups
as measured by the NC
AMO Assessments by
10% annually for a 3year goal of 79% .
Increase reading
proficiency/performance
for all students K-8 as
measured by zone
summative assessments
May 2013
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
July 2013
Monitor
progress
every four
weeks
July 2013
Monitor
Progress
quarterly
100
Increase math
proficiency/performance
for all students K-8 as
measured by zone
summative assessments.
Monitoring Plan:
students
Administration,
Data Team
Create school data team
to monitor and
triangulate various
forms of student reading
formative assessment
data.
June
Provide job-embedded
professional
development on Data
Driven Instruction
(DDI)
Implement the zone
assessment calendar for
Discovery Education
Interim Assessments.
Quarterly
Instructional
Leadership
Team
Monitor
Progress
Quarterly
May 2013
Instructional
Leadership
Team
Monitor
Progress
quarterly
Analyze student growth
math data using the
Discovery Education
Data Tracker
Create school data team
to monitor and
triangulate various
forms of student math
formative assessment
data.
Quarterly
Instructional
Leadership
Team
Monitor
Progress
Quarterly
June
Administration,
Data Team
Monitor
Progress
Quarterly
Provide job-embedded
professional
development on Data
Driven Instruction
(DDI)
Implement Druid Hills
STEAM Academy for
students during
Intersessions and after
school.
Recruit and Hire 10
STEAM Staff Members
Quarterly
Instructional
Coaches
Monitor
Progress
Quarterly
Intersessions of 2013,
2014, 2015
Administrative
Team, Site
Coordinator
July 2013
•
•
•
•
•
•
Monitor
Progress
Quarterly
Intersessions of 2013,
2014, 2015
Administrative July 2013
Team, Site
Coordinator
Utilization of the Indistar School Improvement Monitoring System
Evaluation of growth in teacher effectiveness, in response to SIG Instructional
Coaches- measured by walk-through instrument, student growth data, teacher
evaluations, and teacher surveys
Evaluation of growth in student achievement- measured by Standard 6 of the
McRel Evaluation Rubric: Teachers contribute to academic success of
students.
Evaluation of student proficiency as measured by formative and summative
assessments: Discovery Ed , Reading 3D, and Kathy Richardson
Data Driven Analysis Meetings with Instructional Leadership Teams and
Teachers.
Weekly debrief meeting with SIG Instructional Support Team and school
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
101
•
•
•
administration- coaching team provides written weekly updates
Evaluation of Interventions by administration, leadership team, SIG
Instructional Coaches, zone office, and district office
Quarterly monitoring visits by DPI
Evaluation of STEAM- Intersession program effectiveness.
SECTION E: Budget
The LEA must include a budget that indicates the amount of school improvement funds the LEA will
use each year to implement the selected model in each Tier I and Tier II school it commits to serve
including proposed pre-implementation activities; and conduct LEA-level activities designed to
support implementation of the selected school intervention models in the LEA’s Tier I and Tier II
schools.
Notes:
11. Attach school level budget summary indicating pre-implementation activities and how the funds will be allocated to the
school utilizing the DPI Chart of Accounts.
12. Any funding for activities during pre-implementation period must be included in the first year of the LEA’s three-year
budget plan.
13. An LEA’s budget must cover the period of availability, including any extension granted through a waiver, and be of sufficient
size and scope to implement the selected school intervention model in each Tier I and Tier II school the LEA commits to serve.
14. An LEA’s budget for each year may not exceed the number of schools it commits to serve multiplied by $2,000,000.
15. The SEA will determine whether to renew an LEA’s SIG grant if one or more schools within the LEA are not meeting the goals
identified for the interventions an LEA is implementing, student achievement outcomes, and leading indicators as described in
the Assurances.
1. LEA Fund Request (Add additional rows as needed)
School Name
PreFull Year 1
Year 2
Year 3
Total School
implementation
2011-12
2012-13
2013-14
Funds
Funds
Budget
Budget
Budget
Requested
$963,611.28
$358,641.77
$295,914.95
$1,618,168.00
1. Hawthorne High School
$768,844.51
$597,310.98
$533,844.51
$1,900,000.00
2. Walter G. Byers School
$795,466.24
$660,652.38
$660,652.38
$2,116,771.00
3. Druid Hills Academy
LEA-level Activities
$
$
$
$
1.
2.
3.
4.
$
$
$
$
$
$
$
$
TOTAL SIG Funds Requested for LEA Budget
$
$
$
$
$5,634,939
2. School Funds request (Add additional rows as needed)
Name of School: Druid Hills Academy
Activities for Intervention Model
1. SIG Instructional Subgroup Support
2. Druid Hills Leveled Literacy Library
3. Student Support Services Model
4. Druid Hills STEAM Team
Indirect Cost at 3.363%
School Totals
Intervention Model: Transformation
Year 1
Year 2
2013-14
2014-15
$61,488.18
$61,488.18
Year 3
2015-16
$61,488.18
Total
$184,464.54
$100,000
$36,170.97
$36,170.97
$172,341.94
$75,681.72
$75,681.72
$75,681.72
$227,045.16
$534,567.33
$463,582.50
$463,582.50
$1,461,732.33
$23,729.01
$23,729.01
$23,729.01
$71,187.03
$795,466.24
$660,652.38
$660,652.38
$2,116,771
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
102
SECTION F: Consultation
As appropriate, the LEA must consult with relevant stakeholders regarding the LEA’s application
and implementation of school improvement models in its Tier I and Tier II schools. Provide a
description of stakeholder involvement in the development of this application.
Consultation Activities
Instructional Leadership Team Meeting
Committee/Team Members
Alison Hiltz, Alisha Carr,
Kimarcus Lockhart, Chris
Bernard, Pam Zelando,
Saunjeanetta Fertil, Travis
Rivens, Kim Smoak, Shanda
Brock-Perry, Jason Ward
Meeting Dates
March 8, 2013
Grade Chairs Meeting to Disseminate Information for
Each Grade Level
Alison Hiltz, Chris Bernard,
Leanne Cooper, Kristina Rice,
Venetia Howard, Chandra
Smouse, Safronia Caldwell,
Karen James, Shakira
Craddock
March 11, 2013
Grant Writing Team
Alisha Carr
Tiffany Little
March 13, 2013
School Leadership Team
Alison Hiltz, Kimarcus
Lockhart, Alisha Carr, Chris
Bernard, Anne Brooks, Megan
Driggers, Bonnie Gathman,
Kyle Bollar, Marsalene
Steadman, Simone Shields,
Leanne Cooper, Kristina Rice,
Bonnie Shaw, Kim Winston,
Karen James, Safronia
Caldwell, Gary Montgomery,
Kelly Bresnahan, Chandra
Smouse, Shakira Craddock,
Jeremy Amidon, Carmela
Head, Suzanne Hunt, Edwina
DesRavines, Joann Kobel
March 13, 2013
Administrative Team
Alison Hiltz, Kimarcus
Lockhart, Aisha Carr
March 22, 2013
Grant Writers
Alisha Carr
Tiffany Little
March 29, 2013
Grant Writers
Alisha Carr
Tiffany Little
April 1, 2013
Grant Writers
Alisha Carr
Tiffany Little
April 2, 2013
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
103
Grant Writers
Alisha Carr
Tiffany Little
April 4, 2013
Grant Writers
Alisha Carr
Tiffany Little
April 5, 2013
Administrative Team
Alisha Carr, Alison Hiltz,
Chris Bernard, Kimarcus
Lockhart
April 8, 2013
Data Input and Analysis
Alison Hiltz, Alisha Carr,
Chris Bernard
April 16, 2013
Charlotte-Mecklenburg Schools 2013 SIG Application Amendments
104
Fund
Courier #
PRC
Purpose Code
Object Code
2013 - 2014 TITLE I PLANNING ALLOTMENTS (PRC 117)
Hawthorne HS
386
$963,611.28
$963,611.28
# of Staff
SCHOOL NAME:
SCHOOL COURIER #:
BUDGETED ALLOTMENT:
TOTAL (PRC 117) PLANNING ALLOTMENT:
4
1
1
4
3
3
3
3
386
386
386
386
117
117
117
117
5330
5330
5330
5330
121
135
135
143
160,348.00
50,268.00
50,268.00
120,768.00
Substitute Teacher - Regular Teacher Absence
(Funded Title I Teacher Position)
3
386
117
5330
162
1,000.00
Professional Development Absence (Substitute
Teacher)
3
386
117
5330
163
1,000.00
3
3
3
3
386
386
386
386
117
117
117
117
5330
5330
5330
5330
167
181
184
183
1,000.00
35,219.34
1,500.00
60,000.00
Social Security (7.65%)
Retirement (14.68%)
Hospital ($5,285/person)
Workers Compensation (0.005)
Life ($10/person)
3
3
3
3
3
3
386
386
386
386
386
386
117
117
117
117
117
117
5330
5330
5330
5330
5330
5330
191
211
221
231
232
235
27,620.05
53,001.60
31,710.00
2,709.07
100.00
Contracted Services
Workshop Expenses
3
3
386
386
117
117
5330
5330
311
312
70,000.00
124,000.00
Supplies & Materials (Instructional for use in the
classroom)
3
386
117
5330
411
43,016.55
Computer Equipment (Inventoried)
3
386
117
5330
462
Pupil Transportation - Contracted
3
386
117
5350
331
Indirect Cost (3.363%)
3
386
117
8100
392
PLANNING ALLOTMENT
Teacher Classroom
(1 - Math, 1 - English, 1 - Science, 1 - Social
Studies)
Lead Teacher - Literacy Facilitator
Lead Teacher - Math Facilitator
Tutor (20 hours) 9 months
Teacher Assistant Salary When Susbstituting
(Regular Teacher Absence) Funded Title I Teacher
Position
Supplementary Pay (13.50%)
Longevity
Bonus Pay
Extended Employment (Liquid Office) Planning
CMS Average
Salary Cost
(benefits not
included)
$40,087.00
$50,268.00
$50,268.00
$30,192.00
SUB-TOTAL
60,443.00
Salary Total
46,500.00
Instructional Materials Total
$656,955.06
$283,516.55
5,000.00
Transportation Total
6/20/2013 @ 9:01 AM
BUDGET
$5,000.00
$1,618,168.00
18,139.67
Indirect Cost Total
$18,139.67
50%
Total Planning Allotment
$963,611.28
$809,084.00
(This will show the remaining budget to be allocated or if you are over budget) Balance
$0.00
1 of 1
Fund
Courier #
PRC
Purpose Code
Object Code
2013 - 2014 TITLE I PLANNING ALLOTMENTS (PRC 117)
Walter G. Byers ES
574
$768,844.51
$768,844.51
# of Staff
SCHOOL NAME:
SCHOOL COURIER #:
BUDGETED ALLOTMENT:
TOTAL (PRC 117) PLANNING ALLOTMENT:
6
3
3
3
574
574
117
117
5330
5330
121
142
240,522.00
62,067.00
Substitute Teacher - Regular Teacher Absence
(Funded Title I Teacher Position)
3
574
117
5330
162
1,500.00
Professional Development Absence (Substitute
Teacher)
3
574
117
5330
163
1,500.00
Teacher Assistant Salary When Susbstituting
(Regular Teacher Absence) Funded Title I Teacher
Position
Supplementary Pay (13.50%)
Longevity
Social Security (7.65%)
Retirement (14.68%)
Hospital ($5,285/person)
Workers Compensation (0.005)
Life ($10/person)
3
3
3
3
3
3
3
3
574
574
574
574
574
574
574
574
117
117
117
117
117
117
117
117
5330
5330
5330
5330
5330
5330
5330
5330
167
181
184
211
221
231
232
235
1,500.00
32,470.47
1,500.00
21,342.92
40,956.09
31,710.00
1,705.30
90.00
Contracted Services
3
574
117
5330
311
90,000.00
3
3
574
574
117
117
5330
5330
411
462
7,000.00
3
3
3
3
3
3
3
3
574
574
574
574
574
574
574
574
117
117
117
117
117
117
117
117
5830
5830
5830
5830
5830
5830
5830
5830
131
181
184
211
221
231
232
235
3
574
117
8100
392
PLANNING ALLOTMENT
Teacher Classroom
(1 -Exceptional Children, 1 - Math, 1 - Science, 3 English )
Teacher Assistant
CMS Average
Salary Cost
(benefits not
included)
$40,087.00
$20,689.00
SUB-TOTAL
Salary Total
Supplies & Materials (Instructional for use in the
classroom)
Computer Equipment (Inventoried)
Guidance Counselor
Supplementary Pay (13.50%)
Longevity
Social Security (7.65%)
Retirement (14.68%)
Hospital ($5,285/person)
Workers Compensation (0.005)
Life ($10/person)
$50,268.00
1
138,000.00
Instructional Materials Total
$235,000.00
$75,681.72
21,299.00
Indirect Cost Total
$21,299.00
Total Planning Allotment
$768,844.51
50%
$0.00
$950,000.00
(This will show the remaining budget to be allocated or if you are over budget) Balance
6/20/2013 @ 9:06 AM
$436,863.79
50,268.00
6,786.18
250.00
4,383.77
8,412.25
5,285.00
286.52
10.00
Salary Total
Indirect Cost (3.363%)
BUDGET
$1,900,000.00
1 of 1
Purpose Code
Object Code
1
PRC
$50,268.00
Courier #
Social Worker
Supplementary Pay (13.50%)
Longevity
Social Security (7.65%)
Retirement (14.68%)
Hospital ($5,285/person)
Workers Compensation (0.005)
Life ($10/person)
CMS Average
Salary Cost
(benefits not
included)
Fund
PLANNING ALLOTMENT
2013 - 2014 TITLE I PLANNING ALLOTMENTS (PRC 117)
Druid Hills Academy ES
374
$795,466.24
$795,466.24
# of Staff
SCHOOL NAME:
SCHOOL COURIER #:
BUDGETED ALLOTMENT:
TOTAL (PRC 117) PLANNING ALLOTMENT:
3
3
3
3
3
3
3
3
374
374
374
374
374
374
374
374
117
117
117
117
117
117
117
117
5320
5320
5320
5320
5320
5320
5320
5320
131
181
184
211
221
231
232
235
SUB-TOTAL
50,268.00
6,786.18
250.00
4,383.77
8,412.25
5,285.00
286.52
10.00
Salary Total
Teacher Classroom
(1 - Exceptional Children, 1 - Math, 1- English, 1 Science, 2 - Teachers, )
Teacher Assistant
$40,087.00
3
3
374
374
117
117
5330
5330
121
142
240,522.00
103,445.00
Substitute Teacher - Regular Teacher Absence
(Funded Title I Teacher Position)
3
374
117
5330
162
1,500.00
Professional Development Absence (Substitute
Teacher)
3
374
117
5330
163
1,500.00
Teacher Assistant Salary When Susbstituting
(Regular Teacher Absence) Funded Title I Teacher
Position
Supplementary Pay (13.50%)
Longevity
Social Security (7.65%)
Retirement (14.68%)
Hospital ($5,285/person)
Workers Compensation (0.005)
Life ($10/person)
3
3
3
3
3
3
3
3
374
374
374
374
374
374
374
374
117
117
117
117
117
117
117
117
5330
5330
5330
5330
5330
5330
5330
5330
167
181
184
211
221
231
232
235
1,500.00
32,470.47
1,500.00
21,342.92
40,956.09
31,710.00
1,912.19
110.00
Supplies & Materials (Instructional for use in the
classroom)
$20,689.00
6
5
$75,681.72
Salary Total
$478,468.68
115,602.00
411
418
39,984.83
462
31,000.00
Instructional Materials Total
$186,586.83
Computer Software & Supplies
Computer Equipment (Inventoried)
3
3
3
374
374
374
117
117
117
5330
5330
5330
Pupil Transportation - Contracted
3
374
117
5350
331
Other Food Purchases
3
374
117
5350
451
Indirect Cost (3.363%)
3
374
117
8100
392
26,000.00
Transportation Total
5,000.00
Other Food Purchases
23,729.01
Indirect Cost Total
Total Planning Allotment
(This will show the remaining budget to be allocated or if you are over budget) Balance
6/20/2013 @ 8:57 AM
BUDGET
$26,000.00
$5,000.00
$ 2,116,771.00
$23,729.01
50%
$795,466.24 $ 1,058,385.50
$0.00
1 of 1