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
Crossnore Academy
LEA Contact
Cyndi Austin
Contact Person’s Title
Principal
Contact Person’s Telephone Number
LEA Code
06B
828-733-5241
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.
Brett A. Loftis
Name of Superintendent
Signature of Superintendent
6/17/2013
Date Signed
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
The Crossnore Academy
KEY: TA – Turnaround
NCES ID
#
INTERVENTION MODEL
TA
RS
CL
06B
RS – Restart
CL – Closure
TF
X
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: The Crossnore Academy
Needs Assessment Description
Needs of the school, students, and community for each school to be served with sufficient information for
conducting the needs assessment*
The needs assessment survey reveals that the Academy lacks a consistent and comprehensive tutoring
program that is data driven and based on a comprehensive formative assessment program. With the
length of stay for 75% of the student population being 0-12 months, it is imperative that the Academy
increase academic instruction time and implement an accelerated tutoring program that is based on
accurate benchmark data and effectively and efficiently fills in the gaps of academic achievement.
Additionally, the survey reveals that the Academy lacks a regular assessment process that reevaluates
and reassesses student progress on a quarterly basis; and that provides information for data driven
decisions which ensures the students are placed in the appropriate remediation or acceleration program.
The needs assessment survey data show the percentage of classes taught by highly qualified teachers at
Crossnore Academy is considerably lower than the state average. The Academy’s highly qualified
percentage is in compliance with the state’s regulation for charter schools with at least 75 percent of
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LEA Application 1003(g)
teachers certified in kindergarten-5th grade and at least 50 percent in grades 6-12. However, as a
recipient of Title 1 and Race to the Top federal funding programs, Crossnore Academy is obligated to
comply with 100% highly qualified status. While meeting this particular requirement of the funding is a
challenge as the small size and rural location of the Academy makes it difficult to recruit and retain well
prepared and effective teachers, a successful effort to reach 100% highly qualified status will far
outweigh the cost associated with poor instruction: grade retention, remedial programs, and expenses
associated with high dropout rates.
The needs assessment shows the Academy’s lack of access to, and integration of, technology and 21st
century tools in the classroom. The Academy is out of compliance with The North Carolina Department
of Public Instruction as the State’s partnership with the Partnership for 21st Century Skills and the
adopted Common Core and Essential Standards curriculum requires all schools to integrate technology
in the classroom. Compliance issues aside, with the growing body of evidence that technology
integration positively affects student achievement and academic performance, the Academy’s
implementation of technology interventions and reforms will enhance the academic intervention efforts
previously mentioned.
The need to have a Student Service Coordinator to serve as a community liaison is imperative. The
central responsibility of this position would be to bridge the gap in communication between the school
and the home and to advocate for all students as they transition out of the care of The Crossnore School
and into the students’ local education agency. The employment of this position would address the many
issues and concerns as perceived by students, parents, and staff, concerning attendance, tardiness,
discipline, the graduation rate and dropout rate.
Analysis of multiple measures of data including student achievement data, process data, perception data,
and demographic data*
Student Achievement Data
Graduation Rates and Mobility Index
School Year
2008-2009
2009-2010
Graduation
66.7
55.6
Rates
Mobility
34
35
Index
2010-2011
41.2
2011-2012
53.3
2012-2013
43
52
55
Disaggregation of summative student achievement data for school year 2011-2012
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
OVERALL
Reading Math Reading Math Reading Math Reading Math Reading Math Reading Math Reading Math
Our
School
N/A
N/A
N/A
N/A
# of
Tests
Taken
N/A
N/A
N/A
N/A
State
62.5% 50.0%
8
8
N/A
N/A
N/A
N/A
60.0% 60.0% 62.5% 87.5% 63.3% 66.7%
5
5
8
8
30
30
66.4% 81.9% 71.6% 83.0% 71.1% 81.2% 75.3% 80.5% 66.8% 80.2% 69.5% 83.9% 70.1% 81.8%
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Public Schools of North Carolina
LEA Application 1003(g)
English I Algebra I Algebra II Geometry Biology Chemistry
Physical
Science
Physics
Civics &
US
Economics History
Our School
83.3%
43.8%
N/A
58.3%
92.3%
---
33.3%
---
75.0%
55.0%
# of Tests
Taken
12
16
N/A
12
13
---
6
---
8
20
82.4%
77.8%
84.9%
82.3%
81.2%
---
76.4%
---
78.7%
81.6%
State
Process Data
Instructional Minutes
School Year
Instructional minutes
within the school
day
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
345
345
300
300
360
2010-2011
64%
2011-2012
66%
Highly Qualified Status
School Year
% of Highly Qualified
Teachers
2008-2009
85%
2009-2010
71%
Fully Licensed Teachers – 2011-2012
The percentage of classroom teachers with clear initial or clear continuing licenses.
Our School
State
86%
82%
Classes Taught by Highly Qualified Teachers
The percentage of classes taught by Highly Qualified teachers as defined by federal law.
Our School
2011 – 12
2010 – 11
Percent Change between years
State
66%
64%
2%
89%
Computer and Internet Access
Number of Students per Instructional Computer
The number of students per instructional computer at Crossnore Academy and in the state.
Our School
State
Students
0
2.37
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Public Schools of North Carolina
LEA Application 1003(g)
Number of Students per Internet-Connected Computer
The number of students per Internet-connected computer.
Students
0
2.37
Our School
State
Perception Data
The data show that the Academy’s students perform consistently below the state average. However, the
data do not reveal that 75% of the students arrive at the Academy performing 2-3 grade levels below
average in basic Mathematics and English Language Arts skills. In acknowledging the students’
academic gaps, it is important to note that the overwhelming majority of the students’ academic
deficiencies are due to the life circumstances that are beyond the students’ control, which have plagued
their academic achievement in addition to resulting in their removal from their home and brought to The
Crossnore School.
Demographic Data
The Academy’s average enrollment for 2012-2013 school year is 95 students, with approximately 80
students being residents of The Crossnore School and 15 students residing in the local community.
Those students who are residence of The Crossnore School are brought into care from the following
counties: Avery, Burke, Caldwell, Catawba, Cherokee, Cleveland, Haywood, Madison, Mitchell, New
Hanover, Polk, Watauga, Wilkes, and Yancey, from the following sources:
1. North Carolina Department of Social Services - 75%
2. North Carolina Department of Juvenile Justice - 11%
3. Private Placement - 14%
4. Biological Parent – 4%
5. Adopted Parent(s) – 5%
6. Other Relatives - 5%
School Year
Total
Enrollment
%
Economically
Disadvantaged
% Students
with
Disabilities
2008-2009
74
2009-2010
75
2010-2011
83
2011-2012
95
2012-2013
95
95%
95%
95%
95%
95%
18%
17%
15%
18%
20%
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Public Schools of North Carolina
LEA Application 1003(g)
The length of placement in The Crossnore School program is dependent on the circumstances that
surround each individual child or family group. The length of placement and the circumstances of the
placement for the 2012 -2013 school year are as follows:
Placement
1 to 90 days 11%
3 to 6 months - 23%
7 to 12 months - 27%
1 to 2 years - 17%
2 to 5 years - 2%
5+ years – 1%
Circumstances
Sexual Abuse
Incest
Rape
Emotional Neglect / Abuse
Physical Neglect
Physical Abuse
Substance Abuse – Parent
Substance Abuse – Child
Witness a Violent Crime
Domestic Violence
Parental Incarceration
Incarceration of Family Member
Single Parent
Parental Separation / Divorce
Parent Abandonment
Death of a Parent
Death of Household Family Member
Poverty
Physical Problems / Disabilities
Mental Illness – Parent
Mental Illness-Child
Placements 5 or More
Placements 1-4
Traumatic Accident/Injury
24%
1%
7%
89%
73%
40%
56%
9%
11%
59%
29%
5%
28%
44%
44%
20%
3%
55%
7%
31%
7%
7%
44%
3%
Summary of the results of the data analysis*
As previously mentioned, the data show that the Academy’s students perform consistently below the
state average. However, the data do not reveal that 75% of the students arrive at the Academy
performing 2-3 grade levels below average in basic Mathematics and English Language Arts skills. In
acknowledging the students’ academic gaps, it is important to note that the overwhelming majority of
the students’ academic deficiencies are due to the life circumstances that are beyond the students’
control, which have plagued their academic achievement in addition to resulting in their removal from
their home and brought to The Crossnore School.
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Public Schools of North Carolina
LEA Application 1003(g)
To meet the special educational challenges faced by our students, and to fulfill the Title I requirement, it
is necessary for the Academy’s teacher to be 100% highly qualified. For the current academic year, the
number of highly qualified teachers increased to 88%. The data show a correlation between the number
of students who succeed academically and the number of highly qualified teachers.
The integration of technology into the Academy’s classrooms is necessary for our students to become
familiar with its use and to develop the skills needed for gainful employment. The Center for Applied
Research in Educational Technology (CARET) found that technology impacts achievement in content
area learning, promotes higher-order thinking and problem solving skills, and prepares students for the
workforce. All of these effects directly correlate to the 21st century framework and Common Core and
Essential Standards that are mandated by the State.
The demographic data show that the Academy’s students face special challenges in their academic
progress due to the circumstances surrounding their arrival at the Academy and the disruptions caused
by their frequent displacements throughout the school year.
How needs assessment results align to the selected intervention model*
The needs assessment results show that the Academy’s needs aligns most closely with the Transformation
intervention model. This alignment is due to the fact that our graduation rate was the only component
listed as demonstrated greatest need, which has been consistently below 60 percent over a number of
years. While we firmly acknowledge that the Academy could improve in a multitude of areas, the
graduation rate is the key factor which placed us in the category of lowest-performing schools. The
Transformation Model allows us to keep our faculty intact while focusing on increasing the graduation
rate. In addition, by successfully addressing the components listed in the Transformation Model, we will
improve upon practices that are not considered “low performing” for the Academy, but are subpar to the
consideration of a school of distinction. We believe we can successful implement the Transformation
Model and move from priority to reward by the end of the three year grant period.
Component 1: Develop and increase teacher and school leader effectiveness
Replace the principal
Cyndi Austin, the principal of Crossnore Academy, assumed the position on August 3, 2012. Her
education and work experience provides her with the necessary competency to be a transformation
leader in instruction, supervision, and administration. A former classroom teacher, Mrs. Austin has over
16 years of instructional experience as a classroom teacher in both the charter and traditions systems;
seven of those years were served at Crossnore Academy. Her supervisor competencies are drawn from
her MA in curriculum and instruction and as a licensed curriculum specialist. Finally, as a doctoral
candidate in educational leadership, Mrs. Austin has received the highest level of education in
administrative leadership available.
From the onset of her employment, Mrs. Austin has effectively and clearly communicated the message
of change. The beginning and ending time of the instructional day has been lengthened while preserving
the 185 day calendar; planning time has been reduced so as to be more effective and focused on
academic instruction; and course offerings have been redesigned to ensure that students are being
scheduled for full credit courses. Room assignments and teaching assignments have been revamped in
order to better meet the needs of the students and to provide an environment that is more conducive to
teaching and learning.
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Public Schools of North Carolina
LEA Application 1003(g)
Mrs. Austin is focused on building leadership capacity by forming a school achievement leadership team
(SALT), a team to lead the Positive Behavior Instructional Support (PBIS), and a Student-Class
Advisory Team. In addition, she has implemented the NCEES evaluation system using the McREL
online evaluation format which focuses on achieving learning goals and improving instruction.
Use rigorous, transparent, equitable evaluation systems for teachers and the principal
The NCEES evaluation system using the McREL online format frames the Principal's evaluation
process. The teachers have been informed of the evaluation standards associated with the evaluation
system, the walk-thru rubric, and the ESEA Principles for effective teachers. All teachers have been
trained and actively participate in the NCEES evaluation system using the McREL format.
Moving forward in the upcoming academic year new mentors will be chosen. All mentors will be
properly trained by the region 7 consultant for the Beginning Teacher Support Program. The training
will encompass the NCEES instrument and the McREL online format, in addition to 5 minute walkthroughs, in order to ensure fidelity of standardized procedures. Formal evaluations will be documented
online via an iPad. Informal walk-thrus will be documented according to an established walk-thru
checklist. The principal has implemented a process in which timely, clear, constructive feedback is given
to teachers.
Collective and individual professional development programs will be directly linked to both the informal
and formal evaluation process. Both the NCEES and walk-thru evaluation rubric will be assessed every
semester to gauge quality and utility.
Identify and reward school leaders and remove teachers determined to be ineffective after ample
opportunity for improvement is provided
As a charter school we are an "at will" employer and are not subjected to the tenure system. Therefore,
we do not need to negotiate expedited processes for performance-based dismissals. However, a system
has been put into place and a team has been assembled that will help the principal facility corrective
action plans with underperforming employees before discussions of dismissals are entertained. In the
event that it is necessary, the principal is knowledgeable of the rules and regulations that govern staff
dismissals and will work with the team to dismiss and immediately remove any employee who does not
adhere to the action plan and continues to underperform.
Provide ongoing job-embedded professional development
Professional development has been scheduled based on the identified needs of the staff according to a
needs assessment survey, teacher performance evaluations and student performance data. The
professional development schedule consists of the following topics:
 Subject specific pedagogy
 Instruction that reflects a deeper understanding of the community served by the school
(Sanctuary)
 Differentiated Instruction
 Common Core & Essential Standards
 Best practices in the classroom
 Technology
 Curriculum Mapping
 Rubrics
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Public Schools of North Carolina

LEA Application 1003(g)
 Literacy (ICLE)
 Rigor and Relevance Framework (ICLE)
 Gold Seal Lessons
 Quadrant D Lessons
Grading and assessment
In addition to the above PD schedule, classroom walk-thru checks will be conducted to evaluate the
implementation of PD with fidelity.
Implement strategies to recruit and retain staff
Crossnore Academy has established a process that incorporates more effective procedures for recruiting,
evaluating, rewarding and replacing staff. Our central focus is on the salary schedule and budgeting to
pay teachers as close to the state salary scale as financially possible. In addition a bonus matrix based on
best practices is being developed. The components of the bonus system are listed in the introduction of
Intervention 4.
Component 2: Implement comprehensive instructional reform strategies
The principal has implemented a policy in which teachers are expected to electronically submit weekly
lesson plans on Sunday evening or Monday morning. The format includes the standards, benchmarks,
list of 21st century skills, and lesson/activity descriptions for the upcoming week. All teams (elementary,
middle, and high school) have begun to work together to prepare standards-aligned lessons as they
implement the new NC Standard Course of Study.
Implement research-based programs
The Academy has begun staff development which addresses formative assessment and student
portfolios. In addition, the research-based reading and math programs produced by Te21 that correlate to
the Te21 benchmark assessments and reading and math assessments will be purchased.
Promote continuous use of student data
The principal will include evaluation of student outcomes in teacher evaluations focusing on student
portfolios and formative assessment artifacts. Teachers have begun to familiarize themselves with the
new standards and assessing student mastery accordingly. Professional development is designed to focus
on formative classroom assessment and teachers will be provided with the necessary data to make
appropriate curriculum adjustments. In addition, the testing coordinator regularly performs data analysis
and is responsible for reporting back all data received from the Te21 assessments, as well as provide jobembedded staff development on the use of EVAAS to make data driven decisions in the classroom.
The classroom management of all teachers has improved since the implementation of Positive Behavior
Support. Teachers are monitoring their own lunch detentions and office referrals have decreased greatly.
The addition of the Student Service Coordinator and Transition Advocate has also helped to decrease
office referrals as students are provided with a time and place to take a “time-out” from the classroom
environment, work through their behavior issue, and refocus on academics before being reintegrated to
the classroom.
Component 3: Increase learning time and create community-oriented schools
Provided increased learning time
The school day was extended and instruction time tightened (Table 3) in the 2012-2013 school year by
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Public Schools of North Carolina
LEA Application 1003(g)
decreasing excessive planning time among teachers. The school is presently monitoring the extended
learning time for effectiveness. Preliminary indications show that this has been a positive move for
students and will continue as we move forward in the next school year.
Provide family and community engagement
The school is providing more opportunities to engage parents/RCs and community members in the
transformation process. Regular input is sought through surveys, as well as formal and informal
meetings. Survey results have shown that the school has established a positive culture in which all
members of the organization are embracing the school-wide reform initiative associated with priority
status. However, family and community membership on school-wide committees is lacking and is an
area of focus for improvement in the upcoming school year.
Component 4: Provide operational flexibility
Provide sufficient flexibility to fully implement
The CEO and the Board of Directors have empowered the principal and Academy staff with full support
to implement all the initiatives listed under the focus area interventions. However, the principal is
responsible for updating the stakeholders regularly and is accountable for outcomes and results. The
principal has been given freedom and flexibility to manage the daily operations of the programs and
initiative. The principal has the Board’s full support in determining class schedules and staff
development schedule; to make hiring decisions, as well as teacher assignments; to make budgetary
decisions such allocating monies for programs or resources necessary to implement the initiatives and
bring about positive change.
Provide ongoing intensive technical assistance and support
The Academy administration and the administration of The Crossnore School are committed to moving
Crossnore Academy from the label of Priority to the distinguished position of Reward. For this idea to
become a reality, the administration is providing ongoing intensive technical assistance and support.
Faculty will be provided with ongoing job-embedded quality staff development throughout the year.
Communication between the school and Parents/RCs will increase and more opportunities for
community engagement will be extended. In addition, the administration will provide intensive technical
assistance and support by providing the data necessary to make decisions, but more importantly, will
provide essential ongoing training for teachers in the analysis and interpretation of data in order to make
appropriate data-driven decisions.
Design and implement interventions consistent with the final requirements (one model must be
selected below and each model component should be addressed). *
Intervention
Model
Turnaround
Required Components to Address

Replace the principal

Rehire no more than 50 percent of the staff

Implement strategies to recruit and retain staff

Provide ongoing job-embedded professional development

Adopt a new governance structure

Implement a vertically-aligned instructional program

Promote continuous use of data (including formative, interim, and summative)

Provide increased learning time

Provide appropriate community services and supports
(insert text if applicable)
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Public Schools of North Carolina
Restart

Transformation

LEA Application 1003(g)
Convert the school or close the school and reopen under a charter management
organization(CMO) or an education management organization (EMO) that has been selected
through a rigorous review process

Enroll any former student who wishes to attend the school
(insert text if applicable)



Develop and increase teacher and school leader effectiveness
o Replace the principal
o Use rigorous, transparent, equitable evaluation systems for teachers and the principal
o Identify and reward school leaders and remove teachers determined to be ineffective after
ample opportunity for improvement is provided
o Provide ongoing job-embedded professional development
o Implement strategies to recruit and retain staff
Implement comprehensive instructional reform strategies
o Implement research-based programs
o Promote continuous use of student data
Increase learning time and create community-oriented schools
o Provide increased learning time
o Provide family and community engagement
Provide operational flexibility
o Provide sufficient flexibility to fully implement
o Provide ongoing intensive technical assistance and support
School Closure 
Close the school and enroll the students in a school in the LEA that is higher achieving
(insert text if applicable)
Align other resources with the interventions*
Develop and increase teacher and school leader effectiveness
o
o
o
o

NCEES
Student survey
Parent/RC survey
Student growth data
 EVAAS
 PathDriver Assessment program
 Case 21 Assessment program
 Student portfolios
 Transition enrollment
Identify and reward school leaders and remove teachers determined to be ineffective
after ample opportunity for improvement is provided
o Action plan for ineffective teachers
o 100% of teachers 100 % HQ 100% employed;
o Bonus
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Public Schools of North Carolina
LEA Application 1003(g)





Degree: BS, MA, EdS, Ed.D
Attendance
Attrition
Grants
 Writing
 Acceptance
 Student growth
 Committee membership
 Committee chair
 Club sponsorship
 Lesson prep #
 Student assignment #
 Lesson plans
 Aligned to the NCSCOS
 Quadrant D lessons
 Gold Seal lessons
 Rigor, relevance, and real
 Spiral Instruction
 Curriculum mapping
 Cross-curricular integration
 Technology integration
 Data driven
 Student engagement – Project based learning - hands-on
 Student led/Teacher facilitated
 Differentiated Instruction
o IEPs
o 504s
Provide ongoing job-embedded professional development
o PD schedule
 Subject specific pedagogy
 Instruction that reflects a deeper understanding of the community
served by the school (Sanctuary)
 Differentiated Instruction
 Common Core & Essential Standards
 Best practices in the classroom
 Technology
 Curriculum Mapping
 Rubrics
 Literacy (ICLE)
 Rigor and Relevance Framework (ICLE)
 Gold Seal Lessons
 Quadrant D Lessons
 Grading and assessment
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Public Schools of North Carolina
LEA Application 1003(g)
o

Classroom Walk Through Checks to evaluate the implementation of PD with
fidelity
Implement strategies to recruit and retain staff
o Merit Bonus
o Signing Bonus
o Scholarships for higher education classes/National Board Certification
o TOY Bonus
o Beyond the Call Bonus
o Academy car use provided for principal, student services, testing coordinator,
PD transportation etc.
Implement comprehensive instructional reform strategies


Implement research-based programs – vertically aligned K-12 with NCSCOS (our
response to intervention)
o Case 21 assessment
o Literacy program
 School-wide focus on reading, writing, speaking, reasoning
o Math program (IXL)
o After school program – early warning
 Classwork spreadsheet
 Failure is not an option
o Makeup time program
o Transition Advocacy program
o Classroom formative assessments
 Student portfolios
 Differentiated instruction
 Rubrics
 Competency based instruction
 Performance based assessments
 Acceleration of basic reading and math skills
 Grading scale
o Tutoring
o Inclusion – least restrictive environment
o Secondary Ed specific – R(3) rigor, relevance and real time
 Increase enrollment in NCVPS – online advanced classes
 Provide tutors in advanced subjects
o Summer Enrichment Programs
 Credit recovery
 Content specific tutoring
Promote continuous use of student data
o Orientation program – Assessing
o 6 week assessment/ Case 21/ AR/
Increase learning time and create community-oriented schools

Provide increased learning time
o Lengthen the school day
14
Public Schools of North Carolina
LEA Application 1003(g)
o
o

Pullout testing - testing coordinator
Tutoring
 Inclusion
 Afterschool program
o Practical planning time
o Family nights – student led conferences
o Summer Enrichment Programs
 Accelerated basic reading programs
 Accelerated basic math programs
 Accelerated basic computer skills
o Safe school environment
 Partner with Sheriff Dept., Fire Dept. Community Leaders
(Superintendent of County LEA
 Therapist
 Sanctuary – campus-wide
 Health kids program – BMI tracking
 Anti-bully curriculum and policy
o Student Services
 Safety net programs
 Mentoring: peer and teacher
 Afterschool Success
 Diploma project
 Project graduate
 Road Map to Success
 PEP
 Study skills
 Credit Recovery
 College visits
 Framework for 21st Century Learners
 ACT prep
 SAT prep
 Graduation books
o Resource/Refocus Room
 Positive behavior centered
 Refocus and return to instruction
Provide family and community engagement
o Weekly conferences
o Student-led conferences
o Family night gallery walks – 9 weeks
o Committee members
Provide operational flexibility

Provide sufficient flexibility to fully implement
o Empowerment by the Board of Directors to the Principal and Academy
faculty
15
Public Schools of North Carolina
LEA Application 1003(g)
o

Personnel support of programs
 Student Service Coordinator/Transition Advocate
 ITF
 Afterschool facilitator
 Makeup time facilitator
Provide ongoing intensive technical assistance and support
o ITF
o Professional Development
Modify practices or policies, if necessary, to enable schools to implement the interventions fully
and effectively*
Strategic planning meetings for intervention implementation and professional development
opportunities for specific initiatives will be offered throughout the summer and during the
2013-2014 school year. Board approval for all interventions and initiatives will be sought at
the June 2013 board meeting.
Sustain the reforms after the funding period ends*
The Academy administrator and the CEO of The Crossnore School will:
 Regularly assess the programs and initiatives for funding gaps
 Determine the amount of funds that are needed to support the program and any new
programs. Establish a total cost that is needed to continue
 Determine if the program goals and objectives still appropriate or if they need to
change or expand to meet new priorities
 Identify current resources and the amount of funds the Academy and The School
receive.
 Identify potential donors and funding sources - develop a plan for approaching and
engaging new funding sources
 Build personal relationships within the community
 Fund raising - use results and outcome data to showcase the success of the program
Recruit, screen, and select external providers, if applicable, to ensure their quality*
N/A
Identify pre-implementation activities to fully support intervention model*
A 20 seat computer lab was installed in the Academy in the 2012-2013 school year. The computer lab
is staffed full-time allowing students and teachers all day access. Professional development
opportunities have been offered in the 2012-2013 school year on 21st century skills and tools. In
addition, profession development opportunities will be provided in the summer of 2013 at which
teachers can become familiar with the State’s new Home Base initiative.
16
Public Schools of North Carolina
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:
Crossnore Academy
Transformation
Additional
Resources:
Annual Goals:
Te21 Case assessment program, PathDriver assessment, AR program, Professional
Development resources; Financial resources for teacher supplements and bonuses
Measurable
Objectives:
Implementation Steps
Periodic Evaluation
Use rigorous, transparent,
equitable evaluation
systems for teachers and
the principal
Implement the NCEES
program fully within the
Academy’s job
expectation guidelines
Peer Evaluations
NCEES as required
Weekly Walk-thru
Identify and reward
school leaders and
remove teachers
determined to be
ineffective after ample
opportunity for
improvement is provided
Action plan for
ineffective teachers
100% of teachers 100 %
HQ 100% employed;
Merit bonus
Provide ongoing jobembedded professional
development
Subject specific
pedagogy
Instruction that reflects
a deeper understanding
of the community
served by the school
(Sanctuary)
Differentiated
Instruction
Common Core &
Essential Standards
Best practices in the
classroom
Technology
Curriculum Mapping
Rubrics
Literacy (ICLE)
Rigor and Relevance
NCEES evaluation system, McREL online format, Walk-thru rubric, ESEA Principles for effective
teachers. EVAAS
Develop and increase teacher and school leader effectiveness
Person(s)
Responsible
Principal,
CEO of The
Crossnore School,
Teachers
Timeline
Weekly progress
monitoring
Annual Review
Principal,
Leadership Team
June 2014
Every Monday 3:305:00
Classroom Walk-thrus
checks to evaluate the
implementation of PD
with fidelity
Principal,
Leadership Team,
Teachers
Ongoing
On going
17
Public Schools of North Carolina
LEA Application 1003(g)
Framework (ICLE)
Gold Seal Lessons
Quadrant D Lessons
Grading and
assessment
Implement strategies
to recruit and retain
staff
Monitoring Plan:
Merit Bonus, Signing Bonus, Scholarships for higher education classes/National Board
Certification, TOY Bonus, Beyond the Call Bonus, PD funds etc
Attendance at weekly PD, Weekly walk-thru observations for PD application in the
classroom, weekly lesson plan submission and review, NCEES evaluations
Name of School:
Intervention Model:
Existing Resources:
Additional
Resources:
Annual Goals:
Crossnore Academy
Transformation
Student Service Coordinator/Transition Advocate, Computer Access, 1:1 Initiative
Computer programs, Assessment programs, Staff : Tutors, Program Coordinators,
Program specific Profession Development; Travel expenses
Implement comprehensive instructional reform strategies
Measurable
Objectives:
Implement researchbased programs
Implementation Steps
Periodic Evaluation
Vertically aligned K12 with NCSCOS
Implement the
following:
Te21 Case Assessment
Literacy program School-wide focus on
reading, writing,
speaking, reasoning
Math program (IXL)
After school program –
early warning (3)
Academic, Discipline,
Makeup time program
Transition Advocacy
program
Classroom formative
assessments
Student portfolios
Differentiated
instruction
Rubrics
Competency based
instruction
Performance based
assessments
Acceleration of basic
reading and math skills
Grading scale
Tutoring - Inclusion –
least restrictive
environmentSecondary Ed specific
– R(3) rigor, relevance
and real time - Increase
Monthly checks for
implementation with
fidelity
Person(s)
Responsible
Principal,
Administrative and
Leadership Team,
ITF
Timeline
Begin
implementation
August 2013
Complete
implementation
June 2014
18
Public Schools of North Carolina
LEA Application 1003(g)
enrollment in NCVPS
– online advanced
classes - Provide tutors
in advanced subjects
Summer Enrichment
Programs - Credit
recovery - Content
specific tutoring
Promote continuous
use of student data
All students show a
3% quarterly increase
in both math and
reading resulting in a
12% annual increase
All students show
growth in content
knowledge
PD on student data
analysis
6 week (re)assessment
schedule using Te21
assessment program
EVAAS PD
Formative classroom
assessment PD
Benchmark assessment
using PathDriver in
both reading and math
at first of year
Assess all students
quarterly to progress
monitor
Teacher/Test
Coordinator
conference to discuss
results and drive
instruction
Benchmark assessment
using Te21Case
assessment in all core
areas in Aug
High School:
comprehensive testing
using Te21 at 12
weeks for progress
monitoring
Teacher/Testing
Coordinator
conference to discuss
results and plan for
EOCs
Elementary and
Middles School:
comprehensive testing
using Te21 at 18
weeks for progress
monitoring and again
at 27 weeks
Teacher/Testing
Coordinator
conference to discuss
results and plan for
EOGs
6 week progress
monitoring using
assessment data
Principal,
Testing/Assessment
Coordinator,
Teachers
Ongoing
Every student will be
assessed quarterly
using Te21 Case
Assessment program
to progress monitor
student improvement
in both reading and
math
Testing/Assessment
Coordinator
Benchmark
August 2013
Quarterly
review of data
Summative
report June
2014
Ongoing for
returning
students
Benchmark K-12 Aug
Comprehensive High
School 12 weeks
Comprehensive
Elementary and
Middle School 18 and
27 weeks
Testing/Assessment
Coordinator,
Teachers
Benchmark K12 Aug
Comprehensive
High School 12
weeks
Comprehensive
Elementary and
Middle School
18 and 27
weeks
19
Public Schools of North Carolina
LEA Application 1003(g)
Monitoring Plan:
Every 12 weeks the Testing/Assessment Coordinator will (re)assess K-8 students in
Reading and Math using PathDriver and share data with teachers. K-8 will be given a
benchmark assessment at the beginning of the year and a comprehensive assessment at 18
and 27 weeks. 9-12 grade will be given a benchmark assessment at the beginning of the
semester and a comprehensive at 12 weeks using Te21Case Assessment.
Name of School:
Intervention Model:
Existing Resources:
Additional
Resources:
Annual Goals:
Crossnore Academy
Transformation
Staff: Teachers, Student Service Coordinator, Operational flexibility
Staff: Program facilitators, Tutors; Financial resources to purchase programs; Mode of
transportation
Measurable
Objectives:
Provide increased
learning time
Implementation Steps
Periodic Evaluation
Lengthen the school day
Pullout testing - testing
coordinator
Tutoring – Inclusion Afterschool program
Practical planning time
Family nights – student
led conferences
Summer Enrichment
Programs - Accelerated
basic reading programs Accelerated basic math
programs - Accelerated
basic computer skills
Safe school environment
- Sanctuary model Health kids program Anti-bully curriculum
and policy
Student Services - Safety
net programs Mentoring: peer and
teacher - Afterschool
Success - Diploma
project - Project graduate
- Road Map to Success Credit Recovery College visits Framework for 21st
Century Learners - ACT
prep - SAT prep Graduation books
Re-focus Room- Positive
behavior centered Refocus and return to
instruction
Monthly checks for
implementation with
fidelity
Weekly conferences
Student-led conferences
Family night gallery
walks – 9 weeks
Committee membership
Weekly sign-in sheets
for conferences
9 week review of
family walks and
student-led
conferences
Provide family and
community engagement
Increase learning time and create community-oriented schools
Person(s)
Responsible
Principal,
Administrative and
Leadership Team,
ITF
Timeline
Principal,
Leadership Team,
Teachers,
Parents/RCs,
Students
Begin
Implementation
August 2013
Ongoing
Begin
implementation
August 2013
Ongoing
20
Public Schools of North Carolina
LEA Application 1003(g)
Quarterly review of
committee
membership
participation
Monitoring Plan:
Weekly progress monitoring of conferences; Quarterly review of committee engagement (agenda)
and membership participation (sign-in); 9 week review of gallery walks (sign-in, review of student
artifacts presented)
Name of School:
Intervention Model:
Existing Resources:
Additional
Resources:
Annual Goals:
Measurable
Objectives:
Crossnore Academy
Transformation
Staff: Student Service Coordinator, ITF, Teacher Assistants; Federal program monitors
Financial resources: Mode of transportation, program support, personnel
Provide operational flexibility
Implementation Steps
Periodic Evaluation
Personnel support of
programs
Student Service
Coordinator/
Transition Advocate
ITF
Afterschool facilitator
Makeup time facilitator
Teacher Assistant/Tutor
(4)
Monthly reviews of
the programs and
evaluation of program
coordinators for
fidelity
Provide ongoing
intensive technical
assistance and support
Provide ITF for
teachers and students
to ensure programs are
implemented with
fidelity.
Provide necessary PD
for proper program
implementation.
Principal hosts/attends
all required program
fidelity check-ins
offered by Federal and
State Program
Coordinators
Monthly review of all
weekly PD offered.
Calendar log and
notes from fidelity
check
Monitoring Plan:
Indicators of success and monitoring practices will be developed in conjunction with the Federal
Program Monitors as a result of their fidelity checks
Provide sufficient
flexibility to fully
implement
Person(s)
Responsible
Principal
Timeline
Principal
Federal Monitoring
Program
Coordinators
Summer 2013
Ongoing
Implementation
August 2013
Ongoing
SECTION E: Budget
21
Public Schools of North Carolina
LEA Application 1003(g)
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
PreFull Year 1
Year 2
Year 3
Total
implementation
Budget
Budget
Budget
Requested
Funds
1. Crossnore Academy
2.
3.
4.
5.
$
$
$
$
$
$436,405.50
$
$
$
$
$218,202.75
$
$
$
$
$218,202.75
$
$
$
$
$872,811.00
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
LEA-level Activities
1.
2.
3.
4.
$
TOTAL SIG Funds Requested for LEA Budget
2. School Funds request (Add additional rows as needed)
Name of School:
Intervention Model:
Activities for Intervention Model
Year 1
Salaries
$42,127.91
1. Parent Involvement (inclusive)
$72,764.71
2. Remedial and Suppl K-12 (inclusive)
$65,012.88
3. Teaching Assistant/Afterschool
Tutor (inclusive)
50,000
4. Staff Bonuses
40,000
5. Signing Bonuses
Year 2
Year 3
Total
$42,127.91
$62,764.71
$22,810.13
$42,127.91
$62,764.71
$19,310.13
$126,383.73
$198,294.13
$107,133.14
20,000
15,000
20,000
15,000
90,000
70,000
Transportation
2. Travel Expenses
3,000
3,000
3,000
9,000
Supplies and Material
1 Computer Equipment
2. Computer Furniture
3.Computer assessment software
4. Contracted Repairs
15,000
1500.00
25,000
2,000
3,000
1,000
1500.00
0
6,000
1500.00
1500.00
0
24,000
4,000.00
28,000
2,000
Staff Development
1.Regular curricular – Workshop Exp
2. Travel Expenses
5,000
2,000
5,000
2,000
5,000
2,000
15,000
6,000
Comprehensive Instructional Reform
22
Public Schools of North Carolina
LEA Application 1003(g)
1.Increase NCVPS enrollment
2. Literacy Program K-12
3. Math Program K-12
4.Summer Enrichment Program
Supplies
5.Summer Enrichment Program Staff
6.College Readiness Prep 9-12
5,000
30,000
30,000
8,500
5,000
1,000
1,000
8,000
5,000
1,000
1,000
8,000
15,000
32,000
32,000
24,500
29,500
10,000
15,000
10,000
15,000
10,000
59,500
30,000
School Totals
$436,405.50
$218,202.75
$218,202.75
$872,811
Intervention Model:
Year 1
Year 2
Year 3
Total
1.
2.
3.
School Totals
$
$
$
$
$
$
$
$
$
$
$
$
$
$
Name of School:
Activities for Intervention Model
1.
2.
3.
School Totals
Intervention Model:
Year 1
$
$
$
$
$
$
Year 2
Year 3
$
$
$
$
Total
$
$
$
$
Name of School:
Intervention
Model:
Year 1
$
$
$
$
Year 3
$
$
$
$
Total
$
$
$
$
Name of School:
Activities for Intervention Model
Activities for Intervention Model
1.
2.
3.
School Totals
Year 2
$
$
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
Role Assignment
Data Gathering and Analysis
Components
Interventions
Narrative
Cyndi Austin, Rob Fuldner,
Dale Trivette, Brett Loftis,
Jim Brewer, Neal Gragg
March 8, 2013
March 27, 2013
April 11, 2013
April 15, 2013
April 16, 2013
23