Executive Summary for Wrightsboro Elementary: Instructional Improvement Plan
COMMUNITY BUILDING:
CONTENT PLANNING:
* Teachers will interact positively with students with a 5:1 positive to
corrective ratio at least 95% of the time.
* Teachers will explicitly teach PBIS expectations in conjunction with
common leadership principles and integrate them in daily instruction.
* Students will participate in leadership roles in the classroom, the
school, and the community.
* Teachers will utilize tiered interventions for behavior.
* Instructional activities are aligned with Common Core / NC Essential
Standards 100% of time.
* Lesson plans will be completed using planbook.com and include learning
targets, differentiation, cooperative learning strategies, Thinking Maps, and
interactive technology for all subjects.
* Lesson plans will include pre and post assessments for math instruction.
* Teachers use higher order questioning indicated on the higher tiers of
Revised Bloom's Taxonomy to strengthen critical thinking.
* In team and PLT meetings, teachers will develop unit plans using curriculum
maps and pacing guides to align with Common Core / NC Essential
Standards.
INSTRUCTION:
ASSESSMENT FOR LEARNING:
* The teacher will clearly communicate learning targets for every
lesson 100% of the time.
* Teachers will explicitly teach academic vocabulary evidenced by use
of direct instruction, word walls and vocabulary activities, and Text
Talk (K-1).
* Teachers will use daily practices which maximize engagement and
integrate 21st century learning at least 75% of the time such as
cooperative learning structures, interactive technology, and project based learning.
* Math fluency drills will be incorporated into weekly lessons.
* Math strategy-based instruction will be used in daily lessons.
* Writing will be integrated in instruction across the curriculum and will
include use of the program Write from the Beginning.
* Teachers will analyze the results of common assessments (MClass Dibels,
MClassTRC, MClass Burst, Fundations, Schoolnet) to guide core instruction
and create tiered interventions.
* Tiered interventions for academics and behavior are monitored for fidelity
and progress through the MTSS process.
* Teachers will use the results of pre and post assessments for math to adjust
instruction and update weekly plans.
* Students discuss learning goals and track personal progress using data
notebooks at least twice monthly.
School Vision and Mission Statements for Wrightsboro Elementary
Vision:
Wrightsboro's students and teachers will achieve recognition as a high performing Title I school.
Mission:
The mission of Wrightsboro Elementary School is to create a caring, engaging, and supportive environment that enhances learning and
leadership for all.
" Today we learn. Tomorrow we lead."
LEA or Charter Name/Number:
School Name/Number:
School Address:
Plan Year(s):
Date prepared:
Principal Signature:
New Hanover County Schools - 650
Wrightsboro Elementary School - 404
2716 Castle Hayne Road Wilmington, North Carolina 28401
2014-16
10/17/2014- revised membership
Boni P. Hall
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.”
Committee Position*
Principal
Assistant Principal Representative
Teacher Representative
Instructional Support Rep.
Teacher Assistant Representative
Cafeteria Manager
Parent Representatives (Required)
Name
Boni P. Hall
Emily Grace
PreK - Andrea Dillon
K - Nancy Blank
1 - Cayce Suggs
2 - Hope Cobb
3 - Tiffany Forsythe
4 - Dee Williams
5 - Kara Krisanda
EC - Alicia McCall
Instructional Coach - Janine Romero
Teacher Assistant - L'Tahnya Canty
AIG - Christina Ballard
ESL - Debi Pruitt
SIT Chair / Media/Tech - Angela Whitmore
FASST - Sammy Dorsey
La'Thanya Canty
Brigitte Roberts
Hakeem Brantley (2013-1015)
Johnathan Guetta (2013-2015)
Theresa Arenas - PTO President (2013-2015)
Heather Fahnestock
(2014-2016)
Ava Maria Toral
(2014-2016)
Committee Position*
Name
Anarelly Sanchez Garnica (2014-2016)
Jennifer Burton (2014-2016)
* Add to list as needed. Each group may have more than one representative.
Priority Goal 1 and Associated Strategies
School Goal 1: [1]
The proficiency of all students will increase by 20 percentile points in English Language Arts (ELA).
Supports this district goal: [2] 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 2015, reading results for percent proficient and growth will increase as outlined in the chart below as measured by EOG tests.
Percent Proficient
Growth
2012-2013 2013-2014 2014-2015 2015-2016
English Language Arts
Plan/Do
31.2
2012-2013 2013-2014 2014-2015 2015-2016
49.4
Not Met
Met
Expected
What data supports the SMART Goal above? (ELA 2014 Federal AMO by Grade Level - L3,4,5)
2013-2014 ELA Percent Proficient by Subgroup (GLP L3,4)
All
3rd Grade
4th Grade
5th Grade
American
Indian
Asian
56.1
50.8
41.7
Black
Hisp
2 or more
races
White
EDS
34.8
26.1
14.3
68.4
50.0
21.4
60.0
61.5
67.7
67.5
51.4
48.0
33.3
LEP
SWD
AIG
25.0
25.0
5.6
>95
>95
>95
SWD
AIG
45.0
45.0
25.6
>95
>95
>95
2014-2015 ELA Target Goal Percent Proficient by Subgroup (GLP L3,4,5)
All
3rd Grade
4th Grade
5th Grade
76.1
70.8
61.7
American
Indian
Asian
Black
Hisp
2 or more
races
White
EDS
54.8
46.1
34.3
88.4
70.0
41.4
80.0
81.5
87.7
87.5
71.4
68.0
53.3
LEP
Plan/Do
Strengths: The school met expected growth for ELA. Opportunities For Improvement: All students need Information/Data needed that you do not have
Fourth grade students exceeded expected growth.
to meet or exceed growth expectations. To
Grade Level Proficiency (L3,4,5) increased by 18.2
increase the number of ELA AMO targets met
percentile points for the All Target in ELA. The two
from 66.7% to 100% the percentage of students in
AMO federal targets met for reading were the targets all subgroups achieving CCR proficiency (L4,5)
for Hispanics. The target for Students with Disabilities must increase. Continue to focus on the
met using the confidence interval measure showing an effectiveness of identified strateiges by analyzing
increase from 6.5 % GLP to 15.8% GLP in 13-14. The the achievement gap between the white and black
overall proficiency (GLP) for the black subgroup
subgroups. Focus on continued development of
increased from 8.3% percent proficient to 24.3% in 13- higher order comprehension skills at the K-2
14, and Economically Disadvantaged by 21.1% to
levels.
44.1% GLP . Kindergarten and first grade EOY TRC
proficiency was above the district average. Second
grade EOY TRC proficiency was at 62% proficient
approximately 9% below the district average.
Goal 1 Improvement Strategies – Identify research-based strategies whenever possible.
Strategy: Teachers will focus on using research-based instructional strategies to strengthen core ELA program.
Action steps:
Strategy 1:
1. Learning targets will be written and communicated in children's language.
2. Comprehension strategies will be modeled and taught to students through the Daily 5/Cafe framework.
3. Vocabulary strategies for academic and information text will be modeled and taught to students.
4. Write From the Beginning will be utilized as the program for direct instruction in writing.
Strategy: Instruction will focus on maximizing student engagement in learning.
Action steps:
Plan/Do
Strategy 2:
1. Cooperative learning structures will be used across the curriculum to increase student engagement.
2. Thinking Maps will be used across the curriculum.
3. Technology will be integrated in lessons across the curriculum.
4. Students will participate in goal setting in all curriculum areas using student data notebooks.
Strategy: Teachers will use data to make changes in core instruction and interventions as needed for remediation and/or acceleration.
Action steps:
Strategy 3:
1. Develop MTSS (Multi-Tiered Systems of Support) Leadership Team to guide school improvement and provide professional development.
2. Develop MTSS Core Instructional Plans for ELA, math, and behavior for each grade level.
3. Differentiate instruction based on analysis of academic and behavior data.
Identify the measures you will use to determine the effectiveness of the strategy.
A. List the measure(s) the team will use to determine if B. List the measure(s) the team will use to
the strategy was implemented/completed (Completion determine if the strategy was implemented
Data)
correctly (Fidelity)
Measure(s)
Check
Act
Reported When
Formative Measure(s)
Reported When
MTSS Tier I Core
Instructional Plans, Lesson
Plans
Quarterly
planbook.com
TeachScape Walkthrough
Data, True North Logic
Observations
Quarterly
TeachScape Data, TNL
Observation Data, NHCS Quarterly
Benchmark Data
D. If not successful, what
changes will be made?
Quarterly
C. List the measure(s) the team will use to determine if the
overall goal was met (Impact)
Summative Measures
NHCS EOY Data, EOG Data
Reported When
6/12/2015
Priority Goal 2 and Associated Strategies
School Goal 1: [3]
The proficiency of all students will increase by 20 percentile points in Math.
Supports this district goal: [4] 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 2014, math results for percent proficient and growth will increase as outlined in the chart below as measured by EOG tests.
Percent Proficient
Growth
2012-2013 2013-2014 2014-2015 2015-2016
Mathematics
Pl
37.1
2012-2013 2013-2014 2014-2015 2015-2016
Met
Expected
45.3
Met
Expected
What data supports the SMART Goal above?
2013-2014 Math Percent Proficient by Subgroup (GLP L3,4)
All
American
Indian
Asian
Black
Hisp
3rd Grade
47.6
13.0
63.2
4th Grade
5th Grade
52.3
37.6
30.4
14.3
66.7
40.0
2 or more
races
60.0
White
EDS
LEP
SWD
AIG
59.0
42.9
20.0
25.0
>95
64.5
55.0
42.0
29.9
33.3
<5%
>95
>95
2014-2015 Math Target Goal Percent Proficient by Subgroup (GLP L3,4,5)
All
American
Indian
Asian
Black
Hisp
3rd Grade
4th Grade
67.6
72.3
33.0
50.4
83.2
86.7
5th Grade
57.6
34.3
60.0
2 or more
races
80.0
White
EDS
LEP
SWD
AIG
79.0
84.5
62.9
62.0
40.0
45.0
52.3
>95
>95
75.0
49.9
20.0
>95
Pl
Strength: The school met expected growth for Math.
Grade Level Proficiency (L3,4,5) increased by 8.2
percentile points for the All Target in ELA. The target
for Students with Disabilities met using the confidence
interval measure showing an increase from <5 % GLP
to 15.8% GLP in 13-14. The overall proficiency (GLP)
for the Economically Disadvantaged target increased
from 30.3% to 38% proficient. The White target group
increased in proficiency by 17.9 percentile points from
2013 to 2014. Kindergarten and first grade EOY
MClass Math assessments were above the district
average in all subtests. Second grade MClass
assessments were below the district average and
showed the need for continued focus on strengthening
fact fluency and number sense.
Opportunities For Improvement: ALL students
Information/Data needed that you do not have
need to meet or exceed growth expectations. To
increase the number of Math AMO targets met
from 58.3% to 100% the percentage of students in
all subgroups achieving College and Career
Ready (CCR) proficiency (L4,5) must increase.
The proficiency for students in the Black subgroup
decreased by 6.1 percentile points therefore,
continued focus on the effectiveness of identified
strateiges will continue by analyzing the
achievement gap between the white and black
subgroups.
Goal 1 Improvement Strategies – Identify research-based strategies whenever possible.
Strategy: Teachers will focus on using research-based instructional strategies to strengthen core math program.
Action steps:
Strategy 1:
1. Lesson plans will include pre and post assessments for math instruction.
2. Math fluency drills will be incorporated into weekly lessons.
3. Math strategy-based instruction will be used in daily lessons.
4. Grade level PLT study of the eight Standards for Mathematical Practices outlined in the Common Core State Standards
Strategy: Instruction will focus on maximizing student engagement in learning.
Action steps:
Pl
Strategy 2:
1. Cooperative learning structures will be used across the curriculum to increase student engagement.
2. Thinking Maps will be used across the curriculum.
3. Technology will be integrated in lessons across the curriculum.
4. Students will participate in goal setting in all curriculum areas using student data notebooks.
Strategy: Teachers will use data to make changes in core instruction and interventions as needed for remediation and/or acceleration.
Strategy 3:
Action steps:
1. Develop MTSS (Multi-Tiered Systems of Support) Leadership Team to guide school improvement and provide professional development.
2. Develop MTSS Core Instructional Plans for ELA, math, and behavior for each grade level.
3. Differentiate instruction based on analysis of academic and behavior data.
Identify the measures you will use to determine the effectiveness of the strategy.
A. List the measure(s) the team will use to determine if B. List the measure(s) the team will use to
the strategy was implemented/completed (Completion determine if the strategy was implemented
Data)
correctly (Fidelity)
Measure(s)
Reported When
Formative Measure(s)
Reported When
C. List the measure(s) the team will use to determine if the
overall goal was met (Impact)
Summative Measures
Reported When
Ch MTSS Tier I Core
Instructional Plans, Lesson
Plans
TeachScape Walkthrough
Data, True North Logic
Observations
If not successful, what
Ac D.
changes will be made?
Quarterly
planbook.com
Quarterly
Quarterly
TeachScape Data, TNL
Observation Data, NHCS Quarterly
Benchmark Data
NHCS EOY Data, EOG Data
6/12/2015
Priority Goal 3 and Associated Strategies
School Goal 1: [5]
The proficiency of all students will increase by 20 percentile points in Science.
Supports this district goal: [6] New Hanover County Schools will achieve 85% proficiency as measured by EOG test results within the next 3-5 years.
SMART Goal (one- to threeyear projection)
By June of 2014, reading results for percent proficient and growth will increase as outlined in the chart below as measured by (enter EOG or
EOC) tests. (SAMPLE)
Percent Proficient
Growth
2012-2013 2013-2014 2014-2015 2015-2016
Science
Pl
42.5
2012-2013 2013-2014 2014-2015 2015-2016
Met
Expected
56.5
Exceeds
Expected
What data supports the SMART Goal above? (Insert data or put data in summary form. If too large, reference the data's location)
2013-2014 ELA Percent Proficient by Subgroup (L3,4,5)
All
American
Indian
Asian
Black
Hisp
32.1
46.7
2 or more
races
White
EDS
77.5
50.7
LEP
SWD
AIG
16.7
>95
SWD
AIG
26.7
>95
3rd Grade
4th Grade
5th Grade
56.5
2014-2015 ELA Target Goal Percent Proficient by Subgroup (L3,4,5)
All
American
Indian
Asian
Black
Hisp
52.1
66.7
2 or more
races
White
EDS
87.5
70.7
LEP
3rd Grade
4th Grade
5th Grade
76.5
Strengths: Students exceeded expected growth in
Opportunities For Improvement: Increase
science and met 100% of AMO targets. Proficiency for proficiency for ALL students. To maintain the
the ALL target increased by 14 percentile points. In
status of meeting 100% of AMO targets by
2014, proficiency also increased for the White subgroup students in all subgroups. Decrease the
from 54.3% to 77.5% and the Economically
achievement gap between White and Black
Disadvantaged subgroup from 30.6% to 50.7%.
subgroups as well as Students with Disabilities.
Information/Data needed that you do not have
Pl
Goal 1 Improvement Strategies – Identify research-based strategies whenever possible.
Strategy: Teachers will focus on using research-based strategies to strengthen science program.
Action steps:
Strategy 1:
1. Study of Vertical Alignment: Grade Level PLT
2. Teach the scientific process to all students.
3. K-5 students participate in projects using the scientific process first semester and second semester.
Strategy: Instruction will focus on maximizing student engagement in learning.
Action steps:
Pl
Strategy 2:
1. Cooperative learning structures will be used across the curriculum to increase student engagement.
2. Thinking Maps will be used across the curriculum.
3. Technology will be integrated in lessons across the curriculum.
Strategy:
Action steps:
Strategy 3:
1.
2.
3.
Identify the measures you will use to determine the effectiveness of the strategy.
A. List the measure(s) the team will use to determine if B. List the measure(s) the team will use to
the strategy was implemented/completed (Completion determine if the strategy was implemented
Data)
correctly (Fidelity)
Measure(s)
Reported When
Formative Measure(s)
Reported When
C. List the measure(s) the team will use to determine if the
overall goal was met (Impact)
Summative Measures
Reported When
Ch
Lesson Plans
Quarterly
planbook.com
TeachScape Walkthrough
Data, True North Logic
Observations
Quarterly
TeachScape Data, TNL
Observation Data, NHCS Quarterly
Benchmark Data
If not successful, what
Ac D.
changes will be made?
Quarterly
EOG Data
6/12/2015
Safe School Plan for Wrightsboro Elementary
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)
responsible for implementing this
plan:
Dr. Tim Markley, Superintendent
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 schoollevel, 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/)
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): Emily Grace
Teachers: Janine Romero, Marcelle Dineen
Teacher Assistants: Mandy Baker, Angi Smith, Penelope Webster
Other School Staff: Office: Wendy Nicholson, Sherry Brown Guidance: Suzanne Biagini, Siobhain Shelton, Sammy Dorsey
Nurse: Debbie Goodwin Custodian: Faye Wells
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.
* The MTSS process is used to analyze the needs of students and identify students who meet and/or exceed grade level
benchmarks for academics and behavior. A system of leveled supports is developed at Tier I for Core Instruction (80%) of
students, Tier II (15%) and Tier III (5%). Interventions supplement Core Instruction and are created to provide for the
remediation and/or acceleration of students to address academic, behavioral, and social and emotional needs.
Interventions are recorded on MTSS documents to ensure information is available to share with parents and all appropriate
individuals within the school community and/or with authorized third parties outside the school setting. More intense
interventions may include the development of Functional Behavior Assessments (FBA) and Behavior Intervention Plans
(BIP). To protect the learning environment, procedures for writing conduct referrals, requesting assistance from the
administration, and making an Emergency Team Call (E-Team) are reviewed at the beginning of the school year and are
included in the Wrightsboro Staff Handbook.
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.
All staff are trained annually in MINDSET Verbal de-escalation techniques and principles of using Positive Behavior
Intervention Supports (PBIS) with students. MINDSET Physical Restraint training is also offered on an annual basis for
members of the Emergency Team (E-Team). Procedures for clearing classrooms of students are reviewed during the
opening of the year in the event of severe behaviors. The MTSS process is used to analyze data and identify the needs of
students for risk of academic failure, engagnment in disruptive or disorderly behavior, or both. A system of leveled
instructional supports are offered as an integral part of Tier I Core Instruction and asTier 2 and Tier 3 interventions. MTSS
data is reviewed at BOY, MOY, and EOY as well as progress monitoring conducted through observations and formative
assessment data. Data determines when more intense supports are recommended. Severe or chronic behavior and
emotional concerns are addressed through the MTSS process with collaboration by school administration, school
psychologist, school counselors, school social worker, familiy members and appropriate community service agencies.
The following services are provided to students assigned to an alternative school or an alternative learning program.
Lake Forest Academy (LFA) provides academic, behavioral, and therapeutic support for enrolled students. Hospital
Homebound provides services to students with prolonged absences.
The following measurable (goals) for improving school safety and order are in place. (Copy as needed depending upon
number of goals.)
Goal:
Student safety will be strengthened by monitorining the drive in front of the cafeteria for unauthorized parent
drop off in the mornings.
Target:
Goal:
Target:
Goal:
Target:
Goal:
Target:
Goal:
Target:
Increase to 100%
Indicator: Morning duty assignment to monitor parking lot.
Campus security will be strengthened afternoon parent pick-up area by dismissing students from inside the
school building.
Increase to 100%
Indicator: Monitoring of parking lots and campus by all staff.
Campus security will be strengthened by limiting building access to the front entrance of the main building
using an audio and video monitor. A system of keyless cards will be used by students and staff.
Indicator: Monitoring of campus and building access by all staff.
Student safety will be strengthened by reinforcing consistent use of keyless cards and movement about the
campus with a buddy.
Indicator: Monitoring of campus and building access by all staff.
Student safety will be strengthened by reviewing procedures for arrival and dimissal for buses, vans, walkers,
parents at a minimum each quarter.
Indicator: Monitoring of procedures. Consultation with SRO.
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:
For students who are identified as needing academic and/or behavioral supports, action will be taken through
the MTSS process to help them achieve expectations.
The following planned or recently completed professional development aligns with the goals of our safe school initiative:
Professional Development
Mindset Training Verbal De-Escalation
Mindset Training Physical Restraint
Planned/Completed
8/20/2014
9/16/2014
PBIS Training
MTSS Leadership Team and Training
FASST: Anti- Bullying
8/20/2014
9/1/2014 (on going)
8/20/2014
Fire Drill Training
Tornado Drill Training
Lockdown Drill Training
Crisis Team Quarterly Meetings and Training
8/25/2014
8/25/2014
8/25/2014
9/5/2014 (on going_
Funding Uses and Sources – At-risk and Alternative Learning Schools and Programs
Program or Strategy Being Funded
Amount of Funding
Source of Funding
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 schoolwide program. The goals and strategies you've already developed may fulfill
many of these requirements.
Schoolwide 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 Strategy
improvement
1 x plan
addresses this requirement.
Please see the priority goals and
Strategy
2 right:
x
strategies noted
to the
Strategy 3 x
Priority Goal 2
x
x
x
x
x
x
Priority Goal 3
Our school is addressing the need for schoolwide reform in the following ways, in addition to our focus on the priority
goals listed in this plan:
We will continue to participate in district led professional development to ensure student achievement in Reading, Math, and
Science. In addition we will focus on continued procedures to maximize student attendance, retain highly qualified teachers,
encourage teachers to pursue advanced degrees and National Board Certification.
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 disproportionality, the ESEA requires that all teachers of core
academic subjects and instructional paraprofessionals (employees of a LEA who provide instructional support) in a schoolwide
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 Strategy
improvement
1 x plan
addresses this requirement.
Please see the priority goals and
Strategy
2 right:
x
strategies noted
to the
Strategy 3 x
Priority Goal 2
x
x
x
x
x
x
Priority Goal 3
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:
New Hanover County district policy is to hire highly qualified teachers in all Title I schools. Wrightsboro Elementary School is a
Title I school therefore, all teachers employed at Wrightsboro are highly qualified instructors. To maintain their highly qualified
status, the school provides release time and on-site professional development which has been approved by the NHCS
Professional Development Department and/or the NCDPI.
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 x
This school improvement plan
addresses this requirement.
Please see Strategy
the priority
and
2 goals
x
strategies noted to the right:
Strategy 3 x
Priority Goal 2
x
x
x
x
x
x
Priority Goal 3
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:
Wrightsboro Elementary includes teacher assistants, student support personnel, and enrichment teachers in all professional
development opportunities. Differentiated Professional Development is offered to meet the varying needs of staff. Presenters of
staff development may be members of the staff who excel in a specified area, professionals from NHCS Professional
Development Department, or from an approved outside agency. The instructional coach and media specialist will continue to
maintain the Parent-Teacher Resource Center to provide easily accessible resources to members of our learning community.
Weekly classroom newsletters inform parents of classroom expectations, routines, and procedures. Parent Workshops are
scheduled in conjunction with PTO meetings and serve to help families learn more about how to help our children succeed
academically.
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
Priority Goal 2
Priority Goal 3
Strategy 1
This school improvement plan
addresses this requirement.
Please see Strategy
the priority
2 goals and
strategies noted to the right:
Strategy 3
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:
New Hanover County District policy is to hire highly qualified teachers in all Title I schools. Wrightsboro Elementary is a Title I
School therefore, all teachers employed at Wrightsboro Elementary are highly qualified teachers. The school works diligently to
maintain highly qualified teachers by doing the following: Teacher of the Year Recognition, Awesome Pawsome Staff Member
Recognition, distributed leadership among teachers with opportunities to serve as Grade Level or Department Chairs, members
of the School Improvement Team, Curriculum Representatives for the school and district, Peer Observers, in-school mentors to
new employees, NHCS Mentors, and leaders and members of Professional Learning Teams. Wrightsboro has a National Board
Cohort of at least ten teachers sponsored by NHCS who will pursue National Board Certification in exchange for a commitment to
continued employment at Wrightsboro Elementary for a period of five years.
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.
This school improvement plan
addresses this requirement.
Please see Strategy
the priority
1 goals and
strategies noted to the right:
Priority Goal 1
Priority Goal 2
Priority Goal 3
Strategy 2 x
x
x
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:
Wrightsboro will host Parent Workshops during the year to provide families with strategies to help their children at home. The
PTO has set a goal of selecting a minimum of one parent per grade level to serve as a liaison between the school and home. We
will continue to encourage PTO membership and involvement with PTO sponsored committees to increase opportunities for
parents to connect with members of the school community and to demonstrate leadership. School events such as the Annual Fall
Festival, Student Led Conferences, required Quarter 1 Parent Conferences, Quarterly Award Ceremonies, and opportunities for
involvement in the classrooms increase parent involvement and school spirit. The school website, classroom newsletters, a
Wrightsboro monthly newsletter, automated calls, and general school correspondence will be used to inform parents of daily
routines, procedures, and academic expectations. Parent and student surveys will be distributed to assess the effectiveness of
our communication.
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
This school improvement plan
addresses this requirement.
Please see Strategy
the priority
2 goals and
strategies noted to the right:
Strategy 3
Priority Goal 2
Priority Goal 3
Our school uses the following pre-school-to-elementary transition strategies, in addition to our focus on the priority
goals listed in this plan:
Wrightsboro kindergarten teachers attend transition planning sessions with the NHCS Pre-Kindergarten Centers. Assessment
data for students in our attendance district is shared and is used when making placement decisions. MTSS is used to identify the
need for early interventions and assures appropriate monitoring systems are in place. Exceptional Children's teachers attend
transition meetings for NC Pre-Kindergarten students with an Individualized Education Plan to make plans for appropriate service
delivery. Wrightsboro will continue to offer orientation information to nearby child care facilities by hosting on-site visits for
experience and exposure as well as attending evening orientation sessions for parents at feeder centers.
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
This school improvement plan
addresses this requirement.
Please see Strategy
the priority
and
2 goals
x
strategies noted to the right:
Strategy 3 x
Priority Goal 2
Priority Goal 3
x
x
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:
Wrightsboro will continue to provide data sessions to help the entire staff understand North Carolina ABC goals and Federal AYP
goals and how our school is progressing toward meeting those goals. Data notebooks summarizing individual student progress
will continue to be maintained by all teachers. The Instructional Coach and MTSS Coach will continue to facilitate monthly
meetings to help teachers analyze and review literacy assessments, and math and science data. Implementation of the Newly
revised NC Standard Course of Study / NC Essential Standards will be supported with weelky data analysis by classroom
teachers to gauge the effectiveness of instruction. Teacher Data Notebooks will be maintained to keep dialogue and awareness
of possible concerns at the forefront of decision making and to provide opportunities to celebrate accomplishments.
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
Strategy 1
This school improvement plan
addresses this requirement.
Please see Strategy
the priority
and
2 goals
x
strategies noted to the right:
Strategy 3 x
Priority Goal 2
Priority Goal 3
x
x
Our school uses the following differentiation strategies, in addition to our focus on the priority goals listed in this plan:
The MTSS process will be used to identify students in need of tiered interventions. Wrightsboro will continue to involve parents in
the MTSS process beginning with sharing the plans for Core Tier I instruction. Tier 2 andTier 3 interventions such as small group
instruction, re-teaching by teachers and teacher assistants, computer-based instruction, hands-on instruction, the use of
community volunteers, and frequent progress monitoring will continue to be offered to students. Services will be provided by
the Exceptional Children's department and/or other specialists for students in the process of entitlement. Documents will be
maintained to show the progression of RTI/PBIS interventions and response to instruction. A MTSS log of all parent meetings is
maintained to ensure timely intervention and opportunity for parent involvement.
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
Priority Goal 2
Priority Goal 3
Strategy 1
This school improvement plan
addresses this requirement.
Please see Strategy
the priority
2 goals and
strategies 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:
Student support is received through after-school tutoring, in-school tutoring, and mentoring. Wrightsboro partners with General
Electric, Wrightsboro United Methodist Church, Wrightsboro Baptist Church, Port City Church, Laney High School, University of
NC at Wilmington, Cape Fear Community College, and parent volunteers to help our students achieve academically. An after
school remediation tutoring program organized by New Hanovor County will offer Supplemental Educational Services to help
eliminate gaps in learning during the 2014-2015 school year.
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
This school improvement plan
addresses this requirement.
Please see the priority goals and
strategies noted to the right:
Priority Goal 2
Priority Goal 3
Strategy 1
Strategy 2
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:
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
This school improvement plan
addresses this requirement.
Please see the priority goals and
strategies noted to the right:
Priority Goal 2
Priority Goal 3
Strategy 1
Strategy 2
Strategy 3
Our school is providing written notification to parents in the following manner:
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
This school improvement plan
addresses this requirement.
Please see the priority goals and
strategies noted to the right:
Priority Goal 2
Priority Goal 3
Strategy 1
Strategy 2
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:
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.
This school improvement plan
Priority Goal 1
Priority Goal 2
Priority Goal 3
Strategy 1
addresses this requirement.
Please see the priority goals and
strategies noted to the right:
Strategy 2
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:
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.
This school improvement plan
Priority Goal 1
Priority Goal 2
Priority Goal 3
addresses this requirement.
Please see the priority goals and Strategy 1
strategies noted to the right:
Strategy 2
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:
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.
This school improvement plan
Priority Goal 1
Priority Goal 2
Priority Goal 3
Strategy 1
addresses this requirement.
Please see the priority goals and
strategies noted to the right:
Strategy 2
Strategy 3
Our school uses the following strategies to support and coordinate with the regular education program,
in addition to our focus on the priority goals listed in this plan:
[1] The school goal should be an overall goal based upon the priorities you identified following data analysis..
[2] Identify the supported district goal here..
[3] The school goal should be an overall goal based upon the priorities you identified following data analysis..
[4] Identify the supported district goal here..
[5] The school goal should be an overall goal based upon the priorities you identified following data analysis..
[6] Identify the supported district goal here..