1. No category

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 schoolwide Review - If your school is a Title I schoolwide 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.
Union County Public Schools
State Board of Education Goals – Future-ready Students for the 21st Century
Goal 1 – North Carolina public schools will produce globally competitive students.
st
Goal 2 – North Carolina public schools will be led by 21 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.
2
District Goals for Union County Public Schools
District Goal 1:
High achieving and globally competitive students
Supports SBE Goal:
Goal 1 – North Carolina public schools will produce globally competitive students.
District Goal 2:
Quality teachers, administrators, and staff providing innovative leadership for 21st Century schools
Supports SBE Goal:
Goal 2 – North Carolina public schools will be led by 21st Century professionals.
District Goal 3:
Safe, orderly, and caring schools producing healthy, responsible students
Supports SBE Goal:
Goal 3 – North Carolina public school students will be healthy, responsible students.
District Goal 4:
21st Century systems operating efficiently and effectively
Supports SBE Goal:
Goal 4 – Leadership will guide innovation in North Carolina public schools.
District Goal 5:
Family, business, and community members involved in and supportive of our schools
Supports SBE Goal:
North Carolina public schools will be governed and supported by 21st Century systems.
3
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 needs. 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://www.ncreadyschools.org)
Special Education Continuous Improvement Plan
Title I AYP (http://ayp.ncpublicschools.org)
Healthy Active Children Initiative (http://www.nchealthyschools.org)
80
School Vision and Mission Statements for (insert school name)
Vision:
In partnership with parents and the community, the Walter Bickett Elementary staff will rely on relationships, rigor and
relevance to ensure that every student achieves high academic growth in preparing all students for the 21st century
Mission:
Our mission at Walter Bickett Elementary School is to ensure all students achieve their potential and become productive citizens and life long
learners.Through collaborative partnerships with the students, parents, and community, we will provide a safe, nurturing 21st Century learning
environment where setting high expectations and meeting diverse needs of the students are a priority.
5
LEA or Charter Name/Number: Union County Public Schools - 900
Walter Bicket Elementary - 370
School Name/Number:
830 S. M. L. King Blvd. Monroe, NC 28112
School Address:
2012-2013
Plan Year(s):
21-Aug-12
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
Assistant Principal Representative
K - 1 Curriculum Representative
2 - 3 Curriculum Representative
4 - 5 Curriculum Representative
Teacher Assistant Representative
Parent Representative
K-Teacher Representative
1-Teacher Representative
2- Teacher Representative
3- Teacher Representative
4- Teacher Representative
5- Teacher Representative
Teacher Representative
Teacher Representative
Teacher Representative
Name
Theresa A. Benson
Constance Kelly
Sherri Barber
Kelly Reigle*
Jennifer Wade
Denise Walden
Joann Quick
Lauren White
Emily Melton
Madison Gray
Sarah Hitch
Sharon Moore
Dona Deyton
Leah Williams / Latrice Towns
Pam White
Committee Position*
Name
Secretary
Chair
Related Arts
EC
ESL
* 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
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?
The faculty and staff at Walter Bickett Elementary School conducted a Comprehensive Needs Assessment
and found the following strengths:
• Teachers expect students to do well and hold a high expectation for students' learning.
• Teacher keep parents up to date throughout the school year regarding students' progress.
• Parent conferences are held at a time that is convenient for parents.
• Students feel safe at school, and feel that they are being prepared to deal with issues and problems which they will face in
the future.
• Administrators expect professional behavior of the staff.
• Teachers are aware of the purpose of classroom walkthroughs and evaluations provide helpful feedback.
7
2. What does the analysis tell you about your schools gaps or opportunities for improvement?
The school needs to effectively integrate literacy, vocabulary and critical thinking skills through all subject areas in order to
improve reading achievement of all students.
• The schools needs to develop and implement a plan that targets the school’s subgroups in order to minimize achievement
gaps.
8
3. What is data is missing, and how will you go about collecting this information for future use?
All necessary data is available for use.
9
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.
Priority #1 – Increase student achievement in reading by achieving high growth and meeting all AMO subgroups..
Priority #2 – Increase student achievement in math.
Priority #3 – Continue to provide high quality professional development in order to increase the instructional capacity of
teachers.
10
Priority Goal 1 and Associated Strategies
Area for improvement and supporting data:
School Goal 1:
By June of 2014, we will increase student achievement in reading by achieving high growth and meeting all AMO
subgroups.
Supports this
district goal:
High achieving and globally competitive students
Target:
Indicator:
Milestone date:
All students
EOG data, mClass Assessment Data (K-3), Fountas and Pinnell benchmark assessments (4-5), Running Records
Jun-14
Goal 1 Improvement Strategies – Identify research-based strategies whenever possible.
Plan/Do
Incorporate a Balanced Literacy program with targeted individual and small group instruction and utilization of
technology
Action steps:
1. Word Study
6. Reading/Writing Workshop
Review frequency:
2. Shared Reading
7. SIOP Training for Staff
3. Shared/Interactive Writing
8. Common Core Implementation
4. Interactive Read Aloud
9. Content Vocabulary Focused Instruction
5. Target PEPs focused on retained students
10. Grade Level Literacy Planning Time - once per week
Providing support through Title 1 Literacy Support, ELL/LEP and EC support.
Action steps:
1. "Push in/Pull out" Model
Strategy 2:
2. SIOP Model with Helen Giles
3. Leveled Literacy Intervention in K-2.
4. Analyze data monthly to identify at-risk students
5. Interventionists/Tutors for remediation.
Action steps:
Strategy 3: 1.
2.
3.
4.
6.
7.
8.
9.
5.
6.
7.
8.
Fall Intercession available to all 3rd grade students
Winter and Spring Intercessions
Central Office and Community Volunteers
Literacy Curriculum Support Specialists
Professional development - Identify the professional development required to successfully implement the strategies above.
Staff person or group
Course name/title
SIOP
Literacy Webinars / Meetings
Common Planning
Date completed
Helen Giles
Dr. Bulla
Curriculum Specialists
Plan/Do
Classroom Teachers
UCPS Training
Classroom Teachers
Course provider
How will we fund these strategies and associated professional development?
Funding source 1:
Funding source 2:
Funding source 3:
Funding source 4:
Funding source 5:
Federal funds - Title I
Select a funding source
Select a funding source
Select a funding source
Select a funding source
Review frequency:
Quarterly
Funding amount: $18,000
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?
Check
End of Grade Tests, mClass Benchmark Assessments (K-3), Fountas and Pinnell benchmark assessments (4-5), Formative and Summative
Assessments; Classroom Visits, Observations and provided feedback to the teachers.
How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and summative
data as appropriate.)
Check
Progress on goals established between teacher/administrator by formative assessments and informal assessment data collected on students as well as
NCEES data.
What does data show regarding the results of the implemented strategies?
TBD
Based upon identified results, should/how should strategies be changed?
Act
TBD
Act
Priority Goal 2 and Associated Strategies
Area for improvement and supporting data:
School Goal 1:
By June of 2014, we will increase student achievement in Math by achieving high growth and meeting all AMO
subgroups.
Supports this
district goal:
High achieving and globally competitive students
Target:
Indicator:
Milestone date:
All Students
End of Grade Data, Math Benchmarks and Assessments, and ClassScapes
End of Year
Goal 2 Improvement Strategies – Identify research-based strategies whenever possible.
Plan/Do
Incorporate a Math program focused on the Mathematical Practices from the Common Core State Standards.
Action steps:
1. Math Expressions
Strategy 1:
2. First in Math
3. Math Talks
4. Morning Math
5. Math manipulatives
6. Implementation of the Common Core Standards
7. Think Central
8. Grade Level Math Planning Time - once per week
9. Math Workshop Model
10. Common (Formative) Assessments
The implementation of Math Support from Title 1, ESL, the EC departments
Action steps:
Strategy 2: 1. Push in/Pull out Model
2. Analyzing data monthly for at-risk students
3. Interventionists/Tutors for remediation.
4. Math Curriculum Support
5
6
Increase rigor in the classroom
Action steps:
Strategy 3: 1. Classroom Walkthroughs
2. Intervention Meetings
3. Grade Level Meetings
4. Professional Development
5. Establish a Master Schedule
6. Collaboration between all teachers that serve various students.
7.
8.
Professional development - Identify the professional development required to successfully implement the strategies above.
Staff person or group
UCPS Training/ PD
Course name/title
Math Webinars
Common Planning
Date completed
Dr. Bulla
Curriculum Specialists
Plan/Do
Classroom Teachers
Course provider
How will we fund these strategies and associated professional development?
Funding source 1:
Funding source 2:
Funding source 3:
Funding source 4:
Funding source 5:
Federal funds - Title I
Federal funds - Title II
State funds for at-risk students
Local district funds
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?
Check
NCEES (Self Evaluation, formal observation), Summative evaluations, common assessment data, Data Notebook, walkthrough data, Site Base Meeting
notes.
How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and summative
data as appropriate.)
Check
Progress on goals established between teacher/administrator and determined by formative assissment and informal assessment data collected on
students as well as NCEES data.
What does data show regarding the results of the implemented strategies?
TBD
Based upon identified results, should/how should strategies be changed?
Act
TBD
Act
Priority Goal 3 and Associated Strategies
Area for improvement and supporting data:
Provide engaging learning opportunities that ensure that professional development is ongoing, relevant and purposeful.
School Goal 1:
Teachers will participate and collaborate in providing clear objectives and learning targets for all areas of instruction.
Supports this
district goal:
Quality teachers, administrators, and staff providing innovative leadership for 21st Century schools
Target:
Indicator:
Milestone date:
Teachers and Students
Comprehensive Needs Assessment- EOG scores
Ongoing through June of 2014
Goal 3 Improvement Strategies – Identify research-based strategies whenever possible.
Plan/Do
Provide Ongoing Staff Development
Action steps:
Strategy 1: 1. Provide teachers with professional Reading Materials.
2. Hold grade level planning sessions twice a week.
3. Hold bimonthly professional development
4. Fully Implementing Common Core
5. Pathways to the Common Core book study.
6. Technology development/assistance.
7. Quarterly Mentor/Mentee Meetings
8. SIOP training
Action steps:
Strategy 2: 1.
2.
3.
4.
5.
6.
7.
8.
Action steps:
Strategy 3: 1.
2.
3.
4.
5.
6.
7.
8.
Professional development - Identify the professional development required to successfully implement the strategies above.
Staff person or group
Plan/Do
Certified Staff
Certified Staff
UCPS
Classroom Teachers
Mentees (BT-1s, BT-2s, BT-3s)
Course name/title
Pathways Book Study
Technology assistance/development
Elementary PD Opportunities
SIOP
Mentor/Mentee Work
Course provider
Curriculum Staff
Brady Thomas
Dr. Bulla/County Curriculum Staff
Helen Giles
Teacher Mentors
How will we fund these strategies and associated professional development?
Funding source 1:
Funding source 2:
Funding source 3:
Funding source 4:
Funding source 5:
Federal funds - Title I
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?
TBD
Check
Date completed
$0
$0
$0
$0
$0
$0
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?
Act
Priority Goal 4 and Associated Strategies
Area for improvement and supporting data:
School Goal 1:
Supports this
district goal:
Target:
Indicator:
Milestone date:
Plan/Do
Goal 4 Improvement Strategies – Identify research-based strategies whenever possible.
Action steps:
Strategy 1: 1.
2.
3.
4.
5.
6.
7.
8.
Action steps:
Strategy 2: 1.
2.
3.
4.
5.
6.
7.
8.
Action steps:
Strategy 3: 1.
2.
3.
4.
5.
6.
7.
8.
Professional development - Identify the professional development required to successfully implement the strategies above.
Course name/title
Course provider
Date completed
Plan/Do
Staff person or group
How will we fund these strategies and associated professional development?
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:
Check
What data will be used to determine whether the strategies were deployed with fidelity?
$0
$0
$0
$0
$0
$0
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?
Act
Priority Goal 5 and Associated Strategies
Area for improvement and supporting data:
School Goal 1:
Supports this
district goal:
Target:
Indicator:
Milestone date:
Plan/Do
Goal 5 Improvement Strategies – Identify research-based strategies whenever possible.
Action steps:
Strategy 1: 1.
2.
3.
4.
5.
6.
7.
8.
Action steps:
Strategy 2: 1.
2.
3.
4.
5.
6.
7.
8.
Action steps:
Strategy 3: 1.
2.
3.
4.
5.
6.
7.
8.
Professional development - Identify the professional development required to successfully implement the strategies above.
Course name/title
Course provider
Date completed
Plan/Do
Staff person or group
How will we fund these strategies and associated professional development?
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:
Check
What data will be used to determine whether the strategies were deployed with fidelity?
$0
$0
$0
$0
$0
$0
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?
Act
Checklist of State-required On-going Operational Activities
All Schools
Does this school:
Yes
Implement strategies for improving performance of all students?
Yes
Implement instructional practices designed to improve academic performance of students at-risk of
academic failure or dropping out?
Yes
Plan use of staff development funds?
Yes
Plan for use of assessments to monitor student progress?
No
Provide daily duty-free lunch to teachers?
Yes
Provide at least five hours of planning time for teachers each week?
Yes
Implement strategies for involving parents and the community in the educational program?
Yes
Amend the School Improvement Plan when AYP is not met for two consecutive years when missing
one or more targets in the same subject area?
K-8 Schools Only
Does this school:
Yes
Provide 30 minutes of daily physical activity to meet Healthy Active Children requirements?
K-5 Schools Only
Does this school:
Yes
Implement strategies to get students reading on grade level by beginning of second grade,
including parental notification for students at-risk of not meeting this goal?
Any required components not included as part of a school’s 3-5 School Improvement Plan goals may be
placed in an appendix.
Title I schoolwide 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.
District
Goal 1
This school improvement plan
Strategy 1 Train staff fthrough research-based, highly-qualified best
addresses this requirement.
Utilize support staff (literacy, math, ESL and EC.) to
Please see the priority goals and
Strategy 2 support at risk students in one on one and small groups.
strategies noted to the right:
Implement interventions immediately for at risk students
Strategy 3 through grade level teams, literacy and math support.
Our school is addressing the need for schoolwide reform in the following ways, in addition to our focus on
the priority goals listed in this plan:
We are addressing the needs of every student we serve in many different areas. First, certified staff participate in a bimonthly, in-house professional development time that focuses on research based instruction, data collection and
assessment analysis that target the direct needs of the students. Certified staff participate in grade level support groups
(1x a month) and weekly grade level meetings (2x a week, 50 minutes per session) that will help provide differential
instruction according to needs and strengths. We push our support staff (literacy, math, English Language Learners,
Exceptional Child, Speech) into the classrooms in order to focus on small group and one-on-one instruction which is led
by whole group instruction through the writers' and readers' workshop. We also use our data collection to determine
needs and begin interventions through our grade level teams that focus on a problem solving approach in order to
determine targeted instructional plans for the students we serve. We have implemented RTI and developed a
Leadership Team to train other group members.
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.
District
District
Goal 1
Goal 2
Provide and support Highly qualified staff with best
This school improvement plan
Strategy 1 practices.
addresses this requirement.
Please see the priority goals and
Provide focused feedback through regular classroom
strategies noted to the right:
Strategy 2 walkthroughs from administrative team.
Provide focused feedback from administrative team during
Strategy 3 formal and informal observations.
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:
Certified staff will participate in over 25 hours of professional development that is research-based. Curriculum
coordinators and consultants will provide training in areas of instructional methods, Common Core State Standards,
SIOP training that address English Language Learners and other "best practices". Certified staff will participate in
differential data groups that will provide instruction according to their needs and strengths. Grade-level meetings will
occur 2x a week and provide teachers with instructional plans, designs, and experiences that grow them and their
children. Administrative team will conduct regular classroom walk throughs in different subjects and will provide focused
feedback about activities observed during the walk through. Administration will provide staff with focused feedback using
formal and informal observations.
children. Administrative team will conduct regular classroom walk throughs in different subjects and will provide focused
feedback about activities observed during the walk through. Administration will provide staff with focused feedback using
formal and informal observations.
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,
District
Goal 2
Provide professional development that is research-based
This school improvement plan
Strategy 1 and current.
addresses this requirement.
Please see the priority goals and
Provide professional development in the areas of data
strategies noted to the right:
Strategy 2 collection and analysis.
Strategy 3
Our school provides high quality, on-going professional development in the following ways, in addition to our
focus on the priority goals listed in this plan:
We provide over 25 hours of professional development in analyzing and collecting data, both formal and informal,
regarding students and their performance. Curriculum coordinators in the content areas and English Language Learner
contact person will provide support in the classroom through training in "best practices" and data support. We provide a
conferring folder for each child to be used in collecting data in Writing and Reading. We provide resources for teachers
that support the conferring questioning methods. Data meetings occur monthly to discuss students and benchmark
goals. Parent notification occurs through parent conferences and parent alert letters.
contact person will provide support in the classroom through training in "best practices" and data support. We provide a
conferring folder for each child to be used in collecting data in Writing and Reading. We provide resources for teachers
that support the conferring questioning methods. Data meetings occur monthly to discuss students and benchmark
goals. Parent notification occurs through parent conferences and parent alert letters.
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.
District
Goal 2
Provide in-house professional development that satisfies
This school improvement plan
Strategy 1 the necessary credits for certified teachers/staff members
addresses this requirement.
Please see the priority goals and
Ability to meet with grade level teams, mentors fro
strategies noted to the right:
Strategy 2 beginning teachers and curriculum coordinators.
Strategy 3
Our school uses the following strategies to attract highly qualified teachers to our high-need schools, in
addition to our focus on the priority goals listed in this plan:
One of the first benefits of working at our school is the in-house professional development that is led by our curriculum
coordinators. Our certified staff receives over 25 hours of staff development throughout the duration of the year and
receives math and reading credits based on the book studies and staff development occurring at our monthly staff
meetings. Included in our professional development plan is a monthly professional development provided by the county
ELL contact focused on instructional methods for English Language Learners. We also have a very structured grade
level planning time (2x a week for 50 min.) supported by our curriculum coordinators, literacy/ math support staff, tutors
and grade level team, which offers many levels of support for experienced and novice teachers. Mentor teachers are
provided for our beginning teachers to provide them support throughout the year. Other levels of support range from our
support staff, to the EC/ESL teams that push-in/ pull out small groups to the classrooms to offer individualized and
group instruction. Certified staff also participate in monthly data collection meetings, classroom management meetings
and other focus areas such as Technology, LLI reading interventions and math workshops. Use of these strategies to
support teachers in and out of the classroom will attract and retain highly qualified teachers.
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
District
Goal 5
Work with parent liaison for Union County to provide
This school improvement plan
Strategy
1
parenting programs.
addresses this requirement.
Please see the priority goals and
Provide multiple parent meetings that are designed to
strategies noted to the right:
Strategy 2 assist parents in helping their child be successful in school.
Strategy 3 Parents will serve on Site Base Team and PTO.
Our school uses the following strategies to increase parental involvement, in addition to our focus on the
priority goals listed in this plan:
Various forms of communication will be used to keep all parents informed (student agenda, ConnectEd messages,
phone calls, WBES website, notes, etc.). Grade level newsletters will also be sent home to parents throughout the
school year. Various parent meetings, such as Parenting with a Purpose Nights, Parent Academy Nights, and Grade
Level Curriculum Nights will be used to educate and train families. English classes will be offered to Spanish-speaking
parents each semester via the Literacy Council and parents will have the opportunity to vote for their representatives to
the Site-Based team and PTO board.
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.
District
Goal 1
Provide for parents of Pre-K a video to assist with transition
This school improvement plan
Strategy 1 into Kindergarten.
addresses this requirement.
Please see the priority goals and
Continue to provide a Pre-K classroom as part of our
strategies noted to the right:
Strategy 2 enrollment.
Pre-K teachers and Kindergarten teachers conduct
Strategy 3 visitations to assist with the transition process.
Our school uses the following pre-school-to-elementary transition strategies, in addition to our focus on the
priority goals listed in this plan:
Our school has provided a Pre-K video to assist parents and students in knowing what the expectations are in
Kindergarten, what to expect when they arrive, and help with the transitioning process. Pre-K teachers and students
conduct a visitation day where they go into kindergarten classrooms to see how the next year will look for them.
Kindergarten teachers attend Pre-K roll-up meetings to assist with transitioning to Kindergarten.
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.
District
Goal 2
This school improvement plan
Strategy 1 Provide professional development that is research-based
addresses this requirement.
Please see the priority goals and
Provide professional resources and conferring folders for
strategies noted to the right:
Strategy 2 quantative data collection and analysis.
Provide professional development in ClassScapes program
Strategy 3 and conducting conferences for conferring notes
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:
Provide professional development in analyzing and collecting data, both formal and informal, regarding students and
their performance. We will require every teacher to collect data in the areas of reading, writing, and math. Individual
student folders have been provided to conduct regular conferences and to maintain conferring notes in Reading and
Writing. Teachers will be provided training in mClass and utilize this data to drive instruction. Teachers will collect
regular running records on students, and utilize resources such as the Continuum of Literacy to assist with their student
conferencing. Teachers will gather data through both formative and informal assessments such as the benchmark
testing in Reading and Math and use this data to drive instruction. Data meetings will occur monthly to discuss
students' progress and benchmark goals.
conferencing. Teachers will gather data through both formative and informal assessments such as the benchmark
testing in Reading and Math and use this data to drive instruction. Data meetings will occur monthly to discuss
students' progress and benchmark goals.
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.
District
Goal 1
Interventions will occur as soon as a need is observed or
This school improvement plan
Strategy 1 stated.
addresses this requirement.
Please see the priority goals and
Teachers will work collaboratively to assess, diagnose, and
strategies noted to the right:
Strategy 2 remediate students.
Intersession and tutoring will be provided to assist with
Strategy 3 remediation for at-risk students.
Our school uses the following differentiation strategies, in addition to our focus on the priority goals listed in
this plan:
Small group and 1:1 instruction will be used to provide immediate interventions. Teachers will receive professional
development in implementing effective and focused small group and 1:1 instruction. Support staff will be scheduled to
enter the classroom so that small group instruction and 1:1 help can occur to provide assistance in the areas of Math
and Reading. Classroom teachers will provide plans to support staff and Related Arts teachers so that instruction can
be designed to best fit students' needs and strengths and vocabulary can be taught across the curriculum. Students will
be placed in classrooms with a lower class size than the average district's class sizes. Intersession and tutoring will be
provided to assist with remediation for at-risk students.
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
District
Goal 5
All dollars will be used to provide small class size and
This school improvement plan
Strategy 1 support staff in classrooms.
addresses this requirement.
Please see the priority goals and
Special Ed./ESL will be utilized (as much as possible) as a
strategies noted to the right:
Strategy 2 push-in model to keep needy students in the classroom
Funds will remain flexible so site-base team can use them
Strategy 3 in ways that are reseach-supported to best help students.
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:
The site-base team uses state, local and Title 1 funds to purchase materials and personnel based on the priorities of the
school. They will develop a comprehensive plan that is used to determine the funding purposes, the personnel
necessary, the master schedule, the support staff, and the instructional plan. In addition to small group instruction,
English Language Learners support staff and Exceptional Child support staff will work to meet the needs of the students
using a "push-in" model so that instructional time is protected. Funds will always be used to maintain our top priority of
having a smaller classroom size (1:18 teacher to student ratio).
Title I Targeted Assistance Compliance Review and Plan
A targeted assistance school improvement plan must address all of the components defined in the Elementary and
Secondary Education Act (Section 1115 of Title I) . Targeted assistance programs must useTitle I resources to help a
school's most-at-risk children meet State academic achievement standards. Each required component is described
below, with an explanation of how each contributes to the creation of a successful targeted assistance program. The
goals and strategies you've already developed may fulfill many of these requirements.
Targeted assistance strategies: Instructional strategies and initiatives in the plan must be based on scientifically
based research with a primary consideration for extending learning time and providing accelerated, high-quality
curriculum for sudents identified as failing or most at-risk of failing the State's challenging student academic
Priority
Priority
Priority
Priority
Priority
Goal 1
Goal 2
Goal 3
Goal 4
Goal 5
This school improvement plan
Strategy 1
addresses this requirement.
Please see the priority goals and
Strategy 2
strategies noted to the right:
Strategy 3
Our school is addressing targeted assistance program needs in the following ways, in addition to our focus
on the priority goals listed in this plan:
Instruction by highly qualified teachers: Teachers and paraprofessionals working in targeted assistance programs
must be highly-qualified. Instructional activities must be implemented by a teacher meeting the definition of highlyqualified for the core academic content area being taught in the targeted assistance program.
Priority
Priority
Priority
Priority
Priority
Goal 1
Goal 2
Goal 3
Goal 4
Goal 5
This school improvement plan
Strategy 1
addresses this requirement.
Please see the priority goals and
strategies noted to the right:
Strategy 2
Strategy 3
Our targeted assistance program addresses the need for highly qualified teachers in the following ways, in
addition to our focus on the priority goals listed in this plan:
High-quality and ongoing professional development: All teachers and staff in targeted assistance program schools
must be equipped to face the challenge of helping Title I targeted assistance students meet the State’s academic
achievement standards. To do this, they must be familiar with methods of identifying students who need additional
assistance and they should receive sustained, high-quality professional development to help them implement student
academic achievement standards in the classroom. Professional development may be extended, as appropriate, to
those who partner with Title I teachers to support Title I participating students. This may include other classroom
Priority
Priority
Priority
Priority
Priority
Goal 1
Goal 2
Goal 3
Goal 4
Goal 5
This school improvement plan
Strategy 1
addresses this requirement.
Please see the priority goals and
strategies noted to the right:
Strategy 2
Strategy 3
Our school provides high quality, on-going professional development in the following ways, in addition to our
focus on the priority goals listed in this plan:
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
Goal 1
Goal 2
Goal 3
Goal 4
Goal 5
This school improvement plan
Strategy 1
addresses this requirement.
Please see the priority goals and
strategies noted to the right:
Strategy 2
Strategy 3
Our school uses the following strategies to increase parental involvement, in addition to our focus on the
priority goals listed in this plan:
Coordination and integration of Federal, State, and local services and programs: Targeted assistance program
schools are expected to coordinate and integrate services, with other Federal, State and local programs and services.
Priority
Priority
Priority
Priority
Priority
Goal 1
Goal 2
Goal 3
Goal 4
Goal 5
This school improvement plan
Strategy 1
addresses this requirement.
Please see the priority goals and
strategies noted to the right:
Strategy 2
Strategy 3
Our school uses the following strategies to 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
Goal 1
Goal 2
Goal 3
Goal 4
Goal 5
This school improvement plan
Strategy 1
addresses this requirement.
Please see the priority goals and
strategies noted to the right:
Strategy 2
Strategy 3
Our school uses the following strategies to support and coordinate with the regular education program, in
addition to our focus on the priority goals listed in this plan:
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 twoyear 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
Goal 1
Goal 2
Goal 3
Goal 4
Goal 5
This school improvement plan
Strategy 1
addresses this requirement.
Please see the priority goals and
strategies noted to the right:
Strategy 2
Strategy 3
Our school is addressing these three additional professional development requirements in the following
ways, in addition to our focus on the priority goals listed in this plan:
Notification to parents: Schools in Title I School Improvement must describe specifically how the school will provide
written notice about the identification of the school as a Title I School Improvement school to the parents of each student
enrolled in the school.
Priority
Priority
Priority
Priority
Priority
Goal 1
Goal 2
Goal 3
Goal 4
Goal 5
This school improvement plan
Strategy 1
addresses this requirement.
Please see the priority goals and
strategies noted to the right:
Strategy 2
Strategy 3
Our school is providing written notification to parents in the following manner:
School, district and state agency responsibilities: Schools in Title I School Improvement are required to clearly
define the responsibilities of the school, LEA, and SEA in implementing improvement strategies. LEAs are minimally
required to offer technical assistance in the form of data analysis, budget analysis, and identification and implementation
of improvement strategies. State-level assistance may include provision of a state-wide system of support, including
allocation of funding and other technical assistance.
Priority
Priority
Priority
Priority
Priority
Goal 1
Goal 2
Goal 3
Goal 4
Goal 5
This school improvement plan
Strategy 1
addresses this requirement.
Please see the priority goals and
strategies noted to the right:
Strategy 2
Strategy 3
Our school, the school district, and the state education agency are supporting improvement of our school in
the following ways:
School:
LEA:
SEA:
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
Goal 1
Goal 2
Goal 3
Goal 4
Goal 5
This school improvement plan
Strategy 1
addresses this requirement.
Please see the priority goals and
strategies noted to the right:
Strategy 2
Strategy 3
Our school uses the following strategies to increase parental involvement, in addition to our focus on the
priority goals listed in this plan:
Coordination and integration of Federal, State, and local services and programs: Targeted assistance program
schools are expected to coordinate and integrate services, with other Federal, State and local programs and services.
Priority
Priority
Priority
Priority
Priority
Goal 1
Goal 2
Goal 3
Goal 4
Goal 5
This school improvement plan
Strategy 1
addresses this requirement.
Please see the priority goals and
strategies noted to the right:
Strategy 2
Strategy 3
Our school uses the following strategies to 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
Priority
Priority
Priority
Priority
Priority
Goal 1
Goal 2
Goal 3
Goal 4
Goal 5
This school improvement plan
Strategy 1
addresses this requirement.
Please see the priority goals and
strategies noted to the right:
Strategy 2
Strategy 3
Our school uses the following strategies to support and coordinate with the regular education program, in
School-based Management and Accountability Program
Summary of School-based Waiver Requests
Program Years: 2008-2010
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
(Please duplicate this sheet as needed for additional waivers.)
Signature of Superintendent/Designee
Date
72
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
Dr. Mary Ellis
implementing this plan:
Statement 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: (INSERT APPROPRIATE INFORMATION HERE)
*Failure to carry out the above-mentioned responsibilities may result in a written reprimand by the Board as well as other appropriate
consequences as determined by the Board.
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
In the event the school principal fails to fulfill these responsibilities as required by state law, the following disciplinary consequences
may occur: (INSERT APPROPRIATE INFORMATION HERE)
*Failure to carry out the above-mentioned responsibilities may result in a written reprimand from the superintendent to be placed in the
principal’s personnel file and disciplinary proceedings under G.S. 115C-325.
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): Constance Kelly
Teachers:
Teacher Assistants:
Other School Staff: Kathy Finner
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.
RtI teams, senior/student failure list, PEP's, Enrichment/Remediation Plans, use of BMT’s, Student Accountability during the school
year, Peer Mentors - Peer Mediators, Saturday School, School Intervention Teams/TAT, South Providence, Day Treatment Screening,
Career Academy South Providence (CASP), Teen Pregnancy Support Personnel, high school - ALTS, middle school - ALPS, Rising
9th grade programs - STAR, Transition 9, Single gender classes, School Resource Officers (SRO's) interventions, Use NC WISE to
identify attendance, academic and discipline concerns and patterns, Analyze EOG, EOC, SAT, PSAT, Alternative Assessments, and
other standardized test scores, Exceptional Children (EC), Limited English Proficient referrals and conferences, OSS and ISS
discipline reports, guidance and attendance counselors (Add or delete items above as appropriate for the school and school level.)
other standardized test scores, Exceptional Children (EC), Limited English Proficient referrals and conferences, OSS and ISS
discipline reports, guidance and attendance counselors (Add or delete items above as appropriate for the school and school level.)
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.
*In-school tutoring, after school tutoring, Behavior Scales, mentoring programs, Saturday School/Academy, Intervention Teams,
Behavior Plans/Agreements, PEP’s, IEP Goals, Benchmark Tests, MAP testing (Add or delete items above as appropriate for the
school and school level.)
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.
Odsseyware, Nova net, Nurtured Heart, Smaller class size - Lower Student/Teacher Ratio, Intensified Structure, Level Programs
designed to transition back to home school (Add or delete items above as appropriate for the school and school level.)
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.)
Complete all required drills and associated training (fire, tornado, lockdown).
Goal:
100% Completion
Target:
Drill Reports
Indicator:
Milestone Date: EOY
Goal:
Target:
Indicator:
Milestone Date:
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).
Improved School Safety and Student Conduct
Target:
Decreased Discipline Referrals, Decrease in Drop-out Rates
Indicator:
Milestone Date: EOY
Higher Expectations for Students
Target:
increase in their academic achievement as compared to previous performances at their home schools.
Indicator:
Milestone Date: EOY
Customer Satisfaction
Target:
Parent, Teacher, Student Survey expressing satisfaction will be 75% or better.
Indicator:
Milestone Date: EOY
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
General Principals' Meetings (Elementary/Middle/High)
Videos - Bloodborne Pathogens, Epi-Pen, Diabetes, Asthma
Completed
Videos - Gang Awareness - Critical Incident Response
Completed
Drill Training - Fire, Tornado, Lockdown
Planned
SRO Training (ex. Crisis Intervention Training)
designated personnel
Certified Trainers assigned to high school clusters
Coaches' Certification
Anti-Bullying Program
Completed
School Nurse Training
Planned
monthly
1/year
1/semester
Pursuant to General Statute §115C-105.47 (b)(10), identify the district's plan to work effectively with local law enforcement and court
officials.
*System-wide Safe Schools Plan indicates: Each middle and high school has access to the services of a School Resource Officer
(SRO) who has direct contact with the Union County Sheriff’s Office or the Monroe City Police Department. Currently, at least one
SRO is allotted per middle/high pair; funds are being sought to expand to one officer for each middle and high school. Elementary
schools have access to the SRO in emergency situations. DARE officers help as needed at the elementary schools. Each school
works cooperatively with juvenile and criminal court officials to determine the proper placement of students who have violated the law.
The court system notifies schools of students who have committed felonies. The District Attorney’s (DA’s) office is contacted when
necessary to enforce trespassing, assault, firearm, vandalism and other applicable laws. Policies and Procedures for SRO are
housed within each school.
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.
The UCPS Communications Office oversees and contributes to a variety of print and electronic media that requires school information.
UCPS news appears in a variety of outlets including school and district newsletters, local newspapers and even national magazines.
The UCPS Communications Office maintains effective and informative district and departmental websites including a website for the
superintendent and the Board of Education.
Parents and the local community are informed via Connect-Ed., website postings, facebook, printed handbooks and agendas, letters
home, student and family recognition programs, PTA/PTO-sponsored programs and information provided through partnerships with
outside agencies such as the police and fire departments, emergency medical responders and other approved non-profit
organizations.
Parents and the local community are informed via Connect-Ed., website postings, facebook, printed handbooks and agendas, letters
home, student and family recognition programs, PTA/PTO-sponsored programs and information provided through partnerships with
outside agencies such as the police and fire departments, emergency medical responders and other approved non-profit
organizations.
Funding Uses and Sources – At-risk and Alternative Learning Schools and Programs
Program or Strategy Being Funded
Amount of Funding
Source of Funding
Local, State and Federal
English as a Second Language (ESL)
State
Dropout Prevention Counselors (10)
State
In-School Suspension Programs Middle/High
State
Remediation
Federal
School Improvement Grants
Local
School Resource Officers (SRO’s)
Federal
Title I
State
Alternative School
Local
K-2 & 3-8 Reading/Intersession/Remediation
State
TRU - UCPS Tobacco Education Course
Local
Summer School -Multi-Site Plan (EOC only)
Local
Money in lieu of Summer School
Other Alternative Placements
Dr. Mary Ellis – Superintendent
Board of Education
John Collins - Chairman
John Crowder
Sherry Hodges
Carolyn J. Lowder
Laura Minsk – Vice Chairman
Rick Pigg
Marce Savage
David Scholl
Central Services
400 North Church Street
Monroe, NC 28112
Phone 704.296.9898 Fax 704.289.9182
www.ucps.k12.nc.us
Union County Public Schools
Comprehensive Needs Assessment
School Self-Evaluation Form
Name of School &
School Number:
Name of District:
Name of Principal:
Principal’s Email:
School Phone:
School Address:
Walter Bickett Elementary
370
Union County
Theresa A. Benson
theresa.benson@ucps.k12.nc.us
704-283-8520
830 S. ML King Blvd. Monroe, NC 28112
Guidance on completing the form:

Please complete with as much detail as you can. Completing this form will help you prepare for some
of the discussions, which will take place both before and during the assessment. It will also help the
assessment team get to know and understand your district.

Use the completion for staff development, if appropriate, and email the final form to your lead
reviewer prior to on-site Comprehensive Needs Assessment visit.

Please be evaluative, rather than descriptive, and make your focus the outcome in terms of school
improvement and student achievement.

Include references to where the evidence of your self-evaluation can be found, e.g. "excellent results in
state math tests as shown in annual report to the state”, “parents’ questionnaires from 2007”.

Be brief (for example, use bullet points or note form).

Please place an X beside the descriptor, which most accurately reflects your judgment of overall
quality in response to the questions.
Quality Descriptor
Leading
Developing/Embedded
Emerging
Lacking
LE
D
E
LA

You are advised to complete section A first and section B last. Section B is summative and draws on
your evaluations elsewhere in the self-evaluation.
Globalization. Innovation. Graduation.
In compliance with federal law, UCPS administers all educational programs, employment activities and admissions without discrimination against
any person on the basis of gender, race, color, religion, national origin, age or disability.
How should evaluations be made?

You are strongly advised to refer to the Notes of Guidance, the dimensions, sub-dimensions and
rubrics as you complete the form.
What approach should we take?
There is no prescribed or expected method. Schools have adopted different approaches. In some schools the
principal and the leadership team have completed the form as a part of one of their regular meetings. Other
schools have devoted part of a faculty meeting as a way of involving all members of staff; this is highly
recommended as a means of engaging the whole staff, helping them to prepare for the review and gathering
evidence which reflects the work of the whole school.
Globalization. Innovation. Graduation.
In compliance with federal law, UCPS administers all educational programs, employment activities and admissions without discrimination against
any person on the basis of gender, race, color, religion, national origin, age or disability.
School Profile
School Name: Walter Bickett Elementary
Number
Number of students enrolled
690
Number of general education
677
students
Number of Exceptional Children
77
Number of Gifted students
15
Number of Limited English
300
Proficient students
181
Students eligible for Free or
655
Reduced-Price Lunch
Attendance Rate
677
Promotion Rate
646
Dropout Rate
0
Suspensions
263
Ethnic make-up of students:
262
 Black
48
 White
14
 Asian
345
 Hispanic
0
 American Indian
21
 Multi-racial
Number of Assistant Principals
Number of Classroom Teachers
Number of Teacher Assistants
Percentage of Student Population
100%
87%
11%
2%
42%
60%
92%
97%
91%
0%
38%
7%
2%
50%
0
3%
1
40
10
List any feeder schools. If only portions of feeder schools come to this school, please list what
percentage of your current student population comes from each school. (Ex. Schools A and B are feeder
schools. 25% of the current student population comes from School A and 75% comes from School B.)
Globalization. Innovation. Graduation.
In compliance with federal law, UCPS administers all educational programs, employment activities and admissions without discrimination against
any person on the basis of gender, race, color, religion, national origin, age or disability.
A. Background of your school
What are its distinctive features?
Walter Bickett Elementary School is a safe learning environment with high expectations, a
growing parent involvement rate, 98% access to current technology, small class sizes, 100 %
highly qualified teachers and staff, a year round schedule and uniforms for all students.
Other distinctive features also include our diverse population, increased support in our ESL
department, our SIOP model utilizing Helen Giles to increase achievement in our ESL
population, Parent Academy Nights with Gustavo Arevelo, Latino Outreach in continuing to
increase parent involvement at school.
According to our 2012-2013 Survey data, 92% of our parents and students feel that WBES is a
safe environment. 96% of our parents, students, and teachers agree that we hold our students
to high expectations. According to parents, parent involvement is rising. 98% of the parents
agree that they are invited to participate in school activities. This has increased from 95% in
2010-2011.
According to the 2012-2013 data, students and teachers agree that they are gaining more and
more current technology in the school and in the classroom. Based on teacher surveys, 92% of
Walter Bickett teachers report that students have access to current technology. This
percentage has increased from 67% in 2010-2011.
What are the most significant aids and/or barriers to raising student achievement and
progress across the school?
We have put measures in place to reach all subgroups for the 2012-2013 school year. The
barriers we have to raising achievement and progress are:
 High percentage of ESL students who are having difficulty acquiring language skills.
 Parent and Community Expectations
 Parent and Community Involvement
 Limited exposure to literacy at the Pre-School ages.
Globalization. Innovation. Graduation.
In compliance with federal law, UCPS administers all educational programs, employment activities and admissions without discrimination against
any person on the basis of gender, race, color, religion, national origin, age or disability.
B. How effective is your school overall?
Walter Bickett has 60% of 3-5 grade students at or above grade level.
What are its notable strengths?
Walter Bickett Elementary School conducted a Comprehensive Needs Assessment and found
the following strengths:
• The school utilizes its financial and human resources to maximize impact on student
performance.
• Teachers engage in effective collaborative meetings to support each other, plan, analyze data
and evaluate instruction. Teachers consistently apply strategies learned in professional
development.
• The school creates a safe and welcoming environment conducive to learning.
• Instructional support personnel assist to align instruction to the Common Core and Essential
Standards, regularly analyzing assessments, and providing feedback to improve instruction.
• The school facility is clean, bright, artful and aesthetically pleasing.
What are its main priorities for improvement? The main priorities are:
 To increase student achievement in reading and math by making high growth and
meeting all AMO subgroups.
 Incorporate a Balanced literacy program with targeted individual and small group
instruction while utilizing technology to enhance curriculum
 Providing support through Title 1 Literacy Support, ELL/LEP and EC Support
LE
School Self- Evaluation
D
X
E
LA
Globalization. Innovation. Graduation.
In compliance with federal law, UCPS administers all educational programs, employment activities and admissions without discrimination against
any person on the basis of gender, race, color, religion, national origin, age or disability.
1a. How effective is the school in ensuring instructional excellence and alignment?
[Please refer to the school comprehensive needs assessment dimension – Instructional Excellence and
Alignment, sub-dimensions 1-2]

How high expectations for all staff and students are promoted and how effective is the school in this
capacity?
o High Expectations are promoted in our school on a daily basis in the halls, on the morning
broadcast, at faculty planning meetings, I CAN statements in the classroom with a high time on
task, even during non-instructional settings. High Expectations are also presented in the
student handbook and teacher handbook.

How effectively does the school ensure implementation and delivery of a rigorous, relevant, and
aligned curriculum?
o Enhanced focus upon comprehensive literacy instruction in Reader’s Workshop and
integrating literacy across the curriculum
o Extended collaborative planning times to align standards with classroom instruction
o E.L.L. materials and support staff, Technology to support and expand the learning
environment
o Instructional Tutors for identified students in Math and Reading
o Use of Technology resources to support the Math program such as First in Math, Think
Central and ClassScapes to increase student achievement and meet the needs in our subgroups
o Intentional Staff Development on the Common Core and Essential Standards.

How do you know?
o Weekly planning and monthly data meetings with all grade levels analyzing data and progress.
o Classroom walk-throughs
o Data folders and teacher lesson plans

What is the school doing to bring about further improvement? Bullet items
o Provide a variety of student materials for instructional variance, differentiation and meeting
individual student needs
o Academic support of students in Math and Reading by certified personnel as well as, utilizing
teacher assistants as instructional assistants
o Provide math manipulatives to assist students & track CCSS Math Obj. to impact instruction
o Tutors to assist at the K-5 levels
o Focus upon the direct instruction of basic skills for identified students with the Leveled
Literacy Intervention Program.
o Grade Levels set goals to improve core instruction
Globalization. Innovation. Graduation.
In compliance with federal law, UCPS administers all educational programs, employment activities and admissions without discrimination against
any person on the basis of gender, race, color, religion, national origin, age or disability.
o Implementing an action plan for grade level goals.
School Self- Evaluation
LE
X
D
E
LA
Globalization. Innovation. Graduation.
In compliance with federal law, UCPS administers all educational programs, employment activities and admissions without discrimination against
any person on the basis of gender, race, color, religion, national origin, age or disability.
1b. How effective is the school in ensuring instructional excellence and alignment?
[Please refer to the school’s comprehensive needs assessment dimension – Instructional Excellence and
Alignment, sub-dimensions 3-4]

How effectively does the school address achievement across all subgroups?
o Walter Bickett’s Curriculum Staff and Administration conducts data meetings monthly
o Working with the Director of Student Services, we make certain that we have identified
targeted at risk students through EVASS.
o Utilize support personnel and resources are available to all subgroups.

How effectively does the school address attendance issues?
o Close communication with Attendance Counselor and Social Worker
o PowerSchool Manager provides letters that are sent home to parents regarding attendance
policy.

How effectively does the school address issues relating to graduation/promotion [as applicable]
and transition?
o Pre-K and 5th grade transition meetings are conducted with the area Pre-Schools, Middle
School Principal and Counselors.
o 5th to 6th grade Orientation at the Middle School

How effectively does the school meet the social, emotional, and academic advisement needs of
students?
o Counselors
o Child Psychologist
o Occupational Outpatient Therapist
o Law Enforcement
o PBIS
o Teachers helping students set personal goals for learning

How do you know?
o Documentation regarding conferences with counselor, administration, students and
parents.
o Achievement data
Globalization. Innovation. Graduation.
In compliance with federal law, UCPS administers all educational programs, employment activities and admissions without discrimination against
any person on the basis of gender, race, color, religion, national origin, age or disability.
o Survey results
o Suspension data Academic and Behavioral PEP’s

What is the school doing to bring about further improvement?
o Utilize resources available to students to close the achievement gaps to meet the social and
emotional needs of our students.
o
Implement more activities and lessons in classrooms for students conducted by the
counselors and local law enforcement.
School Self- Evaluation
LE
X
D
E
LA
Globalization. Innovation. Graduation.
In compliance with federal law, UCPS administers all educational programs, employment activities and admissions without discrimination against
any person on the basis of gender, race, color, religion, national origin, age or disability.
2. How effective is the school’s leadership capacity?
[Please refer to the school’s comprehensive needs assessment dimension – Leadership Capacity, subdimensions 5-7]

What does the school do to create a culture conducive to learning for staff and students, and how
effective are these practices?
o Use of the site-based committee at WBES to involve all stakeholders
o Implementation of Cluster LEP classes to enhance collaboration and support with the ESL
and Regular Ed teacher in the classroom
o Plus/delta surveys during the year
o Planning opportunities for all teachers
o Block scheduling to promote cohesive teams to align grade levels with curriculum support

What does the leadership do to monitor, review and develop mission, vision, plans and improve
practice? How effective are these strategies?
o Classroom walk-throughs
o Monitor Grade Level meeting via Moodle minutes
o NEESS Employee Evaluation
o Staff Handbook Policies
o Faculty Meetings restating visions and expectations
o Organizing and Providing Staff Development Opportunities to visit other schools and
teachers
o Provide Professional Resources based on teacher input
o Purchases of teaching resources and technology based on teacher and support personnel
input

What are the greatest challenges in leading this school, and how effective are practices to support
change?
o

Changing the expectations of the community as this will help the administration and
teachers with parental support, student discipline and the support of students
How do you know?
o Survey results
o Student data
Globalization. Innovation. Graduation.
In compliance with federal law, UCPS administers all educational programs, employment activities and admissions without discrimination against
any person on the basis of gender, race, color, religion, national origin, age or disability.

What is the school doing to bring about further improvement?
o PBIS to address Student Discipline
o Regular analysis of data by data wall
o Parent Academies conducted by Gustavo Arevalo, Hispanic Outreach Facilitator to
improve the parent perception of the school and staff
School Self- Evaluation
LE
X
D
E
LA
Globalization. Innovation. Graduation.
In compliance with federal law, UCPS administers all educational programs, employment activities and admissions without discrimination against
any person on the basis of gender, race, color, religion, national origin, age or disability.
3. How does the school support the development of professional capacity?
[Please refer to the school’s comprehensive needs assessment dimension – Professional Capacity, subdimensions 8-10]

How effective is the school in ensuring teacher quality and experience to meet the needs of its
students and its context?
o 100% of teachers and teacher Assistants are highly qualified.
o Administrators inspecting what they expect via classroom walk-throughs and teacher
evaluations

How effective is the school in providing quality professional development, which meets identified
student learning and staff needs?
o Walter Bickett has implemented SIOP model in 2013-2014 with Helen Giles. In 2012, LEP
subgroup met AMO with confidence interval in both reading and math. When we receive
the 12-13 data, we will monitor all subgroups closely.

How good are the school’s strategies for ensuring effective coaching and support for, and
collaboration between, staff?
o Walter Bickett conducts bi-weekly faculty meetings, grade level meetings, data meetings
and SIOP sessions that are conducted by the administration, curriculum specialists and
consultants to support collaboration with staff.

How do you know?
o Administration share and discuss with grade levels and curriculum weekly
o Classroom walk-throughs are conducted daily where feedback is distributed during
evaluation post conferences.
o Evidence of meetings are documented via agendas and minutes

What is the school doing to bring about further improvement?
o Curriculum Specialist, Teachers, Support Personnel and administration are collaborating
each month to closely monitor, discuss and share data
o Reflection on action plans on improving the foundational core objectives at each grade
level.
LE
School Self- Evaluation
D
X
E
LA
Globalization. Innovation. Graduation.
In compliance with federal law, UCPS administers all educational programs, employment activities and admissions without discrimination against
any person on the basis of gender, race, color, religion, national origin, age or disability.
4. How effective are the schools’ planning and operational systems, structures and procedures?
[Please refer to the school’s comprehensive needs assessment dimension – Planning and Operational
Effectiveness, sub-dimensions 11-12]

How effective are planning and scheduling to ensure the best use of teachers and time?
o Block Scheduling with staggered core subjects that allows additional Support Staff to assist
students in the classroom
o Minimal interruptions (i.e. phone calls to the classroom, overhead announcements,
assemblies)

How does the school ensure that budget allocations and other funding are best used to meet
identified needs?
o Certain % of funds go toward Staff Development to help grow our teaching capacity
o Survey teachers to find out classroom needs and purchase items that are curricular and
standard based needs.
o Based upon survey data, a large % of funds go towards technology.
o Based on Parent survey, additional funds were allocated via Site Base decision to increase
Parent Involvement.

How does the school use data analysis to effect continual improvement?
o Monthly data meetings, analysis of Benchmarks and ongoing formative assessments

What does the school do to address issues relating to teacher turnover and retention?
o All Beginning teachers have a Mentor for support
o Site Base Support Plan for Beginning Teachers
o Work as Grade Level Teams to support each other BT1 and BT2’s attend county trainings
o Minimize non-instructional duties

How effectively does the school use technology to support curriculum, instruction and assessment
and how do you know?
o Based on Parent, Teacher and Student Surveys,
o Utilize the County Technology Facilitator to conduct trainings for teachers and students
Globalization. Innovation. Graduation.
In compliance with federal law, UCPS administers all educational programs, employment activities and admissions without discrimination against
any person on the basis of gender, race, color, religion, national origin, age or disability.

What is the school doing to bring about further improvement?
o On-going staff development, introducing current technology
o Increased access for students and teachers to utilize technology to enhance curriculum in
preparing students for 21st century expectations.
School Self- Evaluation
LE
X
D
E
LA
Globalization. Innovation. Graduation.
In compliance with federal law, UCPS administers all educational programs, employment activities and admissions without discrimination against
any person on the basis of gender, race, color, religion, national origin, age or disability.
5. How effective is the school’s work with families and the community?
[Please refer to the school’s comprehensive needs assessment dimension – Families and Communities,
sub-dimensions 13-14]

In relation to the school’s work to engage parents and communities, where and in what ways are
these areas strongest and most in need of improvement?
o Walter Bicktett has Curriculum Nights at each grade level.
o
Parent Academies
o Reach out to Hispanic community with Translators via meetings, conferences and written
communications.
o Our ConnectEd messages are in English and Spanish to reach our entire family
enrollment.
o We have special events to bring families in to engage in school activities and encourage
community spirit.

How do you know?
o Every school event is documented by sign in sheets as evidence of parent involvement.
o Our site base committee reviews the parent surveys and makes our plans around those
results to improve parent involvement.

What is the school doing to bring about further improvement?
o We will continue to strengthen the home and school association via good lines of
communication (i.e. Good News Notes, Parent logs, agenda communications and updates
on news and events via our school website and connected messages).
School Self- Evaluation
LE
X
D
E
LA
Globalization. Innovation. Graduation.
In compliance with federal law, UCPS administers all educational programs, employment activities and admissions without discrimination against
any person on the basis of gender, race, color, religion, national origin, age or disability.
What other information, if any, do you feel would be important for the reviewers to know prior to the
assessment? (For example: principal very recently appointed)
Globalization. Innovation. Graduation.
In compliance with federal law, UCPS administers all educational programs, employment activities and admissions without discrimination against
any person on the basis of gender, race, color, religion, national origin, age or disability.
Date of completion of this form:
Principal’s Signature:
Main contributors to completion and their positions/titles:
Name
Jennifer DiNunzio
Position/Title
Curriculum Specialist 3-5
Sherri Barber
Curriculum Specialist K-2
Literacy and Math Support
Ted Saunders
Literacy and Math Support
Joan Eubanks
Principal
Theresa Benson
Globalization. Innovation. Graduation.
In compliance with federal law, UCPS administers all educational programs, employment activities and admissions without discrimination against
any person on the basis of gender, race, color, religion, national origin, age or disability.