Shady Brook Elementary School

School Information

School Name: Shady Brook Elementary
School Address: 903 Rogers Lake Road, Kannapolis, NC 28081                            
School Phone: 704.933.2434
School Fax: 704.933.9571
Principal:  Dr. Rachel Zaionz
Principal E-Mail:  rachel.zaionz@kcs.k12.nc.us
Web Address: http://sites.google.com/a/kcs.k12.nc.us/sb/

Demographics

Number of Students:  372
Number eligible for Free and Reduced Lunch: 67.1%
Percent of Limited English Proficient:  24.1%
Percent of Special Education: 14%
Racial/Ethnic Percentages:

• White: 46.4%
• Black: 16.5%
• Hispanic: 31.2%
• Asian/Pacific Island: 0.9%
• Other: 5%

Narrative:

Shady Brook Elementary school is a K-4 Title I school.  We have 17 K-4 classrooms.  We have three special education programs (a self-contained cross categorical class, a classroom for students with autism, and a resource program).  We have several full-time support specialists including an English as a Second Language teacher, a Title I teacher assisting with the 4th grade team, a Media Specialist, a School Counselor, a Reading Coach, a Speech Therapist, a Technology Integration Specialist and a Nurse. We also have a part-time Academically and Intellectually Gifted Education teacher and a part-time Math Intervention Specialist.  We have an active Parent Teacher Organization (PTO).  Our PTO provides funds and support for classroom instruction, student recognition programs, and assists in the school by volunteering.  Our PTO president also serves as a member of our School Leadership Team, which helps with the development and implementation of the Continuous Improvement and Title I plans.
 
Our students come from diverse economic and ethnic backgrounds.  Our school population is made up of students from two housing projects, some mobile home parks, and several middle class subdivisions.  Our percentage of students receiving free or reduced lunch varies slightly throughout the year, but is currently 67.12%.
 
There are several important programs which help mold our instruction at Shady Brook.  This year we are implementing a new literacy assessment (Reading 3D) to drive our instruction.   Shady Brook is continuing its partnership with University of North Carolina at Charlotte (UNCC) as a Professional Development School (PDS).  We join the university in the development of future teachers by arranging hours for clinicals and hosting student teachers. Eighty percent (80%) of our staff members have completed face-to-face training with the DuFours in the “Professional Learning Community” model. We are committed to the fidelity of the organizational model started by the DuFours and use this model to shape our decision making, instruction, and assessments.  We are currently implementing Positive Behavior Instructional Support at Shady Brook to ensure that students are following behavioral expectations, which in turn maximizes learning time.

Our staff is dedicated to the following commitment statements created collectively:
 Safe, caring environment

• We will provide a safe, caring, respectful environment promoting high expectations for all members of our learning community.
• We will model and expect all students and staff to “Be Safe”, “Be Respectful” and “”Be Responsible”.

Positive culture

• We expect professionalism, respect, shared commitment, responsibility for outcomes, active participation, punctuality, active collaboration, a positive attitude, focus and on-task behavior.
• We will continue to develop and support positive relationships with our colleagues, students, and community.

Innovative and creative learners

• We will motivate students to take responsibility for and pride in their learning and celebrate their success.
• We will develop a sense of responsibility and mutual respect in each student.

Knowledgeable community

• We will develop effective partnerships with parents and the community.
• We will ensure a respectful and communicative network among staff, students, parents, and the community.

Eyes on the future

• We will honor our commitment to lifelong learning by taking responsibility for the education of ourselves and our students, through our actions and decisions.
• We are committed to high student achievement.  We will use high quality and multiple levels of instruction and assessments, and use instructional time effectively.

Student Achievement Data

TPRI - Comprehension

K-2 Percent Proficient by Subgroup

Grade 3	Math (School/State)	Reading (School/State)
2007-08	52/73	32/55
2008-09	84/81	67/66
2009-10	79/82	67/66

Grade 4	Math (School/State)	Reading (School/State)
2007-08	62/73	60/59
2008-09	83/82	58/69
2009-10	81/83	60/72

Overall Reading Performance	All	Black	Hispanic	White	EC	EDS	LEP
2007-08	47/57	30/37	29/38	62/70	29/29	33/40	15/22
2008-09	62/67	33/49	61/50	71/80	20/38	54/53	50/38
2009-10	61/70	41/53	50/55	80/82	16/41	49/57	32/37

Overall Math Performance	All	Black	Hispanic	White	EC	EDS	LEP
2007-08	57/73	40/54	63/66	64/83	29/48	46/61	55/55
2008-09	83/81	53/66	94/77	88/90	53/58	79/72	91/71
2009-10	80/82	73/68	69/77	91/89	42/57	74/73	64/68

*The state reading test changed to a more rigorous version beginning in 2007-08.
EC = Exceptional Children
EDS = Economically Disadvantaged Students
LEP = Limited English Proficient

 

Please feel free to comment on any aspect of the data that you feel is particularly significant.

The most significant accomplishment in student achievement is recognized by the fact that Shady Brook Elementary has met all the goals for all subgroups required by the Adequate Yearly Progress (AYP) component of the Elementary and Secondary Education Act (formerly referred to as No Child Left Behind) for the last two years, thereby exiting school improvement. The gains were particularly evident by the increases in student achievement from 2007-08 to 2008-09. In this time frame reading proficiency increased 15 points and math proficiency increased 26 points for all students in tested grades. Just as significant is the fact that even though the student body has changed as classes of students are promoted from year to year, the gains were maintained the following year with only minimal decreases that would not be considered statistically significant.

Probably the greatest contributing factor to the dramatic improvements that have occurred at Shady Brook is the emphasis that has been placed school-wide on ensuring that all staff members are aware of the data that are available and how to use them productively. With this information, all staff members are able to determine where students are performing, where they need to be, and then what resources are available to get them there.  Collaboratively the administration and staff at Shady Brook Elementary have made a true commitment to using data as the basis for determining the needs of each student. It is this focus on individuals and not groups of students that has created the increases in student achievement realized over the last two years.

Teachers and administrators have periodic data reviews that include using multiple points of data from various sources in order to create a complete profile for each student. They have worked to establish expectations for each student that are both reasonable and rigorous and then they monitor each individual student’s progress toward reaching the goals. This constant awareness of students’ needs and academic development allows instructional decisions to be made that are both timely and effective.

Inspired to be the best: Commitment to Academic Achievement and Collaborative Teaming

Shady Brook Elementary is a school built upon collaboration and teamwork.  Upon entering the doors of the school, you will find it is a unique and flourishing school.  The staff is 100% committed to excel in all aspects for the student population.  The focus of the master schedule is to support common grade level planning for one ninety minute and three forty-five minute blocks weekly, during the contractual day. Larger Collaborative Team Meetings (CTM) take place weekly, with grade level rotation every two weeks. The meetings are a series of three 90- minute structured meetings over a six week period, including planning, data analysis and student review. In the meeting focused on planning, the teachers work with resource specialists and administrators to develop monthly integrated plans with common objectives and themes.  In the data analysis meetings, formative and summative assessment results are analyzed by individual student results, individual teacher results, and grade level overall. During student review, teachers share and discuss student strengths and areas of weakness/concern. The students’ individual photos are projected so the team can readily identify which student the information regards. Representatives from administration, grade level teachers, resource specialists, the school nurse and the guidance counselor are present to collaborate and focus on areas of need pertaining to the type of meeting. 

Focus on best instruction in Reading and Writing:
Although we are no longer officially under the federal Reading First grant for grades K-3, we still continue to follow this model of literacy instruction.   All classrooms have a 90 minute uninterrupted block for reading instruction.  Teachers continue to use a core program, common formative assessments and common summative assessments based upon scientifically-based reading research.  All students are highly engaged in appropriate differentiated literacy activities.  Teachers meet with small groups to address reading needs and progress monitor learning every two weeks.  All grade levels are implementing word study, and flexible fluid grouping occurs throughout the school.  Students are exposed to several means of technology to enhance learning. There is an abundance of resources supporting Language Arts available for the students at Shady Brook.   

Language Arts Update 2010-2011
The teachers are committed to doing whatever it takes to meet the needs of all our students.  At this point with literacy instruction we are constantly evaluating the effectiveness of our practices and look for areas in which to refine our instruction.  We are improving our effectiveness at integrating science, social studies and technology with our core themes and stories.  We track student progress to ensure that all students are engaged in appropriate meaningful activities.  As we review the data we ask, “Are our students learning?” “What are we doing if they are not?” and “What are we doing for those who already have those skills?”  Teachers and students track their progress through conferencing, goal setting and student portfolios.

Focus on Math and Update for 2010-2011
The teachers have been working with the Mathematics Science Partnership (MSP) with UNCC for the past three years.  Through this partnership, the teachers work with a blended model of instruction correlated with the North Carolina Standard Course of Study and the Scott Foresman Mathematics Investigations program.  Professional development is available throughout the academic school year as well as during the summer so staff members can stay current on best practices in mathematics. 

A United PLC:
Shady Brook Elementary embraces the Professional Learning Community with open arms and minds.  Upon visiting the school, one will find a staff of committed educators who strive to reach the pinnacle of excellence no matter the obstacles.  Over the past few years the culture and climate of Shady Brook Elementary have made a huge transformation to a positive interactive environment.  Much of this change is due to a concentrated effort and devotion to Professional Learning Communities and following the DuFour PLC model.  “Educators committed to working collaboratively in ongoing processes of collective inquiry and action research to achieve better results for the students they serve. Professional learning communities operate under the assumption that the key to improved learning for students is continuous, job-embedded learning for educators.” (DuFour, DuFour, Eaker, and Many, 2006)

Staff Development:

Building a Professional Learning Community to Boost Student Achievement

Building Academic Background Knowledge Through Reading Vocabulary

Math and Science Partnership Grant (MSP Grant)

NC READS Course I Reading Academy

NC READS Course II Reading For Understanding

Pearson Learning- Waterford Early Reading Program and Success Maker

Professional Learning Communities at Work

Quest Grant

Reading 3D Training on site

SIOP—Sheltered Instruction Observation Protocol for ELLs

Weekly Technology Integration Sessions

Wireless Generation mCLASS Reading 3D

Wireless Generation mCLASS TPRI

Words Their Way Implementation

Collegial Book Studies-
Bear, Donald R. Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction. Upper Saddle River, NJ: Pearson Prentice Hall, 2008. Print.
Beck, Isabel L., Margaret G. McKeown, and Linda Kucan. Bringing Words to Life Robust Vocabulary Instruction. New York [u.a.: Guilford, 2002. Print.
Cameron, Antonia, Sherrin B. Hersch, Catherine Twomey. Fosnot, and Catherine Twomey. Fosnot. Young Mathematicians at Work. Portsmouth, NH: Heinemann, 2004. Print.
DuFour, Richard, and Robert E. Eaker. Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. Bloomington, IN: National Education Service, 1998. Print.
Fosnot, Catherine Twomey. Young Mathematicians at Work: Constructing Multiplication and Division. Portsmouth, NH: Heinemann, 2001. Print.
Haberman, Martin. Star Teachers of Children in Poverty. West Lafayette, IN: Kappa Delta Pi, 1995. Print.
Marzano, Robert J. Building Background Knowledge for Academic Achievement: Research on What Works in Schools. Alexandria, VA: Association for Supervision and Curriculum Development, 2004. Print.
Strategies That Work Teaching Comprehension for Understanding and Engagement. Bt Bound, 2007. Print.
Tomlinson, Carol A., and Jay McTighe. Integrating Differentiated Instruction & Understanding by Design: Connecting Content and Kids. Alexandria, VA: Association for Supervision and Curriculum Development, 2006. Print.
Vogt, MaryEllen, and Jana Echevarria. 99 Ideas and Activities for Teaching English Learners with the SIOP Model. Boston: Pearson Allyn and Bacon, 2008. Print.
Whitaker, Beth, and Todd Whitaker. What Great Teachers Do Differently: 14 Things That Matter Most : Study Guide. Larchmont, NY: Eye on Education, 2006. Print.

Culture and Climate at Shady Brook
Culture and climate are the heartstrings that provide the rhythmic beat for Shady Brook.  A positive culture and climate influence the way parents, teachers, students and administrators think, feel and react to situations. A quote from Henry David Thoreau comes to mind when thinking about our staff, “It is not enough to be busy; so are the ants. The question is: What are we busy about?” – David Thoreau.  Shady Brook is busy about our students and community.  The effort and outreach are beyond belief and also play a significant role in our school culture and climate.

Monitoring Student Learning
Teachers consistently review student progress through formative and summative assessments.  Progress monitoring takes place every two weeks, which assists staff in identifying students for interventions---benchmark, strategic and intensive. Teachers analyze data from the results and categorize students into systematic instruction and interventions:  core, supplemental and extension.  Students also track their progress through the use of data notebooks.

Shady Brook Systematic Interventions

Summary of Systematic Interventions:
Tier 1:  Core 
Implementing a systematic research based program for all students to demonstrate effectiveness to at least 80% meeting benchmarks. 
Tier 2:  Supplemental
During the supplemental phase (additional minutes and time) staff work with students to close the achievement gap utilizing the core and supplemental interventions.
Tier 3:  Extension
Further intensive, individualized instruction is provided to students intensifying the minutes and the focus. 
*The Systematic Interventions Funnel illustrates fluctuation in and out of the tiers for many of our students at Shady Brook.  We have found that this model depicts our results from data analysis and signifies a fluid program. Our master schedule provides specific enrichment and intervention times to meet the needs of learners. Funneling the core, supplemental and extension will in turn yield an increase in student academic achievement. 

Building Teacher Capacity
“Developing the capacity of educators to function as members of a professional learning community is the “best known” means by which we might truly achieve historic, wide-scale improvement in teaching and learning.”  (Mike Schmoker as cited in DuFour, Eaker & DuFour, , On Common Ground, 2005) Starting the PLC process at Shady Brook has improved the culture and climate, built leadership capacity among staff members, increased ownership of school related measures and increased knowledge and confidence levels.  It is imperative to our parents, staff, students and larger school community that we build capacity and have a plan in place to make sure the PLC model is sustained. 

Awards and Recognition
Eight Nationally Board Certified Teachers on Staff
Title I School with 100% Highly Qualified Teachers
Achieved State Accreditation
Multiple Teacher Facilitators involved with presenting at National Conferences
Three Math Facilitators for Mathematics Science Partnership
Cabarrus Autism Society Grants/Award 2008, 2009, 2010
Reading First Exemplary School 2008 Lowes Tool Box Grant –Outdoor Classroom 2008
Big Lots Scholarship Award 2008-2009
Kannapolis City Schools Bus Driver of the Year—Donna Anderson 2009 - 2010
Office Max –Adopt a Classroom 2009 - 2010
Saidee Jackson Memorial Award from the ARC of Cabarrus County 2009 - 2010
Parks and Recreation Grant 2009 - 2010
Reading First Exemplary School 2010
Big Lots Scholarship Award 2010-2011
Partnership with UNC-Charlotte

Going Above and Beyond: Partnerships and Outreach
ALC-Academic Learning Center (After school program)
Shady Brook Cafe
Midway Methodist Church
First Wesleyan Church
UNC-Charlotte Professional Development School (PDS)
Opportunity House Outreach Christian Ministries
PTO assisting with funding for teacher assistant professional development