1. education
2. school

School Improvement Plan Tabs –
The School Improvement Plan
consists of these tabs.
Reference Tabs – These tabs
provide information to aid the
planning process.
General Information
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.
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.
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.
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.
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
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
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
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.
Other SIP-related Requirements
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.
Title 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
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.
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 21 st 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.
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District Goals for (insert district here)
District Goal 1:
21st Century Education Professionals
Supports SBE Goal:
Goal 2 – North Carolina public schools will be led by 21st Century professionals.
District Goal 2:
Globally Competitive Students
Supports SBE Goal:
Goal 1 – North Carolina public schools will produce globally competitive students.
District Goal 3:
Safe, Healthy, and Responsible Students
Supports SBE Goal:
Goal 3 – North Carolina Public School students will be healthy and responsible.
District Goal 4:
Effective collaboration and interactive communication
Supports SBE Goal:
Goal 4 – Leadership will guide innovation in North Carolina public schools.
District Goal 5:
Planning and Budgeting for Fiscal Responsibility
Supports SBE Goal:
Goal 4 – Leadership will guide innovation in North Carolina public schools.
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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 assign
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,
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 pla
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 f
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
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)
66
School Vision and Mission Statements for (insert school name)
Vision:
Mission:
5
LEA or Charter Name/Number: Pender County Schools - 710
School Name/Number:
School Address:
Plan Year(s):
Date prepared/revised:
2010-2012
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*
Name
Committee Position*
Name
Principal
Assistant Principal Representative
Teacher Representative
Inst. Support Representative
Teacher Assistant Representative
Parent Representative
* Add to list as needed. Each group may have more than one representative.
6
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?
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2. What does the analysis tell you about your schools gaps or opportunities for improvement?
8
3. What data is missing, and how will you go about collecting this information for future use?
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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.
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Priority Goal 1 and Associated Strategies
Area for improvement and supporting data:
Response to Intervention Professional Development: NTES' K-5 certified staff will complete a series of RtI trainings to improve the process
and practices of using the RtI model.
School Goal 1:
To provide quality staff development in the areas of RtI as it relates to behavior and academics.
Target:
Indicator:
Milestone date:
100% completion of all RtI training sessions.
PCS workshop evaluations, sign-in sheets, agendas/training documents
Jun-13
Goal 1 Improvement Strategies – Identify research-based strategies whenever possible.
Plan/Do
Strategy: Professional Learning Communities held no less than twice a month with grade level team
Action steps:
Strategy 1: 1.Question and answer sessions among grade levels
2. Development of initial interventions and PEP planning
3. Discussions and support in writing SMART goals
4. Use of PST checklist to guide RTI process
5
6
7
8.
Strategy: Completion of Second Step Training
Action steps:
Strategy 2: 1. Overview of Second Step materials
2. Review the materials for Second Step
3. Planning for Second Step lessons
4. Ongoing support from the PBIS team
Strategy: Completion of RTI Training
Action steps:
Strategy 3:
1. Participate in Tier 1 RTI training with PCS Elementary Director,PST
team, and grade level team
4. Participate in follow-up training sessions and check-in meetings as needed to
support RTI process
2. Participate in Tier 2 RTI training with PCS Elementary Director,PST
team, and grade level team
5. Ongoing support from the Problem-Solving Team (SST)
Strategy 3:
3. Participate in Tier 3 RTI training with PCS Elementary Director,PST
team, and grade level team
Plan/Do
How will we fund these strategies?
Funding source 1:
Funding source 2:
Funding source 3:
Funding source 4:
Funding source 5:
Select a funding source
Select a funding source
Select a funding source
Select a funding source
Select a funding source
Review frequency:
Quarterly
Funding amount:
Funding amount:
Funding amount:
Funding amount:
Funding amount:
Total initiative funding:
Assigned implementation team:
What data will be used to determine whether the strategies were deployed with fidelity?
Grade level RTI notebooks, PEP paperwork, documentation of SMART goals,
How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and summative
data as appropriate.)
Check
PCS Professional Development evaluations, sign-in sheets, RTI notebooks by grade level
What does data show regarding the results of the implemented strategies?
Act
Based upon identified results, should/how should strategies be changed?
Priority Goal 2 and Associated Strategies
Plan/Do
Area for improvement and supporting data:
Increase student achievement as a grade level in the area of Reading as measured with Aimsweb assessments. Fall 2012 Aimsweb
benchmarks indicated 65% of Kindergarteners were in the established or emerging range, 88% of First graders were in the established or
emerging range, 68% of Second graders were in the established or emerging range, 76% of Third graders were in the established or
emerging range, 82% of Fourth graders were in the established or emerging range, and 69% of Fifth graders were in the established or
emerging range.
School Goal 2:
Increase student achievement in the area of Reading from Fall 2012 to Spring 2013.
Target:
As assessed by AIMS Web, Kindergarten will attain an average of 90% in the established or emerging range, first grade will
attain an average of 90% in the established or emerging range, second grade will attain an average of 90% in the established or
emerging range, third grade will attain an average of 90% in the established or emerging range, fourth grade will attain an
average of 90% in the established or emerging range, and fifth grade will attain an average of 90% in the established or
emerging range.
Indicator:
Milestone date:
AIMS Web spring benchmark
June, 2013
Goal 2 Improvement Strategies – Identify research-based strategies whenever possible.
Strategy: Differentiated Instruction
Action steps:
Strategy 1: 1. Utilize literacy coach/AIG coach
2. Flexible grouping
3. Intervention/ Enrichment (I/E) daily/Title 1
(four days a week)
4. Inservices and workshops
5. Use of technology via Smart Boards, Mimeos, & mobile lab
6. Use of instructional assistants to reduce group size
Strategy: Professional Learning Communty (PLCs)
Action steps:
Strategy 2: 1. Weekly horizontal planning
5. Problem solving team meetings
2. Monthly vertical planning
6. County input on data and progress
3. Quarterly data analysis by grade level
7. Faculty will review Jan. 2013 benchmarks for progress
4. Inservices and workshops
Strategy: Develop and implement PEPs for students who are not at proficient levels
Action steps:
Strategy 3: 1. I/E daily, school-wide/Title 1 (four days a week)
5. Utilize instructional coach
Strategy 3:
2. Focused intervention
6. Plan/develop strategies with Problem Solving Team
3. Collaborate with parents
7. Appropriate use of high school students for supplemental tutoring
4. Use of community volunteers as tutors
8. Reading Interventionist
Plan/Do
How will we fund these strategies?
Funding source 1:
Funding source 2:
Funding source 3:
Funding source 4:
Funding source 5:
Select a funding source
Select a funding source
Select a funding source
Select a funding source
Select a funding source
Review frequency:
Quarterly
Funding amount:
Funding amount:
Funding amount:
Funding amount:
Funding amount:
Total initiative funding:
$0
$0
$0
$0
$0
$0
Assigned implementation team:
What data will be used to determine whether the strategies were deployed with fidelity?
Teacher's data notebook, lesson plans, review of PEPs with parent/guardian
Check
How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and summative
data as appropriate.)
AIMS Web progress monitor and benchmark, Study Island reports, PST review meetings, Reading Eggs, School Report Card
What does data show regarding the results of the implemented strategies?
Act
Based upon identified results, should/how should strategies be changed?
Priority Goal 3 and Associated Strategies
Area for improvement and supporting data:
Increase student achievement in the area of math. Fall 2012 AIMS Web math scores indicated that 68.5% of Kindergarten students are in the established or emerging range, 81.6% of 1st grade
students are in the established or emerging range, 87% of 2nd grade students are in the established or emerging range, 88% of 3rd grade students are in the established or emerging range, 80%
of 4th grade students are in the established or emerging range, 76% of 5th grade students are in the established or emerging range according to Aimsweb Benchmark assessments.
School Goal 3:
To increase student achievement in the area of math as assessed by AIMS Web for K-5 from Fall 2012 to Spring
2013.
Target:
As assessed by AIMS Web, Kindergarten will attain an average percentage of 90% in the established or emerging range,
1st grade will attain an average percentage of 90% in the established or emerging range, 2nd grade will attain an average percentage of 90% in the established or emerging range
3rd grade will obtain an average percentage of 90% in the established or emerging range, 4th grade will attain an average percentage of 90% in the established or emerging range, and
5th grade will attain an average percentage of 90% in the established or emerging range.
Plan/Do
Indicator:
Milestone date:
AIMS Web spring benchmark
11-Jun
Goal 3 Improvement Strategies – Identify research-based strategies whenever possible.
Strategy: Utilize technology
Action steps:
Strategy 1: 1. Envisions Interactive math videos (K-5)
2. Mimio interactive math games (K-5) (World Wide Web)
3. Accelerated math (3-5)
4. Math Magic - timed assessment tool
5. Do the Math (K-5)
6. Aleks (EC)
7. Study Island (3-5)
8
Strategy: Individualized instruction
Action steps:
Strategy 2: 1. Small group (diff instruction)
2. Intervention/Enrichment (I/E) groups
3. Differentiated homework
5. Utilize instructional coach/AIG coach
6. Flexible Grouping
7. Inservices and workshops
Strategy 2:
4. PEP's when appropriate
8. Use of instructional assistants to reduce group size
Strategy: Utilize human resources
Action steps:
Strategy 3: 1. Use of Instructional Assistants to reduce I/E group size
2. Encore teachers relieve teachers to plan appropriately
3. Title 1 math tutor
4. Utilize instructional coach/AIG coach for
modeled lessons, planning, and resources
5. Afterschool tutoring sessions (weekly)
Plan/Do
How will we fund these strategies?
Funding source 1:
Funding source 2:
Funding source 3:
Funding source 4:
Funding source 5:
Review frequency:
Federal funds - Title I
School general funds
Other
Select a funding source
Select a funding source
Funding amount:
Funding amount:
Funding amount:
Funding amount:
Funding amount:
Total initiative funding:
$0
Quarterly
Assigned implementation team:
What data will be used to determine whether the strategies were deployed with fidelity?
AIMS web (K-5), Envisions Alternative assessments , Study Island (3-5), Quarterly assessments,
Check
How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and summative
data as appropriate.)
What does data show regarding the results of the implemented strategies?
Act
Based upon identified results, should/how should strategies be changed?
Priority Goal 4 and Associated Strategies
Area for improvement and supporting data:
Documented use of technology by students at least one time a week to create a product or complete an assessment tool.
School Goal 4:
Increase overall use of technology by students as 21st century learners.
Target:
Indicator:
Milestone date:
100% of NTES students will produce, collaborate, create and/or share products that implement technology.
NTES web displays
Jun-13
Goal 4 Improvement Strategies – Identify research-based strategies whenever possible.
Plan/Do
Strategy: Allow flexible access to all forms of technology available at NTES.
Action steps:
Strategy 1: 1. lesson plans
2. mobile netbook, computer lab, and ipad carts
3. staff devlopment for programs
4. media center driven research
5
6.
7.
8.
Strategy: Increase awareness of student products through display and production
Action steps:
5.
Strategy 2: 1. website display
2. display boards outside of classrooms
6.
3. end of year products and presentations
7.
4. grade level productions of adopted community
8.
platforms
Strategy: 100% of students will participate in the usage of technology weekly
Action steps:
Strategy 3: 1. Lesson plans reflecting usage of technology
2. Encore schedules for technology usage
3. computer usage history/sign-up sheets
4. product presentations
5.
6.
7.
8.
Plan/Do
How will we fund these strategies?
Funding source 1:
Funding source 2:
Funding source 3:
Funding source 4:
Funding source 5:
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:
$0
Quarterly
Assigned implementation team:
What data will be used to determine whether the strategies were deployed with fidelity?
Hit counter on web page, You tube hit counter, product display boards, student products, lesson plans,
How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and summative
data as appropriate.)
Check
Increased knowledge of technology as a tool, use of rubrics by teachers, completion of grade level community service projects, completion of given tasks
per lesson plans, student surveys
What does data show regarding the results of the implemented strategies?
Act
Based upon identified results, should/how should strategies be changed?
Priority Goal 5 and Associated Strategies
Area for improvement and supporting data:
In the 2011-2012 school year, 96% of students at NTES stated that they felt safe in school. There were 90 office discipline referrals. 45 students were
referred to the office for behavior. 214 positive referrals were received. 98% of students understood the SWIM expectations and 97% of parents surveyed
understood the SWIM expectations.
School Goal 5:
Increase positive social interactions, behaviors and sense of community. Decrease classroom disruptive behavior.
Supports this
district goal:
Safe, Healthy, and Responsible Students
Target:
Indicator:
Milestone date:
85 or fewer office discipline referrals and 40 or fewer students referred to the office for behavior during the 2012-2013 school year,
attain 100% of students feeling safe at school.
Office referral report from NCWISE, Title 1 student survey
Jun-13
Goal 5 Improvement Strategies – Identify research-based strategies whenever possible.
Plan/Do
Strategy: Implement Second Step
Action steps:
Strategy 1: 1. Train staff (Sept. 12)
2. Distribute/display relevant materials
3. Systematically teach and reinforce Second Step
lessons.
4. Inform parents of program
5.
6.
7.
8.
Strategy: PBIS
Action steps:
1. Teach SWIM matrix to students
5. Inform students of PCS bullying and harassment policy.
process.
6. Students not successful with the classroom discipline systems will have a
specific plan/PEP for their behavior.
Strategy 2: 2. Each grade level will have a consistent discipline referral
3. Establish a reward/recognition program for students
following SWIM expectations.
7. Students who need additional support for behavior will be submitted to PST.
4. Utilize positive referrals
Strategy: Provide opportunities for students and staff to interact throughout the school and community
Action steps:
1. "Thinking Globally" grade level service project.
Strategy 3:
2. Offer after school clubs
5. "Yes, Virginia" Holiday program
6. Relay for Life Events
3. PTA events-minimum of 4 community bld. Events.
7
4. Sing school song
8.
Plan/Do
How will we fund these strategies?
Funding source 1:
Funding source 2:
Funding source 3:
Funding source 4:
Funding source 5:
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:
$0
Quarterly
Assigned implementation team:
What data will be used to determine whether the strategies were deployed with fidelity?
Guidance Counselor Intervention, Documentation, ODR, PTA memberships, Positive Referral Charts, Student Title 1 survey, Positive Referrals
How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and summative data as
appropriate.)
Check
Lesson plans, classroom observations, use of classroom behavior logs and minor/major infraction office referrals, teacher survey.
What does data show regarding the results of the implemented strategies?
Title 1 student survey, teacher survey, office referral report from NCWISE
Act
Based upon identified results, should/how should strategies be changed?
Safe School Plan for North Topsail Elementary School
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
Pete Wildeboer
implementing this plan:
Statem ent of Responsibility for the School District Superintendent
In accordance with General Statute §115C-105.47 (b)(2), the district superintendent is responsible for coordinating adoption and
implementation of this plan, evaluating the principal's performance with respect to school safety, monitoring and evaluating
implementation of this plan at the school-level, and coordinating with local law enforcement and court officials as appropriate.
In the event the district superintendent fails to fulfill these responsibilities as required by state law, the following disciplinary
consequences may occur: Appropriate action shall be taken by the school board
Statem ent 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.
In the event the school principal fails to fulfill these responsibilities as required by state law, the following disciplinary consequences
may occur: Appropriate action shall be taken by the superintendent
Statem ent of the Roles of Other Adm inistrators, 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:
Principal: Pete Wildeboer Assistant Principal Dawn McKernan
Teachers: First Responders – Elaine Godwin, Pam Helms, Kellie Henry, Holland Baltazar (I/A)
Teacher Assistants: Mei Mei Garrison, Carren Heartley, Dee Jordan, Judy Moore, Cindy Puckett, Renee Thigpen, Mr. Thompson, Mr.
Kittlaus, Tammy Meadows, Betty Parker
Other School Staff: Libby Caulder(EC), Carol McFadden(Media), Susan Atkinson(Psychologist), Allison Eason (Speech), Perry Gainey(Custodian), Rhonda Gurganus(Bookkeeper), Maria Hart(Title 1), Mary James(Data), Holland Martin(Nurse), Jennifer Havens (EC), Emily Kinlaw (EC)
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.
The Student Support/Problem Solving Team is a collaborative, multidisciplinary team that acquires information from common
assessments in order to respond to students who need additional support, utilizing “RBI: Research Based Interventions.” This Student
Support Plan will focus on results through SMART (Strategic, Measureable, Attainable, Results-oriented, and Time-bound) goals,
demonstrating evidence of student learning. The team receives referrals from parents or school staff after parent/teacher conferences
and the construction of the PEP, when the student demonstrates difficulty performing (academic, physical, social/emotional, behavioral)
in the classroom OR when a student is returning from an Alternative Learning Program (ALP). At this team level, the teachers receives
problem-solving support
(“comprehensive prevention/intervention program…characterized by a team approach”).
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.
Prior to being considered for placement in the ALP, the following criteria must be met:
1. The student must have an open case in the Student Support Team process with a reasonable number of interventions having been
documented on the SST Student Support Plan.
2. When the SST determines that all reasonable interventions have been attempted and proven unsuccessful, placement in the ALP
may be considered.
3. The SST Chairperson and Principal shall contact the following individuals to schedule a placement determination meeting:
Parent(s), ALP Coordinator, and Director of Student Services.
4. If it is determined that the ALP offers interventions that will more likely promote the student’s success, the student will receive intake.
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.
Alternative Learning Programs embedded in traditional middle and high schools including school within a school (STAR)
ALP Coordinator (district-wide)
APEX with online course modules
Individual Graduation Plans
Modified Student Schedules
Off-campus outreach (jails, homes, libraries, workplaces)
Alternative Learning Programs embedded in traditional middle and high schools including school within a school (STAR)
ALP Coordinator (district-wide)
APEX with online course modules
Individual Graduation Plans
Modified Student Schedules
Off-campus outreach (jails, homes, libraries, workplaces)
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:
Decrease the number of office referrals
Target:
Decrease by 10% based on 2011-2012 data
Indicator:
Discipline Log for 2012-2013
Milestone Date: Jun-13
Goal:
Increase Language Arts and Math Proficiencies
Target:
Increase Language Arts to 71.6% proficiency and Math to 88.6% proficiency
Indicator:
AimsWeb spring benchmark and NCEOG Grades 3-5
Milestone Date: Jun-13
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:
Indicator:
Milestone Date:
Target:
Indicator:
Milestone Date:
In accordance with General Statute §115C-105.47 (b)(9), the following planned or recently completed professional development aligns
with the goals of our safe school initiative:
Professional Development
Planned/Completed
Discrimination, Harassment, and Bullying Aw areness Training
Annual
Mental Health/Well-Being (Psychosocial, Abuse/Neglect, Safe Surrender)
Annual
Safety Training (HB 1032, Emergency Response)
Professional Learning Communites
Problem Solving Team
Annual
Ongoing Weekly
Ongoing Weekly
Pursuant to General Statute §115C-105.47 (b)(10), identify the district's plan to work effectively with local law enforcement and court
officials.
It is the goal of Pender County Schools to work collaboratively to prioritize community risk factors, to review the needs of juveniles in
the county who are at risk of delinquency (or who have been adjudicated, undisciplined or delinquent), and to assist with increasing
public awareness of the causes of delinquency and strategies to reduce the problem. Community Collaborative and partnership
meetings are formed to assist with the development of strategies to intervene, respond to and treat the needs of juveniles at risk of
delinquency. In addition, the agencies support Pender County Schools to address attendance issues, reduce dropout rates and
transition students involved in the court system back into the school setting. Law enforcement agencies also provide collaboration and
personnel for School Resource Officers, the Gang Resistance Unit, and the lockdown drill and evaluation process.
Pursuant to General Statute §115C-105.47 (b)(11), identify the district's plan to provide access to information to the school community,
parents, and representatives of the local community.
Pender County Schools provides the following resources for the school community (staff, parents, community members) to access
information regarding programs, policies, and initiatives: district/school website, AlertNow messages, partnership meetings (School
Health Advisory Council, Community Collaborative for Safe Schools/Healthy Students), community fairs, public forum events, parent
nights/trainings, and press releases.
Funding Uses and Sources – At-risk and Alternative Learning Schools and Program s
Program or Strategy Being Funded
Am ount of Funding
Source of Funding
Pender County Schools provides the following resources for the school community (staff, parents, community members) to access
information regarding programs, policies, and initiatives: district/school website, AlertNow messages, partnership meetings (Sch
Funding Uses and Sources – At-risk and Alternative Learning Schools and Program s
Program or Strategy Being Funded
Am ount of Funding
Source of Funding
Title I School-wide Compliance Review and Plan
A comprehensive school improvement plan must address all of the components defined in the Elementary and Secondary
Education Act (Section 1114(b) of Title I). Each required component is described below, with an explanation of how each
contributes to the creation of a successful schoolwide program. The goals and strategies you've already developed may
fulfill many of these requirements.
Schoolwide reform strategies: Instructional strategies and initiatives in the comprehensive plan must be based on
scientifically based research, strengthen the core academic program, increase the quality and quantity of learning time,
and address the learning needs of all students in the school.
This school improvement plan
addresses this requirement. Please
Strategy 1
see the priority goals and strategies
Strategy 2
noted to the right:
Strategy 3
Priority
Goal 1
X
X
X
Priority
Goal 2
X
X
X
Priority
Goal 3
X
X
X
Priority
Goal 4
X
X
X
Priority
Goal 5
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:
All grade levels have an Intervention and Enrichment block where instruction is differentiated for every student. All
teachers are using Common Core Standards and working to improve the quality of instruction in the classroom. Classroom
volunteers are utilized to increase student achievement
Instruction by highly qualified teachers: High poverty, low-performing schools are sometimes staffed with
disproportionately high numbers of teachers who are not highly qualified. To address this disproportionality, the ESEA
requires that all teachers of core academic subjects and instructional paraprofessionals (employees of a LEA who provide
instructional support) in a schoolwide program school meet the qualifications required by section 1119. Student
achievement increases in schools where teaching and learning have the highest priority, and students achieve at higher
levels when taught by teachers who know their subject matter and are skilled in teaching it.
Priority
Priority
Priority
Priority
Priority
This school improvement plan
Goal 1
Goal 2
Goal 3
Goal 4
Goal 5
addresses this requirement. Please
Strategy 1
X
X
X
X
X
see the priority goals and strategies
Strategy 2
X
X
X
X
X
noted to the right:
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:
At this time NTES is 93% HQ. We have two new employees that are waiting to receive their licences from the state. We
are confident that both will be Highly Qualified very soon.
High-quality and ongoing professional development: Teachers and other staff in schoolwide program schools must be
equipped to face the challenge of helping all students meet the State’s academic achievement standards. To do this, they
must be familiar with the goals and objectives of the schoolwide plan, and receive the sustained, high-quality professional
development required to implement them. The statute requires that professional development be extended, as
appropriate, to those who partner with teachers to support student achievement, such as principals, paraprofessionals, and
parents.
Priority
Priority
Priority
Priority
Priority
This school improvement plan
Goal 1
Goal 2
Goal 3
Goal 4
Goal 5
addresses this requirement. Please
Strategy 1
X
X
X
X
X
see the priority goals and strategies
Strategy 2
X
X
noted to the right:
Strategy 3
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:
We utilize our county instructional coaches and experts within our school and county to provide quality staff development.
We attend and share information from all county provided staff devlopment opportunities and state level staff development.
School-wide book study, Interactive Think-Alouds, Staff members pursuing advanced degrees and additional certification
Strategies to attract highly qualified teachers to high-need schools: Although recruiting and retaining highly qualified
teachers is an on-going challenge in high poverty schools, low-performing students in these schools have a special need
for excellent teachers. Therefore, the schoolwide plan must describe the strategies it will use to attract and retain highly
qualified teachers.
Priority
Priority
Priority
Priority
Priority
This school improvement plan
Goal 1
Goal 2
Goal 3
Goal 4
Goal 5
addresses this requirement. Please
Strategy 1
X
X
X
X
see the priority goals and strategies
Strategy 2
X
X
X
noted to the right:
Strategy 3
X
X
X
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:
Positions are posted, and there is an interview committee that includes a parent representative and process. Support is
provided for new teachers through grade level PLCs, mentoring and on-going professional development.
Strategies to increase parental involvement: Research continues to demonstrate that successful schools have
significant and sustained levels of parental involvement. Therefore, it is important that schoolwide plans contain strategies
to involve parents in the school community. Additionally, state law requires parent representation on every school's
improvement team, and federal requirements specify that each school must develop: 1) an approach for communication
with parents, 2) activities to involve parents, and 3) an approach for training parents to better understand how to help their
children excel in school.
Priority
Priority
Priority
Priority
Priority
This school improvement plan
Goal 1
Goal 2
Goal 3
Goal 4
Goal 5
addresses this requirement. Please
Strategy 1
X
see the priority goals and strategies
Strategy 2
X
noted to the right:
Strategy 3
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:
Annual Flash Forward Night(transition activity for parents), PTA sponsored events such as Fall Festival, Talent Show, and
Family Movies Nights, parent teacher conferences and student led conferences, volunteer guidelines, classroom websites
and newsletters that include strategies for assisting parents, PTA newsletters, Invite Your Parents to School Day, Monthly
Family Literacy Nights, Open House, Curriculum Night, PALS program in fourth grade, parent involvement in problem
solving team meetings, other school events such as the Holiday Musical
Plans for assisting preschool students in the successful transition from early childhood programs to local
elementary schoolwide programs: This component emphasizes the value of creating a coherent and seamless
educational program for at-risk students. Early childhood programs, including Early Reading First and others, provide a
foundation for later academic success, and effective schoolwide programs capitalize on this strong start.
Priority
Priority
Priority
Priority
Priority
This school improvement plan
Goal 1
Goal 2
Goal 3
Goal 4
Goal 5
addresses this requirement. Please
Strategy 1
X
see the priority goals and strategies
Strategy 2
noted to the right:
Strategy 3
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:
Annual Flash Forward Night, PreK parents and students meet Kindergarten teachers and learn about Kindergarten
expectations, Kindergarten parent orientation and curriculum night, Pre-K students visit Kindergarten classrooms, Pre-K
students and families are invited to school events and assemblies, eat lunch in the school cafeteria, learn the school-wide
SWIM matrix and use the Second Step Program
Measures to include teachers in decisions regarding the use of academic assessments: In addition to State
assessment results, teachers need current and ongoing assessment data that describe student achievement. These data
often come from less formal assessments, such as observation, performance assessments, or end-of-course tests. The
schoolwide program should provide teachers with professional development that increases their understanding of the
appropriate uses of multiple assessment measures and how to use assessment results to improve instruction.
Priority
Priority
Priority
Priority
Priority
This school improvement plan
Goal 1
Goal 2
Goal 3
Goal 4
Goal 5
addresses this requirement. Please
Strategy 1
X
X
X
see the priority goals and strategies
Strategy 2
X
X
X
noted to the right:
Strategy 3
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:
AIMS web assessments are used for benchmark purposes and progress monitoring, teacher created assessments,
informal observations, work samples/rubrics, benchmark assessments/Study Island (3-5)
Activities to ensure that students who experience difficulty attaining proficiency receive effective and timely
additional assistance: The schoolwide program school must identify students who need additional learning time to meet
standards and provide them with timely, additional assistance that is tailored to their needs. This assistance must be
available to all students in the school who need it.
Priority
Priority
Priority
Priority
Priority
This school improvement plan
Goal 1
Goal 2
Goal 3
Goal 4
Goal 5
addresses this requirement. Please
Strategy 1
X
X
X
see the priority goals and strategies
Strategy
2
X
X
X
X
noted to the right:
Strategy 3
X
X
X
Our school uses the following differentiation strategies, in addition to our focus on the priority goals listed in
this plan:
RtI training and on-going support to assist teachers with the RtI process, grade level PLCs to monitor and discuss
individual student progress/concerns, PEP, PST, and IEP plans developed as needed for struggling students, school-wide
intervention and enrichment block
Coordination and integration of Federal, State, and local services and programs: Schoolwide program schools are
expected to use the flexibility available to them to integrate services and programs with the aim of upgrading the entire
educational program and helping all students reach proficient and advanced levels of achievement. In addition to
coordinating and integrating services, schoolwide program schools may combine most Federal, State and local funds to
provide those services. Exercising this option maximizes the impact of the resources available to carry out the schoolwide
program.
Priority
Priority
Priority
Priority
Priority
This school improvement plan
Goal 1
Goal 2
Goal 3
Goal 4
Goal 5
addresses this requirement. Please
Strategy 1
X
X
X
X
see the priority goals and strategies
Strategy 2
X
X
X
X
noted to the right:
Strategy 3
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:
Instructional coaches and AIG coaches are used to improve the quality of instruction
Compliance Review and Plan for Schools in Title I School Improvement
Each school identified for Title I School Improvement must, no later than three months after notification that the school is in
Title I School Improvement, develop or revise its school plan. This plan must be developed in consultation with parents,
school staff, the local education agency serving the school, and outside experts. The plan must cover a two-year period.
Professional development requirements: Schools in Title I School Improvement must 1) provide assurance that the
school will spend not less than 10 percent of its Title I funds each year for high quality professional development, 2) specify
how these professional development funds will be used to remove the school from school improvement status, and 3)
incorporate a teacher mentor program.
Priority
Priority
Priority
Priority
Priority
This school improvement plan
Goal 1
Goal 2
Goal 3
Goal 4
Goal 5
addresses this requirement. Please
Strategy 1
see the priority goals and strategies
Strategy 2
noted to the right:
Strategy 3
Our school is addressing these three additional professional development requirements in the following ways,
in addition to our focus on the priority goals listed in this plan:
Notification to parents: Schools in Title I School Improvement must describe specifically how the school will provide
written notice about the identification of the school as a Title I School Improvement school to the parents of each student
enrolled in the school.
This school improvement plan
addresses this requirement. Please
Strategy 1
see the priority goals and strategies
Strategy 2
noted to the right:
Strategy 3
Priority
Goal 1
Priority
Goal 2
Priority
Goal 3
Our school is providing written notification to parents in the following manner:
Priority
Goal 4
Priority
Goal 5
School, district and state agency responsibilities: Schools in Title I School Improvement are required to clearly define
the responsibilities of the school, LEA, and SEA in implementing improvement strategies. LEAs are minimally required to
offer technical assistance in the form of data analysis, budget analysis, and identification and implementation of
improvement strategies. State-level assistance may include provision of a state-wide system of support, including
allocation of funding and other technical assistance.
Priority
Priority
Priority
Priority
Priority
This school improvement plan
Goal 1
Goal 2
Goal 3
Goal 4
Goal 5
addresses this requirement. Please
Strategy 1
see the priority goals and strategies
Strategy 2
noted to the right:
Strategy 3
Our school, the school district, and the state education agency are supporting improvement of our school in
the following ways:
School:
LEA:
SEA:
Strategies to increase parental involvement: Research continues to demonstrate that successful schools have
significant and sustained levels of parental involvement. Therefore, it is important that targeted assistance programs
develop strategies to involve parents of Title I students in the school community. Additionally, state law requires parent
representation on every school's improvement team, and federal requirements specify that each school must develop: 1)
an approach for communication with parents, 2) activities to involve parents, and 3) an approach for training parents to
better understand how to help their children excel in school.
Priority
Priority
Priority
Priority
Priority
This school improvement plan
Goal 1
Goal 2
Goal 3
Goal 4
Goal 5
addresses this requirement. Please
Strategy 1
see the priority goals and strategies
Strategy 2
noted to the right:
Strategy 3
Our school uses the following strategies to increase parental involvement, in addition to our focus on the
priority goals listed in this plan:
Coordination and integration of Federal, State, and local services and programs: Targeted assistance program
schools are expected to coordinate and integrate services, with other Federal, State and local programs and services.
Priority
Priority
Priority
Priority
Priority
This school improvement plan
Goal 1
Goal 2
Goal 3
Goal 4
Goal 5
addresses this requirement. Please
Strategy 1
see the priority goals and strategies
Strategy 2
noted to the right:
Strategy 3
Our school uses the following strategies to coordinate and integrate federal, state, and local services and
programs, in addition to our focus on the priority goals listed in this plan:
Plans must support and coordinate with regular education programs: Effective targeted assistance programs
capitalize on strong support and coordination with regular education programs. This component emphasizes the value of
creating a coherent and seamless educational program for at-risk students. This may include transitioning students from
early childhood programs such as Early Reading First and others to provide a foundation for later academic success.
Priority
Priority
Priority
Priority
Priority
This school improvement plan
Goal 1
Goal 2
Goal 3
Goal 4
Goal 5
addresses this requirement. Please
Strategy 1
see the priority goals and strategies
Strategy 2
noted to the right:
Strategy 3
Our school uses the following strategies to support and coordinate with the regular education program, in
addition to our focus on the priority goals listed in this plan:
School-based Management and Accountability Program
Summary of School-based Waiver Requests
Program Years: 2012-2013
School-based Management and Accountability Program
Summary of School-based Waiver Requests
Program Years: 2012-2013
LEA or Charter School Name/Number:
Pender County Schools - 710
School Number(s)
Request for Waiver
323
1. Please describe the waiver you are requesting.
Class- size waiver
2. Identify the law, regulation, or policy from which exemption is requested.
Class size regulations
3. State how the waiver will be used.
This will allow us to effectively group students and to exceed the maximum
number of students in a class.
4. State how this waiver helps achieve the specific performance goals
identified in the School Improvement Plan.
Allows for funds to be spent in other areas to support education.
(Please duplicate this sheet as needed for additional waivers.)
Signature of Superintendent/Designee
Date
64
Per policy 1310/4002
Parental Involvement Plan
The board directs each
principal or designee to
develop a parental
involvement plan as a part
of the SIP. This plan must
include, at a minimum, the
board directives provided in
policy 1310/4002. In
addition, the plan must
include ways to enhance
parental involvement in the
following areas:
Meaningful two way communication between home and school
Promotion of responsible parenting
Involving parents and guardians in student learning
Promotion of volunteering
Involving parents and guardians in school decisions that affect children and families
Parental Training
Community Collaboration
Promotion of student health awareness
hildren and families