1. education
2. school

How to Use This Template
This school improvement plan template is designed to provide a step-by-step approach to planning. The template is aligned with the NCDPI-recommended model for
school improvement planning as outlined in The North Carolina School Improvement Planning Implementation Guide. The template is aligned with the
recommendations found in the Guide. For instance, space is provided for up to 5 goals for each school and drop-down menus reflect recommended guidelines such
as quarterly, or at most semi-annual, review cycles. Each page of this template is designed to print neatly on an 8.5 inch-wide piece of paper, though the length may
stretch to several pages. At certain locations, you will see a prompt to "select" an item from a drop-down menu. To use this feature, select the cell, then look to the
far right of the cell for the drop-down button. Click the button to select the item for that cell.
General Information
Please note the template has several tabs along the bottom of the Excel workbook. Each tab corresponds to an input and/or step of the planning process. For
example, the tab named “Step 1 Cover Sheet” (see below) provides a location to input relevant school demographic data (we anticipate that the future on-line
version will pre-populate this data) and school improvement team information as well as space for the principal and the local board of education chair to sign-off.
Other tabs provide reference information for the school improvement team (SBE Goals, District Goals), a place for data analysis and summary, and of course, a
place to identify and track school-level goals. Additional detail for each tab is provided below.
SBE Goals – This tab lists the five current State Board of Education goals for North Carolina. Use this as a reference as needed.
Reference
Tabs –
These
tabs
provide
information
to aid the
planning
process.
District Goals – This tab provides space to input district level goals as well as the SBE goal supported by each. It is intended to provide an easy-to-access reference
point for local district goals. Please note that the SBE goals may be selected by clicking on the cell and using the drop-down button at the end of the cell. Also,
entering your district-level goals is a critical step because it builds one of the drop-down menus you will use in Steps 3 through 7, described below in greater detail.
Please note this page contains at least one drop-down menu.
Data Sources – This tab lists a variety of data sources for school improvement teams to consult as they work to establish an understanding of the current state at the
school. Other data sources may be available locally as well and teams should not limit themselves to evaluating the sources listed in the template.
School Vision and Mission – School improvement teams can input the school's mission and vision on this tab to provide an easy reference as needed during the
planning process.
Step 1 – Cover Sheet – Use this sheet to document school information. Identify all School Improvement Team members and whom they represent, as appropriate.
This sheet also provides signature lines for the school principal and the person authorized to accept the plan on behalf of the local school board. Please note this
page contains at least one drop-down menu.
School
Improvement
Plan Tabs Step 2 – School Data Analysis Summary – This sheet provides guiding questions to help begin data analysis. It provides space to document findings and list
priorities. Data sources for use with this tab are listed on the “Data Sources” tab; other available data locally available may also be used.
– The
School
Improvement
Steps 3 through 7 – School Goals – These tabs provide space to record goals based upon the priorities resulting from data analysis. A separate tab is provided for
Plan
each goal up to 5 goals (3-5 goals are recommended for each school). For each goal, several items can be recorded: the relevant area for improvement, the goal
consists of and the district-level goal it supports, measures, quantitative target, and milestone date. The school improvement team can also record the specific strategies to be
these tabs. implemented to achieve the goal along with action items for each strategy. The lower portion of each sheet provides a place to discuss potential interventions, to
identify funding sources (using a drop-down menu) and team members, and to document the reviewcycle frequency for the goal (also using a drop-down menu).
Please note that each of these pages contains multiple drop-down menus.
Safe Schools Plan – This template for the Safe Schools Plan is aligned to the state legislative requirements specified in § GS 115C-105.47. Using this template to
guide Safe School planning will ensure schools address the appropriate requirements. District-level Safe Schools personnel can use the information on this tab from
each school in the district to understand the prevailing issues across the district and document appropriate strategies on the district-level Safe Schools Plan.
Title I School-wide Review - If your school is a Title I School-wide school, use this tab to develop your Title I Plan. This portion of the template was developed in
conjunction with NC DPI Program Monitoring and offers space to address all federal requirements for this program. Please note that the form is designed to allow
you to "X" the appropriate box and identify either an existing strategy associated with the federal requirement, or identify and describe a different program or strategy
that will be used by you school to meet the requirement.
Other SIPTitle I Targeted-assistance Review - If your school is a Title I Targeted-assistance school, use this tab to develop your Title I Plan. This portion of the template was
related
developed in conjunction with NC DPI Program Monitoring and offers space to address all federal requirements for this program. Please note that the form is
Requirements
designed to allow you to "X" the appropriate box and identify either an existing strategy associated with the federal requirement, or identify and describe a different
program or strategy that will be used by you school to meet the requirement.
For Schools in Title I Improvement - This tab is for use by any school currently in Title I School Improvement. Filling out this tab will ensure that these schools meet
the additional federal requirements that go into effect when a school enters into this status.
ABCs Waiver Request Form – ABCs waivers may be requested according to the guidelines specified in GS § 115C-105.26. These guidelines are enumerated in the
SIP Implementation Guide.
State Board of Education Goals – Future-ready Students for the 21st Century
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 (Public Schools of Robeson County)
District Priority 1:
students.
The Public Schools of Robeson County will produce globally competitive students. Short-term Goal:
Promote High Standards of Academic Achievement for all students so that they will attain the
knowledge, skills, and abilities needed to be successfurl in the 21st Century. Long-term Goal: By July
2014, all K-12 schools will improve performance by 10%.
Supports SBE Goal:
Goal 1 – North Carolina public schools will produce globally competitive students.
District Priority 2 and
Goal:
The Public Schools of Robeson County wil be led by 21st Century professionals. Goal: Promote
quality teachers, administrators, and staff to ensure that our students are receiving a quality education.
Supports SBE Goal:
Goal 2 – North Carolina public schools will be led by 21st Century professionals.
District Priority 3 and
Goal:
The Public Schools of Robeson County will produce healthy and responsible students. Goal: Promote
a safe, orderly, and caring environment that is conducive to learning in all schools.
Supports SBE Goal:
Goal 3 – North Carolina Public School students will be healthy and responsible.
District Priority 4 and
Goal:
The Public Schools of Robeson County will guide innovation through leadership. Goal: Promote
effective and efficient operations so that schools offer students opportunities to learn in a quality
organization.
Supports SBE Goal:
Goal 4 – Leadership will guide innovation in North Carolina public schools.
District Priority 5:
The Public Schools of Robeson County will be governed and supported by 21st Century systems.
Supports SBE Goal:
Goal 5 – North Carolina public schools will be governed and supported by 21st Century
systems.
Recommended Data Sources for Analysis by School Improvement Teams
Identify disaggregated data that shows groups or subgroups in need of improvement in academic performance, behavior or other areas.
Examine data from such areas as:
Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that highly qualified, well-trained teachers provide instruction and
how their assignments most effectively address identified. Number and percentage of teachers Non-HQT (www.ncreportcards.org Click on
High Quality Teachers tab)
End-of-Grade (EOG) Results disaggregated: (www.ncpublicschools.org/accountability/reporting Click on Greenbook, then State Testing
Results)
End-of-Course (EOC) Results disaggregated: (www.ncpublicschools.org/accountability/reporting Click on Greenbook, then State Testing
Results)
School Report Card results: (www.ncreportcards.org)
North Carolina Teacher Working Conditions Survey results: ( http://ncteachingconditions.org )
North Carolina Teacher Working Conditions Survey: Guide for School Improvement (To assist in conversations about improving teacher
working conditions, The New Teacher Center created a guide to support using the SIP process for understanding and improving working
conditions at a school. The guide can be downloaded as a single document or in each of its three sections. Find this document at http:
//ncteachingconditions.org/sites/default/files/attachments/SchoolImprovementGuide.pdf)
Local Data: (e.g., LEA, school, and grade-level assessments, surveys, program-specific assessments)
Career and Technical Education Local Plan
School Demographic Information related to student discipline: (e.g. total office referrals, long- and short-term suspensions, expulsions,
alternative school placements, School Incidence Report (SIR) data, or student attendance) (http://www.ncpublicschools.
org/research/discipline/reports)
School Demographic Information related to drop-out information and graduation rate data (http://www.ncpublicschools.
org/research/dropout/reports)
School Demographic Information related to teacher attendance, teacher turnover, or challenges associated with a high percent of new and/or
inexperienced faculty (http://www.ncreportcards.org and locally-maintained data)
School Demographic Information related to student attendance, patterns of student tardiness, early checkouts, late enrollments, high number
of transfers, and/or transiency including migratory moves (if applicable) (NC WISE and locally maintained data)
School Perception Information related to parent perceptions and parent needs including information about literacy and education levels
(Locally maintained data)
Title III AMAO School Process Information related to an analysis of existing curricula focused on helping English Language Learners (ELLs)
work toward attaining proficiency
Title III AMAO School Process Information related to an analysis of existing personnel focused on helping English Language Learners (ELLs)
work toward attaining proficiency
School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies, reform
strategies, and/or extended learning opportunities
Ready Schools Inventory/Ready Schools Plan (http://ncreadyschools.org)
Special Education Continuous Improvement Plan
Title I AYP (http://ayp.ncpublicschools.org)
Healthy Active Children Initiative (http://www.nchealthyschools.org)
School Vision and Mission Statements for (W. H. Knuckles Elementary)
Vision:
“To Inspire a Passion for Learning and Respect for ALL in an ever-changing global society.”
Mission:
“Together We Create The Successes of Tomorrow!”
LEA or Charter Name/Number: Robeson County Schools - 780
W. H. Knuckles Elementary School 417
School Name/Number:
1520 Martin Luther King Drive Lumberton, NC 28358
School Address:
2013-2014
Plan Year(s):
10-Sep-13
Date prepared:
Principal Signature:
Date
Local Board Approval Signature:
Date
School Improvement Team Membership
From GS §115C-105.27: “The principal of each school, representatives of the assistant principals, instructional personnel, instructional support personnel, and
teacher assistants assigned to the school building, and parents of children enrolled in the school shall constitute a school improvement team to develop a
school improvement plan to improve student performance. Representatives of the assistant principals, instructional personnel, instructional support personnel,
and teacher assistants shall be elected by their respective groups by secret ballot....Parents serving on school improvement teams shall reflect the racial and
socioeconomic composition of the students enrolled in that school and shall not be members of the building-level staff.”
Committee Position*
Principal
Principal Designee
Teacher Representative
Inst. Support Representative
Teacher Assistant Representative
Parent Representative
Teacher Representative
Teacher Representative
Teacher Representative
Teacher Representative
Student Representative
SIT Chairperson
Lead Teacher
Name
Adrian Sinclair-Davis
Jean McCall
Wanda Murchison
Tamisha Davis
Jenny Wright
Walter McLeod
Mildred Striblin
Sandra Clements
Shauntia McLeod
Judith Osegueda
Kismit McDowell
Tomeka Todote'
Arine Lowery
* Add to list as needed. Each group may have more than one representative.
Committee Position*
Name
Schoolwide Data (W. H. Knuckles Elementary School)
Attendance Rate
2010-2011
93.96%
2011-2012
96.20%
Teacher Retention
97%
81%
2012-2013
97%
93%
Grades K-8
EOG SCORES
2010-2011
Grade
Grade
Grade
Grade
Grade
3
4
5
6
7
Reading
2011-2012
56%
49.10%
2012-2013
37.70%
57.80%
Math
2011-2012
2012-2013
2010-2011
54.70%
NA
58%
15.40%
NA
54.40%
85.20%
4.00%
2010-2011
20.50%
10.00%
NA
NA
Science
2011-2012
NA
NA
NA
NA
2012-2013
NA
NA
NA
NA
Grade 8
Grades 9-12
2010-2011
2011-2012
Algebra I
Biology
English I
English II
Algebra II
US History
Civics and Econ
Physical Science
2012-2013
NA
NA
SAT
ACT
PLAN
Work Keys
NA
NA
NA
NA
NA
2010-2011
NA
NA
NA
NA
Graduation Rate
Drop Out Rate
NA
NA
2011-2012
2012-2013
School Data and Summary Analysis
Use data identified on the Data Sources tab (or from other sources) as the basis for understanding the school and identifying
priority areas for improvement.
Guiding Questions: Review school data and consider a variety of perspectives including overall school/student performance,
sub-group performance, attendance, teacher satisfaction, instructional practice (from walk-throughs/observations), and student
learning (also from walk-throughs/observations as well as data).
1. What does the analysis tell you about your schools strengths?
Student attendance is getting better. Parental Involvement is better but there is still room for improvement. Third grade combined benchmark scores wer
2. What does the analysis tell you about your schools gaps or opportunities for improvement?
The data shows that we need to make improvements in our core academics: Reading and Math. Our staff development needs
to reflect strategies for best practices in the classroom with Common Core and NC Essential Standards so that we can provide
high quality instruction for our students. We will focus on student learning, active engagement and mastery, poverty, project
based learning and technology this school year. There are also opportunities to make improvement in the following strands
based on the data: ELA third grade- language (52.8%), informational (55%); ELA fourth grade- language (48.9%), literature
(53.4%) & informational (52.8%) and Math third grade- inactive (43.1%), active (48.3%), operations & algebraic (49%), base 10
(37.9%), fractions (48%), measurement & data (36.4%) & geometry (58.9%); fourth grade- inactive (31.9%), active (38.2%),
operations & algebraic (36%), base 10 (40%), fractions (29.5%), measurement & data (31.5%) & geometry (41%). We also
need to continue to recruit and retain great, high quality teachers.
+
3. What data is missing, and how will you go about collecting this information for future use?
A stronger emphasis on analyzing student data and monitoring student growth/progress is needed throughout the school year to
make more informed decisions on instructional practices. Close administrative monitoring of teacher/student data notebooks will
be used to document each student's growth/progress as well as the strengths and weaknesses of the class as a whole.
Benchmark tests will be given each nine weeks to kindergarten through fourth grade students. Staff development in technology
will be provided to all faculty and staff to increase their knowledge and improve the application of technology devices and web
tools to enhance student learning. On-going staff development in Common Core State Standards and North Carolina Essential
State Standards will be evident through the year for faculty and staff. Feedback or surveys will be collected from all trainings.
4. Based upon the analysis conducted, what 3-5 top priorities emerge for the school?
Cite relevant evidence from your analysis to support these priorities.
1- Attendance 2- Reading/Writing, Science & Social Studies 3- Math 4- Parental Involvement 5-Technology Test scores from
the 2012-2013. Closer monitoring of classroom/student data throughout the year is necessary for our student's success.
Additional staff development is needed in all content areas along with technology to impact and increase student learning and
achievement. Increased parental involvement is needed to increase student achievement.
Priority Goal 1 and Associated Strategies
Area for improvement and supporting data:
Attendance - (tardies, early dismissal, unexcused, and excused) continues to be an issue for our school and various grade levels. Supporting
data would be daily attendance reports complied by Power School Coordinator and School Social Worker.
School Goal 1:[1]
Students will display exemplary attendance so that the school will be able to maintain a comprehensive curriculum.
Supports this district
goal: [2]
The Public Schools of Robeson County will produce globally competitive students. Short-term Goal:
Promote High Standards of Academic Achievement for all students so that they will attain the knowledge,
skills, and abilities needed to be successfurl in the 21st Century. Long-term Goal: By July 2014, all K-12
schools will improve performance by 10%.
Target:
Indicator:
Milestone date:
Increase student attendance to 98% or better
Student attendance rate monthly report
October 25, 2013, January 17, 2014, March 28, 2014, June 10, 2013
Goal 1 Improvement Strategies – Identify research-based strategies whenever possible.
Plan/Do
Strategy: Maintain an attendance committee that will meet weekly/monthly to address students who are at risk for attendance
violations.
Action steps:
1. Monitor absences on a daily basis and require
5.
teachers to report students that are habitually late or
Strategy 1: absent.
2. Recognize classes with 90% or better concerning
6.
attendance.
3. Inform students, parents and personnel when
7.
attendance becomes an issue.
4
8.
Strategy: Use effective communication to remind parents and students the importance of school attendance.
Action steps:
1. PTO meetings
Strategy 2:
2. Utilize Blackboard connect
3. School Social Worker will send attendance letters
home with students or by mail.
4.
5.
6.
7.
8.
Strategy: Utilize support staff to monitor at-risk students with attendance violations (tardies, early dismissals, unexcused and
excused).
Action steps:
1. Home visits by YDS, Guidance, and School Social
5.
Strategy 3: Worker.
2. Phone calls by YDS, Guidance and School Social
6.
Worker.
3. Schedule parent conferences.
7.
4.
8.
How will we fund these strategies? Title 1 & PTO
Funding source 1:[3]
Funding source 2:[3]
Funding source 3:[3]
Funding source 4:[3]
Plan/Do
Funding source 5:[3]
Review frequency:
Select a funding source
Select a funding source
Select a funding source
Select a funding source
Select a funding source
Funding amount:
Funding amount:
Funding amount:
Funding amount:
Funding amount:
Total initiative funding:
$500
$500
Quarterly
Assigned implementation team:
What data will be used to determine whether the strategies were deployed with fidelity?
Minutes from attendance meetings, contact log from social worker, YDS, teachers and guidance counselor, and daily/monthly attendance reports.
Check
How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and summative data as
appropriate.)
Review daily/monthly attendance; attendance committee will meet to disaggregate the data for strengths and weaknesses.
What does data show regarding the results of the implemented strategies?
Improved attendance and improved student acheivement scores based on data reports.
Based upon identified results, should/how should strategies be changed?
Continue to use identified strategies that produce favorable results.
Act
Priority Goal 2 and Associated Strategies
Area for improvement and supporting data:
The 2012-2013 EOG test results are as follow: ELA third grade proficiency is 20.5% and fourth grade 10.0%; Math third grade proficiency is .
15.4% and fourth grade 4.0%. Please note Discovery Reading benchmark totals per test: Test A: 3rd- 41%, 4th- 37.5%, Total school:
39.1%; Test B: 3rd- 23.1%, 4th- 17.6%, Total school: 20%; Test C: 3rd- 33.3%, 4th- 32%, Total school: 32.6%; Test D: 3rd- 45.9%, 4th46.9%, Total school: 46.5% and overall combined totals are: 3rd- 56.8%, 4th- 49.5% and Total school: 52.6%. Our goal is to be 70% or
better. Reading 3D data in K-2 continues to show strengths and weaknesses from classroom to classroom based on BOY, MOY and EOY
Reading, Writing, Science & Social Studies: Increase K-4 student performance in all reading and writing content
results.
School Goal 2:[1]
areas including essential standards with a special emphasis on all students in grades K-2 reading on grade level by
Supports this district
goal: [2]
the end of second grade.
The Public Schools of Robeson County will produce globally competitive students. Short-term Goal:
Promote High Standards of Academic Achievement for all students so that they will attain the knowledge,
skills, and abilities needed to be successfurl in the 21st Century. Long-term Goal: By July 2014, all K-12
schools will improve performance by 10%.
Target:
Indicator:
Milestone date:
Student performance in academics listed above to be at or above grade level (70% or better)
Classroom assessments, benchmark data and end of grade testing data
Weekly, Quarterly & EOY
Plan/Do
Goal 2 Improvement Strategies – Identify research-based strategies whenever possible.
Strategy: Use Common Core State Standards and Essential Standards in conjunction with PSRC pacing guides to plan,
develop and implement effective lessons and activities daily.
Action steps:
1. Participate in professional development.
5. Provide 90 minutes of uninterrupted focused literacy blocks.
2. Teach students to identify and effectively use
6. Provide 35 minutes of science and social studies integrated
research and brain-based reading and vocabulary
within ELA.
Strategy 1: strategies to improve and enhance comprehension.
3. Administer and analyze assessments to drive
7. Utilize computer software and hardware as tools to support
instruction for improved teaching and student learning.
and increase teaching and student learning.
4. Provide activities that promote successful higher order
thinking abilities and writing competencies such as daily
8. Recognize & reward students who have shown growth, made
writing journals, creative writing, integrating writing into
honor roll and/or mastered standards/objectives in a timely
all content areas, graphic organizers, conferencing,
manner.
modeling and technology.
Strategy: Implementation of Balanced Literacy, Daily Five and/or CAFÉ' structured program in all kindergarten through fourth
Strategy 2: grade classrooms.
Action steps:
1. Teachers will read and study Daily Five/CAFÉ text
and access resources and materials to support this in
the classroom.
2. Teachers will attend professional development on
Daily Five/CAFÉ instructional practices.
3. Teachers will develop centers based on Daily Five
model.
4. Teachers will visit other schools that have
successfully implemented Daily Five/ CAFE.
5. Teachers will effectively facilitate and communicate Daily
Five/CAFÉ to students, parents and community members.
6. Recognize teachers who successfully implement Daily
Five/CAFÉ.
7. Collaboration with educational colleagues to create effective
lessons and activities for improved teaching and student learning.
8
Strategy: Effectively provide focused intervention/enrichment and/or after-school tutoring opportunities to students.
Action steps:
1. Target at-risk students per Reading 3D data in K-3rd
grade and provide appropriate aids and support.
2. Participate and implement professional development
Strategy 3: opportunities that increase stakeholders' knowledge of
Read to Achieve and other curricular intiatives/
programs.
3. Target at-risk students in K-4th grades and provide
appropriate aids and supports.
4. Utilize EC teachers/YDS/Resource
teachers/Volunteers to provide focused intervention
and/or enrichment.
5. Utilize research based strategies and materials to deliver
quality support.
6. Strategically analyze data to develop leveled groups for small
group instruction.
7. Access appropriate technology tools and resources to aid and
support teaching and student learning.
8. Inform parents of student progress periodically.
How will we fund these strategies? Title 1, Low Wealth & Remediation
Funding source 1:[3]
Funding source 2:[3]
Funding source 3:[3]
Funding source 4:[3]
Plan/Do
Funding source 5:[3]
Review frequency:
Select a funding source
Select a funding source
Select a funding source
Select a funding source
Select a funding source
Funding amount:
Funding amount:
Funding amount:
Funding amount:
Funding amount:
Total initiative funding:
Quarterly
Assigned implementation team:
Teachers, support staff, etc.
What data will be used to determine whether the strategies were deployed with fidelity?
Check
PEPs, RTI data, Lesson plans, PLC minutes, Grade level minutes, testing data.
$14,000
$20,000
$15,000
$0
$0
$49,000
How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and summative data as
appropriate.)
PEPs, RTI data, classroom assessments, Reading 3D, benchmark assessments, measures of students learning, EOY assessments and student work
samples.
What does data show regarding the results of the implemented strategies?
Student strengths/weakness and teacher strengths/weakness with standards and/or objectives.
Based upon identified results, should/how should strategies be changed?
Act If strategies are working continue to use them. If strategies are not working teachers should communicate/collaborate on new strategies that could be more effective.
Priority Goal 3 and Associated Strategies
Area for improvement and supporting data:
The 2012-2013 EOG test results are as follow: ELA third grade proficiency is 20.5% and fourth grade 10.0%; Math third grade proficiency is .
15.4% and fourth grade 4.0%. Please note Discovery Math benchmark totals per test: Test A: 3rd- 30%, 4th- 38.8%, Total school: 34.8%;
Test B: 3rd- 30.8%, 4th- 24%, Total school: 27%; Test C: 3rd- 74.4%, 4th- 48%, Total school: 59.6%; Test D: 3rd- 67.6%, 4th- 52%, Total
school: 58.6% and overall combined totals are: 3rd- 56.8%, 4th- 49.5% and Total school: 52.6%. Our goal is to be 70% or better.
School Goal 3:[1]
Increase student performance levels in Math
Supports this district
goal: [2]
The Public Schools of Robeson County will produce globally competitive students. Short-term Goal:
Promote High Standards of Academic Achievement for all students so that they will attain the knowledge,
skills, and abilities needed to be successfurl in the 21st Century. Long-term Goal: By July 2014, all K-12
schools will improve performance by 10%.
Target:
Indicator:
Milestone date:
Student performance in academics to be at or above grade level (70% or better).
Classroom assessments, benchmark data and EOG tests.
Weekly, Quarterly & EOY
Goal 3 Improvement Strategies – Identify research-based strategies whenever possible.
Plan/Do
Strategy: Use Common Core State Standards and Essential Standards in conjunction with PSRC pacing guides to plan,
develop and implement effective lessons and activities daily.
Action steps:
1. Participate and implement professional development
opportunities to increase teachers, students and parents
5. Provide 90 minutes of uninterrupted focused math.
knowledge on mathematical practices in Common Core.
2. Teach students to identify and effectively use
research and brain-based strategies and vocabulary
6. Utilize computer software and hardware as tools to support
Strategy 1: strategies to improve and enhance mathematical
and increase teaching and student learning.
concepts, calculations and skills.
7. Recognize & reward students who have shown growth, made
3. Administer and analyze assessments to drive
honor roll and/or mastered standards/objectives in a timely
instruction for improved teaching and student learning.
manner.
4. Provide activities that promote successful higher order
and critical thinking abilities, problem solving skills, daily
8. Collaboration with educational colleagues to create effective
math journals, utilizing graphic organizers, modeling
lessons and activities for improved teaching and student learning.
and technology.
Strategy 2:
Strategy: Effectively provide focused intervention/enrichment and/or after-school tutoring opportunities to students.
Action steps:
5. Strategically analyze data to develop leveled groups for small
group instruction.
6. Access appropriate technology tools and resources to aid and
support teaching and student learning.
7. Recognize & reward students who have shown growth, made
honor roll and/or mastered standards/objectives in a timely
manner.
1. Provide professional development opportunities.
2. Target at-risk students in K-4th grades and provide
appropriate aids and supports.
3. Utilize EC teachers/YDS/Resource
teachers/Volunteers to provide focused intervention
and/or enrichment.
4. Utilize research based strategies and materials to
deliver quality instruction and support.
8. Inform parents of student progress periodically.
Strategy:
Action steps:
Strategy 3: 1.
2.
3.
4.
5.
6.
7.
8.
How will we fund these strategies? Title 1, Low Wealth & Remediation
Funding source 1:[3]
Funding source 2:[3]
Funding source 3:[3]
Funding source 4:[3]
Plan/Do
Funding source 5:[3]
Review frequency:
Select a funding source
Select a funding source
Select a funding source
Select a funding source
Select a funding source
Funding amount:
Funding amount:
Funding amount:
Funding amount:
Funding amount:
Total initiative funding:
Quarterly
Assigned implementation team:
Teachers, support staff, etc.
What data will be used to determine whether the strategies were deployed with fidelity?
PEPs, RTI data, Lesson plans, PLC minutes, Grade level minutes, testing data.
Check
$14,000
$20,000
$15,000
$49,000
How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and summative data as
appropriate.)
PEPs, RTI data, classroom assessments, benchmark assessments, measures of students learning, EOY assessments and student work samples.
What does data show regarding the results of the implemented strategies?
Student strengths/weaknesses and teacher strengths/weaknesses with standards and/or objectives.
Based upon identified results, should/how should strategies be changed?
If strategies are working continue to use them. If strategies are not working, teachers should communicate/collaborate on new strategies that could be
more effective.
Act
Priority Goal 4 and Associated Strategies
Area for improvement and supporting data:
Parental involvement has improved over the past few years but there continues to be a need to get parents more involved in student
academics, attendance and behavior.
School Goal 4:
Provide effective parental involvement activities.
Supports this district
goal:
The Public Schools of Robeson County will produce healthy and responsible students. Goal: Promote a
safe, orderly, and caring environment that is conducive to learning in all schools.
Target:
Indicator:
Milestone date:
Increase parental involvement for academic, attendance and behavior success.
Parent surveys, sign up sheets, students progress reports and report cards.
Jun-14
Goal 4 Improvement Strategies – Identify research-based strategies whenever possible.
Plan/Do
Strategy: Provide materials and training to help parents work with their children at home.
Action steps:
1. Make and take workshops.
Strategy 1:
2. Parent Information Night.
3. Monthly or Quarterly parent sessions focusing on
specific topics.
4. Providing childcare for parents who attend evening
training sessions.
5. Purchase books and other resources to assist and increase
knowledge base of parents.
6.
7.
8.
Strategy: Provide assistance to parents in understanding such topics as Common Core and local assessments.
Action steps:
5. Send letters, flyers & memos home with students regarding
curriculum.
Strategy 2:
6. Maintain school website as a portal to keep parents abreast of
2. PTO meetings
information and changes.
3. EOG night
7. Provide parents with literature on specific topics
4. Parent/teacher conferences
8.
Strategy 3: Strategy: Ensure that information related to school and parent programs, meetings and other activities are sent to parents in a
format and language the parents understand and in a timely manner.
1. Educational Family Day
Action steps:
1. Maintain school and classroom teacher websites.
2. Monthly calendars
3. School and/or classroom newsletters
4. Blackboard connect announcements
5. Reminders sent home to parents in the form of memos, letters
and/or flyers.
6.
7.
8.
How will we fund these strategies? Title 1 & PTO
Funding source 1:[3]
Funding source 2:[3]
Funding source 3:[3]
Funding source 4:[3]
Plan/Do
Funding source 5:[3]
Review frequency:
Select a funding source
Select a funding source
Select a funding source
Select a funding source
Select a funding source
Funding amount:
Funding amount:
Funding amount:
Funding amount:
Funding amount:
Total initiative funding:
$3,000
$1,000
$4,000
Quarterly
Assigned implementation team:
Teachers, support staff, Advisory Council & PTO members
What data will be used to determine whether the strategies were deployed with fidelity?
Outcome of student academic assessment data, attendance reports, parent contact logs and PBIS reports.
Check
How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and summative data as
appropriate.)
Results from assessments, attendance data and PBIS reports turned in weekly/monthly.
What does data show regarding the results of the implemented strategies?
How effective the strategies were in terms of student academic performance, attendance and behavior.
Based upon identified results, should/how should strategies be changed?
If strategies are working, continue to use them. If strategies are not working collaborate with colleagues and the parental involvement team to develop
other strategies, suggestions, and activities.
Act
Priority Goal 5 and Associated Strategies
Area for improvement and supporting data:
Increase student use of technology and teacher effectiveness with technology tools and resources.
School Goal 5:
Increase student use of technology and teacher effectiveness with technology tools and resources.
Supports this district
goal:
The Public Schools of Robeson County will produce globally competitive students. Short-term Goal:
Promote High Standards of Academic Achievement for all students so that they will attain the knowledge,
skills, and abilities needed to be successfurl in the 21st Century. Long-term Goal: By July 2014, all K-12
schools will improve performance by 10%.
Target:
Indicator:
Milestone date:
Improved student achievement and teaching
Lesson Plans, Projects, Classroom observations, PLC data, student/teacher data
Jun-14
Goal 5 Improvement Strategies – Identify research-based strategies whenever possible.
Plan/Do
Strategy: Use technology tools and skills to reinforce classroom concepts, skills and activities.
Action steps:
1. Teach students to use a variety of technology tools to
gather data and information.
2. Utilize calculators and any other electronic devices to
Strategy 1: assist students with effective problem solving skills and
techniques.
3. Teach students to understand and remember safety
and ethical issues related to the responsible use of
information and technology tools and resources.
4. Collaboration with educational colleagues to create
effective lessons and activities for improved teaching
and student learning.
5. Use Common Core State Standards, Essential Standards,
computer software programs and online programs in conjunction
with PSRC pacing guide to impact teaching and student learning.
6. Participate in staff development to acquire technology skills.
7. Utilize School Library Media Coordinator as support for
curriculum/instruction, technology concerns and issues, unless
additional personnel is provided for this specific purpose.
8.
Strategy: Effectively provide focused intervention/enrichment and/or after-school tutoring opportunities to students.
Strategy 2: Action steps:
1. Participate in professional development opportunities.
5. Strategically analyze data to develop leveled groups for small
group instruction using technology.
2. Target at-risk students in K-4th grades and provide
6. Access appropriate technology tools and resources to aid and
appropriate aids and supports.
support teaching and student learning.
3. Utilize EC teachers/YDS/Resource
7. Recognize & reward students who have shown growth, made
teachers/volunteers to provide focused intervention
honor roll and/or mastered standards/objectives in a timely
and/or enrichment.
manner.
4. Utilize research based strategies and materials to
8. Inform parents of student progress periodically.
deliver quality instructional support.
Strategy: Aquire additional funding for a full or part-time staff member to utilize and run the computer lab to assist students with
keyboarding and effective technological skills and to assist the School Library Media Coordinator as needed.
Action steps:
5. Provide professional development opportunities for technology
1. Acquire funding for technology assistant.
assistant to utilize and troubleshoot problems for various
technology on campus.
Strategy 3:
2. Utilize the computer lab to teach ethical technology
6
usage.
3. Utilize the computer lab to teach basic computer and
7.
keyboarding skills.
4. Utilize the technology assistant to address any
8.
technology issues teachers/students may encounter.
How will we fund these strategies? Title 1, Low Wealth & Remediation
Funding source 1:
Funding source 2:[3]
Funding source 3:[3]
Funding source 4:[3]
Plan/Do
Funding source 5:[3]
Review frequency:
Select a funding source
Select a funding source
Select a funding source
Select a funding source
Select a funding source
Funding amount:
Funding amount:
Funding amount:
Funding amount:
Funding amount:
Total initiative funding:
Quarterly
Assigned implementation team:
Administration & Media
What data will be used to determine whether the strategies were deployed with fidelity?
Technology reports and data from various online software programs and minutes from meetings.
Check
$15,000
$10,000
$5,000
$30,000
How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and summative data as
appropriate.)
Testing data, teacher/student usage data and reports, PLC analysis and Grade level meeting minutes.
What does data show regarding the results of the implemented strategies?
Improved teaching and student learning.
Based upon identified results, should/how should strategies be changed?
If strategies are working continue to use them. If strategies are not working, teachers should communicate/collaborate on new strategies that could be
more effective.
Act
Staff Development Plan
District Goal and
Number
Staff Development Activity
Reading 3D Dibels Next
Common Core and NC
Essential Standards
Project Based Learning
Poverty
Technology
Timeline
Resources
Required
Person(s)
Responsible
Evaluation
Funding Required
Budget
August 2013 June 2014
Kits, workshop
materials,
technology,
some travel,
books
Wireless
Generation, DPI,
Principal,
Teachers, Central
Office
Observations, Staff
Title 1, DSSF, Low
development
Wealth, SAF,
roster, CEU credits,
Remediation
PLC data analysis
August 2013 June 2014
Workshop
materials,
technology,
some travel,
meals
DPI partnerships,
Central Office,
Teachers,
Principal,
Curriculum
Specialist, Lead
Teacher
Observations, Staff
development
Title 1, DSSF, Low
roster, CEU credits, Wealth, SAF,
PLC data analysis, Remediation
Grade Level mtgs
August 2013 June 2014
Workshop
materials,
technology,
some travel,
meals
DPI partnerships,
Central Office,
Teachers,
Principal,
Curriculum
Specialist, Lead
Teacher
Observations, Staff
development
Title 1, DSSF, Low
roster, CEU credits, Wealth, SAF,
PLC data analysis, Remediation
Grade Level mtgs
August 2013 June 2014
Workshop
materials,
technology,
some travel,
meals
DPI partnerships,
Central Office,
Teachers,
Principal,
Curriculum
Specialist, Lead
Teacher
Observations, Staff
development
Title 1, DSSF, Low
roster, CEU credits, Wealth, SAF,
PLC data analysis, Remediation
Grade Level mtgs
August 2013 June 2014
Workshop
materials,
technology,
some travel,
meals
DPI partnerships,
Central Office,
Teachers,
Principal,
Curriculum
Specialist, Lead
Teacher
Observations, Staff
development
Title 1, DSSF, Low
roster, CEU credits, Wealth, SAF,
PLC data analysis, Remediation
Grade Level mtgs
PBIS
RTI
August 2013 June 2014
Workshop
materials,
technology,
some travel,
meals
DPI partnerships,
Central Office,
Teachers,
Principal,
Curriculum
Specialist, Lead
Teacher
Observations, Staff
development
Title 1, DSSF, Low
roster, CEU credits, Wealth, SAF,
PLC data analysis, Remediation
Grade Level mtgs
August 2013 June 2014
Workshop
materials,
technology,
some travel,
meals
DPI partnerships,
Central Office,
Teachers,
Principal,
Curriculum
Specialist, Lead
Teacher
Observations, Staff
development
Title 1, DSSF, Low
roster, CEU credits, Wealth, SAF,
PLC data analysis, Remediation
Grade Level mtgs
Safe School Plan for (insert school name)
Pursuant to General Statute §115C-105.47, this Safe School Plan provides required information regarding roles and responsibilities of
district and school-level personnel with respect to establishing and maintaining a safe, secure, and orderly school.
Name and role of person(s) responsible for
Adrian Sinclair-Davis
implementing this plan:
Statement of Responsibility for the School Principal
In accordance with General Statute §115C-105.47 (b)(3), 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 under G.S. 115C-288(g), and providing appropriate disciplinary consequences for disruptive students.
Statement of the Roles of Other Administrators, Teachers, and Other School Personnel
In accordance with General Statute §115C-105.47 (b)(4), other school personnel are tasked as follows with restoring, if necessary, and
maintaining a safe, secure, and orderly school environment:
Assistant Principal(s): N/A
Teachers: All
Teacher Assistants: All
Other School Staff: All
Services for At-risk Students
Pursuant to General Statute §115C-105.47 (b)(5), 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.
Academics- Analyzing data from a variety of assessments, implementing strategies through the RTI process, developing PEPs for
students, student referrals to guidance, school social worker and/or youth development specialist, communicating/conferencing with
parents and/or guardians regarding issues and concerns. Behavior- Analyzing PBIS data, implementing strategies through the RTI
process, developing PEPs for students, student referrals to guidance, school social worker and/or youth development specialist,
communicating/conferencing with parents and/or guardians regarding issues and concerns.
Pursuant to General Statute §115C-105.47 (b)(6), 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.
RTI, PEPs, student referrals to guidance, school social worker and/or youth development specialist, PBIS data and a variety of
academic and behavioral assessments are used to assess individual student needs.
Pursuant to General Statute §115C-105.47 (b)(13a), the following services are provided to students assigned to an alternative school or
an alternative learning program.
Not applicable to our school or students
In accordance with General Statute §115C-105.47 (b)(7), the following measurable (goals) for improving school safety and order are in
place. (Copy as needed depending upon number of goals.)
Goal:
Target:
Indicator:
Milestone Date:
Goal:
Target:
Indicator:
Milestone Date:
Goal:
Target:
Indicator:
Milestone Date:
Goal:
Target:
Indicator:
Milestone Date:
Promote a safe, orderly, and caring environment that is conductive to learning.
Increase security/safety measures on campus.
Crisis plan, security/safety committee minutes, drill reports and training rosters
Jun-14
To improve academic and special program standards
Improve teaching and increase student engagement and achievement to grade level or above.
Attendance data, PBIS data, RTI data, Testing data and Classroom and individual student data
Jun-14
In accordance with General Statute §115C-105.47 (b)(8), the following measures are used to determine the effectiveness of the
school's efforts to assist at-risk students, including effectiveness of procedures adopted under G.S. 115C-105.48 (Alternative Learning
Programs).
Target:
Indicator:
Milestone Date:
Target:
Utilize Response to Intervention effectively and efficiently
Decrease the number of at-risk student referrals by 10%
Jun-14
Utilize Positive Behavior Intervention Support (PBIS)
Indicator:
Milestone Date:
Target:
Indicator:
Milestone Date:
Decrease the number of at-risk student referrals by 10%
Jun-14
Pursuant to General Statute §115C-105.47 (b)(10), identify the district's/school's plan to work effectively with local law enforcement and
court officials.
Develop and maintain open lines of communication regarding a safe, secure and orderly environment in accordance with all rules and
regulations.
Pursuant to General Statute §115C-105.47 (b)(11), identify the district's/school's plan to provide access to information to the school
community, parents, and representatives of the local community.
Develop and maintain open lines of communication in a variety of forms to keep all stakeholders abreast of school related matters.
Funding Uses and Sources – At-risk and Alternative Learning Schools and Programs
Program or Strategy Being Funded
Amount of Funding
Source of Funding
PBIS
$1,500 Local funds
After-School Tutoring
35,000 Title 1, Low Wealth & Remediation
RLIS
15,000 RLIS funds
SAT/ACT Plan
Stragegy
Timeline
Resources Required
Person(s) Responsible
Evaluation
Funding Required
Budget
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.
This school improvement plan
addresses this requirement. Please Strategy 1
see the priority goals and strategies
noted to the right:
Strategy 2
Strategy 3
Priority
Goal 1
Priority
Goal 2
Priority
Goal 3
Priority
Goal 4
Priority
Goal 5
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
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:
Utilize/Implement Best Practices, maintain and support PBIS, Grade Level Planning and PLCs, in-service, local, state, and
national staff development on Common Core Standards.
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.
This school improvement plan
addresses this requirement. Please Strategy 1
see the priority goals and strategies
noted to the right:
Strategy 2
Priority
Goal 1
Priority
Goal 2
Priority
Goal 3
Priority
Goal 4
Priority
Goal 5
n/a
x
x
n/a
x
x
x
x
x
x
Strategy 3
x
x
x
x
x
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:
Pay for teacher and teacher assistants to attend workshops and/or conferences to impact student achievement.
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.
This school improvement plan
addresses this requirement. Please Strategy 1
see the priority goals and strategies
noted to the right:
Strategy 2
Priority
Goal 1
Priority
Goal 2
Priority
Goal 3
Priority
Goal 4
Priority
Goal 5
n/a
n/a
n/a
x
x
x
x
x
x
x
Strategy 3
x
x
x
x
x
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:
Utilize DPI and support personnel to provide staff development to enhance teacher learning strategies for improving student
achievement levels.
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.
This school improvement plan
addresses this requirement. Please Strategy 1
see the priority goals and strategies
noted to the right:
Strategy 2
Priority
Goal 1
Priority
Goal 2
Priority
Goal 3
Priority
Goal 4
Priority
Goal 5
n/a
x
x
n/a
x
n/a
x
x
n/a
x
Strategy 3
n/a
x
x
n/a
x
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:
Warm and friendly working environment with access to a variety of technology. Small staff with strong community support.
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 Strategy 1
see the priority goals and strategies
noted to the right:
Strategy 2
Priority
Goal 1
Priority
Goal 2
Priority
Goal 3
Priority
Goal 4
Priority
Goal 5
x
x
x
x
x
x
x
x
x
x
Strategy 3
x
x
x
x
x
Our school uses the following strategies to increase parental involvement, in addition to our focus on the
priority goals listed in this plan:
Develop and participate in a variety of parental involvement activities. Weekly Newsletters and announcements are sent
home to parents by grade level. Monthly parent trainings on specific topic of choice or by need.
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.
This school improvement plan
addresses this requirement. Please
see the priority goals and strategies
noted to the right:
Strategy 1
Priority
Goal 1
Priority
Goal 2
Priority
Goal 3
Priority
Goal 4
Priority
Goal 5
n/a
x
x
x
x
Strategy 2
x
x
x
x
x
Strategy 3
x
x
x
x
x
Our school uses the following pre-school-to-elementary transition strategies, in addition to our focus on the
priority goals listed in this plan:
Preschool students make visits to our school to tour the school and meet their future teachers. The Learning Together
Program is taught by elementary classroom teachers on our campus for 3-5 year olds (pending funding.)
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.
This school improvement plan
addresses this requirement. Please
see the priority goals and strategies Strategy 1
noted to the right:
Strategy 2
Priority
Goal 1
Priority
Goal 2
Priority
Goal 3
Priority
Goal 4
Priority
Goal 5
x
x
x
x
x
x
x
x
x
x
Strategy 3
x
x
x
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:
All assessments (classroom, school, district, state) are analyzed weekly/monthly to impact teaching and learning. Teacher
training has already started and will continue throughout the year. PLCs and Grade level meetings are utilized to provide
teachers opportunities to collaborate and plan.
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.
This school improvement plan
addresses this requirement. Please Strategy 1
see the priority goals and strategies
noted to the right:
Strategy 2
Priority
Goal 1
Priority
Goal 2
Priority
Goal 3
Priority
Goal 4
Priority
Goal 5
n/a
x
x
x
x
x
x
x
x
x
Strategy 3
x
x
x
x
x
Our school uses the following differentiation strategies, in addition to our focus on the priority goals listed in this
plan:
Reading 3D Dibels Next is designed to diagnose and prescribe when a student needs remediation, what skills need
developing and how to specifically address, plan and teach the skill. Reading A to Z and Raz Kids programs will be used in
correlation with DIBELS results for K-3. STAR Rdg/Math, SuccessMaker and IXL reports for 3-4. PEPs will be
developmented and imlemented for all at-risk students as well as placement into RTI. We are in the process of
implementing Daily 5/CAFE'.
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.
This school improvement plan
addresses this requirement. Please Strategy 1
see the priority goals and strategies
noted to the right:
Strategy 2
Strategy 3
Priority
Goal 1
Priority
Goal 2
Priority
Goal 3
Priority
Goal 4
Priority
Goal 5
n/a
x
x
x
x
x
x
x
x
x
x
x
x
x
x
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:
Fruit & Vegetables Program, Partnerships with Community & Local Businesses (UNCP, Lumberton Senior High,
Planetarium, BB&T, State Employees' Credit Union, etc.), Remediation/Tutoring
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
Priority
Priority
Priority
Priority
Priority
plan addresses this
Goal 1
Goal 2
Goal 3
Goal 4
Goal 5
requirement. Please see
Strategy 1
n/a
x
x
x
x
the priority goals and
Strategy 2
x
x
x
x
x
strategies noted to the
Strategy 3
x
x
x
x
x
right:
Our school uses the following strategies to increase parental involvement, in addition to our focus on the
priority goals listed in this plan:
Develop and participate in a variety of parental involvement activities. Weekly Newsletters and announcements
are sent home to parents by grade level. Monthly parent trainings on specific topic of choice or by need.
School-based Management and Accountability Program
Summary of School-based Waiver Requests
Program Years: 2012-2015
LEA or Charter School Name/Number:
Select your school district/charter school
School Number(s)
Request for Waiver
1. Please describe the waiver you are requesting.
2. Identify the law, regulation, or policy from which exemption is requested.
3. State how the waiver will be used.
4. State how this waiver helps achieve the specific performance goals
identified in the School Improvement Plan.
(Please duplicate this sheet as needed for additional waivers.)
Signature of Superintendent/Designee
Date
School Improvement Plan Summary
School: W. H. Knuckles Elementary School
Goal 1
Goal 2
Goal Statement:
To provide exemplary
student attendance in order
to maintain a
comprehensive curriculum.
Goal Statement:
Reading, Writing, Science
& Social Studies: Increase
K-4 student performance in
all reading and writing
content areas including
Strategies:
essential standards with a
Use
Common
Core
special
emphasis
onState
all
Standards
and
Essential
students in grades K-2
Standards
conjunction
reading on in
grade
level by
with
PSRC
pacing
guide to
the end of second grade.
plan, develop and
implement effective
lessons and activities daily.
*Participate in professional
development.
*Teach students to identify
Implementation
of
and effectively use
Balanced
Literacy,
Daily
research and
brain-based
Five
and/or
reading
andCAFÉ'
vocabulary
structured
program
in and
all
strategies to
improve
kindergarten
through fourth
enhance comprehension.
grade
classrooms.
*Administer
and analyze
*Teachers
willtoread
and
assessments
drive
study
Dailyfor
Five/CAFÉ
instruction
improvedtext
and
access
teaching
andresources
student and
materials
learning. to support this in
Effectively
provide that
focused
the
classroom.
*Provide
activities
intervention/enrichment
*Teachers
will attendhigher
promote successful
and/or
after-school
tutoring
professional
development
order thinking
abilities
and
opportunities
to students.
on
Dailycompetencies
Five/CAFÉ
writing
such
*Target
students
instructional
practices.
as daily at-risk
writing
journals,per
MCLASS
data
inintegrating
K-3rd
*Teachers
will develop
creative writing,
grade
provide
centers
based
on Daily
writingand
into
all content
appropriate
aids
and
Five
model.
areas,
graphic
organizers,
support.
*Teachers
will modeling
visit other
conferencing,
*Participate
schools
that and
haveimplement
and technology.
professional
development
successfully
implemented
*Provide 90 minutes
of
opportunities
that
increase
Daily
Five/ CAFE.
uninterrupted
focused
stakeholders'
*Teachers
willknowledge
effectively of
literacy blocks.
Read
to Achieve
andofother
facilitate
and
communicate
*Provide
35 minutes
curricular
Daily
Five/CAFÉ
tostudies
science
and social
initiatives/programs.
students,
and
integratedparents
within ELA.
Strategies:
Establish an attendance
committee that will meet
weekly/monthly to address
students who are at risk for
attendance violation.
*Monitor absences on a
daily basis and require
teachers to report students
that are habitually late or
absent. *Recognize classes
Use
effective
with less
than 10%
communication
to remind
absences or tardies.
parents
and students
the
*Inform students,
parents
importance
of school
and personnel
when
attendance.
attendance becomes an
*PTO
issue. meetings
*Utilize Blackboard connect
*School Social Worker send
attendance letters home
with students or by mail.
Utilize support staff to
monitor at risk students with
attendance violation
(tardies, early dismissals,
unexcused and excused).
*Home visits by YDS,
Guidance, and School
Social Worker.
*Phone calls by YDS,
Guidance and School
Social Worker.
*Schedule parent
conferences.
Goal 3
Goal 4
Goal 5
Goal Statement:
Goal Statement:
Increase student performance Provide effective parental
levels in Math
involvement activities
Goal Statement:
Increase student use of
technology and teacher
effectiveness with technology
tools and resources.
Strategies:
Use Common Core State
Standards and Essential
Standards in conjunction with
PSRC pacing guide to plan,
develop and implement
effective lessons and activities
daily.
*Participate and implement
professional development
opportunities to increase
Effectively
provide focused
teachers, students
and parents
intervention/enrichment
and/or
knowledge on mathematical
after-school
tutoring Core.
practices in Common
opportunities
to students.
* Teach students
to identify
*and
Provide
professional
effectively
use research
development
opportunities.
and brain-based
strategies and
*vocabulary
Target at-risk
students
strategies
to in K4th
grades
and
provide
improve
and
enhance
appropriate
aids
and supports.
mathematical
concepts,
*calculations
Utilize EC and skills.
teachers/YDS/Resource
* Administer and analyze
teachers/Volunteers
assessments to driveto provide
focused
intervention
and/or
instruction
for improved
enrichment.
teaching and student learning.
* Utilize
Provideresearch
activitiesbased
that
strategies
and materials
to
promote successful
higher
deliver
quality
instruction
order and
critical
thinking and
support.
abilities, problem solving skills,
*daily
Strategically
analyze
data to
math journals,
utilizing
develop
leveled groups
for
graphic organizers,
modeling
small
group instruction.
and technology.
* Access
Provide appropriate
90 minutes of
technology
tools
and math.
uninterrupted
focused
resources
to aid and
support
* Utilize computer
software
teaching
and student
and hardware
as toolslearning.
to
*support
Recognize
& rewardteaching
students
and increase
Strategies:
Use technology tools and skills
to reinforce classroom concepts,
skills and activities.
* Teach students to use a
variety of technology tools to
gather data and information.
* Utilize calculators and any
other electronic devices to assist
students with effective problem
solving skills and techniques.
Effectively
providetofocused
* Teach students
understand
intervention/enrichment
and/or
and remember safety and
after-school
tutoring
ethical issues
related to the
opportunities
to students.
responsible use
of information
*and
Participate
in professional
technology
tools and
development
resources. opportunities.
* Collaboration
Target at-risk students
in K-4th
with educational
grades
and to
provide
colleagues
createappropriate
effective
aids
andand
supports.
lessons
activities for
*improved
Utilize EC
teaching and student
teachers/YDS/Resource
learning.
teachers/Volunteers
provide
* Use Common Coreto
State
focused
intervention
Standards,
Essential and/or
Standards,
enrichment.
Computer software programs
*and
Utilize
research
based
online
programs
in
strategies
materials
to
conjunctionand
with
PSRC pacing
deliver
guide toquality
impactsupport.
teaching and
*student
Providelearning.
professional
development
for
* Participate inopportunities
staff
technology
assistant
to utilize
development
to acquire
and
troubleshoot
technology
skills. problems for
various
onMedia
* Utilize technologies
School Library
campus.
Coordinator as support for
curriculum/instruction and
technology concerns and
issues, unless additional
Strategies:
Shall provide materials and
training to help parents work
with their children at home.
* Make and take workshops
* Parent Information Night
* Monthly or Quarterly
parent sessions focusing on
specific topics
* Providing childcare for
parents who attend evening
Provide
assistance to
training sessions
parents
in understanding
* Purchase
books and other
such
topicstoas
Common
resources
assist
and
Core
andknowledge
local
increase
base of
assessments.
parents.
* Educational Family Day
* PTO meetings
*EOG Night
* Parent/teacher
conferences
Ensure
that information
* Send letters,
flyers &
related
school
parent
memos to
home
withand
students
programs,
meetings and
regarding curriculum.
other
activities
arewebsite
sent to as
* Maintain
school
parents
in a
format
and
a portal to
keep
parents
language
parents and
abreast ofthe
information
understand
changes. and in a timely
manner.
* Provide parents with
*Maintain
school
andtopics
literature on
specific
classroom teacher websites.
* Monthly calendars
*School and classroom
newsletters
*Blackboard connect
announcements
* Reminders sent home to
SCHOOL IMPROVEMENT
MONITORING INSTRUMENT
School: ___________________________________________
SIT Team Chair: __________________________________________________
Date Monitored: ____________________________________
Principal: _______________________________________________________
*Please check the appropriate status for each strategy
**Please write comments only if the not implemented column is checked
Goal/Strategy
No.
Implemented
Partially
Implemented
Not Implemented
School Goal 1
School Goal 2
School Goal 3
School Goal 4
School Goal 5
Please email completed form to Sandra Evans no later than 5 days after the completion of each nine weeks.
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. Select a funding source from the drop-down list.