Team Member	Represents
Wanda Nelson Fowler	School Principal
Nick Verrelli	Assistant Principal
Audrey Hardy	Classroom Teacher: Kindergarten Teacher
Jennifer James	Classroom Teacher: First Grade Teacher
Tammi Brinson	Classroom Teacher: Second Grade Teacher
Pam Benson	Classroom Teacher: Third Grade Teacher
Crystal Morton	Classroom Teacher: Fourth Grade Teacher
Rachel Tritt	Classroom Teacher: Fifth Grade Teacher
Cheryl DeBurkarte	Certified Support Staff :Technology Facilitator & Teacher
Emogene Turner	Certified Support Staff: Media Specialist
Kristen Visznecki	Certified Support Staff : Music Teacher
Anne Hume	Certified Support Staff: Spec. Ed. Dept.
Pat Godwin	Teacher Assistant
Jennifer Duetch	PTO Treasurer and Parent
Pollye Pruitt	Central Office Liaison

§ Representatives of classroom teachers, certified support staff, and teacher assistants elected by secret ballot

§ All grades or departments must be represented

§ Representative of parents of children enrolled in your school elected by PTO, PTA, parent advisory or other parent group. (Parent representatives must reflect the racial and socio-economic composition of the student population)

§ Central Office representative is CO liaison assigned to your school.

Part 1: Profile

Part 2: Beliefs and Missions

Part 3: Desired Results for Student Learning

Part 4: Analyzing Instructional and Organizational Effectiveness

Part 5: School Improvement Plan

Indices:

Character Education Plan Index

Closing the Achievement Gap Plan Index

Healthy, Active Students Plan Index

Remediation Budget Plan Index

Safe School Plan Index

Staff Development Plan Index

Appendix A: Waivers 2005-06, 2006-07, 2007-08

Appendix B: Safe Schools Plan, 2005-2008

Appendix C: Statement of Staff Voting Results

Part 1: Profile

A. Executive Summary

Introduction:

This portion of the White Oak Elementary School (WOES) School Improvement Plan provides an environmental scan of WOES and includes student performance data, student and community demographics, unique school characteristics, and selected results from our annual teacher/student/parent opinion survey. Data is presented in chart form (found in Section B of this profile) and summarized in the following narrative.

1. Student Performance Data

During the course of any given school year student performance data is regularly collected and studied for emerging trends in achievement and growth. Data sources include: state and district end-of-grade accountability reports for grades three, four and five (in reading and math) and fourth grade writing; cumulative reports from the district office regarding K-2 achievement; school-based quarterly assessments of reading, math, and writing; project-based assessments in social studies and science; and teacher observation of proficiency in the arts.

Additionally, cohort-specific or classroom-specific data (such as that generated by the computer software programs Accelerated Reader, SuccessMaker, EduTest, or eAssessment) is utilized as on-going assessment tools in reading and math, providing valuable information to gauge growth and drive instruction.

Teachers in the primary grades (K-2) conduct on-going formal assessment of student growth in phonemic awareness, reading comprehension, writing, and math. Additionally, an end-of-the year math assessment is conducted.

Using a variety of different reports consistently allows us to monitor student achievement as a whole school, by grade level cohort, by student subgroups, and for the individual student.

Comparisons with state data results

Students in grades three, four, and five participate in the North Carolina End-of-Grade testing program. The percentage of WOES students in grades three, four, and five testing on (or above) grade level is traditionally higher than state averages. For the 2003-2004 school year, White Oak students were 98 percent proficient in math; the state average was 89 percent proficient [Chart- A]. In reading, White Oak was 93 percent proficient and the state reading average was 84 percent. [Chart - B] Additionally, the scales scores of third, fourth, and fifth graders in the area of math are higher than the state average scale score for those grade levels. [Chart-I]

Fourth grade writing results for 2004 indicated that 61 percent of White Oak students were proficient in state writing standards compared to 39 percent of the state’s fourth graders [Chart – C].

Comparisons with county data results

End-of-grade test results for 2003-2004 show WOES having the highest proficiency rating in math of any K-8 school in Carteret County [Chart – D]. The reading proficiency rating of White Oak third, fourth and fifth graders was second highest in the county [Chart – E].

Fourth grade writing scores show WOES surpassing the county’s fourth grade average by more than 17 points [Chart – C].

Areas of Identified Strengths

As members of grade level and department level teams gathered and analyzed various data, several areas of identified strengths emerged. First and foremost was our students’ overall academic performance. The school has consistently been recognized as a North Carolina School of Excellence and most recently (within the expectations of No Child Left Behind) recognized as a North Carolina Honor School of Excellence.

Other areas of noticeable strength involved curriculum issues surrounding writing and math. After writing scores dropped below county and state averages in 2000 and again in 2002, the inconsistency of achievement gave rise to concern on the part of the administration and faculty. With knowledge that changes were forthcoming from the state with regard to the overall writing program, school leaders began to search for programs that would allow our students to be taught writing through a progressive program that would begin with kindergarten and build on previous knowledge as the students transitioned each year to a higher grade level.

In 2002-2003, school-wide staff development included teaching students higher order thinking skills. Teachers implemented a model program called Thinking Maps and students learned how to use specific graphic organizer “maps” to plan their thinking, especially their writing. The 2002-2003 school year was the first year the state unveiled its newly designed writing test. That test was a pilot, and the scores did not count for students or schools. The only purpose in giving the test in 2002-2003 was to see if the exam was fair and accurate. However, WOES writing scores that year were higher than county and state averages, a validation that WOES writing instruction was on the right track.

For the 2003-2004, school year faculty and staff added a writing program (that uses Thinking Maps) called Write From The Beginning to their repertoire of instructional tools. These writing tools were used to help White Oak fourth graders make significant gains in their writing (15 points higher than the previous year) and again higher than county and state averages.

For the 2004-2005 school year, all WOES teachers experienced training in writing instruction. Instructional strategies that “empower writers” will now be coupled with Write From the Beginning strategies to develop a school-wide writing plan that includes the best of both programs.

During the 2004-2005 school year, grades K-2 implemented Saxon Math with its emphasis on scaffolding of math skills. This was viewed as a strength because of the structure and consistency from one grade level to the next.

The stakeholder surveys that are administered each year during February provided data that reinforced faculty and staff that our level of instruction was on target. This positive response could also be contributed to the fact our parent community tends to be very supportive of school efforts in both the academic as well as extra-curricular areas.

Areas of Identified Weakness

Given that WOES is an Honor School of Excellence, faculty and staff could have easily decided to continue building on strengths and avoided looking for areas that needed improvements. Nevertheless, in the spirit of high expectations and pursuit of excellence, and under the theme of “moving from good to great through lessons learned” data analysts recognized nine different areas where WOES could improve.

The areas for improvement fall under the categories of:

· Academic achievement

· Capital improvements

· Student relationships

Academic Achievement

Analysts examined growth scores on end of grade tests and found that even though in many instances cohorts logged more than a year’s growth, [Chart-F] when individual scores were checked, many of the students scoring the higher scale scores were not experiencing a full year’s growth.

Additionally, when EOG goal summary reports were examined there were trends evident in the area of geometry, measurement, and computation indicating improvement needed. In reading, goal summary reports showed the area of critical stance to need work.

EOG scores of African-American students and economically disadvantaged students indicated needed improvement. [Chart-G]

Capital Improvements

White Oak Elementary School’s physical campus has much character. The 40-year-old school is described as inviting and child-friendly. It is also documented as unsafe and in need of major renovations. Faculty, staff, students, and community members have rallied to support recommended capital improvements. The renovation and construction work depends on funding; until the needed improvements take place, the learning environment at WOES remains lacking. These needed renovations, coupled with necessary new construction (to accommodate a growing student population) [Chart-H] will remain a focus of concern for the school community until improvements become a reality.

Student Relationships

As the role of schools evolves from a mere educational institution to a social safety net that cares for the body as well as the mind, with that comes more responsibility for the student’s overall well being. Opinion survey data indicates that parents, students, and teachers believe student relationships need improving. When asked to respond to the statement “students at my school get along well with each other,” 40 percent of the third, fourth, and fifth graders responding agreed. The 40 percent figure represents a steady positive growth over the past three years, but in the opinion of data analysts, remains a large enough concern (60 percent of the students surveyed disagreed or had no opinion) to warrant addressing as part of our school improvement plan. [Chart – L]. Additionally, the percentage of parents who believe their child is being taught to “understand and get along well with people” dropped from 94 percent in 2004, to 89 percent in 2005, supporting student opinion on the issue. [Chart – M]

An examination of discipline records relating to student relationships supports these stakeholder opinions. The reason cited for the majority of suspension incidents was aggressive behavior directed at another student. [Charts-J&K]

2. Student and Community Demographic Data

White Oak Elementary School boasted a spring 2005 total student enrollment of 581, showing a continued increase over the last several years. Much of this increase occurs during a given school year rather than kindergarten registration or an influx of summer enrollments. Student Information Management data shows a total student increase of 24 students from fall 2003 to fall 2004

[Chart - H].

The student population is 93.7 percent Caucasian, and 5.4 percent African-American. Within the total student population, 34 percent are low-income (determined by free and reduced meals criteria); this is slightly below the threshold to qualify White Oak to receive Title I funding for assistance to targeted at-risk students. As of January 2005, 15 percent of our students were students with disabilities.

White Oak students are part of a broad community base of 12,846 people. This community base includes the townships of Bogue, Cape Carteret, Cedar Point, Emerald Isle, Peletier, and Stella. The geographic boundaries of the school’s attendance district reach from the Onslow County line to the southwest, the Jones County line to the north on NC Highway 58, the Bogue Sound Elementary School attendance district east on NC Highway 24, and the Morehead Elementary School attendance district at the Indian Beach town boundaries on Emerald Isle.

Thirty percent of the student population comes from the Emerald Isle Township, followed by the non-municipal areas using the rural route address of Swansboro, NC.

The school community’s largest industries are tourism and fishing. The single largest employer is the United States Government (Marine Corps). Religious orientation is predominantly Christian (Catholic and protestant).

3. School Characteristics

White Oak Elementary School was built in 1965. The original structure now houses the primary classrooms (kindergarten and first grade), a computer lab, and the administrative offices. Permanent additions to the original structure include the cafeteria and the media center.

Other buildings across campus (a combination of permanent and temporary structures) house grades two through five, special education, reading, and arts classes. The average age of the buildings on White Oak’s campus is 30 years.

The 2003-2004 NC School Report Card verifies that more than half of our teachers have been teaching for 10 years, or more. Additionally, 95 percent are fully licensed, 10 percent are National Board Certified, and 24 percent hold advanced degrees. The school boasts 31 regular classrooms with an average class size of 18.2.

4. Stakeholder Perspectives on the Quality of Education

White Oak Elementary School utilizes a customer satisfaction opinion administered annually in February to all teachers, a random selection of third, fourth and fifth grade students, and to the parents of any student who was surveyed. The information gathered in these surveys provides valuable information on student, parent, and staff perception of the quality of education at our school. A comparison of opinions on two common areas from the 2002-2005 inventories is evident in Charts N and O. The surveys revealed the following findings.

Support for Student Learning

In the area of teacher expectation there was little discrepancy between responses from students, parents and staff on the 2005 survey. Parents' positive responses have been consistent for the past three-years with regard to the question about high-quality lessons. Student responses continue to remain positive when asked if teachers encouraged them to do well on all their work. Interestingly, teacher positive responses to the statement "teacher expectations for quality learning is high," increased by 4 percentage points. Overall, as shown in Chart - O, there was a consensus of opinion that teachers do hold high expectations for student learning.

Quality of Instructional Programs

A high percentage of students (94 percent) believe what they are being taught is important. Parent opinion on the appropriateness of the curriculum continues to improve. An area chosen for concentration for the next three years deals with insuring consistency across the school with regard to teaching the NC Standard Course Of Study. Despite high student achievement on end-of-grade tests, teachers believe the school needs to put procedures in place that assure all students are receiving an equitable education and have the content knowledge and skills base to move up at the end of each school year.

B. Report of the Profile Data

CHARTS (Click to See Chart)

A. EOG Math Proficiency, Grades 3, 4, 5, (1997 – 2004)

B. EOG Reading Proficiency, Grades 3, 4, 5, (1997 – 2004)

C. White Oak, Carteret County, and State 4^th Grade Writing Scores (1996 – 2004)

D. Carteret County Schools Math Percent Proficient, All Grades (2004)

E. Carteret County Schools Reading Percent Proficient, All Grades (2004)

F. Unique Growth Scores, White Oak Elementary (2004)

G. Subgroup Proficiency at White Oak Elementary (2002-2004)

H. White Oak Elementary Enrollment Figures (Fall 1999 – Spring 2005)

I. Math Scale Scores, Grade 3, 4, 5, WOES Compared to State Averages (2003)

J. Student Suspensions Data, White Oak (2003)