 White Oak Wildcats |
White
Oak Elementary School The Mission of White Oak Elementary School is to cultivate strong student character, personal responsibility, and community/global involvement in a culture of learning that empowers and prepares life-long learners. |
Part 2: Beliefs and Mission
Overview: Narrative Description of the Process of
Defining the School’s Beliefs and Mission
During the 2003-2004 school year, numerous discussions were held among faculty, staff, and parent groups about what White Oak Elementary School did best. Consensus evolved that White Oak was best at “Developing and Celebrating the Whole Child”.
School faculty and staff worked hard during the 2004-2005 school year to the theme of “Moving from Good to Great through Lessons Learned.” This theme continues to be emphasized in the push to bring continued improvement to White Oak Elementary. Preparing for a new three-year improvement plan, the NSSE (National Study of School Evaluation) Beliefs Inventory was administered to all teachers and assistants.
The belief statement with the highest percentage of agreement indicated we (as a school) believe students learn best when they are actively engaged in the learning process. This statement headed us in the direction of discussions on best practice and instructional strategies that provide a hands-on approach to learning.
Results of the belief inventory were tabulated and the top six belief statements were established as our current set of beliefs for teaching and learning at White Oak Elementary School.
Our current mission statement appears to support our beliefs; however in the fall of 2005, we will re-visit the mission statement in the context of the 2005-2008 SIP action plan. We will spend time as a staff to discern if changes in the current mission statement are needed.
The thinking behind using this mission statement examination to begin a new school year is two-fold: 1) the mission will be examined and defined by the 2005-2006 faculty and staff, creating ownership and full understanding of what we are about as a school family; and 2) this type of activity at the beginning of a school year provides an appropriate forum for building collegial and collaborative relationships that enthusiastically carry us into the new year.
Our Beliefs:
§
Students learn best
when they are actively engaged in the learning process.
§
Each student is a
valued individual with unique physical, social, emotional and intellectual
needs.
§
Student learning is
the chief priority for the school.
§
Students’ learning
needs should be the primary focus of all decisions impacting the work of the
school.
§
Students learn in
different ways and should be provided with a variety of instructional approaches
to support their learning.
§ A student’s self-esteem is enhanced by positive relationships and mutual respect among and between students and staff.
Our Mission:
The mission of White
Oak Elementary School is
to inspire within
each child the confidence
to become a life long learner.
Part 3: Desired Results for Student Learning
Narrative Description of the Process of Defining the Desired Results for Student Learning
After a review of current
national, state, and local expectations for student learning and adapting these
to our school culture, we realized that our desires for student learning do not
change drastically as we evolve as a school.
How we go about challenging students to make gains, and the level of
expected proficiency may rise, however the overall desired results remain
constant. At White Oak Elementary School, our general desired results for
student learning include the following.
§
Students use what
they already know to acquire new knowledge, develop new skills, and expand
understanding to achieve at least 96% proficiency in reading, writing, and math.
§
Students demonstrate
integrated knowledge and skills in applying multidisciplinary approaches to
solving problems or completing tasks to achieve at least 96% proficiency in
reading, writing, and math.
§
Students utilize,
evaluate and refine the use of multiple strategies to solve a variety of types
of problems to promote higher order thinking and achieve at least 96%
proficiency in reading, writing, and math.
§
Students gather and
use information effectively to gain new information and knowledge, classify and
organize information, support inferences and justify conclusions appropriate to
the context and audience.
§
Students generate
new and creative ideas by taking considered risks in a variety of contexts to
achieve at least 96% proficiency in reading, writing, and math.
§ Students take responsibility for personal actions and act ethically by demonstrating honesty, fairness, and integrity
§
Students respect
themselves and others, and understand and appreciate the diversity and
interdependence of all people.
§
Students act as
responsible citizens in the community, state and nation
§
Students make a
commitment to creating quality work and striving for excellence to achieve at
least 96% proficiency in reading, writing, and math.
§
Students use a
variety of learning strategies, personal skills, and time management skills to
enhance learning and to achieve at least 96% proficiency in reading, writing,
and math.
§
Students reflect on
and evaluate their learning for the purpose of improvement to achieve at least
96% proficiency in reading, writing, and math.
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Desired Results for Student Learning and Indicators of Student Achievement |
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|
Desired Results for Student Learning |
Indicators |
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§ High Student Performance and Achievement |
§ Test scores of economically disadvantaged, minority, and special needs students improve as evidenced in EOG tests. § Teachers find that students coming to them in the fall are ready to write and have a common vocabulary and knowledge of the school-wide writing plan. § Individual students scoring at level III or IV show a full year’s growth from previous year’s scores as evidenced in scale scores on EOG tests. |
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§ Efficient, Effective and Accountable Operations |
§ Special needs students’ schedules are less fractured and are served by no more than two different special ed. teachers. § A master schedule is in place that is palatable to a majority of the faculty and staff and maximizes best practice and instructional time. § Curriculum maps and pacing guides are in place because of collaborative planning across grade levels. § All classroom computers are updated. Groupwise, AR, CCC, the Internet and United Streaming are readily accessible. § Participatory decision-making is prevalent in all committee, grade level, department, and team meetings. § Classroom teachers integrate technology into their lessons as evidenced through lesson plans and observation. |
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§ Quality Teachers, Staff and Administrators |
§ Teacher and teacher assistant turnover rate decreases. § Teachers view collaborative planning as a positive and important means to collegiality and professional development. § Teacher job satisfaction is evidenced through responses in Teacher Working Conditions Survey and the annual opinion survey. § A full schedule of staff development programs is in place. |
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§ Effective Communication and Involvement Among Stakeholders
|
§ Parent opinion surveys indicate parents feel informed and welcomed at WOES. § All teachers have a web page that is updated regularly with information important to parents. § The school website calendar is up-to-date. § Opinion surveys indicate that administrators are highly visible in the school. § The school calendar evidences at least one parent event per month. § School volunteers log more than 3,000 hours. § The school calendar evidences at least one visitor or special presentation per month, per grade level. |
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§ Optimal Learning Environment
|
§ Opinion surveys indicate a perception of a safe school. § Students, faculty, and staff regularly hold campus clean-up times. § Recommended renovation and capital construction projects are funded and underway. § Average class size remains at an acceptable number. § Students take part in a minimum of 150 minutes of physical activity a week. § Faculty and staff actively participate in a school-wide exercise program. § Fewer students are suspended from school due to better relationships. § An anti-bullying program is in place and fewer discipline incidents validate its effectiveness. |
Analysis of Student Learning Needs: Description of Students’ Current Level of Achievement of the Desired Results for Their Learning
Part 4: Analysis of Effectiveness
Introduction
Members of the White Oak
Faculty and Staff, lead by members of the School Improvement Team (Leadership
Team) did extensive analysis of myriad data. From EOG and K-2 formal assessment
data, to goal summary sheets and specific grade level objectives from the NC
Standard Course of Study, curriculum was scrutinized, and children’s
individual needs were held as a priority.
Demographic trends, coupled
with the observation of home construction in our attendance district and
enrollment data, indicate we will need more classroom space in the near future.
Data surrounding the school’s physical needs were analyzed thoroughly.
From a leadership and
administrative position, the Teacher Working Conditions Survey and the
Opinion Surveys were studied closely. Some items were immediately included
in the school improvement plan; others will be addressed individually, but all
are considered important and valid.
After the data were
examined, looking for strengths as well as areas where improvement could occur,
members of the Leadership Team presented their respective findings to other team
members who collectively decided where these might best fit under the Carteret
County School System’s Strategic Plan Aims and Goals,
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SUMMARY OF STRENGTHS AND SUPPORTING EVIDENCE |
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Areas of Strengths |
Evidence |
|
· Student performance and overall academics achievement |
· Results of student, teacher and parent opinion surveys
· Results of state EOGs |
|
· 3rd, 4th, and 5th grade EOG scores in reading and math are consistently above state and county averages |
· EOG data
· NC Report Card data |
|
· Instructional delivery of materials is grade level appropriate |
· Results of parent opinion surveys |
|
· Classroom management and overall school discipline plan manifests in no long-term suspensions |
· Discipline reporting data |
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· Use of Saxon Math has enhanced skills base and raised level of concept understanding in grades K-2 |
· Assessment scores · Teacher reflection and dialogue |
|
· The school-wide writing program
|
· Teacher observation and faculty discussion
· Consistency of student understanding as they transition from one grade to another |
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· Supportive parent community |
· PTO activities and fundraisers
· Number of parent volunteer hours logged
· Participation in school activities
· Parent opinion surveys
|
White Oak Elementary School students perform very well. 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. In reading, White Oak was 93 percent proficient and the state reading average was 84 percent.
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.
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. The reading proficiency rating of White Oak third, fourth and fifth graders was second highest in the county.
Fourth grade writing scores show WOES to surpass the county’s fourth grade average by more than 17 points.
In an effort to meet the needs of all students, a closer look shows that the gap between minority and non-minority students needs to be addressed. Additionally, those students who are currently performing at or above grade level need to be intellectually challenged in order to assure they will grow a full year.
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SUMMARY OF LIMITATIONS AND SUPPORTING EVIDENCE |
|
|
Areas in Need of Improvement |
Evidence |
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· Condition of the school facility
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· InRe Report on White Oak Elementary School · Number of work orders submitted |
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· Number of computers, age of computers, accessibility of Internet
· Time to collaborate on projects
|
· Student, parent and teacher opinion surveys · Computer Utilization Survey · Teacher Working Conditions Survey · Mandated expectations for integration and collaboration |
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· Student relationships among peers
|
· Student, parent and teacher opinion surveys · Discipline data · Guidance counselor documents |
|
· Decrease the number of short-term suspensions |
· Discipline records |
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· Better meet the academic needs of minority students to decrease the gap between white and black students on state standardized tests. |
· EOG data · CCC reports · EduTest Assessment Results · eAssessment data |
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· Better meet the needs of targeted AYP subgroups to increase standardized test scores of special needs students and economically disadvantaged students |
· EOG data · CCC reports · EduTest Assessment Results · eAssessment data · Fractured schedule of special ed. students |
|
· Increase scale scores of level IIIs and IVs on state standardized tests to accommodate appropriate year’s growth |
· EOG data |
|
· Increase percentage of students passing the measurement and computation sections of the state EOG math test |
· EOG data |
|
· Increase the percentage of students passing the critical stance component of the state EOG reading test |
· EOG data |
Priorities for Improvement:
§ to build on the school’s strengths
Members of the White
Oak Faculty and Staff will initiate action steps that build on two major overall
school strengths – as evidenced in the data. These two major strengths are
· student performance and overall academic success; and
· a supportive parent community.
§ to address limitations and areas in need of improvement
Members of the White
Oak Faculty and Staff will initiate action steps to address limitations and
areas for improvement that deal with:
·
inadequate facility
conditions constituting major renovations as well as additional space to
accommodate enrollment growth;
·
inadequate access to
technology due to faulty and limited equipment;
·
a concern that
students scoring level III or IV on state EOG tests are reaching a ceiling in
their proficiency and consequently not experiencing a full year’s growth; and
Members of the White
Oak Faculty and Staff will initiate action steps to address limitations and
areas for improvement that deal with:
·
inadequate facility
conditions constituting major renovations as well as additional space to
accommodate enrollment growth;
·
inadequate access to
technology due to faulty and limited equipment;
· a concern that students scoring level III or IV on state EOG tests are reaching a ceiling in their proficiency and consequently not experiencing a full year’s growth; and
·
poor relationships
among students suggest a need for an understanding of what is socially
acceptable behavior, as well as more acceptance of individuality and emphasis on
non-judgmental co-existence.
Part 5: Action Plans/Action Steps
Introduction
Members of the White Oak Faculty and
Staff came to realize that when a school wants to continue to improve, not only
must academic issues be addressed, but peripheral issues must be examined as
well.
Issues such as
adequate facilities and enhanced communications can be an extension of student
needs and will ultimately impact the academics if not addressed appropriately.
White Oak’s Action Plans and Steps were written from the standpoint that regardless of the goal topic, student learning would be the ultimate beneficiary.
ACTION PLAN - #1
Strategic Aim for Student Learning: High Student Performance and Achievement
Goal Statements:
A. White Oak Faculty and Staff will provide a comprehensive curriculum and a support system that meets the needs of all students.
B. White Oak Faculty and Staff will promote extra curricular activities for the development of the whole child.
C. White Oak Faculty and Staff will provide a wide range of activities aimed at promoting and celebrating student achievement.
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ACTION STEPS |
TIMELINE |
ESTIMATED RESOURCES |
PERSON(S) RESPONSIBLE |
|
2005-2006 2006-2007 2007-2008 |
· Remediation funds to hire tutors and purchase materials · Collaborative planning time to design curriculum maps and pacing guides · Substitute teacher funds · Technology funds for assessment materials. · Instructional materials funds |
· Classroom Teachers · Teacher Assistants · Special Ed. Teachers · Reading Teachers · Remediation Tutors · Principals · Technology Facilitator · Curriculum & Instruction Committee · Secretary |
|
2005-2006 2006-2007 2007-2008 |
· Remediation funds to hire tutors and purchase materials · Collaborative planning time to design curriculum maps and pacing guides · Substitute teacher funds · Technology funds for assessment materials · Instructional materials funds |
· Classroom Teachers · Teacher Assistants · Special Ed. Teachers · Reading Teachers · Remediation Tutors · Principals · Technology Facilitator · Curriculum & Instruction Committee |
|
2005-2006 2006-2007 2007-2008 |
· Instructional Materials funds · Technology funds · Collaborative planning time to design curriculum maps and pacing guides · Substitute teacher funds · Staff Development funds |
· Classroom Teachers · Teacher Assistants · Special Ed. Teachers · Reading Teachers · Remediation Tutors · Principals · Technology Facilitator · Technology Assistant · Staff Development Committee |
|
2005-2006 2006-2007 2007-2008 |
· Time for curriculum writers to design plan · Staff development funds · Collaborative planning time to design curriculum maps and pacing guides · Substitute teacher funds |
· Classroom Teachers · Teacher Assistants · Special Ed. Teachers · Principals · Trainers for WFTB and Empowering Writers · Staff Development Committee · School Secretary |
|
2005-2006 2006-2007 2007-2008 |
· Instructional materials funds · Media funds · Technology funds · Accelerated Reader Program · SucessMaker Program · Math Superstars Program · Collaborative planning time to design curriculum maps and pacing guides · Substitute teacher funds · Staff Development funds |
· Third, Fourth & Fifth Grade Teachers · Media Coordinator · Technology Assistant · AIG Specialist · Principals · Staff Development Committee · School Secretary · Teacher Assistants |
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2005-2006 2006-2007 2007-2008 |
· Staff Development funds · Instructional materials funds · Collaborative planning time to design curriculum maps and pacing guides · Substitute teacher funds |
· All teachers and assistants · Principals · Staff Development Committee · School Secretary |
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2005-2006 2006-2007 2007-2008 |
· Field trip funding (activity bus availability) · Instructional materials funds · Collaborative planning time to design curriculum maps and pacing guides · Substitute teacher funds · Network of outside resource personnel · Schedule that includes enrichment and/or club time |
· Classroom teachers & assistants · Encore Teachers · Principals · Technology Facilitator · School Secretary
|
|
2005-2006 2006-2007 2007-2008 |
· Instructional materials funds · Staff Development funds · Arts grant funds · Collaborative planning time to design curriculum maps and pacing guides · A+ Program Network funds & personnel · Substitute teacher funds |
· All teachers & assistants · Principals · A+ Network Personnel · Staff Development Committee · School Secretary
|
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2005-2006 2006-2007 2007-2008 |
· Grade level performances · Student of the Week Program · A+ Attitude weekly awards · Quarterly Honor Roll Assembly · Fifth Grade Awards and Promotion Ceremony · Principal’s account funds · DARE Program and funds · Multiple Intelligences Days · A+ Star Club Trips · Jump Rope for Heart · Book It! Reading achievement program · Annual Student Art Show · Hallway student work exhibits · Quarterly AR Celebrations · Morning news birthday acknowledgements · Morning news acknowledgements of grade level curriculum events · President’s Club · Class behavior incentive programs · “I Read to the Principal” Program · Instructional Materials funds |
· Classroom teachers and assistants · Encore Teachers · DARE officer · Media Coordinator · Technology Assistant · Principals · Guidance Counselor · Student TV News Crew |
ACTION PLAN - # 2
Strategic Aim for Student Learning: Efficient, Effective, and Accountable Operations
Goal Statements:
A. White Oak Faculty and Staff will promote and maintain efficient management and operations across the school.
B. White Oak Faculty and Staff will demonstrate accountability for all budgeted and expended funds.
C. White Oak Faculty, Staff and Students will work to maintain the school facility.
D. White Oak Faculty and Staff will maintain technology and upgrade annually.
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ACTION STEPS |
TIMELINE |
ESTIMATED RESOURCES |
PERSON(S) RESPONSIBLE |
|
2005-2006 2006-2007 2007-2008 |
· Federal and state special education funds · Instructional materials funds · Staff Development funds · Collaborative planning time to design curriculum maps and pacing guides · Common planning time between special ed. teachers and respective grade level teachers · Substitute teacher funds · Knights of Columbus |
· Special Ed. teachers · Classroom teachers · Principals · Staff Development Committee · School Secretary · Teacher Assistants |
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2005-2006 2006-2007 2007-2008 |
· Release time for design work · Substitute teacher funds · Facilitative Leadership Trainees |
· Leadership committee · Principals · School Secretary · Teacher Assistants |
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2005-2006 2006-2007 2007-2008 |
· Grade level planning time · Departmental planning time · PTO Board planning time |
· All teachers · Principals · Leadership Team · PTO Board
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2005-2006 2006-2007 2007-2008 |
· Additional copy machines · Instructional materials funds |
· Principals · Site-based budget committees |
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2005-2006 2006-2007 2007-2008 |
· Release time for committee meetings · Facilitative Leadership Training
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· Principals · Site-based committees (Media & Technology, Staff Development, Curriculum & Instruction, Textbook, and Leadership Team) · Facilitative Leadership trainees |
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2005-2006 2006-2007 2007-2008 |
· LifeTime Skills Program · A+ Attitude Program · Environmental Club Activities · Flexible scheduling to accommodate Clean-up Campus Days · PTO Funds |
· All teachers and assistants · Fifth grade teachers · Principals · PTO Board |
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2005-2006 2006-2007 2007-2008 |
· Technology funds to upgrade and refresh computers · Annual inventory of equipment
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· Technology Facilitator · Media/Technology Committee · Principals
|
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2005-2006 2006-2007 2007-2008 |
· Technology funds to upgrade equipment · Release time for technology facilitator to be trained off-site · Scheduled time for teachers to experience technology development on-site · Scheduled time for Technology Facilitator, Assistant, and Technician to update classroom computers on a regular basis · Collaborative planning time to design curriculum maps and pacing guides · Substitute teacher funds |
· Classroom teachers · Media/Technology Committee · Technology Facilitator · Technology Assistant · Computer Technician · Principals · School Secretary · Teacher Assistants |
ACTION PLAN - #3
Strategic Aims for Student Learning: Quality Teachers, Staff and Administrators
Goal Statements:
A. White Oak Faculty and Staff will establish and retain a diverse team of highly qualified educators.
B. White Oak Administrators will support the professional growth of teachers, teacher assistants and other school site personnel.
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ACTION STEPS |
TIMELINE |
ESTIMATED RESOURCES |
PERSON(S) RESPONSIBLE |
|
2005-2006 2006-2007 2007-2008 |
· State and local mentor funding · Highly Qualified Teacher Grant funds · LEA hiring incentives · LEA supplement funding · Instructional materials funding · Furniture and equipment funding · Release time and substitute funds to accommodate LEA orientation and follow-up workshops · Substitute teacher funds |
· Principals · Fellow teachers · Mentors · Central office trainers · Board of Education · County Commissioners · School Secretary |
|
2005-2006 2006-2007 2007-2008 |
· Principal’s account funds · Sunshine Club funds · Volunteers for duty-free times · Collaborative planning time to design curriculum maps and pacing guides · Substitute teacher funds
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· Climate Committee · Principals · Fellow teachers · School Secretary · Teacher Assistants |
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2005-2006 2006-2007 2007-2008 |
· Staff development funds · Release time for training · EETT funds · Central office curriculum trainers · Instructional materials funds · NC A+ Program trainers · Adequate workdays and Early Release Days during the calendar year for staff development · Substitute teacher funds |
· Staff Development Committee · Teachers · Teacher Assistants · Principals · Technology Facilitator · System Calendar Committee · School Secretary |
|
2005-2006 2006-2007 2007-2008 |
· Staff development funds · Release time for training · EETT funds · Adequate workdays during the calendar year for staff development · Substitute teacher funds |
· Staff Development Committee · Principals · System Calendar Committee · School Secretary · Teacher Assistants
|
ACTION PLAN - #4
Strategic Aim for Student Learning: Effective Communication and Involvement Among Stakeholders
Goal Statements:
A. White Oak Faculty and Staff will continue to build positive, supportive relationships and open communications with all community entities.
B. White Oak Faculty and Staff will continue to involve family and community members in school activities.
C. White Oak Faculty and Staff will promote strong collaborative/collegial networks.
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ACTION STEPS |
TIMELINE |
ESTIMATED RESOURCES |
PERSON(S) RESPONSIBLE |
|
2005-2006 2006-2007 2007-2008 |
· Instructional materials funding for publication of school newsletters and calendars · Student agendas · Maintenance of school website · Staff development funds for training to aid development of more teacher web pages · Instructional materials funding for copying costs · Planning time to coordinate common efforts across grade levels · Phone Master program · E-mail communication · PTO resources to host parent meetings |
· Teachers · Teacher Assistants · Technology Facilitator · Staff Development Committee · Principals · PTO Board · Parents |
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2005-2006 2006-2007 2007-2008 |
· Instructional materials funding for publication of school newsletters and calendars · E-mail communication · Maintenance of school website · Network of community resources · Municipal government funding to continue DARE and fire department programs · County and state funding to continue Miles of Smiles program · Release time and discretionary funding to allow school staff to “give back to the community” through philanthropic endeavors · Parent Advisory Council Advocacy · PTO Board of Directors Advocacy |
· Teachers · Teacher Assistants · Technology Facilitator · Principals · School chair people for Relay for Life, Walk to DeFeet ALS, American Heart Association, St. Judes Mathathon · PTO Board · PAC |
|
2005-2006 2006-2007 2007-2008 |
· Network of community resources · Collaborative planning time to design curriculum maps and pacing guides that include community resources as part of the lessons · Substitute teacher funding · Municipal government funding to continue DARE and fire department programs
|
· Teachers · Teacher Assistants · Technology Facilitator · Principals · School Secretary |
|
2005-2006 2006-2007 2007-2008 |
· RSVP Program · High School Early Childhood Ed. Programs · University field experience students · In-house corps of parent volunteers · PTO Volunteer network |
· Teachers · Principals · Guidance Counselor · PTO Volunteer Coordinator |
|
2005-2006 2006-2007 2007-2008 |
· Collaborative planning time to design curriculum maps and pacing guides that include activities that include student-parent interaction · Instructional materials funding · Substitute Teacher funds |
· Teachers · Principals · School Secretary · Teacher Assistants |
|
2005-2006 2006-2007 2007-2008 |
· Collaborative planning time to design curriculum maps and pacing guides · Instructional materials funding · Substitute teacher funds · Principals’ daily, consistent & dedicated time to instructional leadership |
· Teachers · Principals · School Secretary · Teacher Assistants |
|
2005-2006 2006-2007 2007-2008 |
· Collaborative planning time to design curriculum maps and pacing guides · Instructional materials funding · Substitute teacher funds · Staff Development funds · Flexible scheduling in the Media Center and the Mouse Pad as developmentally & age appropriate |
· Teachers · Principals · School Secretary · Teacher Assistants |
ACTION PLAN - #5
Strategic Aim for Student Learning: Optimal Learning Environment
Goal Statements:
A. White Oak Faculty and Staff will provide a safe and orderly learning environment.
B. White Oak Faculty and Staff will provide a learning environment designed to enhance student and employee health.
C. White Oak Faculty and Staff will maintain class size conducive to learning.
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ACTION STEPS |
TIMELINE |
ESTIMATED RESOURCES |
PERSON(S) RESPONSIBLE |
|
2005-2006 2006-2007 2007-2008 |
· Information networks · Local media · WOES Parent Advisory Council · WOES PTO · Town Commissioners of Cape Carteret, Cedar Point, Emerald Isle, Peletier, & Bogue · Community advocates · Individual persistence
|
· Teachers and assistants · Principals · Parents · Students · Community members
|
|
2005-2006 2006-2007 2007-2008 |
· LifeTime Skills Program · A+ Attitude Program · Environmental Club Activities · Scheduling to accommodate regular campus clean-ups · PTO Funds · Custodial contracted services funds |
· All teachers and assistants · Students · Fifth grade teachers · Principals · PTO Board · Custodians |
|
2005-2006 2006-2007 2007-2008 |
· Instructional materials funds · Staff development funds · School-wide anti-bullying program · Responsive Classroom strategies · Topic-specific student support groups · Peer mediation program |
· All teachers and assistants · Staff Development Committee · Guidance Counselor · School Psychologist · School Nurse · DARE Officer · Principals |
|
2005-2006 2006-2007 2007-2008 |
· Instructional materials funds · Staff development funds to train teachers in a school-wide anti-bullying program, peer mediation program, and Responsive Classroom strategies · Topic-specific student support groups led by the Guidance Counselor · LifeTime Skills Program · A+ Attitude Program · School-wide discipline plan
|
· All teachers and assistants · Staff Development Committee · Guidance Counselor · School Psychologist · Principals |
|
2005-2006 2006-2007 2007-2008 |
· School-wide emergency response plan · Capital improvement funds to install a telephone system in each classroom · Capital improvement funds to install a new intercom system throughout the school · Regular practice and drill of emergency evacuation procedures |
· All faculty and staff |
|
2005-2006 2006-2007 2007-2008 |
· Structured physical activity for at least 150 minutes per week · TAKE 10! Program · School-wide walking program · Winner’s Circle healthy eating program · Health curriculum classes · Miles for Smiles Dental Program · President’s Physical Fitness Awards Program · National Breakfast Program · Hem of His Garment · LifeTime Skills Program |
· Teachers and assistants · PE/Health Teachers · Child Nutrition Employees · School Nurse · Guidance Counselor · School Health Advisory Council · Principals
|
|
2005-2006 2006-2007 2007-2008 |
· Employee exercise program that promotes good eating habits and regular exercise · TAKE 10! Program · Winner’s Circle healthy eating program · Participation with students in recess play · School-wide walking program |
· Teachers and assistants · PE/Health Teachers · Child Nutrition Employees · School Nurse · Guidance Counselor · School Health Advisory Council · Principals |
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2005-2006 2006-2007 2007-2008 |
· Local operational funds for more teaching and assistant positions
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· Principals · Superintendent · Board of Education · County Commissioners |
Means of Evaluating the Effectiveness of the School Improvement Plan
A. Plan for Evaluating the Target Area Goals for Student Learning
Aim #1: High Student Performance and Achievement
·
Quarterly assessments
in reading and math
·
Local option writing
assessments
·
EOG scores
· K-2 assessment database records
· Goal summary reports
· ABC Tool s disaggregated data
Aim #2: Efficient, Effective, and Accountable Operations
§
A master schedule is in place
§
Curriculum maps and pacing guides are in place
§
Groupwise, AR, CCC, the Internet and United Streaming are readily accessible in
the classroom
§
Participatory decision-making is prevalent in all committee, grade level,
department and team meetings
§ Lessons plans and observation
Aim #3: Quality Teachers, Staff, and Administrators
§
Letters of Intent and transfer requests
§
Teacher morale
§ Teacher Working Conditions Survey
§
Annual Opinion Survey.
§ Staff development schedule
Aim #4: Effective Communication and Involvement Among Stakeholders
§
Annual opinion surveys.
§
All teachers have a web page
§
The school website calendar is up-to-date
§ Opinion surveys
§
The school calendar
§
School volunteer logs
Aim #5: Optimal Learning Environment
§
Opinion surveys
§
Students, faculty, and staff regularly hold campus clean-up times
§
Recommended renovation and capital construction projects are funded
and underway
§
Average class size
§
Students take part in a minimum of 150 minutes of physical activity a week
§
Faculty and staff actively participate in a school-wide exercise program
§ An anti-bullying program is in place
§ Student discipline reports
B. Plan for Documenting Improvement in Effectiveness
§
Pre/post analysis of
student scores with emphasis on scale scores and individual growth
§
Pre/post analysis of
annual opinion surveys with emphasis on parallel questions
§
Pre/post analysis of
Teacher Working Conditions with emphasis on the questions that deal with teacher
morale, school conditions, and class size
§ Pre/post analysis of Goal Summary Sheets with emphasis on percentages scoring below state averages with special emphasis on geometry, measurement, computation and critical stance
C. Plan for Evaluating the Extent of Implementation and Effectiveness of the School Improvement Plan
§
Each grade
level/departmental team will do an item-by-item analysis of whether they
accomplished each of the action steps
§
Each grade
level/departmental team will do an item-by-item analysis and a recommendation on
the effectiveness of and the continuation of each action step
§
SEA System feedback
will be utilized on the effectiveness of staff development
§
Observations of
classroom practices will take place to determine if action steps are being
implemented in the classroom
§ Observations of calendars, newsletter publications, web pages, and
students agendas to assess
school-to-home communications
§ Regular checks of teacher lesson plans to ensure pacing guides are being followed and implemented
Character Education Plan Index
Implementation of White Oak Elementary School’s character education LifeTime
Skills and A+ Attitude programs is found in the following action steps:
§
Action Plan # 1/C 1
§
Action Plan #2/C 1
§ Action Plan 5/A 2
§
Action Plan 5/A 4
§
Action Plan 5/B 1
Closing the Achievement Gap Plan Index
White Oak’s plans to help minority students be successful can be found in the
following action steps:
§
Action Plan 1/A 1
§
Action Plan 1/A 3
§
Action Plan 1/A 4
§
Action Plan 1/A 5
§
Action Plan 1/A 6
§
Action Plan 1/B 2
Healthy, Active Students Plan Index
White Oak’s plans to emphasize the importance of an overall mental and physical well being can be found in the following action steps:
Remediation Budget Plan Index
Plans to implement remediation strategies for at-risk students can be found
embedded in the following action steps:
§
Action Plan 1/A 1
§
Action Plan 1/A 2
§
Action Plan 2/A 3
Safe School Plan Index
Elements of WOES Safe Schools Plan can be found in the following action steps as
well as fully documented in Appendix B.
§
Action Plan
5/A 3
§
Action Plan
5/A 4
§ Action Plan 5/A 5
Staff Development Plans Index
ional development plans for WOES faculty and staff can be
found in the following action steps:
§
Action Plan 1/A 3
§
Action Plan 1/A 4
§
Action Plan 1/A 5
§
Action Plan 1/A 6
§
Action Plan 1/B 2
§
Action Plan 2/A 1
§ Action Plan 3/B 1
§
Action Plan 3/B 2
§
Action Plan 4/A 1
§
Action Plan 4/C 2
§
Action Plan 5/A 3
§ Action Plan 5/A 4
Appendix A: Waivers 2005-2008
Request for Waivers
Law, regulation, or Describe the waiver State how the State how the waiver
policy from which you are requesting waiver will be will promote
an exemption is used. achievement of
requested. performance goals.
|
G.S.115C-301. This requirement limits class size and the number of students contacted per day restrictions (Grades 4-12) |
Class Size |
To accommodate student population expansion during the school year and specific instructional programs |
Addresses academic/instructional needs. Allows flexibility in differentiated instruction
|
|
Approved by G. S. 115C-105.25 |
Textbook/Supplies |
Transfer classroom/instructional supply dollars to textbook dollars and textbook dollars to classroom/instructional dollars. |
Will allow flexibility to purchase tests or supplies to support academic growth.
|
|
Approved by G.S. 115C-105.25 |
Support Personnel Positions to Teacher Positions |
Transfer Non-instructional Support Personnel positions to teacher positions
|
Provide flexibility to hire more teachers if needed. |
|
Approved by G.S. 115C-105.25 |
Teacher position to instructional supply |
Transfer classroom teacher positions to classroom/instructional supply dollars. |
Provide flexibility to convert hired positions to instructional supply dollars for the school.
|
|
Approved by 115C-98 Class Size |
Textbook Adoption |
Select, procure, and use textbooks that have not been adopted by the State Board of Education for use throughout the LEA.
|
Provide flexibility to use alternative text if better suited to meet the needs of our student population. |
Appendix B. Safe Schools Plan 2005-2008
Safe School Building Plan
Identifying Information
School: White Oak Elementary
Principal: Wanda Nelson Fowler
Assistant Principal(s): Nick Verrelli
I.
(A) Person responsible for implementing the plan
School principal
(B) Responsibilities of person named in IA
The principal provides instructional leadership and supervision to all personnel assigned to building.
II.
Below is a list of district policies, statements, plans and procedures that promote safe and orderly schools, and which provide assistance for students who are at risk of academic failure or engage in disruptive and disorderly conduct:
School Board policies:
Section Descriptor
JFA Student Due Process Rights
JFC Code of Student Conduct
JFCA Student Expulsion
JFCC Student Conduct on School Buses
JFG Interrogations and Searches
JFGB Investigations and Arrests
JFGC School Search and Seizure
JGA Student Discipline, Corporal Punishment
JGD Student Suspension
Additional documents:
· A Parent's Guide to Carteret County Schools Policies and Procedures (Provides parents the most pertinent school board regulations governing student conduct and related matters in question and answer format.)
· Student Assistance Team Procedures
· (Explains how students are referred, screened, and provided special services.)
· Section 504 Carteret County Schools Procedures Manual
· (Describes how students with disabilities outside the scope of special education are identified and provided accommodations.)
· Carteret County Schools Emergency Response Plan
· (Contains confidential procedures for internal school use when responding to crises and disasters.)
III. Methods for sharing plan with parents and other members of the community
The Safe School Building Plan is part of the School Improvement Plan and is available to the public as part of this document.
IV.
A. Outline of standards of behavior for students, plus related consequences for not adhering to the standards
Carteret County Schools’ staff realizes the need for a safe and orderly environment. In response to the action taken in recent years by the North Carolina General Assembly, the school system has adopted a Zero Tolerance position. Zero Tolerance applies to "Students that bring illegal drugs/weapons/dangerous explosives or substances that are used to alter the mind or mood or who are involved in illegal activities as established by the N.C. General Statutes at any school, school sponsored activity or function." In addition, the school principal has the responsibility to report to law enforcement acts of violence, drug possession, or possession of a weapon as dictated by N.C. General Statutes.
Definitions and consequences applied to serious acts of misconduct are thoroughly outlined in the Board of Education's Code of Student Conduct. This is clearly stipulated in School Board Policy JFC, termed Student Code of Conduct, and has been presented for students and parents in a more "user friendly" handbook entitled "A Parent's Guide to Carteret County Schools Policies and Procedures." Depending on the specific infraction, serious misconduct can result in student short- and long-term suspension from school, suspension for 365 days, or expulsion. At the same time, student due process rights are respected. These rights are stipulated in section JFA, Student Due Process Rights. Finally, bus discipline is always of concern, and student conduct on school buses is outlined in a separate policy statement, JFCC, Student Conduct on School Buses.
The Carteret County Schools Policies and Procedures is available to the public in hardcopy at each school and it is posted on the school system’s website: www.carteretcountyschools.org.
B. Consequences for students under the age of 13 who physically assault and seriously injure a teacher or other individual on school property or at a school-sponsored or school-related activity
Students under age 13 years who physically assault a school official, employee or volunteer, or who physically assault and cause serious injury to another student under circumstances as described above shall be reported to law enforcement and long-term suspended for the remainder of the school year.
V. Outline of responsibilities of the following personnel in the development and implementation of the safe school plan for the district, to include appropriate disciplinary actions for failure to carry out responsibilities.
The Principal
§ provides leadership in developing and implementing the local school’s Safe School Plan,
§ ensures that the school and all classrooms have clearly stated rules for student conduct communicated to students and parents,
§ provides appropriate disciplinary consequences for students who disrupt classrooms and violate school rules,
§ arranges alternative placements for seriously disruptive students (as available) in accordance with state law and local school board policy, and
§ reports all criminal acts as stipulated by G.S. 115-C288(g).
Failure to carry out these responsibilities will result in the principal preparing a detailed plan to correct deficiencies, accompanied by implementation timelines, to be submitted to the superintendent for review and approval/revision.
The Assistant Principal, when available, carrys out and assists the principal with the above duties, as assigned by the building principal. Failure to carry out responsibilities shall be dealt with in personal conferences with the principal, and through development of a written plan where deficiencies are serious and/or chronic.
Teachers
§ provide their students with a set of clearly defined classroom rules,
§ define consequences for the violation of classroom rules which are consistent with Board policy,
§ enforce classroom and school rules consistently and fairly, and
§ comply with principal requests to assist in devising and implementing the local school’s Safe School Plan.
Failure to carry out these responsibilities will be addressed by the building principal, with corrective steps incorporated in the teacher’s professional development plan.
Instructional Support Personnel
§ demonstrate a knowledge of school rules and disciplinary standards,
§ report observed disciplinary infractions to appropriate personnel when they do not have cause to directly intervene, and
§ assist school personnel in imposing disciplinary sanctions and restoring order as this becomes necessary.
Failure to carry out these responsibilities will result in a conference with the support personnel’s immediate supervisor and development of a written plan that includes corrective steps and implementation timelines.
VI. Students at risk of academic failure or exhibiting disruptive or disorderly behavior
A. Procedures for identifying and serving at-risk students
The school has a Student Assistance Team that accepts referrals for students who are exhibiting academic and/or behavioral difficulties. Teams meet regularly to gather information on a referred student, clarify the nature of the referral concern, and establish a behavior plan that will improve student academic performance and/or behavior. Students who fail to respond to interventions and who are suspected of having disabilities are referred for further evaluation and possible eligibility for special education services. Students who are disabled but ineligible for special education under the Individuals with Disabilities Education Act are considered for services under a Section 504 Individual Accommodation Plan.
- Methods used to assess student needs
Student needs may be screened through performance on state-mandated end-of-grade/end-of-course tests, locally developed tests, achievement inventories, aptitude screening, classroom observations, parent reports, or behavior rating scales. More in-depth psychological and academic assessments are completed, when needed. The assistance team develops a Functional Behavior Analysis for those students who exhibit severely disruptive behavior of a chronic nature. This Functional Behavior Analysis incorporates information gathered through observational assessment, a developmental history, and a series of teacher/team reports. This information is designed to identify the conditions and consequences that control disruptive behavior, with this information used to develop a systematic behavior management plan.
VII. Measurable objectives for safe and orderly schools
A. School violence incidents (exclusive of alcohol and controlled substances) as reported on the annual School Crime and Violence Report will fall below 3.5 incidents per 1,000 students or show a reduction from the previous year.
B. Controlled substance and alcohol possession incidents as reported on the annual School Crime and Violence Report will fall below 6 incidents per 1,000 students or demonstrate a reduction from the previous year.
C. Using the school district’s annual student survey, 60% or more of the respondents will report positive (agreement) ratings on trust and citizenship items or positive ratings will increase from the previous school year.
D. Annual student suspension days will fall below the rate of 40 days per 100 students or cumulative student suspension days will decrease from the previous school year.
VIII. Staff development plan for safe and orderly schools
Please refer to the staff development section of the School Improvement Plan.
IX. Plan for working effectively with local law enforcement and court officials to ensure that schools are safe and that laws are enforced
The school works with law enforcement officials in several ways:
§ The building principal reports to law enforcement all criminal acts which occur on school property, as stipulated by G.S. 115-C288(g) and the State Board of Education. Reported criminal acts include but are not limited to:
w assault resulting in serious injury
w assault involving use of a weapon
w assault on school personnel not resulting in serious injury
w bomb threat
w burning of a school building
w death by other than natural causes
w kidnapping
w possession of an alcoholic beverage
w possession of a controlled substance in violation of the law
w possession of a firearm or powerful explosive
w possession of a weapon other than a firearm
w rape
w robbery with a dangerous weapon
w robbery without a dangerous weapon
w sexual assault (other than rape or sexual offense)
w sexual offense
w taking indecent liberties with a minor
§ Juvenile justice officials have established a protocol for reporting suspected felony violations to school principals. In addition, the principal understands and possesses written legal guidelines that govern the storage and sharing of confidential court information.
§ Juvenile court counselors have agreed to provide information to the school principal regarding the probationary status of students enrolled in school. Court counselors clearly stipulate to students that they must attend school, not be suspended or expelled, and comply with school rules.
X. Methods of dealing with emergencies
The school has a current school crisis plan and a core team prepared to respond to emergencies.
XI. Methods of providing a safe physical environment
The school has well-maintained facilities and grounds. Traffic upon and immediately leading to school premises is directed before and after school. Within the school, clear patterns and rules for student movement have been established, and student supervision is provided during lunch periods, assemblies, and other times when larger numbers of students congregate on school premises.
Access to the school is controlled by directing all visitors to first report to the office. Such notices are posted on all main entryways to the building, and school personnel are instructed to support this provision. In addition, a communication system is in place for reporting suspected security violations.
XII. Detailed statement of the planned use of funds allocated this school year for at-risk students, alternative schools, or both
|
|
Programs/Activities |
Amount |
|
Local Funds |
Drug, alcohol and violence prevention program (DARE) is taught extensively in fifth grade and at teacher request in grades K-4. This is funded by a local municipality and taught by a community police officer.
|
No school/state funds were expended
|
|
State Funds |
Purchase materials and employ tutors to provide remedial intervention in reading and math for students not performing on grade level. To provide transportation for students involved in after-school remediation.
|
$ 19,000
|
XIII. Programs, strategies, and activities at the school that promote good behavior and citizenship throughout the school year
- Maintenance and enforcement of district policies, statements, plans, and procedures that promote safe and orderly schools, and which provide assistance for students who are at risk of academic failure or engage in disruptive and disorderly conduct.
- Have in place a method to share these policies, statements, plans, and procedures with parents and community members
- Staff development which emphasizes safe and orderly schools
- Outline and maintenance of standards of behavior for students and consequences for not adhering to these standards (eg. Zero Tolerance position for illegal drugs, etc.; definitions and consequences stated in Code of Student Conduct presented to students and parents in the “Parent’s Guide to Carteret County Schools Policies and Procedures”)
- Plan in place for clear responsibilities of principal, assistant principal, teachers and instructional support personnel in maintaining a safe school
- Use of Student Assistance Team to identify and serve at-risk students and to assess student needs
- Work with law enforcement, fire and court officials in reporting criminal acts and in programs such as DARE (Grade 5), Officer Friendly presentations (Grade K-2), fire safety, etc.
- Establish a school-wide anti-bullying program
- Development of a School Safety Plan to respond to emergencies and crisis situations
- Maintenance of school facilities and grounds in a physically safe manner
- Establishment of a Safety Committee to review safety issues related to school operation and maintenance
- Establishment of “Care Teams” for individual students needing a cadre of staff members trained in non-violent crisis intervention
- Training and certification of special education and administrative staff members in Non-Violent Crisis Intervention Strategies
- Replacement and improvement of playground equipment
- Assignment of additional personnel to supervise loading of buses and pick-up of car riders
- Emphasis on Lifetime Skills (Respect, Perseverance, Teamwork, Responsibility, Caring, and Positive Attitude)--one each month. Classroom activities include the following:
- Brainstorming ideas about the meaning of each lifetime skill,
- Relating class and school rules and bus safety rules to our lifetime skills,
- Using posters, books, and videos to reinforce the skill concepts,
- Praising and reinforcing positive behaviors,
- Storytelling by assistant principal in classrooms,
- Large-group sessions about lifetime skills by school counselor,
- Modeling of lifetime skills through role play, skits, and stories and
- Posting school-wide rules which support the lifetime skills.
- Recognition of the A+ Students of the Week in each classroom
- “A+ Attitude” recognition program for students exhibiting Lifetime Skills
- A+ Star Club Quarterly Outings (incentive field trips for good behavior and academics)
- Recognition of students for Perfect Attendance Awards
- Bus safety lessons during September
- “All About Me” theme in September which promotes good behavior and citizenship
- Faculty programs and resources
- Guidance Counselor as a resource person
- Weekly grade level team meetings
- Strategies from Student Assistance Team
- Services of the school psychologist and behavior specialist
- Behavior contracts which emphasize positive behaviors and rewards and weekly reports to parents
- Fifth grade recognition (certificates presented to honorees for positive accomplishments during the school year)
- Collection of money for worthy projects: American Cancer Society’s Relay For Life; Walk to Defeat ALS, American Heart Association, and St. Jude's Children’s Hospital
- Collection of food at Thanksgiving and Spring Break for needy persons
- Speakers, field trips, and arts performances
- Honor Roll and Principal’s List
- Classroom award programs: Classroom Store, Friday Awards, etc.
- Parent-Teacher Organization programs: support of Accelerated Reader program, parent information nights, pizza party fundraisers, etc.
- Continuation of Care Teams for students needing them
- Implementation of the “Think Tank,” a place for students who have violated classroom rules and need time to consider their actions
- Staff development presentations on safety issues
- Implementation of a plan for improving minority achievement scores in reading, math, and writing
- Improving and practicing a bus evacuation plan
- Conferences with students re: academic achievement and end-of-grade testing
XIV. Actions taken by the principal/assistant principal to deal with inappropriate, violent, and disruptive student behaviors in a timely and effective manner
Evidence is available as part of the school’s Disciplinary Data Collection Form (DDCF) report, which provides a comprehensive log of serious student offenses and actions taken for each offense.
Appendix C: Voting Results
_100_ % of the eligible school staff voted to approve this school improvement plan on