Public Schools of North Carolina
LEA Application 1003(g)
Local Education Agency Application for 1003(g) Funding
School Improvement Grant (SIG) Funds
Priority Schools
LEA
Durham Public Schools
LEA Contact
Dr. Stacey Wilson-Norman
Contact Person’s Title
Area Superintendent-Elementary
Contact Person’s Telephone Number
LEA Code
320
919-560-3730
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-2010-10-28/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
Public Schools of North Carolina
LEA Application 1003(g)
ASSURANCES
The LEA assures that it will:
1. Use its School Improvement Grant to implement fully and effectively an intervention in each
Priority School that the LEA commits to serve consistent with the final requirements;
2. Establish annual goals for student achievement on the State’s assessments in both
reading/language arts and mathematics and measure progress on the leading indicators in
section III of the final requirements in order to monitor each Priority School that it serves
with school improvement funds;
3. If it implements a restart model in a Priority School, include in its contract or agreement
terms and provisions to hold the charter operator, charter management organization, or
education management organization accountable for complying with the final requirements;
and
4. Report to the SEA the school-level data required under section III of the final requirements.
The following metrics constitute the leading indicators for the SIG program:









Number of minutes within the school year;
Student participation rate on State assessments in reading/language arts and in
mathematics, by student subgroup;
Dropout rate;
Student attendance rate;
Number and percentage of students completing advanced coursework (e.g.,
AP/IB), early-college high schools, or dual enrollment classes;
Discipline incidents;
Truants;
Distribution of teachers by performance level on an LEA’s teacher evaluation
system; and
Teacher attendance rate.
I HEREBY CERTIFY that to the best of my knowledge, the information contained in this
application is correct; the agency named above has authorized me as its representative to file this
application.
Dr. Eric Becoats
Name of Superintendent
For State Use Only
Date Approved: _______________________________________
Approved by:
________________________________________
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Public Schools of North Carolina
LEA Application 1003(g)
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
Glenn Elementary School
INTERVENTION MODEL
RS
CL
TF
370126000320
X
1
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
SECTION C: Descriptive Information
*Required information must be provided for each Priority School to be served with School
Improvement Grant Funds.
SCHOOL: Glenn Elementary School
Needs Assessment Description
Needs of the school, students, and community for each school to be served with sufficient information
for conducting the needs assessment*
Glenn Elementary School is a traditional K-5 campus that serves students from the Durham Public
School System. According to the 2012-2013 Average Daily Membership (ADM) Report, Glenn
had 669 students enrolled, many of whom are deficient in basic reading and math skills deemed
necessary to become successful learners. The school population is comprised of 47.2% Black,
43.6% Hispanic, 5.1% White, 1.3% Asian, 2.1% Multi-racial, and 0.6% American Indian. Glenn
has a Free and/or Reduced Lunch population of 92.0%, which is significantly higher than the DPS
average of 62.5%. In addition, 40% of students are identified as Limited English Proficient (LEP),
while the Exceptional Children’s programs serves 9.3% of students. As reported in the NC School
Report Card, Glenn’s teacher turnover rate for 2011-2012 was 36%. This is the principal’s first
year at Glenn Elementary School.
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Public Schools of North Carolina
LEA Application 1003(g)
In 2012, Glenn participated in a Comprehensive Needs Assessment conducted in collaboration
with the North Carolina Department of Public Instruction. Findings from this audit concluded that:
 The staff demonstrates genuine care and concern for students, resulting in good
relationships.
 The staff provides a safe, orderly, and supportive environment.
 Students and families receive good support for social, emotional, and physical needs.
 The school has good data sources that identify instructional needs.
 A bi-weekly schedule has been established to encourage horizontal collaboration.
Conversely, specific feedback was also noted for improvement focused on the quality of teaching
and learning by:
 Incorporating the use of exemplars and rubrics to provide students with clear goals and
expectations for work standards
 Utilizing higher-order questioning to add depth to instruction and broaden student thinking
ability
 Consistently utilizing student-friendly lesson objectives to guide student learning
 Ensuring classroom centers are designed to provide the opportunity for differentiated
instruction
 Monitoring instruction to ensure that best practices are implemented with fidelity
 Utilizing formative assessments to measure the impact of best practices on student learning
 Critically evaluating the effectiveness of programs and initiatives to limit the focus to
those most impactful on student outcomes
 Providing students with consistent direct instruction in science and social studies content
and concepts to ensure that North Carolina Standard Course of Study (NCSCOS)
objectives are mastered
 Expanding the scope of family engagement to help family members become true partners
in their students’ learning.
Based on the analysis of the 2011-2012 Glenn School Scorecard, the school made significant
student proficiency gains in 3rd and 4th grade math and also 4th grade reading. However, 5th grade
math saw a decline in scores, and only a slight increase in reading and science. As evidenced by
existing school data, Glenn is academically challenged, but has made some gains. The school
continues to fall far below district and state expectations in both math and reading. Based on the
2011-2012 School Scorecard compared to other schools in the district, the school needs to make
significant growth in grades 3-5 in the areas of math, reading and science. Although 3rd grade did
not count in the growth composite, 3rd grade proficiency dropped from 37.6% to 37.0% in reading.
Fifth grade math proficiencies also dropped from 61.5% to 57.3%. However, 5th grade increased
their reading proficiencies by 1.7 % points and their science proficiencies by a slim margin of
0.5% points. 4th grade increased their reading proficiency by 6.7%, and increased their math
proficiency 17.2%. 3rd grade math proficiency also increased by 7.2%.
Despite the challenges identified in the data, Glenn’s teachers were frequently rated as
“proficient” or “accomplished” on the North Carolina Teacher Evaluation Rubric. Table 1 details
teachers’ performance levels during the 2011-2012 school year.
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Public Schools of North Carolina
LEA Application 1003(g)
Table 1
Glenn Elementary School’s Teachers’ Performance Levels During the 2011-2012 School Year
Standard
Developing
Proficient
Accomplished
Distinguished
Standard 1
5%
70%
25%
0%
Standard 2
5%
50%
35%
10%
Standard 3
5%
65%
30%
0%
Standard 4
5%
60%
30%
5%
Standard 5
5%
60%
25%
10%
Glenn’s teacher evaluation ratings highlight several important areas. First, for the 2011-2012
school year, no teachers were rated as “not demonstrated” and one was rated as “developing.”
While this trend can be seen in many schools, the pattern of poor student performance over a
sustained period of time must raise the question that if all teachers in the building are proficient,
accomplished, or distinguished, why are so many students failing to meet state and local
proficiency standards? While there appears to be a disparity between teacher evaluation ratings
and student performance, 66% of teachers believe their performance is assessed objectively, 94%
of teachers felt they received feedback that can help them improve instruction, and 91% of
teachers believe that the procedures for teacher evaluation are consistent. Despite the ratings, it
appears that Standards 1 and 3, which focus on teachers’ leadership and knowledge of the content
they teach, had the lowest overall ratings with no teachers being rated as distinguished. To support
this data, professional development opportunities must be offered to increase teachers’
understanding of their content areas.
Results from the 2012 Teacher Working Conditions Survey (TWCS) indicate that approximately
86% of teachers feel there are sufficient resources available for professional development, almost
90% of teachers felt there was appropriate time for professional development, 92% of teachers felt
professional development deepened teachers’ content knowledge, and 98% of teachers felt
professional development enhanced teachers’ ability to implement instructional strategies that
meet diverse student learning needs. A smaller percentage of teachers agreed that professional
development was differentiated (79%). Table 2 outlines the results from the TWCS specifically
related to what areas of professional development Glenn’s teachers feel they need to teach their
students more effectively.
Table 2
Professional Development Needs (Teacher Working Conditions Survey, 2012)
Professional Development Topic
Yes
Your content area
31%
Common core and essential standards
76%
Differentiating instruction
30%
Special education (students with disabilities)
43%
Special education (gifted and talented)
46%
English Language Learners
48%
Closing the achievement gap
39%
Methods of teaching
20%
Reading Strategies
35%
Classroom management techniques
15%
No
69%
24%
70%
57%
54%
52%
61%
80%
65%
85%
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Public Schools of North Carolina
LEA Application 1003(g)
Data outlined in Table 2 indicates that while some teachers feel they have a need for additional
professional development in certain areas (e.g. Common Core), a significant percentage of
teachers between 24% and 80% do not feel they need additional training. This data does not
support student achievement levels (e.g., all students, ELLs, AIG) at Glenn Elementary School.
During the 2011-2012 school year, 100% of Glenn’s teachers were highly-qualified and were fully
licensed in the area they were teaching. Thirty-six percent of teachers have earned an advanced
degree and one teacher has achieved National Board Certification. Table 3 compares Glenn
Elementary School’s teachers’ years of experience with the district and state averages. It is
interesting to note that Glenn’s teaching population averages higher years of experience than the
district and the state.
Table 3
Teachers’ Years of Experience
Glenn
Durham Public Schools
North Carolina
0-3 Years
18%
25%
19%
4-10 Years
27%
36%
31%
10+ Years
56%
39%
50%
Glenn’s Teacher Working Conditions data indicate that 100% of teachers use data to inform their
instruction and 98% of teachers work in Professional Learning Communities (PLCs) to improve
instructional practices. TWCS data also shows that over 90% of teachers feel encouraged to try
new practices to improve instruction however only 52% of teachers feel they have autonomy to
make decisions about instructional delivery. Data showed that teachers strongly feel they are held
to high professional standards for delivering instruction (98%). These figures indicate that the
majority of teachers, while engaged in best practices (e.g., PLCs, data driven instruction), fail to
translate these efforts into increased student achievement.
During the 2011-2012 school year, Glenn’s short-term suspension rate was 11.5%. This rate
almost doubled from the 2010-2011 to the 2011-2012 school year. Glenn had a long-term
suspension rate of 6.6% for the 2011-2012 school year. The current level is also significantly
higher than the district level of 5.5. Student attendance has remained fairly consistent with a
slight increase from 94.4% in 2011 to 94.9% in 2012.
Walkthroughs completed during the instructional day at Glenn provide a comprehensive picture to
explain continuous low student proficiency and academic performance. Ineffective teaching
practices continue in all grades and subject areas. Limited differentiation exists, leading to
students of varying ability working on similar projects and activities. Lesson objectives are not
presented in student-friendly language leading to some confusion about what students are learning
during the lesson. Teachers must begin to use ongoing formative assessment to check for skill
mastery on a daily basis to determine what students know and still need to master. Little modeling
of effective lesson strategies exists during the instructional day. Due to the variety of instructional
abilities, the quality of lessons and activities varies across and within grade levels. Teachers do
not provide guidance regarding student work in the form of exemplars or rubrics which leads to
confusion regarding expectations, grading, and scoring of work. Teachers must focus on
incorporating higher order thinking skills into activities, questions, and tasks to increase the level
of understanding and depth of knowledge during content area instruction.
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Public Schools of North Carolina
LEA Application 1003(g)
School Performance Data:
Each year, schools in North Carolina receive a designation based on the state’s End-of-Grade
Tests. Designations are awarded on the basis of the percentage of students performing At or Above
Grade Level, and on whether students have learned as much as they are expected to learn in one
year. The designations earned by Glenn are displayed below.
Table 4 details four year data for Glenn Elementary School around the school’s ABC designation,
composite student proficiency performance, and if annual growth was achieved for the school site.
Table 4
Four Year Trend Data for Growth and Adequate Yearly Progress and Annual Measurable
Objectives Data for Glenn Elementary School
Year
Performance
Designation
Targets Met
Performance
Growth
Was
AYP/AMO
met?
50% to 60% of students at
grade level or <50% of
students at grade level
No
No
2011-2012
16 of 21
Priority
School
2010-2011
16 of 25
Priority
School
50% to 60% of students at
grade level or <50% of
students at grade level
Yes
No
2009-2010
17 of 25
Priority
School
50% to 60% of students at
grade level or <50% of
students at grade level
Yes
No
2008-2009
22 of 25
Priority
School
50% to 60% of students at
grade level or <50% of
students at grade level
Yes
No
With a large number of subgroups due to the diverse school population, Glenn has failed to make
AYP or meet AMOs for the previous ten years. It has only once moved out of the ABC Priority
School Identification, indicating proficiency remains fairly stagnant. Glenn’s students have made
growth several consecutive years, however this growth has failed to translate into increased
proficiency levels. These data points from state achievement data highlight a culture of low
expectations and poor student achievement. Not only are students failing to meet state proficiency
standards, they are also not meeting minimum growth expectations each year as outlined by the
state indicating students are falling farther and farther behind in academic areas.
The data below reflects the percentage of students in subgroups who passed BOTH the reading
and math tests for the 2011-2012 school year. The percentage of students, grouped by gender,
ethnicity, and other factors, who scored proficient on EOG tests in 2011-2012, is overwhelmingly
low. In the “Two or More Races” subgroup only eight tests were taken and the percentage of
students who passed both reading and math tests was only 50%. Excluding this subgroup, the
highest subgroup showed less than 41.0% proficiency. Only 34.4% of the total Black population
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Public Schools of North Carolina
LEA Application 1003(g)
passed BOTH the reading and math tests and only 39.8% of the Hispanic population passed
BOTH tests, the two largest subgroups in the school.
Data taken from the 2011-2012 NC School Report Card
The school’s data reflects that student achievement is below state and district proficiency levels.
Tables 5-7 show reading, math, and science EOG student proficiency rates for Glenn Elementary
for the past four years. This data can be compared to DPS and North Carolina proficiency rates.
Table 8 shows End of Grade proficiency data by grade level in reading and math.
Table 5
Reading EOG Proficiency Data from 2008-2012
2011-2012
2010-2011
Glenn
41.4%
38.4%
DPS
58.5%
55.8%
North Carolina
71.2%
70.7%
2009-2010
36.9%
55.0%
70.1%
2008-2009
35.3%
52.9%
67.6%
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Public Schools of North Carolina
LEA Application 1003(g)
Table 6
Math EOG Proficiency Data from 2008-2012
2011-2012
2010-2011
Glenn
65.1%
58.5%
DPS
74.4%
70.4%
North Carolina
82.8%
82.4%
2009-2010
55.1%
68.6%
81.8%
2008-2009
54.8%
66.3%
80.8%
Table 7
Science EOG Proficiency Data from 2008-2012
2011-2012
2010-2011
Glenn
39.8%
39.3%
DPS
67.3%
59.3%
North Carolina
75.9%
73.4%
2009-2010
47.0%
60.2%
68.9%
2008-2009
32.7%
48.9%
60.8%
Table 8
Student Performance on End of Grade Tests
GRADE 3
GRADE 4
Our School
District
State
GRADE 5
OVERALL
Reading
Math
Reading
Math
Reading
Math
Reading
Math
37.0%
57.6%
68.8%
67.0%
77.3%
82.8%
43.3%
60.8%
71.6%
71.2%
78.9%
85.1%
42.7%
61.4%
72.3%
57.3%
75.0%
82.1%
41.0%
58.5%
71.2%
65.1%
74.4%
82.8%
Percentage of Students’ Scores At or Above Grade Level
While both reading and math data have shown progressive proficiency increases, Glenn’s
percentage of students who score as proficient on the End of Grade exams remains below the
district and state averages. Scores in reading continue to lag almost twenty percentage points
below the DPS average and thirty points behind the North Carolina average. A similar trend is
evident in math as well, although Glenn students’ proficiency has increased at a quicker pace than
in reading. Glenn Elementary struggles with science proficiency, despite a fifteen percent point
jump to almost 50% in 2009-2010.
To better identify why Glenn’s students struggle to achievement proficiency in reading and math,
Tables 9 and 10 provide disaggregated reading and math EOG data by subgroup.
Table 9
Reading Proficiency for 2011-2012 Disaggregated by Subgroup
Glenn
NC Target
AMO Met
All Students
Black
Hispanic
Economically
Disadvantaged
41.4%
73.0%
Not Met
41.6%
57.8%
Not Met
41.1%
61.1%
Not Met
41.3%
61.4%
Not Met
Limited
English
Proficient
38.7%
42.4%
Met with CI
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Public Schools of North Carolina
LEA Application 1003(g)
Table 10
Math Proficiency for 2011-2012 Disaggregated by Subgroup (PAPA, 2012)
Glenn
NC Target
AMO Met
All Students
Black
Hispanic
Economically
Disadvantaged
66.4%
83.7%
Met with SH
64.2%
71.4%
Met with SH
67.9%
80.2%
Not Met
65.6%
76.2%
Met with SH
Limited
English
Proficient
63.5%
71.1%
Met with CI
Disaggregated data for reading shows that all subgroups are performing at a similar proficiency
level however the only subgroup that met their AMO was the LEP subgroup through confidence
interval. Math data shows similar performance however most subgroups met their AMO through
safe harbor or confidence interval. Subgroup data does not indicate an achievement gap between
students at Glenn. While some AMOs were met through safe harbor or confidence interval, no
subgroup met the North Carolina target proficiency levels.
While student performance in a single year is important, identifying data trends over several years
can provide key information about a school’s performance. This graph shows how the percentage
of students passing the reading and math EOG tests has changed from one school year to the next.
Although you can see a slight increase each year, significant gains still need to be made in both
reading and math.
Three Year Trend in Student Performance on the EOG Reading Test
Three Year Trend in Student Performance on the EOG Math Test
School-based data shows similar concerns regarding students’ overall academic performance
level. DPS uses mCLASS Reading 3D which combines DIBELS (Dynamic Indicators of Basic
Early Literacy Skills) and TRC (Text Reading Comprehension). Figures 1-6 detail the Mid-Year
(MOY) 2012-2013 DIBELS data results.
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Public Schools of North Carolina
LEA Application 1003(g)
Kindergarten DIBELS Data
Below Benchmark
Far Below Benchmark
Benchmark
Figure 1. Glenn kindergarten students-DIBELS levels MOY.
First Grade DIBELS Data
Below Benchmark
Far Below Benchmark
Benchmark
Figure 2. Glenn first grade students-DIBELS levels MOY
Second Grade DIBELS Data
Below Benchmark
Far Below Benchmark
Benchmark
Figure 3. Glenn second grade students-DIBELS levels MOY.
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Public Schools of North Carolina
LEA Application 1003(g)
Third Grade DIBELS Data
Below Benchmark
Far Below Benchmark
Benchmark
Figure 4. Glenn third grade students-DIBELS levels MOY.
Fourth Grade DIBELS Data
Below Benchmark
Far Below Benchmark
Benchmark
Figure 5. Glenn fourth grade students-DIBELS levels MOY.
Fifth Grade DIBELS Data
Below Benchmark
Far Below Benchmark
Benchmark
Figure 6. Glenn fifth grade students-DIBELS levels MOY.
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Public Schools of North Carolina
LEA Application 1003(g)
2012-2013 MOY DIBELS data indicates several important trends. The first is that while data for
grades K-2 shows at least 50% of the student population is meeting benchmark DIBELS
standards, this percentage rapidly decreases as students move into grades 3-5. With the exception
of second grade, the number and percentage of students meeting benchmark DIBELS standards
continues to decrease each year ending with only 13% of students meeting benchmark standards
in fifth grade.
Figures 7-12 detail students Text Reading Comprehension (TRC) levels. TRC is administered in a
similar form to a tradition running record but contains a comprehension piece to assess students’
understanding of the text.
Kindergarten TRC Data
Above
Far Below
At
Below
Figure 7. Glenn kindergarten students-TRC levels MOY.
First Grade TRC Data
Above
Far Below
At
Below
Figure 8. Glenn first grade students-TRC levels MOY.
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Public Schools of North Carolina
LEA Application 1003(g)
Second Grade TRC Data
Above
Far Below
At
Below
Figure 9. Glenn second grade students-TRC levels MOY.
Third Grade TRC Data
Above
Far Below
At
Below
Figure 10. Glenn third grade students-TRC levels MOY.
Fourth Grade TRC Data
Above
Far Below
At
Below
Figure 11. Glenn fourth grade students-TRC levels MOY.
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Public Schools of North Carolina
LEA Application 1003(g)
Fifth Grade TRC Data
Above
Far Below
At
Below
Figure 12. Glenn fifth grade students-TRC levels MOY.
TRC data shows a similar trend to DIBELS data. While the majority of Kindergartners are
performing at a below level, data indicates that by first and second grade the number of students
demonstrating proficiency on the TRC levels has increased at both the “at” level and “above”
level. As with DIBELS data, though, Glenn’s proficiency begins to decrease in third grade. The
number of “far below” proficient students in third grade is 48. This number increases to 55 in
fourth grade, and 62 in fifth grade, indicating the majority of fifth grade students are significantly
below benchmark reading levels.
Glenn’s percentage of students who qualify as Limited English Proficient (LEP) and receive
English as a Second Language (ESL) services is approximately 27.2% of the student population.
Glenn’s LEP population had a performance on the reading EOG of 38.7% and 63.5% on the math
EOG in 2011-2012. This figure is similar to other DPS schools of similar size and demographics.
In 2011-2012, 45 students, or approximately 7% of the student population, was identified as
Academically or Intellectually Gifted (AIG); however only 91% of the AIG students demonstrated
proficiency on the EOGs. Both figures are below DPS’ elementary school averages where 24% of
students are identified as AIG and have a proficiency rate of >95% on the EOGs.
Analysis of multiple measures of data including student achievement data, process data, perception
data, and demographic data*
Student Achievement Data:
EOG Test Scores in reading showed a small gradual increase from 35.3% (2008-09) to 41.0%
(2011-12), increasing about 2 % each year, but is still more than 30% below the state average.
The data revealed a similar trend for scores in math with a 54.8% proficiency rate at the end of the
2008-09, followed by a larger increase in 2011-2012 of 65.1%. The 2011-2012 EOG test scores
revealed 58.6% of the students in grades 3-5 at Glenn were not at grade level in reading. The
2009-2010 EOG test scores also revealed 34.9% of the students in grades 3-5 at Glenn were not at
grade level in math. While North Carolina raised proficiency scores during this timeframe, Glenn
continued to fall below both state and district proficiency levels in both reading and math. Based
on data obtained from the 2011-2012 School Report Cards, it is very evident that data-driven
interventions are needed to meet the academic needs of all students to ensure success.
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Public Schools of North Carolina
LEA Application 1003(g)
Process Data:
The academic achievement data at Glenn continues to be a concern. Over the past three years, the
school’s EOG scores in both math and reading only showed marginal increases in comparison to
district and state averages. In order to change the trajectory at Glenn, a new and innovative
research-based Learning-Focused Transformation Model was implemented during the 2011-2012
school year. This model helps improve student performance by providing a balanced approach
incorporating practices for leaders and instructional strategies for instruction. Putting researchbased strategies into practice effectively is called Exemplary Practices. Learning-Focused
provides staff with models and frameworks that allow all teachers and school leaders to
implement exemplary practices to increase student achievement. The benefits of this school
reform model included:







Developing teacher and leader effectiveness
Using data to determine student instructional needs
Building school-based support systems to sustain growth and build upon successes
Focusing on learning and increasing learning capacity over time
Implementing a consistent and pervasive system for implementing, supporting,
monitoring, and evaluating
Providing multimodal professional development to meet staff’s learning styles, scale, and
needs (large group, small group, individual, on-site, off-site, on-line, school-based
coaches, training of trainers, administrators as instructional leaders, school-based
facilitators, model classrooms, etc.)
Exceeding federal, state, and local school-wide RTI goals for Tier 1 and Tier 2 students
The redesign of Glenn creates an environment that ensures all students move forward.
Perception Data:
Perceptions of Glenn have been obtained from the results of the 2011-2012 Teacher Working
Conditions Survey (TWCS) and Glenn’s School Improvement Plan.

Almost 70% of the teachers indicated on the TWCS that Glenn is a good place to teach
and learn.

Glenn’s school vision states “The Glenn community will educate all learners in a healthy
learning environment of excellence.”

Glenn’s school mission states “The mission of GES is to educate all learners utilizing best
practices and quality instructional strategies to ensure positive learning experiences and
personal learner responsibility for high learner achievement in preparation for life in a
global society.”

Over 92% of teachers believe they have sufficient access to a broad range of professional
support personnel.

95.8% of the staff felt professional development is aligned with the School Improvement
Plan.
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
Overall the staff has taken ownership of the data and acknowledges and believes that if
they work collaboratively as a professional learning community and allow the data to drive
the instruction they will increase student achievement.

Only 30.6% of the staff felt parents are influential decision makers in the school.

Teachers work in professional learning communities to develop and align instructional
practices and use assessment data to inform their instruction.
Student Demographic Data:
Glenn’s Student Demographic Data show a very high percentage of economically disadvantaged
students. For the past four years Glenn’s free and reduced lunch student population has been at or
above 90%. The percentage of free and reduced lunch students is currently 91.97%. Glenn also
has experienced a changing population with a slow, but steady increase of Hispanic students.
Although all Hispanic students are not categorized as Limited English Proficient (LEP), the
percent of LEP students in tested grades has steadily climbed from 2010-2013 and LEP students
currently make up 27.4% of the population. Based on this data there is a continual need to
implement strategies and interventions to address both the needs of the students with Limited
English Proficiency, as well as the high population of economically disadvantaged students.
Table 11
Glenn’s Student Population by Ethnicity
School
Day 20
American
Black
Year
Enrollment
Indian
Numbers
2012-13
669
4
316
(*N/A)
(47.2%)
2011-12
628
2
323
(*N/A)
(51.4%)
2010-11
655
1
353
(*N/A)
(53.9 %)
Hispanic
MultiRacial
Asian
White
292
(43.6%)
268
(42.7%)
263
(40.2%)
14
(2.1%)
15
(2.4%)
20
(30.1%)
9
(1.3%)
4
(*N/A)
5
(0.8%)
34
(5.1%)
16
(2.5%)
13
(2.0%)
*N/A = % not calculated due to fewer than five students in subgroup
Table 12
Glenn’s Special Student Population
2012-2013
LEP
182
(Limited English Proficient)
(27.2%)
EC
66
(Exceptional Children)
(9.9%)
2011-2012
191
(28.6%)
55
(8.8%)
2010-2011
210
(31.4%)
77
(11.8%)
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Summary of the results of the data analysis*
Based on an analysis of the data collected through a needs assessment, the planning team
identified several needs that must be addressed through the School Improvement Grant.

Students are performing below district and state averages in math, reading, and science on
the NC EOG Tests.

Staff acknowledges and believes that as they collaborate more they will enhance student
learning.

Teachers need more time to collaborate during planning to analyze data.

Students need additional time to learn skills not mastered.

Data-driven interventions are needed to meet the academic needs of all students to ensure
success.

More professional development is needed to build capacity by modeling lessons, giving
feedback on strengths and weaknesses, and assisting in the design of lessons that are
rigorous, relevant, and data-based.

Teachers need professional development in instructional differentiation to accommodate
diverse learning styles.

The suspension rate is 19%, which exceeds the district’s cap of 2.0%. Training, support
and comprehensive systems need to be implemented to address severe behavior needs.

The role of Student Services Staff, including counselors and social workers, must be
redefined to promote school attendance and student success.

The school serves an increasing number of Hispanic students with the majority of their
families speaking Spanish, therefore greater outreach services must be provided.

Limited English Proficient (LEP) students’ progress must be monitored.

Students and families are not being provided with vital resources due to a lack of parental
involvement.

Glenn NC School Report Card (2011-2012) reported a 36% Teacher Turnover Rate, which
is significantly higher than the state average at 12%.
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How needs assessment results align to the selected intervention model*
Develop and increase teacher and leader effectiveness.
 The current principal has been at Glenn for 9 months (personnel data). He began working
at Glenn in July 2012. He has previous experience at a Title I high needs elementary
school.
 The staff lacks the expertise and resources to adequately implement effective
interventions.
 Glenn’s NC School Report Card (2011-2012) reported a 36% Teacher Turnover Rate.
Implement comprehensive Instructional Programs using student achievement data.
 During 2012-2013, Glenn implemented a research-based Learning-Focused
Transformation Model.
 Glenn’s Performance Composite declined from 2010-2011 to 2011-2012 (ABC Data).
 Students are performing below district and state averages in math, reading and science.
 A structure and/or system must be implemented to monitor the progress of Limited
English Proficient (LEP) students.
 Identified instructional staff must provide assistance to teachers by modeling lessons,
giving feedback on strengths and weaknesses, and assisting in the design of lessons that
are rigorous, relevant and data based in order to build capacity.
 Data-driven interventions are needed to meet the academic needs of all students to ensure
success.
Extend learning time and create community-oriented schools.
 Students need additional time to learn skills not mastered.
 Students and families are not being provided with vital resources due to a lack of parental
involvement.
Provide operational flexibility and intensive support.
 The role of Student Services Staff, including counselors and social workers, must be
redefined to promote school attendance and student success.
Design and implement interventions consistent with the final requirements (one model must be
selected below and each model component should be addressed). *
During the 2012-2013 school year, the administrative team at Glenn was reassigned and a new
leadership team was recruited and placed at Glenn from within the district. To support rapid
school improvements, a new leadership structure was created to foster high expectations,
collective responsibility for the plan for improvement and increased accountability for
performance among staff.
A principal must endeavor to allocate responsibilities, activities, and management authority to
various employees and make certain that he coordinates the activities of those employees to avoid
gaps and/or redundancies in operations and management. Therefore, Glenn administration created
an organizational structure that aimed at one goal: achieving all of the School Improvement Plan
(SIP) goals as effectively and efficiently as possible. It is helpful to think of organizational design
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LEA Application 1003(g)
elements as building blocks that can be used to create a structure to fulfill a particular purpose. A
structure is built by defining the requirements of each individual job and then grouping the
individual jobs into units. These units are grouped into larger and larger units and coordinating (or
integrating) mechanisms are established for these units. In this way, the structure has been built to
support organizational goals and achieve the key factors for success.
By utilizing Priority School funding during the 2012-2013 school year, Glenn was able to secure
additional personnel to complete the vision for it organizational structure. The leadership team
was increased with the addition of the following staff: 1 additional assistant principal for student
support (2-total), 1 RtI Data Analyst, 1 additional Instructional Facilitator (2-total), 1 Behavior
Support Specialist, 4 Interventionists, and 1 Parent Liaison.
Principal
Assistant Principal:
Instruction
Instructional
Facilitator
(K-3)
Assistant Principal:
Student Support
Instructional
Facilitator
(4-5)
Guidance
Counselor
Guidance
Counselor
Interventionist
(K-1)
Interventionist
(2-3)
Behavior Support
Specialist
RTI
Data Analyst
Family Care
Team
Interventionist
(4-5)
Social
Worker
Psychologist
Interventionist
(3-5)
AIG
Facilitator
Student Support
Team
ELL Dept.
School
Nurse
Parent
Liaison
EC
Facilitator
K-5 Teachers
Specials Teachers
Non-Instructional Staff
(Office, Cafeteria, Custodial)
Instructional
Assistants
Figure 13. Glenn Elementary Organizational Chart: 2012-2013.
As evidenced in the staff organizational chart above, each administrator was designated to lead
specific personnel with their corresponding areas of teaching and learning and/or programs. This
outline maximizes operational flexibility as staff members are able to collaborate to address the
academic, behavioral, social, emotional, and physical needs of students and families. The
reoccurring theme of the plan for improvement for 2012-2013 has been to raise the achievement
of all students.
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Teaching and Learning
Curriculum, Planning and Instructional Delivery
At Glenn Elementary preliminary implementation of the Learning-Focused model was initiated at
the start of the school year. Implementation of the model began in phases with 3-5 teachers being
trained first, with K-2 teachers being trained on the same components nine weeks after. This
allowed the administrators to adapt the implementation based on lessons learned. Teachers
learned to use several researched-based and evidenced-based teaching strategies. Teachers phased
these strategies into their instructional practice. The process requires administrators to monitor
instruction and engage teachers in addressing instructional delivery practices that negatively
impact student outcomes. The selected transformation intervention model will reinforce the
North Carolina Teaching Standards and use these as a framework to align with the total
transformation process. The activities outlined in the grant are designed to reinforce and establish
a systematic model of teaching and leadership expectations that will guide the implementation of
a collective and understood approach to providing instruction that reflects higher order thinking
skills embedded in a comprehensive approach.
The transformational process developed by Glenn Elementary was designed from the needs
assessment. The objectives outlined in the model are a reflection of the perception survey results
and the correlating student achievement data. Each of these items in conjunction reflects a lack of
consistency in the application of the curriculum. The process also assessed the level of
collaboration and awareness of the North Carolina Teaching Standards that positively impact
teacher efficiency and school leadership capacity which result in improved student learning
outcomes. The transformation strategies are designed to develop a system of effectiveness that
guides the staff to increased levels of engagement and monitoring of instruction in a systematic
manner. This process is designed to promote sustainability beyond the scope of the grant as well
as the tenure of existing staff.
To support improved academic achievement a long term professional development framework
has been implemented for planning and delivering instruction. The selected model, LearningFocused, provides a comprehensive school reform model. The model is built-upon strategies and
solutions for K-12 schools based on exemplary practices and research-based strategies. School
administrators and teachers have participated in on-going professional development and job
embedded coaching. Administrators and teachers monitor and track the implementation of the
research-based instructional strategies. In this framework an emphasis is placed on the leadership
as a critical element in the implementation. During the 2012-2013 school year, district and school
staff have created structures to monitor for achievement and to provide necessary supports to the
teachers. These structures will be enhanced and continued as part of the transformation process.
The framework and professional development structure addresses the following components:
Curriculum
KnowUnderstandDo
Student
Learning
Maps
Acqusition
Lesson Plans
Extended
Thinking
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Unit Planning
Teachers planned units and lessons in the Learning-Focused model using a Know-Understand-Do
(KUD) organizer according to prioritized curriculum and develop the KUD organizer, which
outlines the knowledge, general understanding and skills that teachers designate as the
performance expectations that students will meet by end of the unit. The KUD organizer guides
the construction of the Student Learning Map. Sample Glenn KUD- See Appendix A
Student Learning Map (SLM)
The Student Learning Map (SLM) is considered an advanced organizer and has several functions.
The SLM serves as a summary of a unit of study. The SLM is a communication tool for
administrators, other teachers and parents. It also serves as a valuable tool for all teachers who
provide additional support to students (ECP, ESL, and AIG). The Student Learning Map serves
as a planning tool for the teachers in an instructional learning tool for the student. The Student
Learning Map is a visual tool displayed in the classroom throughout the unit.
The SLM is made up of key learning, unit essential questions concepts and vocabulary, and
lesson essential questions. The key learning statement and the unit essential questions are derived
from the understanding standards via the understanding section of KUD. The SLM is presented so
that students can utilize this non visual representation as a way for students to connect ideas and
concepts in the lesson as learning and standards build.
Figure 14. Student Learning Map, 2nd Grade.
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LEA Application 1003(g)
Figure 15. Student Learning Map, 5th Grade.
Acquisition Lesson Plans
As part of the Learning-Focused Instructional framework KUD and SLM are used to assist
teachers in developing an acquisition lesson plan. An acquisition lesson is the basis of
communicating new knowledge and is planned by the concept and not by the time to teach it.
Acquisition lessons include the lesson essential questions with assessments, prompts, an
activating strategy, key vocabulary, teaching strategies, summarizing strategies and differentiating
instruction as needed. The acquisition lesson planning process incorporates the use of many
proven strategies within the lesson plan to facilitate meaningful standards-based instruction to
foster improved learning. Core pieces of the acquisition lesson plan are outlined below:
Essential Questions
Essential questions anchor the unit and lesson planning process. Marzano (1998) has
shown that “goal specification,” similar to essential questions, raised student achievement
by 34 percentile units. Unit essential questions and lesson essential questions are drawn
from the standards using the KUD organizer. As the unit is taught and progresses,
teachers facilitate one essential question and accompanying identified vocabulary per
lesson. At the close of each lesson, students are expected to answer the essential question.
Activating Strategies
Activating Strategies are used to stimulate and motivate students to focus on the lesson.
The value of activating prior knowledge in preparation to learn new material has an
impact on raising student achievement. Marzano, (1998) indicates a 27 percentile point
gain. Teachers have been and will continue to be coached on using activating strategies in
each acquisition lesson plan. Teachers are utilizing video clips, anticipation guides, What I
Know- What I Want to Know- What I Learned organizers are a few samples.
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Vocabulary
Teaching vocabulary in context has a large effects on student achievement; approximately
a 33 percentile gain (Thompson & Thompson, 2005). Teaching vocabulary in the context
of the academic discipline taught has been recognized by others as a valuable tool that
contributes to raising achievement. As part of the acquisition lesson plan and the SLM,
vocabulary is taught explicitly as the unit is taught. The vocabulary words should be
displayed with the student learning map and easily accessible to students (Reeves, 2000).
Graphic Organizer and non-linguistic representations
Graphic organizers and other non-linguistic representations are visual representations of
the essential content that students are expected to learn. Graphic organizers are
constructed by the students and are a key component of the acquisition lesson plan.
Teachers received feedback during PLT and teacher reflection meetings. Graphic
organizers are also a critical tool in assisting Glenn in their focus on incorporating writing
with everything.
Sample Glenn Acquisition Lesson-See Appendix B
To support the implementation of the instructional reform framework, teacher planning sessions
were used to allow teachers to work collaboratively to create lesson plans aligned to learning
objectives and to facilitate meaningful standards-based instruction. During regular Professional
Learning Team, (PLT) time and during extended planning time teachers focused on curriculum
standards and utilizing effective instructional strategies. Building level instructional facilitators,
district level area facilitators, and the school-based DPI transformation coaches assisted teachers
in planning, unpacking curricular objectives and enhancing instructional delivery through the use
of selected instructional strategies. The instructional coaches lead teachers through each
component of the reform framework to ensure a quality instructional experience for students.
To keep all staff focused on the instructional plan for improvements, the leadership team has
created a comprehensive implementation and monitoring plan. Each component of the framework
is monitored for quality through the use of a rubric and “look-fors” to provide descriptive teacher
feedback. Sample Glenn “Look-fors” Document and Walkthrough Forms-See Appendix C
Technology
Nearly 92% of Glenn’s students qualify for free and reduced lunch and have limited computer
access in their homes. This puts the students at an extreme disadvantage as compared to other
peers in higher socio-economic regions. The technological tools that students of today have at
their disposal make the task of learning easier and allow for the creation of products that would
once have been impossible. Technology is also often intriguing to students, leading to a higher
degree of student motivation that results in more focused attention on the completion tasks,
learning more, and being better prepared to use technology in the real world.
Each Pre-K-5 classroom will be equipped with four classroom computers and a technology
computer pod. Grades K-5 will be designed as digitized classrooms to include increased computer
access for students even beyond the refresh plan. Additionally, two mobile iPad carts will also be
purchased for the media center, allowing it to become a cyber resource for knowledge and
technology, information and communication, multimedia content and education. All relevant
materials and resources will be selected to support the implementation of the common core.
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Professional Development
In order to most efficiently and effectively acclimate staff to the Common Core standards and
best practices for PBIS and Learning-Focused, a variety of professional development
opportunities have been provided. The Leadership Team worked together to create a school-wide
professional development plan that involved all staff and all focus areas. This plan included a
schedule with dates and times, a list of who is involved, and a description for each professional
development session that identified the method of instructional delivery, including job-embedded
coaching, common daily planning periods for PLTs, and designated planning days for all staff.
Additionally, teachers have been compensated for bi-weekly after-school professional
development sessions that further extend Best Practices and their practical application.
To further enhance the transformation process, Glenn has identified a model classroom at each
grade level K-5. The selected teachers have been provided with additional classroom resources
and intensive training that will be sustained over time. The model classrooms serve as a lab
environment that allows teachers from within the school to see and experience the best teaching
strategies and classroom learning environments for children who begin school with little early
literacy experience first-hand. The experience of seeing best instructional practices in action in a
real classroom elevates teachers’ expectations for their students and for themselves. Teachers
leave motivated to reflect on their own teaching and begin implementing best practices they’ve
observed in order to make consistent instructional changes across the school.
Being part of the Model Classroom PLT also helps the selected teachers become ‘teacher leaders’
within their schools. As teacher leaders, they collaborate with their grade-level colleagues to
standardize core instruction and establish benchmarks for student and teacher performance,
ensuring that students’ core subject area education is consistently excellent throughout the grade
level. The goal is to ultimately accomplish nothing short of transformational: classrooms where
students thrive in an environment of support and challenge.
Response to Instruction (RtI)
Response to Instruction (RtI) is a high-quality approach to education that integrates assessment
and intervention within a school‐wide, multi‐level instructional system to maximize student
achievement and reduce behavior problems for all students. Research states that when
implemented with fidelity, RtI provides a structure to ensure high‐quality classroom instruction
and immediate support to students who are at risk for academic and behavioral failure, as well as
a framework for staff development and collaboration among staff, parents and community.
The essential components of RtI include:
 Data‐based Decision Making
 Screenings
 Tiered Model of Delivery
 Progress Monitoring
 Fidelity
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Data‐Based Decision Making‐ Data leads to appropriate support and strategic instruction for all
students. In a tiered process, the first level of data collection is screening. Decisions then are
made to determine which students are at risk of their needs not being met. Determinations are
made regarding the existence and significance of any problem. Looking at information gained
from diagnostic/ “digging deeper” assessments, a team may decide: if the delivery of the core
curriculum should be altered, if more information is needed, or if supplemental instruction needs
to be added. Data that is collected throughout RtI practices will also inform the school whether or
not the problem exists as a result of the classroom environment, intervention, curriculum,
instruction, or learner.
Screening‐ Screening of students enables educators to establish an academic and behavioral
baseline and to identify learners who need additional support. Instructional decisions can then be
made based on the screening results to improve learner outcomes. Screening is the key to a
prevention model, helping classroom teachers to differentiate their instruction and/or provide
early intervening services so that students can be assisted before they fall too far behind.
Tiered Model of Delivery‐ The RtI process is a tiered model of delivery of instruction and
interventions. The tiers delineate levels of instructional interventions based on student skill need.
Progress Monitoring‐ A scientifically based practice used to assess students’ academic
performance and evaluate the effectiveness of instruction and/or intervention. Progress
monitoring can be implemented with individual students, small groups, or an entire class. Also,
the process is used to monitor implementation of specific interventions.
Fidelity of Implementation‐ The degree to which the implementation of an intervention,
program, or curriculum is delivered according to the research methodology that the findings were
based upon and/or on the developers’ specifications.
This year, Glenn employed an RtI Data Analyst to facilitate the school-wide implementation of
RtI. The major responsibilities of the RtI Data Analyst include leading the Student Support Team,
planning and facilitating extended learning opportunities, and conducting Data Talks with
teachers. Additionally, an intervention team was established and extended learning opportunities,
as well as relevant job-embedded professional development were provided.
To further advance the RtI efforts at Glenn Elementary, funds will be used 2013-2014 to establish
acceleration classrooms in order to meet the needs of students in grades K-2.
Acceleration Classrooms: Students who are behind cannot catch up merely by accelerating up to
the pace of their peers who are on target. They must learn even faster or learn less. To learn faster,
they will have to spend more hours per week learning more efficiently than their peers. Moving
faster won’t help unless the process of falling behind is stopped.
Students will need different levels of intervention at different times. Therefore, a systematic
layering of strategies is needed. A comprehensive instructional system will be utilized to
accelerate the learning of students who are two or more years behind on formative academic
measures. Students falling into this category will be placed in a transitional classroom with two
certified teachers who will provide intensive support in literacy and mathematics in grades K-2.
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This will provide the base level of intervention. Additional layers of intervention are listed below:
•
•
•
•
•
Classroom lesson planning for concentrated teaching of small groups
Diagnostic teaching
After-school tutoring programs
Summer school “catch-up” programs
Intensive interventions in the style of reading
High Quality
Pre-K
Acceleration
Classrooms
PBIS
RtI
Extended
Learning
Opportunities
Student Support
Interventionists
Figure 16. RtI Components at Glenn Elementary.
Extended Learning Opportunities
Research suggests that regular participation in programs that provide academic and social
activities contribute positively to children’s academic and social development. A meta-analysis of
afterschool programs that focused on personal and social development found that the programs
did, in fact, have a positive impact on students’ grades, academic achievement, and self-esteem.
Programs that extend the school year can do more than reduce summer learning loss—they can
increase academic achievement, especially for children in poverty.
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Because Glenn Elementary students come to school from a variety of different backgrounds and
experiences and have been identified as an at-risk population, what happens before and after
school can be as important as what happens during the school day. Therefore, Glenn has utilized
funds this year to provide extended learning opportunities for students after school, on Saturdays,
and during the summer to provide individualized instruction that supports Intervention,
Acceleration, and Transition.
Extended Day
Students in grades 3-5 at Glenn, who were identified as being below grade level according to the
results of formative assessments, have been participating in an after-school camp, otherwise
known as R.O.A.R. (Rising Opportunities for Achieving Readiness). Small group instruction that
is specifically designed to meet students’ individual needs in the areas of reading and math is
provided Monday-Thursday from 3:45-5:45 p.m. by the Hill Center and University Instructors.
With the SIG implementation, Glenn will continue to implement R.O.A.R. adapting it to be
available to all students in grades K-5, Monday-Friday from September to May of each academic
school year.
Extended Year
Glenn’s Extended School Year (ESY) programs offer individualized academic instruction,
transition activities, and related services to students who require these services beyond the
traditional school year. While they receive on-going instruction in academic areas and related
services, students also participate in physical education, daily immersion in the arts, and other
outdoor experiences. The extended year programming will last a total of at least four weeks for
each of the programs.
Kindergarten Transitions. Summer Bridge Academy, a four week transition to Kindergarten
Camp, is designed to help prepare students for success in school. Students will have the chance to
work with experienced teachers to learn school routines and develop academic and social skills
through fun and enriching educational activities.
First and Second/Transitions. Summer R.O.A.R. (Reading Opportunities for Achieving
Readiness) is a four week camp that is designed to provide intensive reading support to rising first
and second graders. Students will receive intensive services using the Hill Literacy
Methodologies in ratios of 1:3. After intensive literacy instruction in the mornings, students will
participate in camp activities to support the development of science, technology and mathematics
skills.
Sample Schedule (8:30 a.m.-3:30 p.m., Monday–Thursday)
8:30-9:00
Arrival, attendance & breakfast
9:00-11:30
Tutoring/R.O.A.R. Rotations
11:30-12:00 Lunch
12:00-12:45 Health and Wellness activities
12:45- 3:30 S.T.E.A.M. Activity Rotations (M-W)
Field trips (Th)
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Acceleration. Camp S.T.E.A.M. Ahead is a high quality summer camp experience designed for
rising first through fifth grade students that helps support literacy and math retention during the
summer months. This four week camp is provided by Community Education for one hundred and
fifty children also provides S.T.E.A.M activities that will engage and expose elementary school
students to the areas of science, technology, engineering, the arts, and math (S.T.E.A.M). Literacy
and proficiency in science, technology, engineering, and mathematics are increasingly important
for students as 80% of future jobs will require these skills.
The S.T.E.A.M. Ahead Summer Camp not only targets summer learning loss, but also provides
experiences that inspire learning, increase literacy skills, strengthen social, citizenship and
leadership skills, and encourage exploration and problem solving. S.T.E.A.M. activities will be
scheduled during the afternoons and field excursions will be scheduled weekly to expose students
to real-world STEM applications. Community Education will partner with the school
administration and Title I Team to develop literacy activities that are engaging and evidence
based. They will also partner with DPS Transportation and the Child Nutrition Departments to
offer transportation to and from camp, as well as a nutritional breakfast, lunch, and afternoon
snack.
Sample Schedule (8:30 a.m.-3:30 p.m., Monday–Thursday)
8:30-9:00
Arrival, attendance & breakfast
9:00-11:30
Tutoring/S.T.E.A.M. Rotations
11:30-12:00 Lunch
12:00-12:45 Health and Wellness activities
12:45- 3:30 S.T.E.A.M. Activity Rotations (M-W)
Field trips/Swimming (Th)
Initial data obtained from the extended day support provided by external providers is suggesting
that students are progressing. Therefore, it is clear that in order to promote success for all
students, Glenn must implement a variety of supports that are accessible to students and tailor to
their individualized needs. Funding will be used to continue external provider support and pay
teachers and staff beyond the normal instructional day.
Interventionists
To support RtI implementation, Glenn employed four interventionists to ensure all students were
given opportunities to be successful in the general education classroom by providing a structured
support system for teachers and parents when students were experiencing insufficient success in
learning. A comprehensive schedule was developed to provide real-time intervention and
corrective instruction support for grades K-5 that aligned to the common assessment calendar and
district level pacing and adhered to the RtI model.
The roles and responsibilities of the interventionists are to improve the quality of teaching and
learning in the school by determining interventions and student plans for struggling learners by:



Partnering with the RtI Data Analyst to create and implement a school-wide intervention
plan and schedule
Facilitating the implementation of universal screenings and review results (mCLASS)
Identifying the students needing interventions from the universal screenings, teacher
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Public Schools of North Carolina









LEA Application 1003(g)
referrals, and other data provided by teachers
Designing appropriate instructional interventions and assigning responsibilities for
implementation
Monitoring instructional fidelity and implementation of the interventions through the
collection of data
Analyzing and interpreting the data from formative assessments and common assessments
Providing targeted small group instruction in reading and math to students in grades K-5
Collaborating with the RtI Data Analyst and Student Support Team members to help
identify possible reasons for non-responsiveness to intervention (instruction, behavior,
motivation, possible learning disabilities)
Monitoring intervention effectiveness and student progress
Providing the process to be utilized to resolve issues, problems, or concerns related to
achievement of students identified by formative assessments, teachers, parents, guardians
and/or administrators throughout the year
Developing follow-up plans
Maintaining records of each student involved in the RTI process (a portfolio)
The interventionists also serve as members of the Student Support Team. This team is led by the
assistant principal for student support who organizes the team’s agendas and supervises the roles
of the team members. The Student Support Team continues to meet for review of student progress
until RTI is either no longer needed by the student determined by adequate progress or the student
has been identified through evaluation as eligible to receive special education services.
Student Support
The roles and responsibilities of Student Services staff, including counselors, social workers,
psychologists, office personnel, the behavior support specialist, instructional facilitators, and
assistant principal for student support have been redefined in order to create a Student Support
Team. The Student Support Team will focus on improving the quality of teaching and learning in
the school by determining interventions and student plans for struggling learners and support
those endeavors through the implementation of the P.R.I.D.E. initiative (Providing Resourceful
Initiatives for Developing Excellence).
The P.R.I.D.E. initiative will include, but not be limited to the following:
Behavioral Strategies:
 Supporting the school-wide PBIS implementation by creating a behavioral expectations
and consequences framework for each grade level with suggested alternatives to
suspension
 Providing real-time behavioral support to faculty/staff
 Implementing a school-wide Attendance Incentive Program that recognizes students, staff
and parents in order to increase attendance
 Informing parents of attendance/truancy issues by calling home, mailing letters, and
making home visits
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Academic Strategies:
 Overseeing the implementation of the universal screenings and review results
 Identifying the students needing interventions from the universal screenings, teacher
referrals, and other data provided by teachers
 Designing appropriate instructional interventions and assign responsibilities for
implementation
 Monitoring instructional fidelity and implementation of the interventions through the
collection of data
 Analyzing and interpreting the data
 Identifying possible reasons for non-responsiveness to intervention (instruction, behavior,
motivation, possible learning disabilities)
 Monitoring intervention effectiveness and student progress
 Identifying students that should be referred for special education eligibility
 Providing the process to be utilized to resolve issues, problems, or concerns related to
achievement of students identified by formative assessments, teachers, parents, guardians
and/or administrators throughout the year
 Developing follow-up plans
Positive Behavior Intervention and Support (PBIS)
Positive Behavior Intervention and Support is a research-based program that is supported by DPS,
the state of North Carolina, and the federal Department of Education. Its three tiered approach
aims at improving school climate and creating systems that support academic and social success
for all students by decreasing barriers that impede learning.
A key strategy of the PBIS process is prevention. The majority of students follow the school’s
expectations, but are never acknowledged for their positive behavior. Through instruction,
comprehension, and regular practice, all stakeholders use a consistent set of behavior expectations
and rules. When some students do not respond to teaching of the behavioral rules, PBIS schools
view it as an opportunity for re-teaching, not just punishment.
Public schools have 180 days each year to advance academic progress. Therefore, the goal of
Glenn’s PBIS plan if implemented with fidelity over time is to demonstrate the following
outcomes:
 Improved school climate
 Reductions in office discipline referrals and in-school and out of school suspensions
 Increased parent and community engagement and satisfaction
 Improved systems for responding to students in need of additional support with social
behavior
 Increased learning time that results in increased student achievement
Glenn Elementary is focused upon employing effective classroom management so that teachers
are more effectively utilizing time and space, and creating relationships with students that
positively impact student achievement. Professional development and administrative follow-up
has been focused on creating effective management systems that promote improved transitions,
management of students and materials, and more clearly identified roles/responsibilities of all
adults within any given setting.
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The Positive Behavior Intervention System is currently in the beginning stages of implementation
as a school-wide initiative. To consistently implement school-wide PBIS systems and structures
that will ensure a supportive and culturally-responsive environment for school community as
measured by out-of-school suspension data, student and parent surveys and school culture
assessments. Glenn’s PBIS school team developed a PBIS Implementation Plan and timeline.
Glenn’s PBIS Implementation Plan includes, but is not limited to the following:
 Employing an additional assistant principal for Student Support, as well as a ehavior
support specialist
 Creating a documented discipline system that is integrated with the district’s Code of
Conduct
 Providing on-going professional development to staff as needed
 Providing one-on-one targeted support teachers identified as struggling with classroom
management
 Posting and communicating the PBIS Color System and Behavior Matrix throughout the
school campus-in every classroom and every area
 Implementing PBIS monthly celebrations to recognize all students who have demonstrated
outstanding behavior according to Glenn’s PBIS standards listed in the handbook
 Utilize resources and/or strategies provided by the Family Care Team and Student Support
Team to enrich PBIS implementation
The positive behavior support process involves goal identification, information gathering,
hypothesis development, support plan design, implementation and monitoring. When problem
behavior occurs, students are provided with a full continuum of supports to address the behavior.
If students do not respond, the intensity of the support increases. Most problem student behaviors
either have an academic or social base. Properly addressing the root causes of behavior can
prevent student failure later in life.
Parents are an important part of PBIS implementation as well. Glenn encourages parents to use
the same expectations and rules that the school teaches. This common language creates
consistency and a unified support for expected student behavior. Parents are asked to discuss the
common rules and expectations and post them at home for easy reference. Children thrive when
they have consistent, predictable expectations and consequences. Together we can accomplish
more.
Family and Community Engagement
Glenn seeks to promote a safe, healthy, orderly learning environment focused on character
education, health & wellness, and positive behavior support, affording greater opportunities for
all students to achieve high academic performance. This will be accomplished by creating
partnerships with families and the community in which school and home both share responsibility
for children's learning.
Research indicates that family involvement in schools increases student achievement (Henderson
& Berla, 1994; Ballen & Moles, 1994; Epstein, 1995). The benefits of parent and family
involvement include higher test scores and grades, better attendance, more completion of
homework, more positive attitudes and behavior, higher graduation rates, and greater enrollment
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in higher education. When this partnership is extended to include the larger community, the
benefits are greater yet. Perhaps most important is that when responsibility for children's learning
is shared by the school, home, and community, children have more opportunities for meaningful
learning. Students are able to see the connection between the curriculum in the school and the
skills that are required in the real world.
A partnership approach gives families and community members greater opportunities to
determine options for school involvement, to participate in the wide range of involvement
activities, and to assume key roles and responsibilities in school-improvement efforts, including
participation in the school's decision-making processes. If a partnership is to succeed, it must be
based on "mutual trust and respect, an ongoing exchange of information, agreement on goals and
strategies, and a sharing of rights and responsibilities" (Ballen & Moles, 1994). Schools must be
willing to involve parents, families, and the community at deeper levels and to support their
participation.
Glenn has established a Family Care Team comprised of the principal, assistant principal for
student support, the behavior support specialist, psychologist, social worker, and other on-site
staff, as well as district staff and community partners. This team will function in collaboration
with the Student Support Team to create and implement R.E.A.C.H. (Recognizing and
Encouraging an Atmosphere of Community and Hope). They will be responsible for the
following tasks: conducting a needs assessment, developing goal statements, identifying strategies
to meet the goals, developing implementation plans, and using evaluation tools. The compilation
of these tasks will encompass the R.E.A.C.H. initiative. It will focus on six types of involvement:

Parenting: Assisting families with parenting and child-rearing skills, and assisting schools in
understanding their families.

Communicating: Developing effective communication from home-to-school and school-to-home.

Volunteering: Creating ways that families can be involved in the school or school programs and
effective methods of recruitment.

Learning at home: Linking families with their children's curriculum through learning activities
that can be done at home, as well as homework

Decision making: Including families as decision makers, advocates, members of school councils,
and committees.

Collaborating with the community: Coordinating services in the community with family needs,
and providing services to the community.
Collaborating with the community leads to the development of partnerships with selected
community organizations and agencies. These partnerships promote the sharing of information
and resources that are helpful to students and families. Community groups, cultural organizations,
volunteer organizations, businesses, senior groups, and religious organizations can provide
cultural, recreational, and extracurricular opportunities so that children's lives are enriched. A
broad base of community involvement contributes to awareness and support for the activities and
learning taking place in the school.
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Community partnerships also can help schools address family concerns. Because growing
numbers of children come from households in which all the adults are employed outside the
home, families may be looking to schools for assistance with child-care needs. Community
organizations can provide child care, after-school programs, assistance with homework, and
parenting education programs. Often the challenging living conditions of families must be
addressed before parents have the time or energy to devote to school concerns. Partnerships with
community agencies can make health and social services, such as medical care and counseling,
available to students and families through the school. (Refer to the Critical Issue "Restructuring
Schools to Support School-Linked Services.")
Parent and community involvement in school-based governance makes the school more
accountable to the community. Therefore, Glenn is taking a collaborative approach to the
development of a family-involvement program through the Family Care Team and R.E.A.C.H.
initiative to form successful partnerships with families and community groups that seek to
improve the educational achievement of all students.
Performance Management
The transformation model requires that teacher leader effectiveness be developed and rapidly
increased. Durham Public Schools utilizes the North Carolina Teacher Evaluation Instrument and
the North Carolina School Executive: Principal and Assistant Principal tools. Resources being
used for the Learning-Focused transformational framework align to each of the evaluation
standards. The Learning-Focused model helps prepare teachers to consistently use and
persuasively implement the standards of the North Carolina evaluation.
Learning-Focused Correlation Document-See Appendix D
Classroom walkthroughs and rubrics have also been utilized as tools to “drive a cycle of
continuous improvement by focusing on the effects of instruction.” Rubrics, a scoring tool that
explicitly represents the performance expectations for an assignment or piece of work, divides
assigned work into component parts and provides clear descriptions of the characteristics of the
work associated with each component, at varying levels of mastery. Therefore, rubrics have been
developed to drive the focus of the classroom walkthroughs. A rubric can help instructors
communicate to students the specific requirements and acceptable performance standards of an
assignment. When rubrics are given to students with the assignment description, they can help
students monitor and assess their progress as they work toward clearly indicated goals. When
assignments are scored and returned with the rubric, students can more easily recognize the
strengths and weaknesses of their work and direct their efforts accordingly.
Some specific benefits utilizing rubrics for focused walkthroughs are:
 Administrators become more familiar with the school’s curriculum and teachers’
instructional practices;
 Administrators can gauge the climate of a school (Are students engaged? Are crosscurricular concepts a part of everyday teaching? Are new teachers catching on?);
 A team atmosphere develops as teachers and administrators examine instruction and
student motivation and achievement;
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Public Schools of North Carolina






LEA Application 1003(g)
Administrators establish themselves as campus leaders and instructional mentors,
influencing teaching, learning, and ongoing school renewal;
Administrators are able to connect the “look-fors” to established standards;
Teachers are able to monitor and assess themselves as they work toward clearly indicated
goals;
Teachers can more easily recognize the strengths and weaknesses of their work and direct
their efforts accordingly based upon the feedback from the administrative walkthroughs;
Students see that both administrators and teachers value instruction and learning; and
The school’s culture and climate improve due to the increase in positive stakeholder
accountability.
Recruitment, Rewards and Incentives
Durham Public Schools believes one of the most important factors influencing student
achievement is the teacher. Consequently, the district strives to recruit and retain the most
qualified and effective candidates for all employment positions. Increased student achievement
will be gained, by strengthening the district’s workforce. All students deserve to be taught by
highly skilled and effective teachers; our most fragile students cannot thrive without them.
Research-based practices shown to be effective in attracting and retaining a highly skilled
workforce in high-needs schools need to be operationalized. Teachers have the power to educate
at high levels, motivate, and inspire future generations when given the right tools and resources.
The district, in collaboration with Glenn’s faculty and the Board of Education (BOE), is currently
exploring recruitment, incentive and reward strategies that will meet the needs of both the district
and the school. As with other programs that DPS has implemented, such as the DPS Teachers of
Power (TOP), strategies will be designed to increase educator effectiveness and student growth by
providing incentives of sufficient size to influence the decisions and behaviors of teachers, the
principal and other school personnel to go to and/or remain at Glenn Elementary. The incentives
will be organized into two major categories: individual performance and school-wide
performance.
Individual Performance Incentives
Performance incentives will be designed to significantly recognize individuals who achieve
challenging levels of student growth. Individual incentives will be based on high student growth
as measured by the NC Accountability Model.
School-Wide Incentives
School-wide incentives will be designed to recognize all other members of a school staff (nontested areas) who contribute to student growth. This incentive is based on high school-wide
growth data as measured by the NC Accountability Model.
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LEA Application 1003(g)
Table 14
Implementation Timeline for Recruitment, Incentives and Rewards
Task
Audience
SIG Overview: Board of Education (BOE)
Present SIG Plan and Obtain Feedback
Draft Plan to be Presented to BOE
Present Draft Plan to BOE
Finalize Plan
Approval of Final Plan from BOE
Board of Education
Glenn Faculty/Staff
SIG Team
Board of Education
SIG Team
Board of Education
Meeting
Date
April 9, 2013
April 17, 2013
April 25, 2013
May 23, 2013
May 30, 2013
June 27, 2013
Align other resources with the interventions*
The district/site receives Title I, Title II, and Title III funding. The school has partnered with the
DPS Business Advisory Council and community resources. Additionally, the district will
reallocate existing funds to sustain the elements of the program that positively impact student
achievement.
Resource
Title I, Part A
Title II, Part A
Title III, Part A
State and Local Funds
Local, community, and
business partners
Alignment
-
Contracted Professional Development
Literacy and Math Intervention Support
Additional Instructional Staff
Improving Reading Achievement
Improving Math Achievement
Improving Attendance
Improving Parental Involvement
Implementing Job-embedded Professional Development
Improving School Climate and Culture
Salary for Instructional Facilitators to provide ongoing
professional development and coaching
Ongoing New Teacher Orientation
Sheltered Instruction and Observation Protocol
Bilingual Paraprofessional
Staffing Support
Comprehensive Formative and Summative Data System
Continuous Learning Calendar Implementation
Parent Teacher Association
Parent Advisory Council
Child and Family Teams Grant
Wal-mart Grant
Duke University
Family Literacy Program
Family Involvement Program
Durham Bulls
Wellness Center
Business Advisory Council
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LEA Application 1003(g)
Modify practices or policies, if necessary, to enable schools to implement the interventions fully and
effectively*
Given the extraordinary needs of students in our lowest performing schools, it is essential to have
a more flexible approach to the staffing and scheduling of teachers. To succeed, the LEA must
invest in teachers who can bring the desired instructional strategies and cultural competence to
challenge and motivate students into the Priority Schools. To succeed, Priority Schools must also
have the flexibility to increase instructional time and the way the school day and year are
organized. Currently, some changes impacting the instructional day, leadership changes and
extended leadership support have been approved. Modifications to practices and policies will be
identified by the district and approved by the DPS Board of Education. Other changes will be
presented upon approval of the grant.
Sustain the reforms after the funding period ends*
The primary focus of the School Improvement Grant is to develop the capacity of Glenn’s staff
and ensure sustainability of effective instructional practices. The additional contract hours on
Professional Days that are included in the SIG plan will be provided in subsequent years utilizing
available Title I, Title II and/or general expenditures at the end of the grant period. Professional
development will continue as a normal component of the School Improvement Plan. The
additional instructional time will be evaluated at the completion of the grant, as the critical mass
of students would now have met achievement goals and built a solid foundation for continued
progress.
The requirements of the Transformation Model support the strategic direction of the district. The
district developed a Strategic Plan made up of a district mission, vision, strategic priorities and
goals. With the community wide efforts going into the implementation of the plan, there will be a
great deal of accountability and progress updating required. Glenn Elementary School will use
Performance Management Solutions throughout the three-year implementation of the
Transformation Intervention Model to identify needs and track student progress impacted by
implementing intervention strategies. The site will utilize the resources available, including
pmPoint. The RTI/Data Analyst will assist teams in the collection, evaluation and distribution of
district, state and norm-referenced data. Progress monitoring will take place on a day-to-day basis
in the site as teachers closely monitor student progress. Data will be an on-going topic of
discussion in PLC conversations. Data walls at the site will help to promote transparency and will
help to make the invisible visible. Site Action Plans and School Improvement Plans include
strategies to create and establish various partnerships in the community, such as, business
partners and partnerships with service organizations. The district will continue to seek grant
opportunities and other ways to secure funding to continue reform efforts.
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Recruit, screen, and select external providers, if applicable, to ensure their quality*
The Durham Public Schools’ administration intends to utilize only those external service
providers who will positively impact the education of students in the Durham Public Schools
district. In an effort to provide quality services to the students of the Durham Public Schools
district, every effort will be made to retain external service providers that have been identified as
having success in working with low performing schools. The superintendent, Board of
Education, principals, teachers, parents, and community leaders will be involved in the review
and selection of external providers. The operational needs of the Durham Public Schools district,
and the goals and expectations of the provider will be reviewed.
In addition, the following steps will be followed when hiring external service providers:
1. Unambiguous reasons for hiring an external partner will be identified;
2. Engage all stakeholders about the need to hire external providers and ensure the entire
process is transparent and fair;
3. Articulate specific goals of the relationship with the external partner,
4. Create conditions to attract multiple high quality external partners (e.g., extend key
flexibilities, allocate adequate funds for external providers, infuse fairness and
transparency into selection and accountability processes);
5. Budget adequate funding to support relationships with external partners for the duration of
contract;
6. Develop a rigorous process to select an external partner whose experience and
qualifications match the specified goals (e.g., a written application, due diligence to
confirm track record of success and financial stability, an in-person interview with the
external provider’s leadership team, and, if appropriate due to scope, a site visit to schools
receiving services from the external partner);
7. Negotiate a contract outlining roles and responsibilities of the external partner as well as
the district and relevant schools, and if applicable, the State Department of Education, as
well as explicit and measurable outcomes, including interim indicators of growth;
8. Provide support as needed and appropriate;
9. Evaluate the external partner’s progress toward goals; and
10. Provide consequences for failure, including termination or modification of contract.
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LEA Application 1003(g)
Identify pre-implementation activities to fully support intervention model*
Pre-Implementation Strategy Areas
Strategies
Teacher and School Leader Effectiveness
A new administrative team was selected for
Leadership:
Includes the process for decision-making,
Glenn Elementary School.
policies and procedures, and the shared
vision
An organizational structure was created to
support organizational goals and achieve the
key factors for success.
The Learning-Focused model has been
Curriculum and Instruction:
Includes academic expectations, alignment to implemented to complete a process that
Common Core Standards, the use of
accelerates learning for all students -driven by
assessment data, and varied strategies used in the Common Core State Standards, content,
the classroom, technology, and teacher
literacy, and higher level thinking strategies.
collaboration
Increased technology has been placed in 100%
of the classrooms to improve student
engagement.
Extensive job-embedded training has been
Professional Growth, Development and
provided throughout the year through:
Evaluation:
Includes a professional development plan,
 Educational Resource Group (Guided
capacity building, and evaluation process
Reading training)
 Instructional Coaching
(Core Subjects and Assessments)
 Learning-Focused Implementation
Extended time has been scheduled for teacher
collaboration and additional planning.
Model classrooms (K-5) have been established
to serve as a lab environment for teachers from
within the school.
Performance Management:
Faculty/staff have been participating in biweekly after-school professional development
sessions.
NC Teacher Evaluation Instrument has been
used to evaluate teacher effectiveness.
Frequent, consistent classroom walkthroughs
have been conducted to monitor progress.
Teachers identified as needing additional
support have been placed on Support Plans and
Action Plans as needed.
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Public Schools of North Carolina
LEA Application 1003(g)
Teacher Talks and Principal Talks have been
conducted to regularly review data and
monitor progress.
Comprehensive Instructional Reform Strategies
Small Goal and common assessments have
Classroom Assessment/Evaluation:
Includes classroom assessments, alignment to been implemented to check for student
Common Core Standards, and the use of
learning.
assessments
mCLASS assessments have been implemented
to monitor and support student learning needs.
RtI Model for intervention was implemented
K-5.
Learning-Focused Model:
Includes KUDs, SLMs, Acquisition Lessons,
and Extended Thinking
Frequent Data Talks have been conducted with
staff to drive instruction.
Teachers have been planning units and lessons
in the Learning-Focused model using a KnowUnderstand-Do (KUD) organizer.
Student Learning Maps have been
implemented school-wide as an Advance
Organizer that identifies and organizes key
unit content in order to support student
learning and teacher planning.
Acquisition Lesson Plans have been introduced
in literacy and math to support teachers in
planning effective standards-driven lessons
that consistently incorporate and connect the
strategies that we know work in impacting
student achievement.
During regular Professional Learning Team
(PLT) time and extended planning time
teachers have been focusing on curriculum
standards and utilizing effective instructional
strategies.
Technology:
Includes hardware, software, and relevant
professional development
The leadership team created a comprehensive
implementation and monitoring plan for
learning-focused.
The “Technology Refresh” portion of the DPS
Strategic Plan has provided teachers with
laptops, student laptops for classrooms, and
Epsons/Brightlinks.
Relevant Brightlinks professional development
sessions have been provided.
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Public Schools of North Carolina
LEA Application 1003(g)
Student Support and Family Community Engagement
The roles and responsibilities of Student
Student Support Team:
Includes all functions that fall under the
Services staff, including counselors, social
schoolwide implementation of RtI, Student
workers, psychologists, office personnel, the
Assistance Program (SAP), Behavior Plans,
behavior support specialist, instructional
etc.)
facilitators, and assistant principal for student
support were in order to create a Student
Support Team.
Student, Family and Community Support:
Includes communication methods and
including parents as partners
The Student Support Team has begun the
planning process for the implementation of the
P.R.I.D.E. initiative (Providing Resourceful
Initiatives for Developing Excellence).
A Family Care Team has been staffed at the
school to support better home-school
connections in helping address educational,
behavioral, social, emotional, and health
issues.
The Lions Literacy Lair was established
through the DPS Business Advisory Council to
support early literacy for students in
kindergarten and first grade.
A variety of Title I Parent Workshops and
events have been held this year, including
Family Science Night, Literacy Night and
more.
Parent rallies have been conducted to involve
parents in a more active role in sharing the
accountability in their children’s educational
success.
Operational Flexibility
A school Leadership Team has been
School Culture:
Includes learning environment, leader and
established to promote teacher leadership.
teacher beliefs and value of equity and
diversity
Processes and procedures have been
established to address a positive learning
environment for students and staff, including
the increased frequency of the Teachers
Working Conditions Survey (TWCS).
School leadership has established a
collaborative process to review the school’s
Mission, Vision, and goals.
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Public Schools of North Carolina
Organizational Structure and Resources:
Includes the use of resources, the master
schedule, staffing and teaming
LEA Application 1003(g)
The district has been reorganized to provide
greater support to the lowest performing
schools. Weekly visits and documentation
reviews occur between the school and district
office.
Scheduling was adjusted to provide an
extensive block of instruction with a focus on
small group instruction-Double Dose.
Extended learning opportunities were
established to support additional instructional
minutes.
Additional instructional support has been
provided by the Hill Center and University
Instructors, supported through additional local
dollars and Title I dollars.
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LEA Application 1003(g)
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:
Glenn Elementary School
Transformation
STAFF
SCHOOL:
1 Principal
2 Assistant Principals
30 Regular classroom teachers
2 Instructional Facilitators
1 RtI Data Analyst
4 Interventionists
1 PE Teacher
1 Music Teacher
1 Art Teacher
1 Library-Media Specialist
1 Technology Facilitator
1 Spanish Teacher
1 AIG Teacher
4 EC Teachers
4 ELL Teachers
1 Speech Teacher
1 School Psychologist
9 Teacher Assistants
2 Guidance Counselors
1 NC Wise Data Mgr.
1 Office Support Personnel
1 Receptionist
1 School Treasurer
COMMUNITY PARTNERS
University Instructors
Hill Center
Local Business Partners:
 Parent Teacher Association
 Parent Advisory Council
 Child and Family Teams
 Wal-mart
 Duke University
 Family Literacy Program
 Family Involvement Program
 Durham Bulls
 Wellness Center
DISTRICT:
Area Superintendent
Area Facilitator
School Improvement Specialists
Elementary Curriculum Specialists
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Public Schools of North Carolina
Additional Resources:
LEA Application 1003(g)
PROGRAMS/INITIATIVES
Education Resource Group (ERG)
Learning-Focused
RtI
PBIS
Family Care Team
Extended School Year
Playworks
ACCOUNTABILITY
Principal & Teacher Evaluations
mCLASS-Reading
Reading and Math SGAs & CAs
 Small Goal Assessments
 Cumulative Assessments
Science Unit Assessments and CAs
STAFF
3 Acceleration Teachers (K-2)
COMMUNITY PARTNERS
Communities in Schools (CIS)
 Project READS
Community Education
 Camp S.T.E.A.M. Ahead
 Summer Bridges
PROGRAMS/INITIATIVES
Extended School Year
RtI (Response to Intervention)
Balanced Literacy
Guided Math
Inquiry-based Science
Computers and iPads
Cyber Resource Center-Media Center
Summer Stipends for Teachers: PLTs
Bonus Pay
Annual Goals:




ACCOUNTABILITY
School-wide Master Schedules
Teacher Effectiveness Instrument
Common Assessments
LEA Monitoring Visits
Performance Management Solutions
Increased Monitoring Visits, including
Weekly Documentation Reviews
Increase student proficiency in reading, math, and science.
Provide ongoing, relevant, job-embedded professional development.
Increase the attendance rate.
Decrease the suspension rate.
School
Year
2011-2012
2012-2013
2013-2014
2014-2015
2015-2016
Reading
Proficiency
3rd-37.0%
4th-43.3%
5th-42.7%
3rd-47.0%
4th-53.3%
5th-52.7%
3rd-57.0%
4th-63.3%
5th-62.7%
3rd-67.0%
4th-73.3%
5th-72.7%
3rd-77.0%
4th-83.3%
5th-82.7%
Math
Proficiency
3rd-67.0%
4th-71.2%
5th-57.3%
3rd-77.0%
4th-81.2%
5th-67.3%
3rd-87.0%
4th-91.2%
5th-77.3%
3rd-89.0%
4th-92.2%
5th-87.3%
3rd-91.0%
4th-93.2%
5th-89.3%
Science
Proficiency
Composite
5th-39.8%
51.2%
5th-49.8%
61.2%
5th-59.8%
71.2%
5th-69.8%
80.9%
5th-79.8%
84.0%
As North Carolina transitions to revised summative standardized
assessments that align in format and content to the Common Core State
Standards, targets may be revised based on changes in school performances
and/or adjusted AMO’s.
44
Public Schools of North Carolina
Measurable Objectives:
Implementation Steps
Increase kindergarten
readiness by expanding
learning opportunities
for parents, teachers,
students, and the
community.
Provide high quality
programming in Early
Care and Education,
Health and Early
Intervention, and Family
Support and Literacy.
Increase the awareness
of the importance of
Early Childhood
Education in the
community through
parent workshops and
business partnerships.
LEA Application 1003(g)
Periodic Evaluation

Implementation Steps
Alter teacher practices to
promote the continuous
use of student data and
Best Practices to support
increased student growth
and proficiency by
consistently and
efficiently increasing
teacher effectiveness.
Continue to establish a
vision and culture of
high student
achievement for
students through
systems that provide
clear, consistent
communication and
promote high
expectations for
teaching and learning.
Adjust master schedules
to accommodate at least
one weekly 90 minute
planning session per
grade level.
Strengthen PLTs by
reestablishing norms
and protocols, being
inquiry-based, and
focusing on the analysis
of student work and/or
data.
Continue to use frequent
formative assessments
to adapt instruction to
the specific needs of
students: mCLASS,
FreshReads, SGAs and
CAs, Unit Assessments,
Timeline
June 2013 and
ongoing
AP: Instruction
Family Care
Team
Support Staff


Implement the Summer
Bridge program for
rising kindergarteners to
help prepare them for
success in school.
Measurable Objectives:
Assess data from
the kindergarten
standard entry
measure minimally
at the BOY, MOY
and EOY.
Person(s)
Responsible
Principal
Review parent
contact logs biweekly.
Monitor the
implementation of
the Summer
Bridge program
daily with
walkthroughs,
parent conferences,
etc.
Periodic Evaluation

Conduct daily
walkthroughs to
ensure that jobembedded
activities are
carried out with
fidelity.
Community
Partners:
Community
Education
Person(s)
Responsible
Principal
Timeline
July 2013 and
ongoing
AP: Instruction
Instructional
Facilitators
RtI Data Analyst




Monitor
scheduling and
support as needed
to best meet the
needs of students.
Provide weekly
PLT meeting times
for all staff that
administration will
regularly attend.
Review and
discuss PLT
minutes weekly at
Leadership Team
meetings.
Intervention
Team
Teachers
Support Staff
ELL, EC & AIG
Teachers
Area
Superintendent
LEA Support
Team
Review lesson
plans weekly and
provide teachers
with feedback to
ensure instruction
is differentiated.
45
Public Schools of North Carolina
common assessments,
and Benchmark Tests.
Continue to use the
results of formative and
summative student data
to identify measurable
performance goals,
explore solutions, and
reach consensus on
strategies to improve
student learning and
accelerate student
achievement as part of
the PLT routine
responsibilities (RtI
Model).
Implement a schoolwide academic incentive
program.
Implement a systemic
plan that includes
utilizing the intervention
team and other staff
effectively to provide
real time support to all
students within the least
restrictive learning
environments to the
maximum extent
possible according to
the RtI model.
Adhere to a detailed
implementation plan for
planning and delivering
instruction according to
the Learning-Focused
school reform model.
Integrate technology
more heavily into
instruction across all
curricular areas.
LEA Application 1003(g)

Analyze results
from mCLASS,
SGAs and CAs,
Benchmarks, Unit
Assessments, etc.
according to the
timeline for
testing.

Document progress
of each PLT
towards meeting
their performance
goals in PLT
minutes and
review weekly
with the
Leadership Team
and/or Data Team.

Provide a detailed
outline of the
Academic
Incentive Program
and schedule for
rewards and/or
celebrations.

Routinely monitor
focused learning
periods to gauge
the effectiveness
for ELL & EC
instruction.

Monitor the
Learning-focused
implementation
with walkthroughs.

Monitor the use of
technology with
walkthroughs.
46
Public Schools of North Carolina
LEA Application 1003(g)
Measurable Objectives:
Implementation Steps
Ensure a school climate
and culture that develops
effective and positive
relations and fosters the
well-being of students,
staff, parents and
community in order to
decrease the suspension
rate.
Establish a vision and
culture of high student
achievement for
students that is clearly
communicated to all
stakeholders.

Implement a schoolwide PBIS plan with
fidelity holding all
stakeholders
accountable-students,
families, and staff.

Implement a schoolwide Positive Behavior
Incentive program.
Utilize data to identify
students with multiple
referrals in order to
provide specific
strategies that address
individual needs.
Periodic Evaluation
Review weekly
Lesson Plans to
identify infused
character ed.
Timeline
August 2013 and
ongoing
AP: Student
Support
Student Behavior
Support
Specialist
Teachers
Support Staff


Provide a schedule
for PBIS rewards
and celebrations.
Review and
discuss Student
Referrals at weekly
Data Team and/or
Leadership Team
meetings.

Conduct regular,
ongoing SAP
meetings to
address students
with behavior
concerns.

Provide a detailed
yearlong schedule
for Family Care
Team meetings.
Establish a Family Care
Team to form successful
partnerships with
families and community
groups.
Utilize the Student
Support Team to
determine interventions
and student plans for
struggling learners.
Conduct daily
walkthroughs to
monitor the
school-wide
implementation of
PBIS.
Person(s)
Responsible
Principal
Guidance
Counselors
District
Representatives
Parent Liaison
Family Care
Team
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Measurable Objectives:
Implementation Steps
Provide staff with
ongoing, high quality,
job-embedded
professional
development that is
aligned with the school’s
comprehensive
instructional program to
build capacity in
successfully
implementing school
reform strategies.
Utilize the Instructional
Facilitators to provide
job-embedded
instructional strategies
to support literacy,
math, and science
instruction.
Provide PBIS training to
create an orderly,
positive school culture
and climate, and
improve classroom
management.
Continue to provide
ongoing PLT
professional
development that will
help teachers identify
and utilize highly
effective strategies for
instruction, assessment,
and application of Best
Practices relative to
Common Core and the
Learning-Focused
school reform model.
Develop and implement
professional
development modules
targeting researchproven interventions for
teachers who support
English Language
Learners (ELL) and
students with disabilities
(EC).
Maintain model
classrooms (K-5) to
serve as a lab
environment that allows
teachers from within the
school to see and
experience the best
teaching strategies and
classroom learning
environments.
LEA Application 1003(g)
Periodic Evaluation



Monitor and adjust
support schedules
to best meet the
needs of students
and staff.
Maintain an
ongoing log of
professional
development
opportunities and
participation.
Continue to
monitor and assess
the professional
development needs
of staff from the
results of student
data,
walkthroughs,
Principal Talks,
etc.

Guide and monitor
ELL and EC
instruction and
student academic
progress with
PMOC.

Assess quarterly
student
achievement data
to determine
effectiveness of
aligned
professional
development.

Review and
discuss PLC
minutes weekly at
Leadership Team
meetings.
Person(s)
Responsible
Principal
Timeline
July 2013 and
ongoing
Asst. Principals
Student Behavior
Support
Specialist
Instructional
Facilitators
ELL and EC
Teachers
Area
Superintendent
LEA Support
Team
Identified
External PD
Providers
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LEA Application 1003(g)
Measurable Objectives:
Implementation Steps
Periodic Evaluation
Create and align systems
with operational
flexibility that promote
rapid change and
effective instructional
practices (such as
staffing, calendars,
planning, budgeting,
etc.) to fully implement a
comprehensive approach
to substantially improve
student achievement
outcomes.
Ensure that all staff
members are utilized to
support the vision of
increasing student
achievement.

Extend the school day to
provide an additional
90-120 minutes of
structured small group
academic instruction
Monday-Friday in
Reading and Math
available to all K-5
students.


Contract with external
providers to provide
targeted after-school
remediation, summer
enrichment, transition,
and acceleration.
Secure business and/or
community volunteers
to support school-based
initiatives (e.g., tutoring,
parental involvement
activities).
Utilize the Intervention
Team to provide
targeted small group
instruction to identified
at-risk students
throughout the regular
school day.
Employ more effective
delegation and
involvement of staff
members on
instructional decisions
through the
development of a
Leadership Team.
Establish and maintain
acceleration classrooms
(K-2) to accelerate the
learning of students who
are two or more years
behind on formative
academic measures.
Monitor
scheduling and
support as needed
to best meet the
needs of students.
Conduct daily
walkthroughs to
ensure that jobembedded
activities are
carried out with
fidelity.
Assess progress
reports generated
by external
providers weekly
to monitor
progress of
students gained as
a result of
extended day
learning sessions.

Analyze student
achievement data
at BOY and EOY
to determine
growth and
proficiency.

Conduct frequent
Lions Lair Talks
with staff to obtain
feedback on
operations.

Monitor
Leadership Team
activities with
agendas and
minutes.

Meet with all
support staff
weekly to assess
systems and
progress.

Survey
stakeholders
quarterly to obtain
feedback.
Person(s)
Responsible
Principal
Timeline
July 2013 and
ongoing
Asst. Principals
Instructional
Facilitators
RtI Data Analyst
Intervention
Team
Teachers
Support Staff
Area
Superintendent
LEA Support
Team
Identified
External
Providers
Volunteers
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Measurable Objectives:
Implementation Steps
Ensure that the school
receives ongoing,
intensive technical
assistance and related
support from the LEA
and/or external partner
organizations.
Collaborate with the
Area Superintendent,
School Improvement
Specialist, and other
District Representatives
to develop a schoolwide plan for extensive
monitoring based on a
rigorous analysis of
data.
Participate in bi-weekly
Document Reviews with
the Area Superintendent
and other designated
district representatives.
Utilize the LEA Support
Team under the
direction of the Area
Superintendent to assist
with increased
monitoring visits.
Utilize the NC
Professional Teaching
Standards to evaluate
certified staff, including
at least 3 observations
per year by at least 2
different reviewers
(internal and external).
Conduct Principal Talks
to regularly review the
school’s data.
Conduct frequent
walkthroughs to monitor
progress and provide
feedback accordingly.
LEA Application 1003(g)
Periodic Evaluation


Maintain a copy of
the school-wide
plan for extensive
monitoring.
Schedule schoolwide monitoring
visits and
document on the
school’s calendar
of events.

Provide evidence
of the LEA
Support Team.

Maintain PMOC.

Conduct teacher
evaluations as
required by the
State and District.

Schedule Principal
Talks and maintain
documentation
from meetings.

Maintain
walkthrough data
and feedback.

Maintain copies of
Support Plans and
Action Plans.

Schedule SIG
Team meetings
and document on
the school’s
calendar of events.
Person(s)
Responsible
Principal
Timeline
July 2013 and
ongoing
Asst. Principals
Area
Superintendent
LEA Support
Team
District
Representatives
Review Support Plans
and Action Plans with
school administration.
Establish and maintain a
SIG Team with district
support staff to
collaborate in
effectively utilizing the
Indistar online tool for
progress monitoring.
50
Public Schools of North Carolina
Monitoring Plan:
LEA Application 1003(g)
The teacher and administrator evaluations utilize school-based administration, as well as central
office staff, to evaluate and monitor the progress of teachers and administrators. The new North
Carolina teacher and administrator evaluation tool will be used, along with student data, to
provide feedback and create plans of` action for professional development.
Students will be monitored daily by utilizing data from formative, summative, and informal
assessments. Students and parents will assess student progress by maintaining student data
notebooks. This will create a home-school collaborative so that parents can partner with the
school to ensure everyone’s participation in the student learning experience.
Following the School Improvement Plan review process, data will be reviewed on an on-going
basis utilizing results from reading and math SGAs and CAs, science unit assessments,
common assessments, and mCLASS to determine if the strategies put into place are
contributing to academic success.
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 three-year
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
Pre-implementation Funds
Full Year 1
Year 2
Year 3
Total Requested
Budget
Budget
Budget
1. N/A
$
$
$
$
$
2. School Funds request (Add additional rows as needed)
Name of School: Glenn Elementary School
Intervention Model: Transformation
Activities for Intervention Model
Year 1
Year 2
2013-14
2014-15
1. AP-Student Support
$76,700.00
$78,700.00
2. RtI Data Analyst
$76,000.00
$78,000.00
3. Acceleration Teachers (3)
$142,300.00
$148,300.00
4. Professional Development
$75,000.00
$75,000.00
5. Contracted Services
$100,000.00
$100,000.00
6. Extended School Year
$130,000.00
$130,000.00
7. Technology
$25,000.00
$15,000.00
8. Staff Incentives
$75,000.00
$75,000.00
School Totals
$700,000.00
$700,000.00
Year 3
2015-16
$80,700.00
$80,000.00
$154,300.00
$75,000.00
$100,000.00
$130,000.00
$5,000.00
$75,000.00
$700,000.00
Total
$236,100.00
$234,525.00
$444,900.00
$225,000.00
$300,000.00
$390,000.00
$45,000.00
$225,000.00
$2,100,000.00
51
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LEA Application 1003(g)
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
Committee/Team Members
Meeting Dates
SIG Overview Meeting-Glenn Leadership
Team
LEA SIG Team:
Dr. Stacey Wilson-Norman,
February 18, 2013
Area Superintendent: Elementary
Janneke Pulliam
Title I School Improvement Specialist
Glenn Elementary Leadership
Team:
Cornelius Redfearn
Principal
Florine Moore
AP-Instruction
Kishia Carrington
AP-Student Support
Karen Kellett & Linda
Dimmick
Instructional Facilitators
Draft SIG
LEA SIG Team and Glenn
Elementary Leadership Team
SIG Overview: Board of Education (BOE)
Revise SIG: Recruitment, Incentives, and
Rewards
Present Revised SIG Plan and Obtain
Feedback
Board of Education
LEA SIG Team
March 13, 2013
March 18, 2013
March, 25, 2013
April 2-5, 2013
April 9, 2013
April 10, 2013
Glenn Faculty/Staff
April 17, 2013
52
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LEA Application 1003(g)
APPENDIX
A.
Sample Glenn KUD…………………………………………………………..pp.53-56
B.
Sample Glenn Acquisition Lesson…………………………………………….….p. 57
C.
Sample Glenn “Look-fors” Document and Walkthrough Forms…………..pp.58-59
D.
Learning-Focused Correlation Document………………………………….pp. 60-86
E.
References………………………………………………………………………...p. 87
Public Schools of North Carolina
LEA Application 1003(g)
Appendix A: Sample Glenn KUD
Grade 5 Unit 5
K-U-D
Focus Standards
RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia
presentation of fiction, folktale, myth, poem).
RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support
which point(s).
W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Know







Understand

RL.5.5
chapters
scenes
stanzas
story
drama
o scene
o stage directions
o prop
poem
text structure
Chapters, scenes and stanzas are
organized in a meaningful way to tell a
story or convey a message.
Do



Explain how parts of a text fit together to
make the whole text.
Identify the text structure of dramas and
poems.
Organize a piece of text to show how the
stanzas or scenes fit together.
Public Schools of North Carolina
LEA Application 1003(g)
RL.5.7




RI.5.8




Visuals contribute to a deeper
understanding of the reading.



Identify and explain tone in a literary text.
Analyze an illustration to gather meaning.
Explain how the illustration connects to the
author’s words and meaning/tone.

Authors use evidence or details to support
their ideas.


Explain how an author uses details.
Identify the reasons that support a
particular point.
Multi-media
tone
beauty of text
illustration
evidence/reasons (detail)
author’s purpose
relevant
irrelevant
W.5.3







narrative
narrator
real narrative
imagined narrative
transitions in writing
narrative techniques of writing (dialogue,
description, sequencing, conclusion.)

Narratives follow a natural sequence of
events including an introduction, a body,
and a conclusion.
A well-written narrative includes a variety of
narrative techniques such as dialogue,
description, details, and pacing.
A well-written narrative includes descriptive
detail and a variety of transitional words.



Create a real or imagined narrative that
follows a sequence of events.
Use concrete words and sensory details in
their writing.
Uses transitional words or phrases
appropriately in their writing.
Uses narrative techniques (such as
dialogue, description, details, etc.) writing.



relevant/irrelevant details

SL 5.2

summarize
When listening to a speaker or watching a
video, you need to find the main points in
order to tell a summary.


Listen to a story and tell a summary of
the information presented.
Watch a presentation/video and
summarize the information being
presented.
55
Public Schools of North Carolina

L.5.5








LEA Application 1003(g)
idioms
adages
proverbs
synonyms
antonyms
homophones
homographs
nuances
Authors choose words and phrases to
enhance their message.



Interpret idioms, adages, and proverbs.
Use idioms, adages and proverbs in
writing.
Recognize and explain word relationships
between synonyms, antonyms,
homophones, homographs to clarify
meaning.
56
Public Schools of North Carolina
LEA Application 1003(g)
Appendix B: Sample Glenn Acquisition Lesson
Acquisition Lesson Plan
Plan for the Concept, Topic, or Skill --- Not for the Day
Name: Grade 5
Topic: Point of View
Essential Question:
How does a narrator’s point of view influence the way the story is told?
What do students need to learn to be able to answer the Essential Question?
Assessment Prompt 1: Define point of view
Assessment Prompt 2: Identify point of view in different text
Assessment Prompt 3: Compare and contrast different points of view of a single event/story
Assessment Prompt 4: Analyze how changing the point of view would change the story
Activating Strategy:
Walk Around Survey – give each student a survey. They will go to three different people in the room and record responses to
everything they know about Point-of-View. Students will record the names of those they talk to. After about 10 minutes, we
will come together to share what they found.
Key vocabulary to preview:
- Point-of-view - 1st Person - 2nd Person - Narrator/Speaker - Perspective - Influence
Teaching Strategies:
Graphic Organizer(s):
1. Compare/Contrast
2. Factors of Point of View
Instruction 1: Reflect on vocabulary reviewed in the activating strategy. Read a short passage together, and have students
decide who is talking. Students will discuss how they figured it out!
AP #1: Create a t-chart for 1st and 3rd person point of view (trigger words, definitions)
Instruction 2: Students will read two stories from varying viewpoints (perspectives). They will then have to identify who is
telling the story.
AP #2: 2’s tell 1’s what evidence from the story helped you identify whose point of view the story is being told from.
Instruction 3: Students will be given two different accounts of Cinderella. One story will be from the perspective of
Cinderella and the other will be from the perspective of the evil step sisters. Students will fill out the
Compare/Contrast Graphic Organizer for the two stories on the different Point-of-Views.
AP #3: After discussing with a partner, each student must write a paragraph explaining how the different Point-of-Views
changed the story.
Instruction 4: Students will be given a short story. They will identify the point of view in the story and the factors that
influence the main character using the Factors of Point of View organizer. They must rewrite the story from a
different character’s perspective. After they select a character, they will use the Factors of Point of View organizer to
guide their writing.
AP #4: 1s and 2s will share with each other their Factors of Point of View for the character they chose and brainstorm the
ways that they story will be different before writing.
Assignment:
Re-write a common fairy tale from another character’s point of view.
Summarizing Strategy:
3 Types of Point of View in Literature with their definition
2 Factors that influence a character’s or narrator’s point of view
1 Reason why it is important to identify the point of view when reading a story.
Public Schools of North Carolina
LEA Application 1003(g)
Appendix C: Glenn “Look-fors” Documents and Walkthrough Forms
Public Schools of North Carolina
LEA Application 1003(g)
Public Schools of North Carolina
LEA Application 1003(g)
Appendix D: Learning-Focused Correlation Document
http://www.learningfocused.com/images/uploads/media/downloads/LF_Correlation_to_North_Carolin
a_Evaluation_Model.pdf
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82
Public Schools of North Carolina
LEA Application 1003(g)
83
Public Schools of North Carolina
LEA Application 1003(g)
84
Public Schools of North Carolina
LEA Application 1003(g)
85
Public Schools of North Carolina
LEA Application 1003(g)
86
Public Schools of North Carolina
LEA Application 1003(g)
Appendix E: References
Ballen & Moles, 1994
Epstein, 1995
Henderson & Berla, 1994
Marzano, 1998
Reeves, 2000
Thompson & Thompson, 2005
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