The Institute For The Development Of Young Leaders fosters in students an ongoing commitment to themselves and others and:
1305 West Club Blvd, Durham, NC 27705
1305 West Club Blvd.
Durham, North Carolina 27705
March 18, 2015
One of the benefits North Carolina public schools offer parents is transparency. Public school accountability is a standard practice for North Carolina going back to the early 1990s, and the North Carolina School Report Cards provide parents with information on such key issues as student performance, teacher experience, and school safety. Data are provided at the school, district, and state levels to enable parents to compare the performance of their student’s schools with others across the district and state.
Legislation (G.S. §115C-83.15) passed during the 2013 long session of the North Carolina General Assembly provides an additional measure of school performance in the form of School Performance Grades. Beginning with the 2013-14 school year, the annual North Carolina School Report Cards display a letter grade of A, B, C, D or F for each school in the state.
The School Performance Grades are based 80 percent on our school’s achievement score (student proficiency) and 20 percent on students’ academic growth. At The Institute for the Development of Young Leaders, our students scored 12 in Reading, <5 in Math and 7 in Science.
The purpose of this letter is to inform you that The Institute for The Development of Young Leaders received a School Performance Grade of F for the 2013–14 school year. Although we are committed to improving this score, it is important to remember that just as no one single score or grade tells the whole story of a student, neither does it tell you everything about the performance of a school or the opportunities that our school provides. Our teachers are working to differentiate learning by using Project Based Learning as our primary instructional delivery model. However, since research also support more individualized approaches, teachers this year have received training on using small group instruction. They are using strategies like guided reading and peer-to-peer instruction to provide intensive instruction on a daily basis in all core subjects to promote the development of the various components of reading proficiency to students that show minimal progress.
One of our top priorities for 2014-2015 is to improve our School Performance Grade. Therefore, we have purchased a reading program named Lexia. This program provide differentiated instruction for students using immediate corrective feedback, multiple levels of scaffolding, and explicit instruction both online and through direct instruction with the teacher. Students work independently to develop reading skills in a structured, sequential manner with a focus on foundational skills to develop automaticity and fluency, listening and reading comprehension, and vocabulary.
We have also focused on building a stronger foundation in reading by training all teachers on Mclass Assessment which is a foundation skills assessment, where teachers record observations with a running record to quickly analyze reading comprehension. Using this program teachers can assign reading levels and monitor progress to support mastery of increasingly complex text.
We hope you will closely follow your student’s academic progress and work with his or her teacher(s) to help ensure they stay on track academically. Working together as a team, we can improve not only how well our students are performing individually, but how our school is performing as a whole. There is nothing more important to administrators and teachers at The Institute for the Development of Young Leaders than ensuring that your student is ready for the next step in their academic career. I look forward to working with you to make sure your student is on track for success.
If you have any questions or concerns regarding our School Performance Grade and how we plan to improve, please don’t hesitate to contact me, Charlotte Wilson at charlotte.wilson@theidylschool,org (919 )973-417
Charlotte D. Wilson, M.Ed.