Executive Summary for Mary C. Williams: Instructional Improvement Plan
COMMUNITY BUILDING:
CONTENT PLANNING:
* PLCs will meet with administration and coaches weekly to plan and
* PLCs will collaborate weekly to plan lessons using DPI resources and
collaborate resulting in an increase student EOY proficiency outcomes by
assessment data resulting in an increase of student EOY proficiency by 10%
10%
* Administration will provide informal and formal feedback focusing on critical
* PLCs and Committees will post minutes, plans on a shared drive bithinking,rigor, and student engagement resulting in an increase of student EOY
monthly
proficiency by 10%
* Staff will be update school-wide calendar daily
* Instructional coaches and administration will facilitate “reverse” planning training
* Staff will implement the MindUP program daily resulting in a 20% decrease
and monitor resulting in an increase of student EOY proficiency by 10%
in referrals Support staff will conduct parent informational sessions and
* Stakeholder perception survey results will assist in prioritizing achievement
create parent newsletters bi-annually
goals and instructional plans
* The PTA and school administration will create monthly newsletters to
increase parent involvement by 10%
* Administration will send Blackboard Connect system messages weekly to
increase parent involvement by 10%
* Climate committee initiatives will promote staff morale evidenced by an
increase of 10% positive TWC responses in 2016
* Student organizations will participate in service learning evidenced by an
increase student EOY proficiency outcomes by 10%
* Special interest clubs for grade 3-5 will be held weekly resulting in a
decrease in office referrals by 10%
* Staff will plan parent opportunities, including PTA events, curriculum nights, ESL nights, and student led conferences evidence by an increase in parent involvement by 10%
* Uniform Dress will result in a decrease of behavior referrals by 10%
* Staff will implement the Artisan Teacher themes resulting in an increase of student EOY proficiency by 10%
INSTRUCTION:
ASSESSMENT FOR LEARNING:
* K-2 Teachers will plan differentiated small group lessons in reading 80%
of the time and 3-5 Teachers will plan differentiated lessons 50% of the time.
* Teachers will use Revised Blooms taxonomy question stems resulting in
an increase of student EOY proficiency by 10%
* Teachers will use the Daily 5 structure, CLOSE reading techniques,
Number Talks, Tiered Vocabulary, Thinking Maps, and Write From the
Beginning resulting in an increase of student EOY proficiency by 10% *
Teachers will teach/ post Learning Target terminology as aligned with the
NCSCOS 100% of the time
* Teachers will assign daily homework in reading and math focusing on
fluency and practice resulting in an increase of student EOY proficiency by
10%
* Teachers will use on-going formative assessments-Schoolnet, Reading 3D,
mClass math data, and K-2 DPI and NHCS math assessments resulting in an
increase of student EOY proficiency by 10%
* Students will know and be able to verbalize learning targets 80% of the time
* Grade level teams, instructional coaches, student support staff, the
administration will meet weekly to review student achievement resulting in an
increase of student EOY proficiency by 10%
* SIT/Leadership will meet quarterly to review and monitor data on school goals
resulting in an increase of student EOY proficiency by 10%
* PLCs will analyze goal summary results to inform future planning resulting in an
increase of student EOY proficiency by 10%
10/2/2014
School Vision and Mission Statements for Williams
Vision:
The faculty and staff of Mary C. Williams Elementary School believe through collaboration with our parents and community partners, we will
create an educational environment where innovative teaching strategies, and technology inspire 21st century learners to set and achieve
lifelong goals and dreams.
Mission:
Williams, growing thinkers and learners for the 21st century.
Date Revised: 10/2/2014
LEA or Charter Name/Number:
School Name/Number:
School Address:
Plan Year(s):
Date prepared:
New Hanover County Schools - 650
Mary C. Williams 346
801 Silver Lake Rd.
2014-2016
Principal Signature:
Date
Local Board Approval Signature:
Date
School Improvement Team Membership
From GS §115C-105.27: “The principal of each school, representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants assigned
to the school building, and parents of children enrolled in the school shall constitute a school improvement team to develop a school improvement plan to improve student performance.
Representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants shall be elected by their respective groups by secret
ballot....Parents serving on school improvement teams shall reflect the racial and socioeconomic composition of the students enrolled in that school and shall not be members of the
building-level staff.”
Name
Committee Position*
Principal
Assistant Principal Representative
Inst. Support Representative
Inst. Support Representative
Teacher Representatives:
Kindergarten
First Grade
Second Grade
Third Grade
Fourth Grade
Fifth Grade
Pre-K
Specialists
Resource Dept.
ELL
Support Staff
Amy Oots
Dawn Vickers
Lynda Cooley
Carmen Milliken
Pam Jones
Brooke Kenworthy
Amy Pollard
Carla Bromstead
Kelly Todd
Jim Allen
Linda Maxey
Wendy Weidenhammer
Dawn Silika
Sean Gould
Traci Adcock
Committee Position*
Parent Representatives:
Name
Kim Beck
Bernice Johnson
Keith Krowl
Toni Walton
Jose Nolasco
Deyania DeLa Cruz
Silvino Quiterio
Araceli Martinez
Leigh Wood
Justin Wood
Estela Vazquez
* Add to list as needed. Each group may have more than one representative.
Date Revised: 10/2/2014
Priority Goal 1 and Associated Strategies
School Goal 1:
The proficiency of Williams students will increase by a minimum of 20%in English Language Arts (ELA).
Supports this district goal:
New Hanover County Schools will achieve 85% proficiency as measured by EOG and EOC test results within the next 3-5 years.
SMART Goal (one- to threeyear projection)
By June of 2016, reading results for percent proficient will increase as outlined in the chart below as measured by EOG tests.
Plan/Do
Percent Proficient
English Language Arts
2012-2013
2013-2014
2014-2015
33.5
47.5
52.3
Growth
2015-2016
2012-2013
2013-2014
57
2014-2015
10
2015-2016
10
What data supports the SMART Goal above? See chart below
2013-2014 ELA Percent Proficient by Subgroup
All
3rd Grade
4th Grade
5th Grade
American
Indian
Asian
52.2
42.9
47.1
Black
Hisp
2 or more
races
White
EDS
LEP
SWD
AIG
25.0
20.0
45.5
51.9
34.8
42.3
25.0
50.0
100.0
60.0
63.6
50.0
46.4
37.3
42.6
40.0
11.1
11.1
16.7
12.5
11.1
100.0
100.0
100.0
LEP
SWD
AIG
2014-2015 ELA Target Goal Percent Proficient by Subgroup
All
43.2
43.2
43.2
Asian
Black
Hisp
2 or more
races
69.3
40.4
43.0
56.5
69.3
40.4
43.0
56.5
69.3
40.4
43.0
56.5
Opportunities for Improvement
Growth Close the gap in 3rd and 4th grade between black
and ALL students
Raise proficiency of LEP students in grade 4
White
EDS
65.2
42.9
27.6
30.3
65.2
42.9
27.6
30.3
65.2
42.9
27.6
30.3
Information/Data needed that you do not have
92.5
92.5
92.5
None
Plan/Do
3rd Grade
62.6
4th Grade
51.3
5th Grade
56.5
Strengths
Overall improvement from 2012-13
in 5th grade
American
Indian
Date Revised: 10/2/2014
Goal 1 Improvement Strategies – Identify research-based strategies whenever possible.
Strategy: Teachers will learn and implement research based strategies for reading and writing aligned with NCSCOS
Action steps:
Strategy 1:
1. Teachers will use Thinking Maps and the Write From the Beginning program daily
2. All teachers will utilize the Daily 5 management systems and structure for literacy instruction accompanied by intense, explicit
small group instruction, included guided reading program
3. Continue to use the Amplify Burst program as a Tier 2 intervention to develop student literacy skills and inform parents of progress
Plan/Do
Strategy: Teachers will engage students in rigorous lessons utilizing essential questions and higher order thinking skills
Action steps:
Strategy 2:
1. Teachers will effectively develop and implement units focusing on learning targets and essential questions
2. Teachers will implement Thinking Maps with enhanced rigor through utilization of the frame of reference
3. Teachers will develop students' comprehension through Close Reading instruction
Strategy: Teachers will learn and implement various forms assessment to analyze student performance
Action steps:
Strategy 3:
1. Coaches will conduct fidelity checks of mClass assessments
2. Administer School Net formative and benchmark assessments and communicate results with parents
3. Teachers, administrators and Instructional Coaches will meet regularly to analyze assessment data an make recommendations for
improvement
Identify the measures you will use to determine the effectiveness of the strategy.
Check
A. List the measure(s) the team will use to determine
if the strategy was implemented/completed
(Completion Data)
Measure(s)
Grade level meeting
documentation
School Net
Act
mClass Reports
D. If not successful, what
changes will be made?
B. List the measure(s) the team will use to
determine if the strategy was implemented
correctly (Fidelity)
Formative Measure(s)
Reported When
Monthly
Observation
documentation completed
by Administration/Coach
Monthly
First week each month
Observation
documentation
completed by
Administration/Coach
Reported When
First week each month
C. List the measure(s) the team will use to determine if the
overall goal was met (Impact)
Summative Measures
NC EOG Scale Scores
Reading 3D Scores
Formative Measures School Net
Assessments, Reading 3D
Reported When
June 2015
On Going
Nov. Feb. April
If not successful, what changes will be made? The SIT will reconvene to discuss and analyze data to determine what is not working.
Depending on what patterns emerge, changes will be made and a plan will be generated to address details.
Date Revised: 10/2/2014
Priority Goal 2 and Associated Strategies
School Goal 1:
The proficiency of Williams students will increase by a minimum of 20% in Math.
Supports this district goal:
New Hanover County Schools will achieve 85% proficiency as measured by EOG and EOC test results within the next 3-5 years.
SMART Goal (one- to threeyear projection)
By June of 2016, math results for percent proficient will increase as outlined in the chart below as measured by EOG tests.
Growth
Plan/Do
Percent Proficient
Mathematics
2012-2013
2013-2014
2014-2015
42.3
46.5
51.1
2015-2016
2012-2013
55.8
2013-2014
2014-2015
10
2015-2016
10
What data supports the SMART Goal above? See chart below.
2013-2014 Math Percent Proficient by Subgroup
All
3rd Grade
4th Grade
5th Grade
American
Indian
Asian
49.3
41.3
48.6
Black
Hisp
2 or more
races
White
EDS
16.7
20.0
36.4
44.4
34.8
61.5
50.0
63.3
59.1
40.0
44.6
33.3
44.3
LEP
SWD
AIG
LEP
SWD
AIG
2014-2015 Math Target Goal Percent Proficient by Subgroup
All
American
Indian
Plan/Do
3rd Grade
59.2
41.6
4th Grade
49.6
41.6
5th Grade
58.3
41.6
Strengths
3rd grade growth from BOY to EOY
Asian
Black
Hisp
2 or more
races
White
EDS
77
37.8
46.1
53.6
63.0
42.1
34.0
30.0
93.3
77
37.8
46.1
53.6
63.0
42.1
34.0
30.0
93.3
77
37.8
46.1
53.6
63.0
42.1
34.0
30.0
93.3
Opportunities For Improvement
Monitoring
Information/Data needed that you do not have. None
specific subgroups will improve our ability to address
our economically disadvantaged students, our
students with disabilities and our Hispanic students.
EOG tests will be analyzed for types of questions to
focus on. Math Coach position has been
reallocated. Use School Net formative assessments
to gather data and help teachers target instruction.
Use Common Core workbooks as a resource.
Implementing Number Talks school wide.
Date Revised: 10/2/2014
Goal 1 Improvement Strategies – Identify research-based strategies whenever possible.
Teachers will effectively model Problem Solving Skills driven by the NCSCOS standards.
Action steps:
Strategy 1:
1. Teachers will teach students how to solve math problems using Super Seven Strategies and Number Talks
2. Use Problem of the Day to provide student practice with using a variety of strategies
3. Use Common Core workbooks as a resource. Use Number Talk Lessons for computation fluency.
Plan/Do
Strategy: Teachers will effectively model and display math vocabulary driven by the NCSCOS
Action steps:
Strategy 2:
1. Teachers will explicitly and strategically teach math vocabulary and assess weekly.
2. Teachers will have students apply strategies during independent and group practice.
3. Newsletters, homework, and assessment results will communicate expectations and Students' progress to parents
Strategy: Teachers will implement various forms of formative assessments to analyze student performance
Action steps:
Strategy 3:
1 Administer mClass, Schoolnet, K-2 DPI math assessment, K-2 NHC assessments and remediate or accelerate as needed
2. Math Coach will monitor implementation of assessments and coach the facilitation of plans
3. Teachers, administrators, and Instruction Coach will meet regularly to analyze assessment data and recommendations for
improvement
Identify the measures you will use to determine the effectiveness of the strategy.
Check
A. List the measure(s) the team will use to determine
if the strategy was implemented/completed
(Completion Data)
Measure(s)
Reported When
Formative Measure(s)
Reported When
mClass Math, School Net
Monthly
mClass Math, SchoolNet
NHCS Benchmark
Quarterly
Quarterly
Observation
documentation completed
by Administration and
Instructional Coach.
Quarterly
Product Reports
Act
B. List the measure(s) the team will use to
determine if the strategy was implemented
correctly (Fidelity)
D. If not successful, what
changes will be made?
C. List the measure(s) the team will use to determine if the
overall goal was met (Impact)
Summative Measures
EOG Test Scores
Reported When
Jun-15
The SIT will reconvene to discuss and analyze data to determine what is not working depending on what patterns
emerge, changes will be made and a plan will be generated to address deficits.
Date Revised: 10/2/2014
Priority Goal 3 and Associated Strategies
School Goal 1:
The proficiency of Williams students will increase by a minimum of 20% in Science.
Supports this district goal:
New Hanover County Schools will achieve 85% proficiency as measured by EOG and EOC test results within the next 3-5 years.
SMART Goal (one- to threeyear projection)
By June of 2016, science results for percent proficient and growth will increase as outlined in the chart below as measured by EOG
tests.
Plan/Do
Percent Proficient
Science
2012-2013
2013-2014
2014-2015
39.6
55.7
61.3
Growth
2015-2016
2012-2013
66.8
2013-2014
2014-2015
10
2015-2016
10
What data supports the SMART Goal above? See chart below.
2013-2014 Science Percent Proficient by Subgroup
All
5th Grade
American
Indian
Asian
55.7
Black
Hisp
54.5
61.5
2 or more
races
White
EDS
LEP
SWD
AIG
50.0
52.5
22.2
33.3
100.0
LEP
SWD
AIG
2014-2015 Science Target Goal Percent Proficient by Subgroup
All
51.9
Asian
Black
Hisp
2 or more
races
76.5
46.0
51.7
63.3
Opportunities For Improvement Increase
proficiency of LEP and SWD subgroups.
White
EDS
71.7
50.0
33.2
36.4
94.4
Information/Data needed that you do not have. None.
Plan/Do
5th Grade
61.3
Strengths Growth from 12-13 to 13-14.
American
Indian
Date Revised: 10/2/2014
Goal 3 Improvement Strategies – Identify research-based strategies whenever possible.
Strategy: Implement weekly Tier 3 vocabulary assessments
Action steps:
Strategy 1:
1. Explicit teaching of Tier 3 science vocabulary
2. Analysis of assessment results and plan for remediation
Plan/Do
3.
Strategy: Integrate science content with guided reading groups
Action steps:
Strategy 2:
1. Conduct needs assessment
2. Implement content based guided reading small groups
3.
Strategy:
Strategy 3:
Action steps:
1.
2.
3.
Identify the measures you will use to determine the effectiveness of the strategy.
Act
Check
A. List the measure(s) the team will use to determine
if the strategy was implemented/completed
(Completion Data)
Measure(s)
Reported When
Product Reports
Quarterly
Observation documentation
completed by administration
Quarterly
D. If not successful, what
changes will be made?
B. List the measure(s) the team will use to
determine if the strategy was implemented
correctly (Fidelity)
Formative Measure(s)
NHCS Benchmark
C. List the measure(s) the team will use to determine if the
overall goal was met (Impact)
Reported When
Quarterly
Summative Measures
EOG
Reported When
Jun-15
Jun-15
The SIT will reconvene to discuss and analyze data to determine what is not working depending on what patterns
emerge, changes will be made and a plan will be generated to address deficits.
Date Revised: 10/2/2014
Safe School Plan for Mary C. Wililams
State Law SL 2011-145 (HB 200) Appropriations Act of 2011, and SL 2011-391 (HB 22) Technical corrections to the Appropriations Act of 2011,
requires a school safety plan be developed by each school. The school-level plan must address any safety and discipline concerns of the school.
Name and role of person(s)
Amy Oots- Principal
responsible for implementing this plan:
Statement of Responsibility for the School District Superintendent
The district superintendent is responsible for coordinating adoption and implementation of this plan, evaluating the principal's performance with
respect to school safety, monitoring and evaluating implementation of this plan at the school-level, and coordinating with local law enforcement and
court officials as appropriate.
New Hanover County Schools District Safety/Emergency Operations Plan is available at: (http://www.nhcs.net/crisisplan/)
Date Revised: 10/2/2014
Statement of Responsibility for the School Principal
The school principal is responsible for restoring, if necessary, and maintaining a safe, secure, and orderly school environment. The duties of the
principal with respect to this include exhibiting appropriate leadership for school personnel and students, providing for alternative placements for
students who are seriously disruptive, reporting all criminal acts, and providing appropriate disciplinary consequences for disruptive students.
Statement of the Roles of Other Administrators, Teachers, and Other School Personnel
School personnel are tasked as follows with restoring, if necessary, and maintaining a safe, secure, and orderly school environment:
Assistant Principal(s): Dawn Vickers
Teachers: Jim Allen, Jennifer Maskell, Kim Swiger
Teacher Assistants: Thara Judge, Glenna Dent
Other School Staff: Joe Welliver, Eric Davis, Peyton Chitty
Services for At-risk Students
The following procedures are used to identify and serve the needs of students at-risk of academic failure, or of engaging in disruptive or disorderly
behavior, or both.
* K-2 NHCS Math Assessments
* BURST intervention is utilized for targeted who are at tier 2 in the RTI process
* As a Title 1 school, our staff consists of a Title 1 teacher, an Instructional Coach, Math Coach, 3 ELL teachers, 1 full time school social worker, 1 fulltime and .5
Guidance Counselor, and Learning Disabled Resource teachers
* Response to Instruction/Problems Solving Model process where tiered interventions are implemented to target specific needs
*
*
*
*
Family Involvement Team meetings are held to support students and their families
Behavior referrals and reentry conferences
Reading 3D
9 week NHCS Benchmark Assessments for reading, math, and science
Date Revised: 10/2/2014
The following mechanisms are used for assessing the needs of disruptive and disorderly students who are at risk of academic failure, providing these
students with services to assist them in achieving academically and modifying their behavior, and for removing them from classrooms when
necessary.
Anecdotal records, Conduct referrals, Parent Conferences, Out-of-School Suspension, Re-entry conferences, Rti/PSM, 504 Plans, Time Out.
The following services are provided to students assigned to an alternative school or an alternative learning program.
Mary C. Williams faculty, parents and students follow the guidelines for placement and/or services as outlined by the agency.
Date Revised: 10/2/2014
The following measurable (goals) for improving school safety and order are in place. (Copy as needed depending upon number of goals.)
Goal:
Target:
Goal:
Target:
Goal:
Target:
To reduce school evacuation time for fire drills.
By 5-10 seconds average by the end of the year.
To reduce the number of classroom discipline referrals.
A reduction of 10-15% of the number of referrals by the end of the year.
The following measures are used to determine the effectiveness of the school's efforts to assist at-risk students, including effectiveness of
procedures. (Alternative Learning Programs).
Target:
Target:
Target:
Response to Instruction (MTSS) will be utilized to design prescriptive, individualized plans
The following planned or recently completed professional development aligns with the goals of our safe school initiative:
Professional Development
Mindset training
Character Education Training
MTSS training
Mindup Training
CPR training
Planned/Completed
Completed
Completed
ongoing
Completed
ongoing/targeted
Date Revised: 10/2/2014
Funding Uses and Sources – At-risk and Alternative Learning Schools and Programs
Program or Strategy Being Funded
Amount of Funding
Source of Funding
Date Revised: 10/2/2014
Title I School-wide Compliance Review and Plan
A comprehensive school improvement plan must address all of the components defined in the Elementary and Secondary Education
Act (Section 1114(b) of Title I) . Each required component is described below, with an explanation of how each contributes to the
creation of a successful school wide program. The goals and strategies you've already developed may fulfill many of these
requirements.
School wide reform strategies: Instructional strategies and initiatives in the comprehensive plan must be based on scientifically
based research, strengthen the core academic program, increase the quality and quantity of learning time, and address the learning
needs of all students in the school.
Priority Goal 1
This school improvement plan
Strategy 1 yes
addresses this requirement. Please
see the priority goals and strategies
Strategy 2 yes
noted to the right:
Strategy 3 yes
Priority Goal 2
Priority Goal 3
yes
yes
yes
yes
yes
Our school is addressing the need for school wide reform in the following ways, in addition to our focus on the priority goals
listed in this plan:
School-wide Reform:
Weekly admin/ grade level meetings to analyze academic data and discuss strategies to improve student progress.
CLOSE Reading will continue to be a focus as well as refining the Daily 5 structure.
Read to Succeed program, which will hold students accountable for reading goals
Data notebooks will help students set and achieve school wide goals.
Quarterly plans will be posted on school share drive for monthly team planning,
All classroom teachers have completed the AIG credentials training.
Date Revised: 10/2/2014
Instruction by highly qualified teachers: High poverty, low-performing schools are sometimes staffed with disproportionately high
numbers of teachers who are not highly qualified. To address this disproportionally, the ESEA requires that all teachers of core
academic subjects and instructional paraprofessionals (employees of a LEA who provide instructional support) in a school wide
program school meet the qualifications required by section 1119. Student achievement increases in schools where teaching and
learning have the highest priority, and students achieve at higher levels when taught by teachers who know their subject matter and are
skilled in teaching it.
Priority Goal 1
This school improvement plan
Strategy 1 yes
addresses this requirement. Please
see the priority goals and strategies
Strategy 2 yes
noted to the right:
Strategy 3 yes
Priority Goal 2
Priority Goal 3
yes
yes
yea
yes
yes
Our school is addressing the need for highly qualified teachers in the following ways, in addition to our focus on the priority
goals listed in this plan:
Recruitment and Retention of Highly Qualified Teachers
Climate Committee will continue to assess morale through surveys and analysis of TWC survey and plan for improvement in 2016.
Date Revised: 10/2/2014
High-quality and ongoing professional development: Teachers and other staff in schoolwide program schools must be equipped to
face the challenge of helping all students meet the State’s academic achievement standards. To do this, they must be familiar with the
goals and objectives of the schoolwide plan, and receive the sustained, high-quality professional development required to implement
them. The statute requires that professional development be extended, as appropriate, to those who partner with teachers to support
student achievement, such as principals, paraprofessionals, and parents.
Priority Goal 1
Strategy 1 yes
This school improvement plan
addresses this requirement. Please
see the priority goals and strategies Strategy 2 yes
noted to the right:
Strategy 3 yes
Priority Goal 2
Priority Goal 3
yes
yes
yes
yes
yes
Our school provides high quality, on-going professional development in the following ways, in addition to our focus on the
priority goals listed in this plan:
Professional Development:
Committee assignments build leadership capacity and a requirement for achieving Accomplished and Distinguished rating for Standard
1.
Instructional coaches provide demonstration lessons and monitor implementation of school-wide initiatives.
PDPs are closely monitored and are aligned with school wide priorities
Menu of PD options to be implemented this school year
Date Revised: 10/2/2014
Strategies to attract highly qualified teachers to high-need schools: Although recruiting and retaining highly qualified teachers is
an on-going challenge in high poverty schools, low-performing students in these schools have a special need for excellent teachers.
Therefore, the schoolwide plan must describe the strategies it will use to attract and retain highly qualified teachers.
Priority Goal 1
Strategy 1 yes
This school improvement plan
addresses this requirement. Please
see the priority goals and strategies Strategy 2 yes
noted to the right:
Strategy 3 yes
Priority Goal 2
Priority Goal 3
yes
yes
yes
yes
yes
Our school uses the following strategies to attract highly qualified teachers to our high-need schools, in addition to our focus
on the priority goals listed in this plan:
Attract Highly Qualified Teachers:
Williams is a UNCW partnership school
Administration actively recruits candidates from diverse backgrounds through partnerships with Spanish and Education departments at
UNCW
Date Revised: 10/2/2014
Strategies to increase parental involvement: Research continues to demonstrate that successful schools have significant and
sustained levels of parental involvement. Therefore, it is important that schoolwide plans contain strategies to involve parents in the
school community. Additionally, state law requires parent representation on every school's improvement team, and federal
requirements specify that each school must develop: 1) an approach for communication with parents, 2) activities to involve parents,
and 3) an approach for training parents to better understand how to help their children excel in school.
Priority Goal 1
Strategy 1 yes
This school improvement plan
addresses this requirement. Please
see the priority goals and strategies Strategy 2 yes
noted to the right:
Strategy 3 yes
Priority Goal 2
Priority Goal 3
yes
yes
yes
yes
yes
Our school uses the following strategies to increase parental involvement, in addition to our focus on the priority goals listed
in this plan:
Parent Involvement:
Sunday Night Blackboard Connect (English/Spanish) calls keep parents well-informed. Our Student Led Conference Nights, recognition
assemblies and Title 1 events are informative, well-attended and build positive relationships. The use of Title 1 funds to hire Parent
Liaison for communicating with parents continues to be effective.
Date Revised: 10/2/2014
Plans for assisting preschool students in the successful transition from early childhood programs to local elementary
schoolwide programs: This component emphasizes the value of creating a coherent and seamless educational program for at-risk
students. Early childhood programs, including Early Reading First and others, provide a foundation for later academic success, and
effective schoolwide programs capitalize on this strong start.
Priority Goal 1
Strategy 1 yes
This school improvement plan
addresses this requirement. Please
see the priority goals and strategies Strategy 2 yes
noted to the right:
Strategy 3 yes
Priority Goal 2
Priority Goal 3
yes
yes
yes
yes
yes
Our school uses the following pre-school-to-elementary transition strategies, in addition to our focus on the priority goals
listed in this plan:
Pre-K transition
“Step-Up Night”- Incoming kindergarteners are invited to a school-wide orientation for upcoming school year
Incoming kindergarteners are screened in spring
Summer school for incoming kindergarteners
Date Revised: 10/2/2014
Measures to include teachers in decisions regarding the use of academic assessments: In addition to State assessment results,
teachers need current and ongoing assessment data that describe student achievement. These data often come from less formal
assessments, such as observation, performance assessments, or end-of-course tests. The schoolwide program should provide
teachers with professional development that increases their understanding of the appropriate uses of multiple assessment measures
and how to use assessment results to improve instruction.
Priority Goal 1
Strategy 1 yes
This school improvement plan
addresses this requirement. Please
see the priority goals and strategies Strategy 2 yes
noted to the right:
Strategy 3 yes
Priority Goal 2
Priority Goal 3
yes
yes
yes
yes
yes
Our school uses the following strategies for developing teacher skills in formative assessment, in addition to our focus on
the priority goals listed in this plan:
CLOSE Reading assessments
Weekly vocabulary assessments
BURST initial assessments and continued progress monitoring
Scholastic reading Counts assessments
mClass math assessments
Date Revised: 10/2/2014
Activities to ensure that students who experience difficulty attaining proficiency receive effective and timely additional
assistance: The schoolwide program school must identify students who need additional learning time to meet standards and provide
them with timely, additional assistance that is tailored to their needs. This assistance must be available to all students in the school who
need it.
Priority Goal 1
Priority Goal 2
Priority Goal 3
Strategy 1 yes
This school improvement plan
addresses this requirement. Please
see the priority goals and strategies Strategy 2 yes
noted to the right:
Strategy 3 yes
yes
yes
yes
yes
yes
Our school uses the following differentiation strategies, in addition to our focus on the priority goals listed in this plan:
Differentiation
All classroom teachers obtain AIG credentials
Guided reading groups in addition to Daily 5 Strategy groups
Rosetta Stone on-line accounts for ELL newcomers
Date Revised: 10/2/2014
Coordination and integration of Federal, State, and local services and programs: Schoolwide program schools are expected to
use the flexibility available to them to integrate services and programs with the aim of upgrading the entire educational program and
helping all students reach proficient and advanced levels of achievement. In addition to coordinating and integrating services,
schoolwide program schools may combine most Federal, State and local funds to provide those services. Exercising this option
maximizes the impact of the resources available to carry out the schoolwide program.
Priority Goal 1
Strategy 1 yes
This school improvement plan
addresses this requirement. Please
see the priority goals and strategies Strategy 2 yes
noted to the right:
Strategy 3 yes
Priority Goal 2
Priority Goal 3
yes
yes
yes
yes
yes
Our school uses the following strategies to coordinate and integrate federal, state, and local services and programs, in
addition to our focus on the priority goals listed in this plan:
Coordination and integration of Federal, State, and local services and programs
100% Free/ Reduced lunch
NC Nourish
Healthy Fruit and Vegetable Snack program
Parent liaison position funded through Title 1
School Improvement Team creates school-wide budget for Local, State and Federal
Date Revised: 10/2/2014
Compliance Review and Plan for Schools in Title I School Improvement
Each school identified for Title I School Improvement must, no later than three months after notification that the school is in Title I School
Improvement, develop or revise its school plan. This plan must be developed in consultation with parents, school staff, the local
education agency serving the school, and outside experts. The plan must cover a two-year period.
Professional development requirements: Schools in Title I School Improvement must 1) provide assurance that the school will
spend not less than 10 percent of its Title I funds each year for high quality professional development, 2) specify how these professional
development funds will be used to remove the school from school improvement status, and 3) incorporate a teacher mentor program.
Priority Goal 1
Priority Goal 2
Priority Goal 3
Strategy 1
This school improvement plan
addresses this requirement. Please
see the priority goals and strategies Strategy 2
noted to the right:
Strategy 3
Our school is addressing these three additional professional development requirements in the following ways, in addition to
our focus on the priority goals listed in this plan:
Date Revised: 10/2/2014
Notification to parents: Schools in Title I School Improvement must describe specifically how the school will provide written notice
about the identification of the school as a Title I School Improvement school to the parents of each student enrolled in the school.
Priority Goal 1
Priority Goal 2
Priority Goal 3
Strategy 1
This school improvement plan
addresses this requirement. Please
see the priority goals and strategies Strategy 2
noted to the right:
Strategy 3
Our school is providing written notification to parents in the following manner:
Date Revised: 10/2/2014
School, district and state agency responsibilities: Schools in Title I School Improvement are required to clearly define the
responsibilities of the school, LEA, and SEA in implementing improvement strategies. LEAs are minimally required to offer technical
assistance in the form of data analysis, budget analysis, and identification and implementation of improvement strategies. State-level
assistance may include provision of a state-wide system of support, including allocation of funding and other technical assistance.
Priority Goal 1
Priority Goal 2
Priority Goal 3
Strategy 1
This school improvement plan
addresses this requirement. Please
see the priority goals and strategies Strategy 2
noted to the right:
Strategy 3
Our school, the school district, and the state education agency are supporting improvement of our school in the following
ways:
School:
LEA:
SEA:
Date Revised: 10/2/2014
Strategies to increase parental involvement: Research continues to demonstrate that successful schools have significant and
sustained levels of parental involvement. Therefore, it is important that targeted assistance programs develop strategies to involve
parents of Title I students in the school community. Additionally, state law requires parent representation on every school's
improvement team, and federal requirements specify that each school must develop: 1) an approach for communication with parents, 2)
activities to involve parents, and 3) an approach for training parents to better understand how to help their children excel in school.
Priority Goal 1
Priority Goal 2
Priority Goal 3
Strategy 1
This school improvement plan
addresses this requirement. Please
see the priority goals and strategies Strategy 2
noted to the right:
Strategy 3
Our school uses the following strategies to increase parental involvement, in addition to our focus on the priority goals listed
in this plan:
Date Revised: 10/2/2014
Coordination and integration of Federal, State, and local services and programs: Targeted assistance program schools are
expected to coordinate and integrate services, with other Federal, State and local programs and services.
Priority Goal 1
Priority Goal 2
Priority Goal 3
Strategy 1
This school improvement plan
addresses this requirement. Please
see the priority goals and strategies Strategy 2
noted to the right:
Strategy 3
Our school uses the following strategies to coordinate and integrate federal, state, and local services and programs, in
addition to our focus on the priority goals listed in this plan:
Date Revised: 10/2/2014
Plans must support and coordinate with regular education programs: Effective targeted assistance programs capitalize on strong
support and coordination with regular education programs. This component emphasizes the value of creating a coherent and seamless
educational program for at-risk students. This may include transitioning students from early childhood programs such as Early Reading
First and others to provide a foundation for later academic success.
Priority Goal 1
Priority Goal 2
Priority Goal 3
Strategy 1
This school improvement plan
addresses this requirement. Please
see the priority goals and strategies Strategy 2
noted to the right:
Strategy 3
Our school uses the following strategies to support and coordinate with the regular education program, in addition to our
Date Revised: 10/2/2014