TRES SIP 2013-2014

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Goal 4 Leadership will guide innovation in North Carolina public schools.

Goal 5 North Carolina public schools will be governed and supported by 21 st Century systems.

State Board of Education Goals Future-ready Students for the 21st Century

Goal 1 North Carolina public schools will produce globally competitive students.

Goal 2 North Carolina public schools will be led by 21 st Century professionals.

Goal 3 North Carolina Public School students will be healthy and responsible.

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teach

involved.

maximize use of resources

4.3 Provide avenues for stakeholders to participate in the decision-making process

Granville County Schools will continue to develop a systematic approach to all operations.

1.2 Improve curriculum alignment1.3 Build strong parent and community relationships1.4 Increase academic performance for African American students

2.1 Continue to dev elop Teacher Talent through cohorts and analysis of practice

2.3 Expand access to professional development offerings

3.1 Maintain facilities such that they are safe, clean, and inviting

5.2 Develop and implement financial and other record keeping processes and procedures

5.3 Improve the effectiveness and efficiency of support services

SBE Goal: Goal 4 Leadership will guide innovation in North Carolina public schools.

3.3 Improve access to opportunities that will enhance student well-being3.4 Provide students with the tools to become productive citizens

5.1 Expand existing initiative to support instructional technology

GCS District Goal 4: Granville County Schools will preserve the tradition of continuous improvement. 4.1 Build teacher/administrator capacity through talent development4.2 Create and develop innovative applications for technology use

GCS District Goal 3: Granville County Schools will be safe places in which all stakeholders are invited, invested and

3.2 Provide policies and procedures that promote safe, caring, and orderly environments

2.2 Develop training to understand the socioeconomics and lifestyles of the students we

1.1 Improve the learning environment while enhancing student engagement

SBE Goal: Goal 5 North Carolina public schools will be governed and supported by 21st Century

GCS District Goal 5:

Granville County School personnel will demonstrate conscious competency in the workplace.

SBE Goal:


Goal 3 North Carolina Public School students will be healthy and responsible.

District Goals for Granville County

SBE Goal:


Goal 1 North Carolina public schools will produce globally competitive students.

Granville County Schools will improve student academic performance.

SBE Goal: Goal 2 North Carolina public schools will be led by 21st Century professionals.

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Local Data: (e.g., LEA, school, and grade-level assessments, surveys, program-specific assessments)

School Demographic Information related to student discipline: (e.g. total office referrals, long- and short-term suspensions, expulsions, alternativeschool placements, School Incidence Report (SIR) data, or student attendance) (http://www.ncpublicschools.org/research/discipline/reports )

Title I AYP (http://ayp.ncpublicschools.org )

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:

North Carolina Teacher Working Conditions Survey results: ( http://ncteachingconditions.org )

Career and Technical Education Local Plan

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/orinexperienced faculty (http://www.ncreportcards.org and locally-maintained data)

North Carolina Teacher Working Conditions Survey: Guide for School Improvement (To assist in conversations about improving teacher workingconditions, 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 athttp://ncteachingconditions.org/sites/default/files/attachments/SchoolImprovementGuide.pdf)

Healthy Active Children Initiative (http://www.nchealthyschools.org )

School Demographic Information related to student attendance, patterns of student tardiness, early checkouts, late enrollments, high number oftransfers, 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 (Locallymaintained data)

Title III AMAO School Process Information related to an analysis of existing curricula focused on helping English Language Learners (ELLs) worktoward attaining proficiency

Title III AMAO School Process Information related to an analysis of existing personnel focused on helping English Language Learners (ELLs) worktoward attaining proficiency

Special Education Continuous Improvement Plan

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 )

School Report Card results: (www.ncreportcards.org )

Recommended Data Sources for Analysis by School Improvement Teams

Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that highly qualified, well-trained teachers provide instruction and how theirassignments most effectively address identified. Number and percentage of teachers Non-HQT (www.ncreportcards.org Click on High Quality

Teachers tab)End-of-Grade (EOG) Results disaggregated: (www.ncpublicschools.org/accountability/reporting Click on Greenbook, then State Testing Results)

End-of-Course (EOC) Results disaggregated: (www.ncpublicschools.org/accountability/reporting Click on Greenbook, then State Testing Results)

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Vision:

Mission:

School Vision and Mission Statements for Tar River Elementary School

Our students will be recognized as high achieving problem-solvers. They will be confident learners who will

access a variety of resources/tools in their investigative adventures. Students, staff, and families work together

in a positive environment to support this learning.

At Tar River Elementary School, we use best practices with high expectations to prepare our students for the

world.

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LEA or Charter Name/Number:School Name/Number:School Address:Plan Year(s):Date prepared:

Committee Position* SignaturePrincipal

Assistant Principal Erin RobbinsTeacher Representative - K

Teacher Representative - 1 Stacy ArringtonTeacher Representative - 2 Kara BoiceTeacher Representative - 3 Maryellen BickelTeacher Representative - 4 Michelle SykesTeacher Representative - 5 Jolene WarychCounselor Brandi JacobsSpecial Curriculum Representative Angie MangumException Children's Program Representative Dave BennardParent Representative Bridget WrightParent Representative Angie GodelParent RepresentativeParent RepresentativeParent RepresentativeParent Representative

Parent RepresentativeParent RepresentativeParent RepresentativeParent RepresentativeParent RepresentativeParent Representative

* Add to list as needed. Each group may have more than one representative.

NameDiane Garrison

Dawn Gooch

Susan Ellington

Allison Harris

Granville County Schools - 390

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.

Principal Signature:

Local Board Approval Signature:

Date

Date

School Improvement Team Membership

Tar River Elementary - 362

2642 Philo White Road, North Carolina, 27525

2013 - 2014

27-Sep-13

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Awaiting 2012-2013 EOG data. Astrength is the technology we have available to our students and the teachers' knowledge base to incorporate it into their instructional plans.

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

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 school's strengths?

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2. What does the analysis tell you about your school's gaps or opportunities for improvement?

Awaiting 2012-2013 EOG data.

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We will create common formative assessments for ELA and mathematics at each grade level in order to gather data that is timely andconsistent in its meaning/evaluation across a grade level. This data will also defined instructional needs throughout the school year and

targeted those students needing remediation or enrichment. For Grades K-5, we will continue to collect additional data using mClass. We

will pull EVAAS reports, once available, to identify the At-Risk students for grade 5 for reading, math, and science. This data will be vital inthe writing of Personal Education Plans and remediation.

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.

1. To create a staff with common high expectations and understanding of the curriculum. One element of this priority will be a common usageof Clear Learning Goals where the Revised Bloom's Taxonomy level and student actions are identified in relation to the Common Core and

Essential Standards and sub-standards. 2.To have each grade level bond as a professional learning community with a focus on student

mastery of their learning. 3. To improve reading instruction by creating a common focus K-5. This focus will be centered around student

independence toward their learning and critical thinking. 4. To create a learning environment where the usage of technology by both theteacher and students is a common daily factor. 5. To create a 5-year technology plan.

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3. Teams will analyze formative assessments to determine whichstudents need remediation or enrichment and which teacherswere most successful initially teaching each objective. Those

must master. Common pacing of units within a grade teachers will conduct the remediation on the objective(s) theylevel will be determined and followed. showed st rength in as well as share teaching techniques with

their colleagues.

4. Total staff involvement with remediation/enrichment will beimplemented.

Grades K-5 will create assessments from DiscoveryEducation.

the classroom teachers have their PLC planning.

4. A schedule will be created to offer enrichment activities to some

2. A schedule will be provided that gives the teachers a of the student body from all non-classroom teachers while the

planning period every day and a PLC planning period classroom teachers offer small-group remediation based ondata from grade level formative assessments.

3. A schedule will be created to offer enrichment activities to 5. Each team will be given a PLC workroom to conduct all meetingsthe student body from non-classroom teachers while in and house all materials needed for planning.

mathematics. 5th grade will add science as well.

2. Each grade level will create common formative

in the TRES handbook on PLCs.

each week (Wednesday 7:30-8:30).

School Goal 1:To provide leadership opportunities and decision-making authority through Professional Learning Communities

(PLC).Supports this districtgoals:

GCS Goal 1 (academic performance): 1.1, 1.3, 1.4. GCS Goal 2 (consciously competent): 2.1, 2.2, 2.5

GCS Goal 4 (continuous improvement): 4.1, 4.2, 4.3

To reach at least the 90% level of proficiency in all grades K-5 in reading and science (5th grade) & 95% for math.

Goal 1 Improvement Strategies Identify research-based strategies whenever possible.

Strategy 1:

Priority Goal 1 and Associated Strategies

Area for improvement and supporting data:We need to continue to build community and a common focus on the interpretation of the curriculum, the delivery of instruction, common formativeassessments, and the means of remediation/enrichment.

Plan/Do

Action steps:

1. Each grade level team will continue to become familiar

Strategy 2:

Strategy: Provide a clear guideline of the PLC process and a structure to make the process successful.

Target:

Indicator: (K-2) End of Year Performance Level and ( 3-5) Composite scores from the End-of-Grade tests.

Milestone date: 11-Jun-14

Action steps:

1. Each grade level team will adhere to the process outlined

Strategy: Conduct collaborative team initiatives to guarantee equal access to the curriculum by every student, equal expections formastery, and equal opportunity to be taught by the best teacher of a particular curricular objective.

with the essential standards/pacing, identified by the

5. Retesting willl occur after remediation. At-risk students who do

not show mastery will continue to receive tutoring by the teacher.

GCS curriculum team, that all students within the team

assessments for each unit being taught in ELA and

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Discovery Education accessment tools will be funded through school level Title I funds.

Review frequency:

Check

What data will be used to determine whether the strategies were deployed with fidelity?Professional Learning Communities will keep documentation. This documentation will include team minutes as well as a listing of essential standards,

copies of the common formative assessments, data results and analysis, and remediation/enrichment plans.

How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and summative data asappropriate.)

Students will retake the sections of the formative assessments that they did not show mastery on after the remediation cycle. The effect of tutoring will

be evaluated by teacher-created assessments.

What does data show regarding the results of the implemented strategies?

School general funds

Total initiative funding: $4

Quarterly

Assigned implementation team: Diane Garrison and Erin Robbins

Funding source 5: Select a funding source Funding amount:

Select a funding source Funding amount:Funding source 3: Local district funds Funding amount:Funding source 4:

Funding amount:Funding source 1: Federal funds - Title I Funding amount: $4000.00Funding source 2:

How will we fund these strategies?

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Act

Based upon identified results, should/how should strategies be changed?

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4. Attend staff development on Universal Design for Learning and

comprehension strategies (create common language K-5).

necessary for mastery of a concept (task analysis.)(congruency).

responses) of all students.

5. Teachers will differentiate instruction based on the above data.

3. Teachers will design classroom activities that areaccuratey matched to the clear learning goals

prior to new learning (diagnosis) and during new learning (overt

express the content focus and the level of thinking/doing.

Goals will be written in language the students understand,

such as an "I Can..." format.

Action steps:

1. Teachers will identify and sequence all essential steps

4. Teachers will conduct informal diagnosis (progress monitoring)

School Goal 2:

GCS Goal 1 (academic performance): 1.1, 1.3; GCS Goal 2 (consciously competent): 2.3;GCS Goal 4 (continuous improvement) 4.1

High growth of student achievement and at least 90% proficiency in reading.

11-Jun-14

(K-2) End of Year Performance Level and ( 3-5) Composite scores from the End-of-Grade tests.

Milestone date:

Writing Inquiry Circles

Strategy: Complete standards of professional practice when planning every lesson.


Area for improvement and supporting data:Tar River Elementary School's data (2011-2012) shows that reading comprehension is a major area that we must cont inue to address this year. Ourreading composite increased from 72% to 77.5% of our students being proficient in reading. We did meet our target of high growth, but did not meet our

target of 90% proficient. At this time, EOG scores from 2012-2013 have not been released.

To improve reading instruction by creating a common understanding of best practices K-5.

Supports this districtgoal:

Target:

Strategy 2:

Indicator:


2. Implement school-wide icons representing six reading

learning lesson projects.

Strategy: Continue to implement school-wide reading comprehension strategies for instruction.

3. Attend staff development on designing and assessing inquiry-basedStrategy 1:

Collaboration and Comprehension (Inquiry Learning)

Action steps:1. Staff will continue to implement reading strategies from:

2. Teachers will create clear learning goals that precisely

Strategies That WorkPlan/D

o

Literature CirclesChallenge Based Learning.

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Review frequency:


Total initiative funding: $0

Quarterly

What data will be used to determine whether the strategies were deployed with fidelity?Attendance data from staff development sessions, Administrators' observations, teacher lesson plans, and comparison data from mClass and Discovery

Education assessments.


Assigned implementation team: Diane Garrison and Erin Robbins

Funding source 4: Select a funding source Funding amount:Funding source 5: Select a funding source

Teacher evaluations of staff development. Implementation progress based on observations. Comparison of common formative assessment data, and

mClass/Discovery Education results throughout the year, looking for gains made. Progress monitoring on PEPs showing individual studentimprovements.

Funding source 2: Local district funds Funding amount:Funding source 3: Select a funding source

Funding amount:


Funding amount:

Check

Plan/Do


Funding source 1: Federal funds - Title I Funding amount:

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into lessons by completing instructional technology work orders

Haiku 4. Request/share instructional assistance from/with peers.

3. Grades 3-5 will be 1-1 with iPads. We will continue to purchaseiPads as funds allow with the goal of getting Grade 2 1-1 by next

school year.

2. Attend training offered by GCS Technology Department.

iPad

Strategy: Implement usage of technology tools within instruction by both teacher and students

Action steps:

3. Request instructional assistance with incorporating technologyStudent Response System

Document Camera (audio/taping capability)mClass

3. Analyze the data and make a recommendation to staff.

Action steps:


Area for improvement and supporting data:Tar River Elementary School has been designed to have students learning with the usage of 21st century tools. Our instructional program is reinforcedwith a variety of technology: SmartBoards, SmartBoard slates, voice amplification system, iPads, student response system, laptops, LCD projectors,and document cameras. The staff has a wide range of experience with these technology tools and adapting instruction for students to use these toolsduring learning tasks.

School Goal 3: To become confident in the usage of all technology available at Tar River Elementary School and to learn different strategies forincorporating these tools into instruction for students to use with their learning.

Plan/Do

100% usage of available technology by teachers and students during instructional time.

Indicator: Documentation of daily usage within lesson plans as well as observation by administrators.

Milestone date:

Strategy 3:

Strategy: Continue to create a five-year technology plan for Tar River Elementary School

offered by GCS Technology Department.

Strategy 2:

Supports this districtgoal:


Strategy 1:

Strategy: Participate in training on technology available at Tar River Elementary School

GCS Goal 1 (academic performance): 1.4 GCS Goal 2 (consciously competent): 2.1, 2.4, 2.5GCS Goal 3 (stakeholders involved): 3.4 GCS Goal 4 (continuous improvement) 4.2

Action steps:

Target:

1. Attend training:

11-Jun-14

during their learning both on their own and with peers.

presentations of their lessons in all subject areas.1. Teachers will use technology tools daily to enhance the

2. Students will use technology tools on a daily basis

SmartBoard (800 series)

5. Develop a five-year action plan.2. Conduct a needs assessment.

Media/Technology Team will: 4. Establish goals and objectives for technology usage.1. Create a technology mission statement.

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Review frequency:

Total initiative funding: $18,129

Quarterly

Assigned implementation team: Media/Technology Team

$10,000


Funding amount:Funding source 5: Select a funding sourceFunding source 4: Select a funding source Funding amount:

$6,876Funding source 2: Local district funds Funding amount:Funding source 3: Federal funds - Title I Funding amount: $1,253

Funding source 1: School general funds Funding amount:

Plan/Do

Check



Teacher observations by administrators - rankings on Standard 4, element D. Development of a Five-Year Action Plan.


What data will be used to determine whether the strategies were deployed with fidelity?Sign-in sheets from the staff development sessions. Tickets for GCS Technology Department instructional assistance.Observations by administratorsand teacher lesson plans. Minutes from sharing staff development sessions.

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In the event the district superintendent fails to fulfill these responsibilities as required by state law, the following disciplinary consequences may

occur:

In the event the district superintendent fails to fulfill these responsibilities as required by state law, disciplinary consequences may include but arenot limited to a reprimand in the superintendent's personnel file or withholding of the superintendent's salary, or both.

Safe School Plan for Tar River Elementary School

Pursuant to General Statute 115C-105.47, this Safe School Plan provides required information regarding roles and responsibilities of district andschool-level personnel with respect to establishing and maintaining a safe, secure, and orderly school.

Name and role of person(s) responsible for

implementing this plan:Diane Garrison (Principal), Erin Robbins (Assistant Principal), and Brandi Jacobs (Counselor)

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 ofthis 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.

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In the event the school principal fails to fulfill these responsibilities as required by state law, the following disciplinary consequences may occur:

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 maintaininga safe, secure, and orderly school environment:

Teacher Assistants: PreKindergarten - Kim Johnson; Kindergarten - Tara Cannada, Phyllis Gill, Anna Swanson, and Kayrn Taylor ; 1st grade - AmyHann; Marybeth Keeton (computer lab); Jamie Moore (media); ECP - Pandora Jones, Caryn Sharp.

Other School Staff: Counselor - Brandi Jacobs; Office Staff - Lisa Preddy, Amy Lue, bookkeeper; Custodial - James Edmonds, Nick Thornton, John

Nelson, Joyce Harris; Food Services - Louise Boyd, Darlene Foster, Sylvia Landis, Cornelia Satterwhite, cashier.

Statement of Responsibility for the School Principal

In the event the school principal fails to fulfill these responsibilities as required by state law, disciplinary consequences may include but are notlimited to a reprimand in the principal's personnel file and disciplinary proceedings under G.S. 115C-325.

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 schoolpersonnel 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.

Assistant Principal: Erin Robbins

Teachers: PreKindergarten - Kim Panciera; Kindergarten - Susan Ellington, Donna Holmes, Dawn Parrish, Jenni Preddy; 1st grade - Stacy

Arrington, Ginny Currin, Debbie Pearce, Susan Reddick; 2nd grade - Kara Boice, Paula Henderson, Jaime Melton, Sara Roberts; 3rd grade -Maryellen Bickel, Amy Geyer, April Parrish, Heather Wolford; 4th grade - Karen Floyd , Michelle Sykes, Heather Wolfe; 5th grade - James Stranix,

Jolene Warych, Ken Warych; Reading Specialist - Lisa Slingerland; Music - Angela Mangum; PE - Michelle Meyer; ECP - Dave Bennard, SamBuckham, Michelle Collier, Dottie Foushee, Sharla Keeton, Stacie Mendenhall, Kathy Overman, Sherry Thompson, and Donna Wilkins-Preddy;

ESL - Lindsey Evans; AIG - Shaun Walker, Brenda Williamson.

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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 academicfailure, or of engaging in disruptive or disorderly behavior, or both.

Services for At-risk Students

Discipline - The Time To Teach Program has been implemented. Several staff members have been trained in Nonviolent Crisis Intervention.Counseling - The counselor offers a full counseling program that includes classroom guidance, small group counseling, and individual counseling.

The counselor conducts seven week units of classroom guidance K-5. Character education is also offered with the school focusing on eightcharacter traits through the Shinning Stars Program. Academic - Teachers are provided with detailed data lists of all children in their classroom

prior to the first day of school. At-risk students are identified for intervention beginning day one of school. Personal Education Plans are preparedfor every at-risk student and monitored closely for effectiveness and need to involve additional specialists. Remediation intervention, based oncommon formative assessments, will occur at all grade levels as well as some individual tutoring.

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In addition to what is mentioned above: The Student Assistance Team works with teachers to select and modify, as needed, research-basedintervention strategies. Team members also conduct observations and administer assessments to give teachers additional data for each child

upon request. Assessments associated with Section 504, Exceptional Children's Program identification, Behavior Specialist Intervention,homelessness, and English Language Learners are also conducted as needed. Each child in Grades 1-5 is assessed with the Words Their Way

Spelling Inventories in order to gather data and better meet his/her needs on language development.

Pursuant to General Statute 115C-105.47 (b)(13a), the following services are provided to students assigned to an alternative school or an

alternative learning program.

Not applicable

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.

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Goal:

Target:

Indicator:Milestone Date:

Goal:

Target:Indicator:

Milestone Date:

Goal:

Target:


Goal:

Target:Indicator:

Milestone Date:

Goal:

Target:Indicator:

Milestone Date:

Goal:

Target:

Indicator:

Milestone Date:

Goal:

Target:


referrals and testing

Continue to implement the Time to Teach program, and provide students with access to the Student Code of Conduct andStudent Handbook

Continue collaboration between a Student Assistance Team member and teachers concerning last year's

K- 5Copy of completed PEP(Tiers I and II), SAT(Tier III)

June, 2014

Grades K-5

Decrease in discipline referrals to the office

June, 2014

Continue Student Assistance Team referrals, have some staff members certified in Nonviolent Crisis Intervention,

K- 5Decrease in discipline referrals to the office

June, 2014

and implement the Time to Teach program

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.)

Implement "Red Ribbon Week" which focuses on being drug free.

Oral project responses, samples of activities, schedulesJune, 2014

pals, "Flat Stanley" writing activities, peer buddy tutoring, and EOG Buddies. Additional community service

and Relay for Life. Terra Tunes (chorus) will provide musical performances in the community.

K-5

K - 5

Red Ribbon Week participation checklist.(Red Ribbon Week) October, 2013

Continue Terrapin Shining Stars program: Positive Behavior Support program also aligned with Character Education.

K - 5Decrease in discipline referrals to the office

June, 2014

Continue involving students with personal responsibility toward community/world involvement via internet

Offer resource to teachers on the Haiku page describing signs of drug abuse, child abuse, and violence in children.

K- 5

Decrease in discipline referrals to the office/Social Services

June, 2014

activities include Secret Service (an opportunity for 5th graders to provide service to their school and home

communities. The students will complete 15 service assignments and have the opportunity to reflect on

these missions in order to grow as individuals), Read Across America, Jump Rope for Heart, United Way,

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Target:Indicator:

Milestone Date:

Target:


Target:Indicator:

Milestone Date:

Grades K-5 Teachers training on the Reading 3D Assessment

Professional Learning Communities with a focus on

System Completed

School-Wide training and implementation ofWords Their Way Spelling Inventories Completed

designated curriculum areas and assessment Planned

Non-Violent Crisis Intervention certification

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

Time To Teach training Completed

Planned

In accordance with General Statute 115C-105.47 (b)(8), the following measures are used to determine the effectiveness of the school's efforts toassist at-risk students, including effectiveness of procedures adopted under G.S. 115C-105.48 (Alternative Learning Programs).

Not applicable

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Pursuant to General Statute 115C-105.47 (b)(10), identify the district's plan to work effectively with local law enforcement and court officials.

The district's plan to work effectively with local law enforcement will be to continue to provide input for decisions regarding development,

implementation, and evaluation of school safety through continued meetings with Emergency Management, principals and community members.The Safe Schools Advisory Committee/JCPC, which includes school staff, parents, students, and representatives for community agencies,

including law enforcement, will continue to meet on a monthly basis to review safety data and make recommendations regarding programs,services, and activities needed. Work with law enforcement to develop a revised emergency crisis process and procedures, prevention,

intervention, aftermath, and recovery information. Effective communication and command center strategies will be included.

Pursuant to General Statute 115C-105.47 (b)(11), identify the district's plan to provide access to information to the school community, parents, andrepresentatives of the local community.

The district's Safe Schools Advisory Committee (includes members from the above groups) will be to continue to meet on a monthly basis to review

safety data and make recommendations regarding programs, services, and activities needed. The district will work with each school to distributeand collect GCS Student and Parent surveys.

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Priority

Goal 1

Priority

Goal 2

Priority

Goal 3

Priority

Goal 4

Priority

Goal 5

Strategy 1 X X X

Strategy 2 X X X

Strategy 3

This school improvement planaddresses this requirement. Pleasesee the priority goals and strategiesnoted to the right:

Our school is addressing the need for schoolwide reform in the following ways, in addition to our focus on the priority goalslisted in this plan:

A comprehensive school improvement plan must address all of the components defined in the Elementary and Secondary EducationAct (Section 1114(b) of Title I). Each required component is described below, with an explanation of how each contributes to thecreation 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 basedresearch, strengthen the core academic program, increase the quality and quantity of learning time, and address the learning needs ofall students in the school.

Title I School-wide Compliance Review and Plan

Additional areas: For mathematics: K-2 will continue to implement usage of language development assessment to differentiate mathword problems and K-5 will continue to implement concept building and the usage of modeling thought process for mathematics. "Math

talk" will also be implemented K-5.

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Strategy 1 X X XStrategy 2 XStrategy 3

Our school is addressing the need for highly qualified teachers in the following ways, in addition to our focus on the prioritygoals listed in this plan:

100% of the staff are highly qualified. Any applicant must meet the requirements of a highly qualified teacher or paraprofessional to behired.


Instruction by highly qualified teachers: High poverty, low-performing schools are sometimes staffed with disproportionately highnumbers of teachers who are not highly qualified. To address this disproportionality, the ESEA requires that all teachers of coreacademic subjects and instructional paraprofessionals (employees of a LEA who provide instructional support) in a schoolwide programschool meet the qualifications required by section 1119. Student achievement increases in schools where teaching and learning havethe highest priority, and students achieve at higher levels when taught by teachers who know their subject matter and are skilled inteaching it.

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Strategy 1 X XStrategy 2 XStrategy 3

High-quality and ongoing professional development: Teachers and other staff in schoolwide program schools must be equipped toface the challenge of helping all students meet the States 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 implementthem. The statute requires that professional development be extended, as appropriate, to those who partner with teachers to supportstudent achievement, such as principals, paraprofessionals, and parents.


Our school provides high quality, on-going professional development in the following ways, in addition to our focus on thepriority goals listed in this plan:

Additional training will reinforce mathematics: Cognitively Guided Instruction, Model Drawing, and Math Talk.

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Strategy 1 X X XStrategy 2 XStrategy 3 X


Our school uses the following strategies to attract highly qualified teachers to our high-need schools, in addition to ourfocus on the priority goals listed in this plan:

In the past, school culture development was the primary focus for retaining teachers. For our first two years (and the 18 previous yearsat Mrs. Garrison's other Principalships) teacher turnover was minimal. The culture was able to be established. This year, however, is adifferent story. Developing the school culture is no longer enough. Now there needs to be involvement with developing a systemculture.

Strategies to attract highly qualified teachers to high-need schools: Although recruiting and retaining highly qualified teachers isan 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.

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Our PTSO has created many different committees for parents to become involved with such as the Security/Help Desk. They have alsoincreased the means of communication via egroups and a digital newsletter. The school staff maintain websites,Haiku page, egroups,and a phone calling system for extended communication. For academic involvement and communication we offer the following:Personal Education Plan meetings for at-risk students, Curriculum Nights/Title I Annual Meeting, Parent/Teacher Conferences, Family

Nights (reading/writing, math/science),and Parent Portal for accessing student grades.

Strategies to increase parental involvement: Research continues to demonstrate that successful schools have significant andsustained 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 federalrequirements 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.


Our school uses the following strategies to increase parental involvement, in addition to our focus on the priority goalslisted in this plan:

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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-riskstudents. Early childhood programs, including Early Reading First and others, provide a foundation for later academic success, andeffective schoolwide programs capitalize on this strong start.


Our school uses the following pre-school-to-elementary transition strategies, in addition to our focus on the priority goalslisted in this plan:

Our PreK learns the same rules and procedures (Time-to-Teach) as do our K-5th graders. This gets them acclimated to our school sothey reenter in Kindergarten with confidence. They also have classes with our Physical Education, Music, Media, and Lab instructors,which again brings familar faces in the Fall. For PreK students not attending Tar River Elementary: In April, the Principal visits eachDaycare/Preschool site in Granville County that our future Kindergarteners attend. She hands out a flyer inviting them to registrationand informs them of what they need to bring. An open invitation to visit is extended. At registration, we give each student a learning kitto work with during the summer as well as during their kindergarten year. This kit includes a magnetic board with magnetic letters andnumbers along with other materials that support learning.

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Strategy 1 X X XStrategy 2 X XStrategy 3

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 provideteachers with professional development that increases their understanding of the appropriate uses of multiple assessment measuresand how to use assessment results to improve instruction.


Our school uses the following strategies for developing teacher skills in formative assessment, in addition to our focus onthe priority goals listed in this plan:

Teachers use assessment to drive instruction. In addition to the Common Formative Assessments, mClass, and Benchmark testing,teachers maintain a variety of progress monitoring strategies, such as running records, anecedotal notes, observations, datanotebooks, Spelling Inventory, Student Response System assessments, etc.

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During the summer months, data collection sheets are created for each classroom teacher. The teacher receives his/her newhomeroom list with information already given to them on each student: Year end assessment data for reading and math, year averagesfor reading and math from their report cards, whether a student is ECP, ESL, and/or AIG and what area they are served in, medicalissues, and whether there are any family court issues. Once released, the fifth grade teachers are also given EVAAS data to helpidentify additional at-risk students. Parents also have available to them computer programs we have purchased that will assist withremediation at home: Raz Kids. Teachers also have other links on their web/Haiku pages for additional assistance that may be used athome.

Our school uses the following differentiation strategies, in addition to our focus on the priority goals listed in this plan:

Activities to ensure that students who experience difficulty attaining proficiency receive effective and timely additional

assistance: The schoolwide program school must identify students who need additional learning time to meet standards and providethem with timely, additional assistance that is tailored to their needs. This assistance must be available to all students in the school whoneed it.

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Our school uses the following strategies to coordinate and integrate federal, state, and local services and programs, inaddition to our focus on the priority goals listed in this plan:

Funding from Federal, State, local, and our PTSO have and will provide for the materials, resources, and technology needed tosuccessfully implement our SIP and Title I plans.

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 andhelping 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 optionmaximizes the impact of the resources available to carry out the schoolwide program.

TRES SIP 2013-2014

Documents

Transcript of TRES SIP 2013-2014