Tommy’s Road Elementary School
Wayne County Public Schools
School Improvement Plan
School Improvement Plan
2014 through 2016
Wendy Hooks, Principal
Tommy’s Road Elementary School
1150 Tommy’s Road
Goldsboro, NC 27534
Template 1.1 Edit Date: 4/26/2012
District Improvement Plan
Goals and Vision
State Board of Education Goals:
Goal 1 – North Carolina public schools will produce globally competitive students.
Goal 2 – North Carolina public schools will be led by 21st Century professionals.
Goal 3 – North Carolina Public School students will be healthy and responsible.
Goal 4 – Leadership will guide innovation in North Carolina public schools.
Goal 5 – North Carolina public schools will be governed and supported by 21st Century systems.
District Goals for Wayne County Public Schools (960)
District Goal 1 –Wayne County Public Schools will produce globally competitive students.
District Goal 2 – Wayne County Public Schools will be led by 21st Century professionals.
District Goal 3 –Wayne County Public Schools students will be healthy and responsible.
District Goal 4 –Leadership will guide innovation in Wayne County Public Schools.
District Goal 5 – Wayne County Public Schools will be governed and supported by 21st Century
systems.
Goals for Tommy’s Road Elementary School (388)
School Goal 1 – During the 2014-2015 school year, TRE staff will develop a safe and positive
school culture by utilizing common schoolwide expectations, implementing student mentoring
programs, and decreasing discipline referrals by 10% by using the PBIS Model Framework.
School Goal 2 – 55% of TRE students in grades K-3 will read at or above grade level based on the
3D Reading TRC Assessments during the 2014 -2015 school year.
School Goal 3 – 56% of TRE students in grades 3-5 will demonstrate grade level proficiency in
reading based on Federal Annual Measurable Objectives as well as state College and Career
Readiness targets.
School Goal 4 – 65% of TRE students in grades 1-5 will demonstrate proficiency in math at or
above the NC Common Core State Standards as determined by the STAR Math scaled score.
District Mission Statement for Wayne County Public Schools (960)
Mission: All Wayne County Public Schools students will graduate from high school, globally
competitive for work and postsecondary education prepared for life in the 21st Century through
rigor, relevance and relationships.
Mission Statement for Tommy’s Road Elementary School (388)
Mission: The mission of Tommy’s Road Elementary is to nurture all students by seeing every
place as a classroom, every person as a teacher, every experience as a lesson, and every child as a
promise.
School Improvement Plan - Page 2 of 30
District Vision and Beliefs Statement for Wayne County Public Schools (960)
Vision:
The Wayne County Public Schools provides an exemplary education for all students in a globally
competitive 21st Century environment.
Beliefs:
* The education of children is a priority and is the responsibility of the entire community.
* Education is a sound investment for society and a key to ending the cycle of poverty.
* Understanding and respecting cultural diversity enriches the learning environment.
* All students deserve a quality education.
* Learning is a lifelong process.
Vision and Beliefs Statement for Tommy’s Road Elementary School (388)
Vision:
The vision of Tommy's Road Elementary is to ensure success for all students. We strive to educate
the "whole" child by equipping every child with the necessary skills to compete in a global society.
Beliefs:
We believe that every individual . . .
- deserves respect and needs to respect others
- needs a safe and orderly environment
- needs a positive support system including parents, peers, community and staff
- needs moral character to enhance learning
- deserves resources and opportunities to experience success
- deserves education in the use of technology which is essential in today's world
- needs discipline
- needs to become a self-sufficient productive citizen
School Improvement Plan - Page 3 of 30
Cover Sheet – Wayne County Public Schools
LEA or Charter Name/Number:
School Name/Number:
School Address:
Plan Year(s):
Wayne County Public Schools - 960
Tommy’s Road Elementary School - 388
1150 Tommy’s Road Goldsboro, NC 27534
2014-2016
School Improvement Team Membership
Committee Position
Principal
Elementary Curriculum Specialist
School Improvement Chairperson
Title I Lead Teacher
Teacher Representative -- K
Teacher Representative – 1st
Teacher Representative –2nd
Teacher Representative – 3rd
Teacher Representative – 4th
Teacher Representative – 5th
Teacher Representative -- EC
Teacher Representative – SA
Teacher Assistant Representative
Parent Representative
Percentage of Staff Approval:
Name
Wendy Hooks
Tameka Allen
Becky Dixon
Caroline Brown
Kelli Edwards
Christy Musgrave
Linda Warner
Franki Paul
Courtney Howell
Lori Kearney
Christine Mitchell
Ashley Faulk
Iris Bates
Yanet Cast
97 %
Principal Signature:
Local Board Approval Date:
Date
School Improvement Plan - Page 4 of 30
Executive Summary – Tommy’s Road Elementary
Synopsis of School Demographics
Our primary goal at Tommy's Road is to ensure that we provide the best learning
opportunities for all of our students. Through curriculum integration and instruction driven
by the NC Standard Course of Study, all children will demonstrate success by achieving at or
above the established state and local standards. The staff will create a learning atmosphere
which will focus on the diverse needs of individual children. Families, school and community
will work together as one to promote learning and student success.
Student Performance Data
Testing results from the 2013-2014 school year identified Tommy's Road Elementary as
making expected growth. We met 69.7% of state and 76.2% of federal Annual Measurable
Objectives. Tommy’s Road Elementary made College and Career Readiness gains in all EOG
tested areas. Our College and Career Readiness composite was 36.0%, and grade level
proficiency percentage was 46.8%. The students made College and Career Readiness gains of
4.87 in Reading, 0.49 in Math, and 16.22 in Science. 23 3rd grade students passed the 3rd grade
Reading Beginning of Grade Pretest. Overall performance composites are as follows – Reading
53.4%, Math 36.8%, and Science 55.2%.
Student Demographic Data
The total enrollment at Tommy's Road is currently 618 students (including PreK). Our school
population by ethnicity is 34% White, 49% Black, 5% Multi-racial, 8% Hispanic, 2% Asian, and
less than 1% American Indian and Pacific Islander. Tommy's Road Elementary serves
approximately 65% of our student population free or reduced lunch. Approximately 10% of
our students are identified as exceptional.
Community Demographic Data
Tommy's Road serves a growing and supportive community, evidenced by the presence of
stakeholder involvement. The three largest employers within close proximity to our school
are Wayne Memorial Hospital, Wayne Community College, and Seymour Johnson Air Force
Base.
School Improvement Plan - Page 5 of 30
School Characteristics
Tommy's Road Elementary is a public, suburban school serving students in grades PreK-5. The
school opened in 2000 with an initial enrollment of approximately 515 students. Our staff
consists of thirty-eight certified teachers and fifteen instructional assistants, all of whom are
highly qualified according to AYP standards. The staff includes 23% of teachers holding
advanced degrees and five teachers with National Board Certification. Teacher turnover rate is
less than 10%. We have twenty-seven regular education classrooms and one self-contained
exceptional children’s classroom. Tommy's Road Elementary continues to be accredited
through AdvancEd/SACS/CASI.
Stakeholders Perspective on the Quality of Education
Tommy's Road Elementary is committed to the formation of positive community relationships.
We are proud of our nine business partnerships with the following businesses: Best Grove
Missionary Baptist Church, Insurance Underwriter's Association, Hardee's of Goldsboro, Food
Lion on New Hope Road, Pizza Inn on Highway 70, McCall's Barbecue, Waffle House, Zeta Phi
Beta Sorority, Quixote Travel, the Gold-Wayne Chapter of Winston Salem State University
Alumni Association and Miller's Chapel AME Zion Church. The establishment of these business
partnerships, an active PTA, a supportive Parent Advisory Council, and various community
volunteers/sponsors help to enrich our school.
School Improvement Plan - Page 6 of 30
Data Summary Analysis – Tommy’s Road Elementary
What does the analysis tell you about your school’s strengths? Consider data
sources such as state testing data, annual measurable objectives, student growth
data, stakeholder survey data, discipline, attendance, etc. (Add Charts and Graphs)
Based on the analysis of state testing data and AMOs, TRE students made College
and Career Readiness gains in all EOG tested areas. Math was the weakest tested area
while science showed the most growth. The students made College and Career
Readiness gains of 4.87 in Reading, 0.49 in Math, and 16.22 in Science. 48% of TRE
students in grades 3-5 were proficient in all tested areas. Subgroups that performed better
than their peers in Wayne County in the area of Reading were the White, Economically
Disadvantaged Students, and Students with Disabilities. Subgroups that performed better
than their peers in Wayne County in the area of Science were the White, Economically
Disadvantaged Students, and Students with Disabilities. Tommy’s Road Elementary will be
recognized as a Model School for PBIS.
What does the analysis tell you about your school’s gaps or opportunities for
improvement? Consider data sources such as state testing data, annual measurable
objectives, student growth data, stakeholder survey data, discipline, attendance, etc.
(Add Charts and Graphs)
Reading and math are both areas that need to show improvement. Although three
subgroups in the area of reading showed growth, the Black subgroup continues to lag
behind their peers by 18.5%. Reading instruction will continue to focus on the struggling
students, especially among the Black subgroup, in order for us to exceed growth. The
subgroups of Black, Economically Disadvantaged Students, and the Academically and
Intellectually Gifted Students, exceeded the proficiency percentage level for Wayne County
in the area of math. The White subgroup lags behind by 4.9% in math. Although we have
implemented various teaching strategies that encourage more inquiry-based learning and
change the role of the teacher to that of a facilitator, we need to move forward with more
differentiation, more math centers, implementing Thinking Maps with math instruction, and
a greater use of small group instruction. Data must continue to be reviewed,
disaggregated, and used to drive instructional decisions.
The staff voted to continue the implementation of the PBIS framework in order to
build a safe and positive school culture, utilize schoolwide expectations, and decrease
discipline referrals to the office.
Based upon the analysis conducted, what 3 top priorities emerge for the school? (Add
charts and Graphs)
Based upon our data analysis, the top 3 priorities for TRE are to increase reading
proficiency, increase math proficiency, and to continue the implementation of the PBIS
Framework to improve the quality and safety of our school culture. Data literacy for all
subjects will drive our instruction in all grades to help us meet our goals for TRE. We will
focus on student growth in an effort to exceed growth in the 2014-2015 school year.
School Improvement Plan - Page 7 of 30
Priority Goal 1 and Associated Strategies
School Goal 1:
Supports this
District Goal:
Assigned
Implementation
Team:
During the 2014-2015 school year, TRE staff will develop a safe and positive
school culture by utilizing common schoolwide expectations, implementing
student mentoring programs, and decreasing discipline referrals by 10% by
using the PBIS Model Framework.
Wayne County Public Schools students will be healthy and responsible.
PBIS Core Team, TRE staff, Administration
Goal 1 Improvement Strategies
Strategy 1: Increase staff, student, and community awareness/engagement for school safety
issues, needs, and concerns; as well as, clarify and communicate district- and school-level policies
and procedures pertaining to identified areas.
Action steps:
Timeline:
Status:
Complete all requirements for the CIRC (Black Box) October 2014
In Progress
Create a Crisis Plan utilizing School Safety
October 2014
In Progress
Components Template
Participate in district and site professional
October 2014 – June In Progress
development focusing on emergency response.
2015
Strategy 2: Utilize common schoolwide expectations
Action steps:
Post PBIS expectations throughout school
Implement lesson plans to teach and model
schoolwide behavior expectations
Schedule PBIS Success Assemblies (1 per nine
weeks)
Recognize student behavior (Tiger Tickets) on
Fridays throughout school year
Review behavior plan and data with staff monthly
Timeline:
August 2014
September 2014 –
May 2015
November 2014 –
May 2015
September 2014 –
May 2015
November 2014 –
May 2015
School Improvement Plan - Page 8 of 30
Status:
Completed
In Progress
In Progress
In Progress
In Progress
Strategy 3: Implement student mentoring programs
Action steps:
Implement Operation Link robotics program for
grades 3-5 to supplement STEM instruction during
scheduled computer times (Operation Link mentors
will be assist during lab times)
Plan and implement Tiger Teammates student
mentoring program for all students
Solicit mentor volunteers from community
members and agencies (Best Grove Church, SJAFB,
Sweeney’s Martial Arts, Wayne Community College,
etc.)
Timeline:
September 2014 –
June 2015
Status:
In Progress
October 2014 – June
2015
October 2014 – June
2015
In Progress
In Progress
Strategy 4: Decrease discipline referrals by 10% by using the PBIS Model Framework and
mentoring programs
Action steps:
Timeline:
Status:
Schedule student mentoring sessions twice monthly October 2014 – June In Progress
2015
Develop schoolwide discipline flow chart for office
October 2014 – June In Progress
referrals
2015
Monitor discipline referral data by areas monthly
October 2014 – June In Progress
(location, race, incident, etc.)
2015
What data will be used to determine whether the strategies were deployed with fidelity?
Measure
CIRC Black box and School Crisis
Plan
PBIS data
Mentoring data
Discipline referral data
Jan
June
Jan
What are the artifacts used to document the strategies and action steps?




Professional Development Rosters
PLC Minutes
Schoolwide Daily Schedule
SIP Crisis Components and School Crisis Plan
School Improvement Plan - Page 9 of 30
June




Documentation of mentoring groups
PBIS documentation
Discipline referral data
Student data notebooks/folders
What does data show regarding the results of the implemented strategies?
<Write a narrative summary of the results of the 2-3 data measure identified above>
School Improvement Plan - Page 10 of 30
Priority Goal 2 and Associated Strategies
School Goal 2:
55% of TRE students in grades K-3 will read at or above grade level based on
the 3D Reading TRC Assessments during the 2014 -2015 school year.
Supports this
District Goal:
Wayne County Public Schools will produce globally competitive students.
Assigned
Implementation
Team:
Kindergarten PLC, First Grade PLC, Second Grade PLC, Third Grade PLC,
Administration
Goal 2 Improvement Strategies
Strategy 1: WCPS data pools will be used throughout the instructional process as a mechanism
for planning and adapting instruction.
Action steps:
Timeline:
Status:
Provide coaching conducted by Teacher-Leaders,
September 2014 –
In Progress
and Administrators during PLCs to create, revise,
June 2015
and implement weekly and daily plans
Conference with students to create individual goals, September 2014 –
In Progress
as well as track student progress and mastery
June 2015
Develop curriculum guides for students and parents September 2014
Completed
Review student, class, and grade level data monthly September 2014 –
In Progress
during grade level PLCs
May 2015
Utilize data notebooks/folders to store
August 2014 – May
In Progress
disaggregated student data
2015
Employ Classroom Walkthrough Tool and ELEOT
September 2014 –
In Progress
Tool to document observations of instructional
May 2015
strategies
Develop Personalized Education Plans for students
September 2014 –
In Progress
not meeting Universal Screeners and who are at
May 2015
risk for academic failure.
Schedule Title 1 teachers/tutors to provide in-class September 2014 –
In Progress
and pull-out instructional services for struggling
May 2015
students
Utilize 3D Reading data for progress monitoring of
September 2014 –
In Progress
students
May 2015
Utilize STAR Reading screening data to identify
September 2014 –
In Progress
areas of concern for struggling students
May 2015
Utilize Accelerated Reader data to track students’
September 2014 –
In Progress
reading comprehension levels
May 2015
Utilize MTSS Interventions with struggling students October 2014 – May In Progress
2015
School Improvement Plan - Page 11 of 30
Utilize Targeted Reading Instruction strategies to
assist struggling students
Utilize Read to Achieve assessment data to monitor
students’ progress in reading
September 2014 –
May 2015
August 2014 – June
2015
In Progress
In Progress
Strategy 2: Focus on TRC (Text Reading Comprehension) assessments to raise reading
comprehension levels
Action steps:
Timeline:
Status:
Administer all 3D Reading benchmark assessments September 2014 –
In Progress
three times a year
May 2015
Progress monitor red students (below grade level)
September 2014 –
In Progress
using 3D Reading assessments after every 10 days
May 2015
of instruction
Progress monitor yellow students (slightly below
September 2014 –
In Progress
grade level) using 3D Reading assessments after
May 2015
every 20 days of instruction
Progress monitor green students (on grade level)
September 2014 –
In Progress
using 3D Reading assessments once per grading
May 2015
period
Provide narrative writing professional development October 2014
In Progress
for teachers
Strategy 3: Provide instructional support framework for K-3 teachers and students
Action steps:
Provide common planning time for grade level PLCs
through TWIST schedule
Continue to schedule schoolwide literacy block for
all students
Provide support staff for K-3 classrooms during
schoolwide literacy block
Schedule intervention/enrichment blocks three
times a week
Implement Report Card Pickup Night for all
students three times a year to require parents to
visit the school to receive performance data on their
child
Attend all district and school sponsored reading
Timeline:
August 2014 – May
2015
August 2014 – May
2015
August 2014 – May
2015
October 2014 – May
2015
October 2014 – June
2015
Status:
In Progress
September 2014 –
In Progress
School Improvement Plan - Page 12 of 30
In Progress
In Progress
In Progress
In Progress
and language arts professional development
opportunities
June 2015
What data will be used to determine whether the strategies were deployed with fidelity?
Measure
3D Reading Assessments data
Benchmark Assessment Scores
(Grade 3)
Read to Achieve data
STAR Reading data
Accelerated Reader data
Classroom Walkthrough data
Jan
June
Jan
What are the artifacts used to document the strategies and action steps?














Professional Development Rosters
PLC Minutes
Schoolwide Daily Schedule
Lesson plans
Student data notebooks/folders
CWT/ELEOT Tool reports
Title 1 documentation
Reports and Graphs used in PLC data discussions
3D Reading Assessments reports
Read to Achieve documentation
STAR Reading reports
Accelerated Reader reports
MTSS Documentation
Report Cards
What does data show regarding the results of the implemented strategies?
<Write a narrative summary of the results of the 2-3 data measure identified above>
School Improvement Plan - Page 13 of 30
June
Priority Goal 3 and Associated Strategies
School Goal 3:
56% of TRE students in grades 3-5 will demonstrate grade level proficiency in
reading based on Federal Annual Measurable Objectives as well as state
College and Career Readiness targets.
Supports this
District Goal:
Wayne County Public Schools will produce globally competitive students.
Assigned
Implementation
Team:
Third Grade PLC, Fourth Grade PLC, Fifth Grade PLC, Administration
Goal 3 Improvement Strategies
Strategy 1: WCPS data pools will be used throughout the instructional process as a mechanism
for planning and adapting instruction.
Action steps:
Timeline:
Status:
Coaching conducted by Teacher-Leaders, and
September 2014 –
In Progress
Administrators during PLCs to create, revise, and
June 2015
implement weekly and daily plans.
Conferencing with students to create individual
September 2014 –
In Progress
goals, as well as track student progress and
June 2015
mastery.
Develop curriculum guides for students and parents September 2014
Completed
Review student, class, and grade level data monthly September 2014 –
In Progress
during grade level PLCs
May 2015
Utilize data notebooks/folders to store
August 2014 – May
In Progress
disaggregated student data
2015
Employ Classroom Walkthrough Tool and ELEOT
September 2014 –
In Progress
Tool to document observations of instructional
May 2015
strategies
Develop Personalized Education Plans for students
September 2014 –
In Progress
not meeting Universal Screeners and who are at
May 2015
risk for academic failure.
Schedule Title 1 teachers/tutors to provide in-class September 2014 –
In Progress
and pull-out instructional services for struggling
May 2015
students
Utilize 3D Reading data for progress monitoring of
September 2014 –
In Progress
third grade students
May 2015
Utilize STAR Reading screening data to identify
September 2014 –
In Progress
areas of concern for struggling students
May 2015
Utilize Accelerated Reader data to track students’
September 2014 –
In Progress
reading comprehension levels
May 2015
Utilize MTSS Interventions with struggling students October 2014 – May In Progress
School Improvement Plan - Page 14 of 30
Utilize Read to Achieve assessment data to monitor
students’ progress in reading
2015
August 2014 – June
2015
In Progress
Strategy 2: Provide instructional support framework for K-3 teachers and students
Action steps:
Provide common planning time for grade level PLCs
through TWIST schedule
Continue to schedule schoolwide literacy block for
all students
Provide support staff for K-3 classrooms during
schoolwide literacy block
Schedule intervention/enrichment blocks three
times a week
Implement Report Card Pickup Night for all
students three times a year to require parents to
visit the school to receive performance data on their
child
Attend all district and school sponsored reading
and language arts professional development
opportunities
Timeline:
August 2014 – May
2015
August 2014 – May
2015
August 2014 – May
2015
October 2014 – May
2015
October 2014 – June
2015
Status:
In Progress
September 2014 –
June 2015
In Progress
In Progress
In Progress
In Progress
In Progress
What data will be used to determine whether the strategies were deployed with fidelity?
Measure
READY EOG Test Scores
Benchmark Assessment Scores
Read to Achieve data
STAR Reading reports
Accelerated Reader reports
Classroom Walkthrough data
Jan
June
Jan
What are the artifacts used to document the strategies and action steps?




Professional Development Rosters
PLC Minutes
Schoolwide Daily Schedule
Lesson plans
School Improvement Plan - Page 15 of 30
June










Student data notebooks/folders
CWT/ELEOT Tool reports
Reports and Graphs used in PLC data discussions
Title 1 documentation
3D Reading assessments reports (3rd grade)
Read to Achieve documentation
STAR Reading reports
Accelerated Reader reports
MTSS Documentation
Report Cards
What does data show regarding the results of the implemented strategies?
<Write a narrative summary of the results of the 2-3 data measure identified above>
School Improvement Plan - Page 16 of 30
Priority Goal 4 and Associated Strategies
School Goal 4:
65% of TRE students in grades 1-5 will demonstrate proficiency in math at or
above the NC Common Core State Standards as determined by the STAR Math
scaled score.
Supports this
District Goal:
Wayne County Public Schools will produce globally competitive students.
Assigned
Implementation
Team:
Third Grade PLC, Fourth Grade PLC, Fifth Grade PLC, Administration
Goal 4 Improvement Strategies
Strategy 1: Plan and implement professional development opportunities geared to
the North Carolina Standard Course of Study for math instruction
Action steps:
Timeline:
Status:
Follow district plan for required DODEA STEM
September 2014 –
In Progress
professional development
April 2015
Provide opportunities for staff members to attend
September 2014 –
In Progress
state and local level professional development
April 2015
opportunities
Provide Math Strategies with Thinking Maps
September 2014 –
In Progress
professional development
April 2015
Strategy 2: WCPS data pools will be used throughout the instructional process as a mechanism
for planning and adapting instruction.
Action steps:
Timeline:
Status:
Coaching conducted by Teacher-Leaders, and
September 2014 –
In Progress
Administrators during PLCs to create, revise, and
June 2015
implement weekly and daily plans.
Conferencing with students to create individual
September 2014 –
In Progress
goals, as well as track student progress and
June 2015
mastery.
Develop curriculum guides for students and parents September 2014
Completed
Review student, class, and grade level data monthly September 2014 –
In Progress
during grade level PLCs
April 2015
Utilize data notebooks/folders to store
September 2014 –
In Progress
disaggregated student data
April 2015
Employ Classroom Walkthrough Tool and ELEOT
September 2014 –
In Progress
Tool to document observations of instructional
May 2015
strategies
School Improvement Plan - Page 17 of 30
Develop Personalized Education Plans for students
not meeting Universal Screeners and who are at
risk for academic failure.
Schedule Title 1 teachers/tutors to provide in-class
and pull-out instructional services for struggling
students
Utilize STAR Math Screening data to identify areas
of concern for struggling students
Utilize MTSS Interventions with struggling students
Utilize Accelerated Math software to supplement
North Carolina Standard Course of Study math
instruction
September 2014 –
May 2015
In Progress
September 2014 –
April 2015
In Progress
September 2014 –
April 2015
September 2014 –
April 2015
September 2014 –
April 2015
In Progress
In Progress
In Progress
Strategy 3: Provide instructional support framework for 3-5 teachers and students
Action steps:
Provide common planning time for grade level PLCs
through TWIST schedule
Schedule intervention/enrichment blocks three
times a week
Implement Report Card Pickup Night for all
students three times a year to require parents to
visit the school to receive performance data on their
child
Attend all district and school sponsored math
professional development opportunities
Timeline:
September 2014 –
April 2015
October 2014 –
April 2015
October 2014 –
April 2015
Status:
In Progress
September 2014 –
June 2015
In Progress
Not Started
Not Started
Strategy 4: Implement instructional strategies that focus on the infusion of science, technology,
engineering, and mathematics
Action steps:
Timeline:
Status:
Attend DODEA STEM professional development
September 2014 –
In Progress
sessions (Core Team – Train the Trainer)
April 2015
Train peers in the DODEA STEM Model
September 2014 –
In Progress
April 2015
Implement collaborative teaching model to pair
September 2014 –
In Progress
upper grade students and teachers with lower
April 2015
grade students and teachers (classroom to
classroom) to model instructional strategies using
the Ipads
Align STEM strategies with the North Carolina
September 2014 –
In Progress
Standard Course of Study math standards
April 2015
School Improvement Plan - Page 18 of 30
Implement Operation Link robotics program during
scheduled computer time to supplement STEM
instruction
Attend all district and school sponsored science
professional development opportunities
September 2014 –
April 2015
In Progress
September 2014 –
June 2015
In Progress
What data will be used to determine whether the strategies were deployed with fidelity?
Measure
READY EOG Test Scores
Benchmark Assessment Scores
STAR Math Reports
Accelerated Math Reports
Classroom Walkthrough data
Jan
June
Jan
What are the artifacts used to document the strategies and action steps?












Professional Development Rosters
PLC Minutes
Title 1 Documentation
Schoolwide Daily Schedule
Lesson plans
Student data notebooks/folders
CWT/ELEOT Tool reports
Reports and Graphs used in PLC data discussions
STAR Math and Accelerated Math reports
MTSS Documentation
Report Cards
DODEA documentation
What does data show regarding the results of the implemented strategies?
<Write a narrative summary of the results of the 2-3 data measure identified above>
School Improvement Plan - Page 19 of 30
June
Title 1 School-Wide Compliance Review and Plan
School Prioritized Plan
Based on the annual review of the school needs assessment data encompassing all
domains, describe the prioritized plans for the new project year that have the greatest
likelihood of ensuring that all groups of students specified in section 1111(b)(2)(C)(v)
and enrolled in the school will meet the State's proficient level of achievement as
determined by AMOs (Annual Measurable Objectives) on the State’s academic
assessments. Describe three to five prioritized program goals that address identified
needs. NOTE: These program goals should be included in the school’s comprehensive
plan for improvement and do not alone constitute a Title I plan.
Student
Achievement Goals.
Include Targeted
Subgroup(s)
Action Step(s)
Assessment(s) and/or Other
Measures Used to
Determine Outcome
Timeline of Evaluation
Including Interim and
Final
Reading Proficiency
for minority
subgroups will
increase by 1%.
Utilize software such as Reading
Eggs, DIBELS, STAR Reading
and Accelerated Reader to identify
intervention areas. Lower grades
will incorporate phonics instruction
from supplemental program
“Letter Land”.
Student Outcomes:
Formal and Informal
Assessments (3D,
Benchmarks, etc)
Teacher Outcomes:
Lesson plans, PEPs
Student Outcomes:
Star Reading and
Every 4 weeks (3D) andAccelerated Reader
9 weeks for 3-5
Common Core
Teacher Outcomes: Literacy Standards
Training; Letter
Quarterly
Land training.
Schedule professional
development geared to Common
Core literacy standards.
Professional
Development Needed
to Support the Action
Step(s)
Parental
Involvement
Needed to
Support the
Action Step(s)
Attendance at
PEP
conferences,
attendance at
Curriculum
Night and
parent
workshops
3D Reading
Use progress monitoring
information from 3D and STAR
Enterprise screening data to plan
instruction.
Align PEPs to reflect use of
strategies.
Math Proficiency for
minority subgroups
will increase by 2%.
Provide small group and in-class
instruction.
Supplement the Math Common
Core standards with research
proven strategies such as STEM
instruction and Accelerated Math
software.
Student Outcomes:
Formal and Informal
Assessments (STAR Math,
Benchmarks, etc)
Teacher Outcomes:
Lesson plans, PEPs
Student Outcomes:
Assessment data quarterly
Teacher Outcomes:
Quarterly
Schedule professional
development geared to Common
Core math standards.
Align PEPs to reflect use of
strategies.
Use STAR Enterprise screening
School Improvement Plan - Page 20 of 30
Accelerated Math
Common Core
Standards Training
Attendance at
PEP
conferences,
attendance at
Curriculum
Night and
parent
workshops
data to plan instruction.
Provide small group and in-class
instruction.
Reading Proficiency
for
economically
disadvantaged
subgroup will
increase by 9%.
Utilize software such as Reading
Eggs, DIBELS, STAR Reading
and Accelerated Reader to identify
intervention areas. Lower grades
will incorporate phonics instruction
from supplemental program
“Letter Land”.
Student Outcomes:
Formal and Informal
Assessments (3D,
Benchmarks, etc)
Teacher Outcomes:
Lesson plans, PEPs
Student Outcomes:
Star Reading and
Every 4 weeks (3D) andAccelerated Reader
9 weeks for 3-5
Common Core
Teacher Outcomes: Literacy Standards
Training; Letter
Quarterly
Land training.
Schedule professional
development geared to Common
Core literacy standards.
3D Reading
Attendance at
PEP
conferences,
attendance at
Curriculum
Night and
parent
workshops
Use progress monitoring
information from 3D and STAR
Enterprise screening data to plan
instruction.
Align PEPs to reflect use of
strategies.
Math Proficiency for
economically
disadvantaged
subgroup will
increase by 9%.
Provide small group and in-class
instruction.
Supplement the Math Common
Core standards with research
proven strategies such as STEM
instruction and Accelerated Math
software.
Student Outcomes:
Formal and Informal
Assessments (STAR Math,
Benchmarks, etc)
Teacher Outcomes:
Lesson plans, PEPs
Student Outcomes:
Assessment data quarterly
Teacher Outcomes:
Quarterly
Schedule professional
development geared to Common
Core math standards.
Align PEPs to reflect use of
strategies.
Use STAR Enterprise screening
data to plan instruction.
Provide small group and in-class
instruction.
School Improvement Plan - Page 21 of 30
Accelerated Math
Common Core
Standards Training
Attendance at
PEP
conferences,
attendance at
Curriculum
Night and
parent
workshops
SCHOOLWIDE PROJECT SCHOOLS
Provide a SCHOOL summary of the ten (10) schoolwide components being implemented in
participating schools, as described in section 1114. All activities in schoolwide projects should
reflect the statutory requirement that schools particularly address the needs of low-achieving
children and those at risk of not meeting the state student academic achievement standards as
determined by the comprehensive needs assessment of the school. Attach additional pages as
needed.
1. SCHOOL REFORM STRATEGIES
Based upon our data analysis, the top 3 priorities for TRE are to increase reading proficiency, increase
math proficiency, and continue implementation of the PBIS Framework to improve the quality and safety of our
school culture. Using data to drive our instruction in all grades will help us to meet our goals for TRE. We will
focus on student growth in an effort to be recognized as a high growth school in the 2014-2015 school year.
The analysis of state testing data and AMOs show a decline in all areas and subgroups as new and higher
standards were established in 2012-2013. Strategies will be implemented in order to see scores increase for next
year. Our Effective School survey results showed that students thought that peers did not treat each other with
respect or obey the school rules. Responses from the 2014 North Carolina Teacher Working Conditions Survey
indicated that over 80% of the staff felt TRE was a good place to work and learn.
Opportunities for improvement are in the areas of reading instruction, math instruction, technology
integration, professional development, and student behavior. Reading instruction must focus on the struggling
students, especially among the Black subgroup, in order for us to meet expected growth. Although we have
implemented various teaching strategies that encourage more inquiry-based learning and change the role of the
teacher to that of a facilitator, we need to move forward with more differentiation, more literacy and math
centers, and more small-group instruction. Data must continue to be reviewed, disaggregated, and used to drive
instructional decisions.
Based on our Effective School survey results, we felt the need to revisit our schoolwide expectations.
Students thought that peers did not treat each other with respect or obey the school rules. The staff will continue
implementing the PBIS framework in order to build a positive school culture, establish schoolwide expectations,
and decrease discipline referrals to the office.
2. INSTRUCTION BY HIGHLY QUALIFIED STAFF
Our staff consists of thirty-eight certified teachers and fifteen instructional assistants, all of whom are
highly qualified according to federal law. The staff includes 23% of teachers holding advanced degrees and five
teachers with National Board Certification. Teacher turnover rate is less than 10%. We have twenty-seven
regular education classrooms and one self-contained exceptional children’s classroom. Tommy's Road
Elementary continues to be accredited through AdvancEd/SACS/CASI. Instructional approaches to be employed
at Tommy’s Road Elementary include but are not limited to the In-Class model for Title 1 services, pull-out Title 1
service if deemed necessary, direct instruction by the classroom teacher, direct instruction from Exceptional
Children staff if necessary, ESL instruction by ESL staff if necessary, and remediation opportunities offered by
certified tutors.
3. HIGH QUALITY AND ONGOING PROFESSIONAL DEVELOPMENT
High quality and ongoing professional development will be provided at the district and school level.
Professional development will focus on phonics and reading comprehension, developing challenging literacy and
math centers with differentiated activities, technology training, data analysis, and integrating Common
Core/North Carolina Essential Standards into daily instruction.
School Improvement Plan - Page 22 of 30
4. STRATEGIES TO ATTRACT HIGH QUALITY TEACHERS TO HIGH NEEDS SCHOOLS
The following strategies will be offered by Tommy’s Road Elementary to attract and retain highly
qualified teachers: recruitment through WCPS Human Resources, close working relationship with the assigned
Teaching and Learning Coach, and grade level support. In addition to offering staff support, best practices
instructional materials will be provided.
5. INCLUDING TEACHERS IN DECISIONS REGARDING THE USE OF ASSESSMENTS
The staff of Tommy’s Road Elementary will be involved in decisions regarding assessment use by
attending an annual meeting with the Superintendent of Accountability and Student Services to learn about
EVAAS, attending central office meetings for the required Literacy and Math Assessments, attending planning
meetings with the Title One Focus Teachers, and keeping abreast of needed assessments for 3D Reading and STAR
Enterprise screenings.
6. STRATEGIES TO INCREASE PARENTAL INVOLVEMENT (also explain how assessment
results will be reported to parents)
The Parent Involvement Coordinator will continue to support and encourage parents with the assistance
of the TRE administrators and staff. Parents will be invited to an annual meeting and informed of our Parent
Involvement Policy as well as changes to our Title One program. Parent workshops will continue to be offered as
well as monthly newsletters, school-parent compacts, and weekly classroom communication. Parent
communication will be strengthened through the use of the SchoolMessenger system as well as Home Base Parent
Tool.
7. TRANSITION STRATEGIES
In an effort to meet the needs of our youngest students, there will be collaboration with local agencies
such as NC PreK and WAGES regarding student transition and preparation for TRE’s Kindergarten setting. In
early spring, a Kindergarten Registration will be held with representatives from local agencies in attendance. For
parent workshops occurring during the school day, preschool children attending will be invited to visit
Kindergarten classes while their parents are attending the workshops. Fifth grade students transitioning to
middle school at Eastern Wayne Middle or Norwayne Middle may tour the campus as well as attend an
informational meeting in the spring prior to beginning school there in the fall.
8. ACTIVITIES FOR CHILDREN EXPERIENCING DIFFICULTY
The following services will be available for students experiencing difficulty: MTSS interventions, school
nurse, social worker, guidance counselor, hearing-impaired specialists, vision-impaired specialists, behavioral
specialists, Personalized Education Plans (PEPs), Individualized Education Plans (IEPs), and 504 Plans. Outside
agencies will be secured as needed. Parents will be informed through conferences and letters home. Community
volunteers will be screened and then trained to serve as mentors to students that would benefit from mentor
services.
9. COORDINATION AND INTEGRATION OF FEDERAL, STATE, AND LOCAL SERVICES
Our primary goal at Tommy's Road is to ensure that we provide the best learning opportunities for all of
our students. Every effort will be made to ensure that student needs are met through all services available as
listed previously. We are in collaboration with Edgewood Community Developmental School in an effort to
mainstream special needs students into a regular education facility. The school’s administration will serve to
ensure that all federal, state and local mandates are followed. All agencies will be secured as needed to provide
School Improvement Plan - Page 23 of 30
the utmost success for our students. Title 1 School Improvement funds will be used in conjunction with other
improvement funds to provide our students with highly qualified teachers, differentiated instruction, increased
one-on-one tutoring, small group remediation, focused instruction for reading and math, and a safe and orderly
school environment.
10. RESOURCES USED IN PROGRAMS Briefly summarize the Title I and other resources used in
participating schools. Include instructional programs and how students will be served in the Title I
program.
Our Title One program will utilize the services of two Title One Focus Teachers who will provide both
small group and in-class instruction. There are consultative services to provide remediation and enrichment
instruction as needed. Computer assisted programs along with research proven materials will also be used.
Materials and equipment to be used include but are not limited to computers, Ipads, data projectors, overhead
projectors, binding machines, Leap Pads, calculators, math manipulatives, Thinking Maps materials, Accelerated
Reader software, Accelerated Math software, Reading Eggs software, Flocabulary resources, subject textbooks
and workbooks, classroom libraries, leveled readers, Reader’s Handbooks, library books, videos, Common Core
Progress workbooks, Best Practices in Reading workbooks, Math Madness workbooks, classroom magazines,
transparencies, highlighters, dry erase markers, whiteboards, letter tiles, magnetic letters and numbers, and
learning games.
School Improvement Plan - Page 24 of 30
Strategies for Improving Student Reading in Kindergarten-First Grade
Pursuant to General Statute §115C-105.27(b), The schools shall, if the school serves students in kindergarten or first
grade, include a plan for preparing students to read at grade level by the time they enter second grade. The plan shall
require kindergarten and first grade teachers to notify parents or guardians when their child is not reading at grade
level and is at risk of not reading at grade level by the time the child enters second grade. The plan may include the
use of assessments to monitor students' progress in learning to read, strategies for teachers and parents to implement
that will help students improve and expand their reading, and provide for the recognition of teachers and strategies
that appear to be effective at preparing students to read at grade level;










Continue literacy block each day to provide differentiated small group instruction
Utilize 3D Reading assessment data to identify areas of concern
Utilize MTSS Intervention strategies to assist struggling students
Utilize TRI strategies to assist struggling students
Provide small group instruction from Title 1 focus teachers/tutors for struggling
students
Utilize Foster Grandparents in selected classrooms to assist struggling students (K-1)
Utilize EC and ESL teachers to assist identified students
Complete PEPs for all students not performing at grade level
Provide professional development opportunities for staff
Provide parent workshops that address reading strategies
Strategies for Improving Academic Performance of At-Risk Students
Pursuant to General Statute §115C-105.27(b), All schools shall include a plan that specifies the effective instructional
practices and methods to be used to improve the academic performance of students identified as at risk of academic
failure or at risk of dropping out of school;










Continue literacy block each day to provide differentiated small group instruction
Utilize 3D Reading assessment data to identify struggling students (K-3)
Utilize STAR Enterprise Screenings to identify struggling students (4-5)
Utilize MTSS Intervention strategies to assist struggling students
Utilize Foster Grandparents in selected classrooms to assist struggling students (K-1)
Utilize EC and ESL teachers to assist identified students
Complete PEPs for all students not performing at grade level
Provide small group instruction from Title 1 focus teachers/tutors for targeted students
Provide professional development opportunities for staff
Provide parent workshops that address different learning styles
School Improvement Plan - Page 25 of 30
Strategies for Providing Duty-Free Times
Pursuant to General Statute §115C-105.27(b), All schools shall include a plan to provide a duty-free lunch period for
every teacher on a daily basis or as otherwise approved by the school improvement team; and shall include a plan to
provide duty-free instructional planning time for every teacher under G.S. 115C‑301.1, with the goal of providing an
average of at least five hours of planning time per week.


Implement daily duty coverage schedule for cafeteria to provide classroom teachers
with duty-free lunch period
Implement schoolwide TWIST schedule which provides each grade level with
approximately 4 ½ hours common planning time as well as over an hour of individual
planning time on a 6 day rotating basis
School Improvement Plan - Page 26 of 30
Professional Development Plan
Professional
Development
Activity
WCPS
Summer
Institute
Vertical
Alignment
Data Literacy
Deborah
Greenblatt’s
Law/Bullying
WCPS District
Curriculum
Meetings
DODEA STEM
Strategies
Math
Strategies
with Thinking
Maps
Narrative
Writing
North Carolina
EC Conference
Date
SIP/District
Goal
8/5/14 –
8/7/14
Goal 3
All staff
State
Conference/Districtwide/In- school
District-wide
10/14
Goal 3
All staff
District-wide
District
$0.00
3/15
8/19/14
Goal 3
Goal 3
All staff
All staff
District-wide
In-school
District
N/A
$0.00
$0.00
9/14 –
6/14
Goal 2
Designated
staff
District-wide
District
$0.00
9/14 –
6/14
9/14 –
6/14
Goal 2
DODEA Team
Members
All staff
In-school
Grant
$0.00
In-school
Title 1
$6,000.00
10/14
Goal 3
In-school
Title 1
$2,400.00
11/14
Goal 2
Grades 1-5
staff
Administrators
State Conference
EC funds
$0.00
Goal 3
Targeted
Participants
Fund
Source
Estimated
Amount
District
$0.00
NOTE: As you plan your professional development, please remember the requirements for
staff training on the Deborah Greenblatt law, as well as your efforts to prevent bullying.
School Improvement Plan - Page 27 of 30
Profile Data
2011-2012
Wayne County Public Schools
School Improvement Plan - Page 28 of 30
Ready Schools Plan (if applicable)
Chemical Hygiene Plan (High Schools Only)
School Improvement Plan - Page 29 of 30
Waivers
Waiver No: 1
Wavier Name:
Classroom Flexibility
Law, Regulation or Policy which Exemption is requested: G.S. 115.c-105.21.B
How waiver will promote achievement of performance Goals: Students will be provided
continuous instruction from a highly qualified instructor to support
provision for an education continuum.
School Improvement Plan - Page 30 of 30