Get documents about "K12 State Education Funding Models
Description
K12 State Education Funding Models document sample
Document Sample
School Improvement Plan
LEA Name/Number: Stokes County Schools - 850
School Name/Number: London Elementary
School Year: 2009-2010
Approval by Staff: Date of Secret Ballot Vote:
Results of Vote: __________ For __________ Against
Principal Signature:
Date
Local Board Approval Signature:
Date
Superintendent Approval Signature:
Date
Assistant Superintendent Approval Signature:
Date
School Improvement Team Membership
From GS §115C-105.27: “The principal of each school, representatives of the assistant principals, instructional personnel, instructional support personnel, and
teacher assistants assigned to the school building, and parents of children enrolled in the sch
Committee Position* Name Signature
Principal Brett Denney
Assistant Principal Representative
Teacher Representative Jennifer Duggins
Sara Cornett
Deborah Long
Robin Blackburn
Inst. Support Representative Kelly Denny
Teacher Assistant Representative Becky Gibson
Parent Representative Bill Mabe
Kristal Vance
Meredith Tedder
Lisa Weaver
* Add to list as needed. Each group may have more than one representative.
Stokes County Schools
Modified from NCDPI Template
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 21st Century professionals.
Goal 3 – North Carolina Public School students will be healthy and responsible.
Goal 4 – Leadership will guide innovation in North Carolina public schools.
Goal 5 – North Carolina public schools will be governed and supported by 21st Century systems.
2
District Goals for Stokes County Schools
District Goal 1: Stokes County Schools will produce globally competitive students.
Supports SBE Goal: Goal 1 – North Carolina public schools will produce globally competitive students.
District Goal 2: Stokes County Schools will be led by 21st Century professionals.
Supports SBE Goal: Goal 2 – North Carolina public schools will be led by 21st Century professionals.
District Goal 3: Stokes County Schools will be healthy and responsible
Supports SBE Goal: Goal 3 – North Carolina Public School students will be healthy and responsible.
District Goal 4: Leadership will guide innovation in Stokes County Public Schools
Supports SBE Goal: Goal 4 – Leadership will guide innovation in North Carolina public schools.
District Goal 5: Stokes County Schools will be governed and supported by 21st Century Systems.
Supports SBE Goal: Goal 5 – North Carolina public schools will be governed and supported by 21st Century
Stokes County Schools will focus on
High Student Achievement
Improving the graduation rate
Integrating technology into the classroom
3
School Vision and Mission Statements for (insert school name)
Vision:
Stokes County Schools will create a learning environment where all students graduate as life-long learners who are future-ready and globally
competitive.
Mission:
The Stokes County Schools will teach the right things in the right way to ensure that all students learn.
Charting the Course for Student Success
Future Ready Students for the 21st Century
4
School Vision and Mission Statements for London
Vision:
London Elementary School believes that employees and parents along with the community will be provided with meaningful involvement in the
educational process of the school. The school believes that our needs will be served best if we direct our efforts toward creating a safe and
positive school climate that promotes student and staff cooperation to develop values that help insure life long learning for everyone.
Mission:
“All children will have a rich learning experience at London Elementary!”
5
Recommended Data Sources for Analysis by School Improvement Teams
Identify disaggregated data that shows groups or subgroups in need of improvement in academic performance, behavior or other areas.
Examine data from such areas as:
Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that highly qualified, well-trained teachers provide instruction
and how their assignments most effectively address identified. Number and percentage of teachers Non-HQT (www.ncreportcards.org
Click on High Quality Teachers tab)
End-of-Grade (EOG) Results disaggregated: (www.ncpublicschools.org/accountability/reporting Click on Greenbook, then State Testing
Results)
End-of-Course (EOC) Results disaggregated: (www.ncpublicschools.org/accountability/reporting Click on Greenbook, then State
Testing Results)
School Report Card results: (www.ncreportcards.org)
North Carolina Teacher Working Conditions Survey results: ( http://ncteachingconditions.org )
North Carolina Teacher Working Conditions Survey: Guide for School Improvement (To assist in conversations about improving
teacher working conditions, The New Teacher Center created a guide to support using the SIP process for understanding and improving
working conditions at a school. The guide can be downloaded as a single document or in each of its three sections. Find this document at
http://ncteachingconditions.org/sites/default/files/attachments/SchoolImprovementGuide.pdf)
Local Data: (e.g., LEA, school, and grade-level assessments, surveys, program-specific assessments)
Career and Technical Education Local Plan
School Demographic Information related to student discipline: (e.g. total office referrals, long- and short-term suspensions, expulsions,
alternative school placements, School Incidence Report (SIR) data, or student attendance)
(http://www.ncpublicschools.org/research/discipline/reports)
School Demographic Information related to drop-out information and graduation rate data
School Demographic Information related to teacher attendance, teacher turnover, or challenges associated with a high percent of new
and/or inexperienced faculty (http://www.ncreportcards.org and locally-maintained data)
School Demographic Information related to student attendance, patterns of student tardiness, early checkouts, late enrollments, high
number of transfers, and/or transiency including migratory moves (if applicable) (NC WISE and locally maintained data)
School Perception Information related to parent perceptions and parent needs including information about literacy and education levels
(Locally maintained data)
School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies, reform
strategies, and/or extended learning opportunities
Ready Schools Inventory/Ready Schools Plan (http://ncreadyschools.org)
Special Education Continuous Improvement Plan
Title I AYP (http://ayp.ncpublicschools.org)
Healthy Active Children Initiative (http://www.nchealthyschools.org)
45
School Data and Summary Analysis
Use data identified on the Data Sources tab (or from other sources) as the basis for understanding the school and identifying
Guiding Questions: Review school data and consider a variety of perspectives including overall school/student performance,
sub-group performance, attendance, teacher satisfaction, instructional practice (from walk-throughs/observations), and
student learn
1. What does the analysis tell you about your schools strengths?
Our school met 13 out of 13 target goals for AYP. From 2007-08 to 2008-09, our reading scores grew as follows: 3rd grade - 25 points, 4th
grade - 32.7 points, and 5th grade - 12.1 points. In the same time frame, math scores grew as follows: 3rd grade - 9.6 points, 4th grade -
10.4 points, and 5th grade - 20.8 points. From the Teacher Working Conditions survey, among our strengths were access to technology and
the internet, working in a safe environment, effective process for making group decisions and problem solving, having an atmosphere of
trust and respect, having a committed faculty, holding teachers to high standards, giving teachers meaningful feedback, and empowering
the teachers. From our safe school teachers survey, teachers exhibit pride in the school, teachers praise students for their
accomplishments, and parent-teacher conferences focus on factors directly related to student achievement. Parents that were surveyed
said our school is free of weapons, gangs, drugs, and tobacco. The majority also felt their children were safe at school. They feel teachers
provide encouragement and praise to the students and there is frequent communication between the school and home. London has highly
qualified, well-trained teachers in all classrooms.
7
2. What does the analysis tell you about your schools gaps or opportunities for improvement?
Last year on the K-2 assessments, 8% of K, 32% of 1st graders, and 19% of 2nd graders were performing below grade level
in reading. On the EOG tests, 26% of 3rd graders, 27% of 4th graders, and 33% of 5th graders scored below a 3 in reading.
This equates to 24% of students performing below grade level in reading for the school. In math, the percentage of students
performing below grade level were 6% in K, 34% in 1st, and 13% in 2nd. In math, the numbers were lower with 12% of 3rd
graders, 7% of 4th graders, and 23% of 5th graders scoring below a level 3. This equates to16% of students performing
below grade level in math for the school. From the Teacher Working Conditions Survey, it was found that teachers thought
class sizes were too large, there was not enough collaboration time, teachers had no input in hiring, leadership was
inconsistent in enforcing rules, and there was a need for professional development in how to close the achievement gap
between groups of students. Also, there was a need for more profesional development on how to use technology to increase
student engagement. From our safe school teacher survey, the main negative was that some students did not treat teachers
with respect. From the safe school parent survey, the two main issues were bullying occurring in the school and students not
feeling safe on the school bus.
8
3. What is data is missing, and how will you go about collecting this information for future use?
There was no data specifically available on bullying and bus offenses. This year we are implementing a discipline spreadsheet
that will allow us to keep a better track of student offenses involving bullying and buses.
9
4. Based upon the analysis conducted, what 3-5 top priorities emerge for the school?
Cite relevant evidence from your analysis to support these priorities.
The top priorities that emerged were to raise acheivement levels in both math and reading, to address the problems with
bullying and bus misbehavior, to give teachers more professional development in the implementation of technology into the
classroom, which hopefully will not only engage more students, but also help close achievement gaps by addressing different
learning styles.
t
10
Priority Goal 1 and Associated Strategies
Area for improvement and supporting data:
The number of students reading below grade level is about 24% overall for the school according to K-2 assessments and EOG scores.
School Goal 1: Raise reading achievement levels to ensure student success through graduation.
Supports this
Stokes County will produce globally competative students.
district goal:
Target: Increase the percentage of students reading on or above grade level by 5%.
Indicator: Student reading levels
Milestone date: June 9, 2010
Goal 1 Improvement Strategies – Identify research-based strategies whenever possible.
Strategy: Use the reading comprehension strategies supplied by the county with fidelity.
Plan/Do
Action steps:
Strategy 1: 1. Meet with ETC weekly 5.
2. Attend staff development on reading strategies 6.
3. 7.
4. 8.
Strategy: Use remediation/enrichment to enhance student understanding.
Action steps:
Strategy 2: 1. Have Theresa Reid continue to work with the most at-risk readers. 5.
2. Utilize Waterford for independent study 6.
3. Employ tutors for most at-risk readers 7.
4. Offer enrichment during I/E time 8.
Strategy: Have teachers focus on using informational reading and higher level questioning.
Action steps:
Strategy 3: 1. Utilize the Leveled Library for non-fiction on the students' reading level 5.
2. Use of literary magazines for reading passages (Time for Kids, National
Geographic for kids, etc.)
6.
3. Use of support services through SS text 7.
4. Use of support from Scott Foresman 8.
How will we fund these strategies?
Funding source 1: student contributions for magazines Funding amount: $625
Funding source 2: Title I funds Funding amount: $4,000
Plan/Do
Funding source 3: Select a funding source Funding amount: $0
Funding source 4: Select a funding source Funding amount: $0
Funding source 5: Select a funding source Funding amount: $0
Total initiative funding: $4,625
Review frequency: Quarterly
Assigned implementation team: Teachers, ETC, administrator, support staff
What data will be used to determine whether the strategies were deployed with fidelity?
Teacher lesson plans, administrative observations, sample questions
How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and summative
data as appropriate.)
analyze K-2 assessment data, ClassScape results, F & P reading levels, EOG results
Check
What does data show regarding the results of the implemented strategies?
Based upon identified results, should/how should strategies be changed?
Act
Priority Goal 2 and Associated Strategies
Area for improvement and supporting data:
The number of student performing below grade level in math is 16% overall for the school according to K-2 assessments and EOG scores.
School Goal 2: Raise math achievement levels to ensure student success through graduation.
Supports this
Stokes County will produce globally competative students.
district goal:
Target: Increase the number of students performing on grade level in math by 5%.
Indicator: Student's math achievement levels according to the K-2 assessments and EOG's
Milestone date: June 9, 2010
Goal 2 Improvement Strategies – Identify research-based strategies whenever possible.
Strategy: Use the new Math Expressions (MX) curriculum with fidelity.
Plan/Do
Action steps:
Strategy 1: 1. Teachers will obtain training on the program 5.
2. The ETC will work with teachers on a regular basis on the implementation of MX 6.
3. Inform parents of strategies they can use at home 7.
4 8.
Strategy: Remediation and enrichment in math
Action steps:
Strategy 2: 1. Teachers will remediate/enrich during I/E time
2. Teachers conf./tutor with 2/3 children a day
3. Have outside tutors work with at-risk students
4. Use ClassScape and other assessment tools
Strategy:
Action steps:
Strategy 3: 1. 5.
2. 6.
3. 7.
4. 8.
How will we fund these strategies?
Funding source 1: Title I funds Funding amount: $4,000
Funding source 2: Funding amount: $0
Plan/Do
Funding source 3: Funding amount: $0
Funding source 4: Funding amount: $0
Funding source 5: Funding amount: $0
Total initiative funding: $4,000
Review frequency: Quarterly
Assigned implementation team: Teachers, tutors, administration
What data will be used to determine whether the strategies were deployed with fidelity?
Teacher lesson plans, samples of parent handouts with math strategies, administrator observations
How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and summative
data as appropriate.)
Analyze K-2 assessments, EOG results, ClassScape performance
Check
What does data show regarding the results of the implemented strategies?
Based upon identified results, should/how should strategies be changed?
Act
Priority Goal 2 and Associated Strategies
Area for improvement and supporting data:
Teachers need more support in the use of technology in the classroom to help close the achievement gap by increaseing student
engagement.
School Goal 2: Increase the use of technology by teachers to increase student engagement.
Supports this
North Carolina public schools will be led by 21st Century professionals.
district goal:
Target: Integrate technology into teacher lessons a minimum of 5 times a week.
Indicator: Teacher lessons plans and observations
Milestone date: June 9, 2009
Goal 2 Improvement Strategies – Identify research-based strategies whenever possible.
Strategy: Offer professional development on the use of technology in the classroom.
Plan/Do
Action steps:
Strategy 1: 1. Technology Tuesdays once a month during planning. 5.
2. Show teachers how to incorporate CRS in their lessons. 6.
3. Peer lessons by technology savvy teachers 7.
4. 8.
Strategy: Allow teachers to observe peer usage of technology during lessons
Action steps:
Strategy 2: 1. Cover classes to allow teachers to observe each other
2.
3.
4.
Strategy:
Action steps:
Strategy 3: 1. 5.
2. 6.
3. 7.
4. 8.
How will we fund these strategies?
Funding source 1: Title I funds Funding amount: $3,000
Funding source 2: State Staff development funds Funding amount: $1,500
Plan/Do
Funding source 3: Select a funding source Funding amount: $0
Funding source 4: Select a funding source Funding amount: $0
Funding source 5: Select a funding source Funding amount: $0
Total initiative funding: $4,500
Review frequency: Quarterly
Assigned implementation team: Media/tech. coordinator, administration, teachers, TA's
What data will be used to determine whether the strategies were deployed with fidelity?
Staff development rosters, substitute records, lesson plans
How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and summative
data as appropriate.)
By determining the number of times teachers are integrating technology into their classroom lessons.
Check
What does data show regarding the results of the implemented strategies?
Based upon identified results, should/how should strategies be changed?
Act
Priority Goal 2 and Associated Strategies
Area for improvement and supporting data:
School Goal 2:
Supports this
Select a district-level goal
district goal:
Target:
Indicator:
Milestone date:
Goal 2 Improvement Strategies – Identify research-based strategies whenever possible.
Strategy:
Plan/Do
Action steps:
Strategy 1: 1. 5.
2. 6.
3. 7.
4. 8.
Strategy:
Action steps:
Strategy 2: 1.
2.
3.
4.
Strategy:
Action steps:
Strategy 3: 1. 5.
2. 6.
3. 7.
4. 8.
How will we fund these strategies?
Funding source 1: Select a funding source Funding amount: $0
Funding source 2: Select a funding source Funding amount: $0
Plan/Do
Funding source 3: Select a funding source Funding amount: $0
Funding source 4: Select a funding source Funding amount: $0
Funding source 5: Select a funding source Funding amount: $0
Total initiative funding: $0
Review frequency: Quarterly
Assigned implementation team:
What data will be used to determine whether the strategies were deployed with fidelity?
How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and summative
data as appropriate.)
Check
What does data show regarding the results of the implemented strategies?
Based upon identified results, should/how should strategies be changed?
Act
Priority Goal 2 and Associated Strategies
Area for improvement and supporting data:
School Goal 2:
Supports this
Select a district-level goal
district goal:
Target:
Indicator:
Milestone date:
Goal 2 Improvement Strategies – Identify research-based strategies whenever possible.
Strategy:
Plan/Do
Action steps:
Strategy 1: 1. 5.
2. 6.
3. 7.
4. 8.
Strategy:
Action steps:
Strategy 2: 1.
2.
3.
4.
Strategy:
Action steps:
Strategy 3: 1. 5.
2. 6.
3. 7.
4. 8.
How will we fund these strategies?
Funding source 1: Select a funding source Funding amount: $0
Funding source 2: Select a funding source Funding amount: $0
Plan/Do
Funding source 3: Select a funding source Funding amount: $0
Funding source 4: Select a funding source Funding amount: $0
Funding source 5: Select a funding source Funding amount: $0
Total initiative funding: $0
Review frequency: Quarterly
Assigned implementation team:
What data will be used to determine whether the strategies were deployed with fidelity?
How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and summative
data as appropriate.)
Check
What does data show regarding the results of the implemented strategies?
Based upon identified results, should/how should strategies be changed?
Act
Title I School-wide Compliance Review and Plan
A comprehensive school improvement plan must address all of the components defined in the Elementary and Secondary
Education Act (Section 1114(b) of Title I) . Each required component is described below, with an explanation of how each
contributes to the
Schoolwide reform strategies: Instructional strategies and initiatives in the comprehensive plan must be based on
scientifically based research, strengthen the core academic program, increase the quality and quantity of learning time,
and address the lea
Priority Priority Priority Priority Priority
This school improvement plan
Goal 1 Goal 2 Goal 3 Goal 4 Goal 5
addresses this requirement.
Strategy 1 X X
Please see the priority goals and
Strategy 2
strategies noted to the right:
Strategy 3
Our school is addressing the need for schoolwide reform in the following ways, in addition to our focus on the
priority goals listed in this plan:
Instruction by highly qualified teachers: High poverty, low-performing schools are sometimes staffed with
disproportionately high numbers of teachers who are not highly qualified. To address this disproportionality, the ESEA
requires that all teachers o
Priority Priority Priority Priority Priority
This school improvement plan
Goal 1 Goal 2 Goal 3 Goal 4 Goal 5
addresses this requirement.
Strategy 1 X X X
Please see the priority goals and
Strategy 2
strategies noted to the right:
Strategy 3
Our school is addressing the need for highly qualified teachers in the following ways, in addition to our focus
on the priority goals listed in this plan:
High-quality and ongoing professional development: Teachers and other staff in schoolwide program schools must
be equipped to face the challenge of helping all students meet the State’s academic achievement standards. To do this,
they must be familiar w
Priority Priority Priority Priority Priority
This school improvement plan
Goal 1 Goal 2 Goal 3 Goal 4 Goal 5
addresses this requirement.
Strategy 1 X X X
Please see the priority goals and
Strategy 2 X
strategies noted to the right:
Strategy 3
Our school provides high quality, on-going professional development in the following ways, in addition to our
focus on the priority goals listed in this plan:
Strategies to attract highly qualified teachers to high-need schools: Although recruiting and retaining highly qualified
teachers is an on-going challenge in high poverty schools, low-performing students in these schools have a special need
for excellent
Priority Priority Priority Priority Priority
This school improvement plan
Goal 1 Goal 2 Goal 3 Goal 4 Goal 5
addresses this requirement.
Strategy 1 X X X
Please see the priority goals and
Strategy 2 X
strategies noted to the right:
Strategy 3
Our school uses the following strategies to attract highly qualified teachers to our high-need schools, in
addition to our focus on the priority goals listed in this plan:
Strategies to increase parental involvement: Research continues to demonstrate that successful schools have
significant and sustained levels of parental involvement. Therefore, it is important that schoolwide plans contain strategies
to involve parents
Priority Priority Priority Priority Priority
This school improvement plan
Goal 1 Goal 2 Goal 3 Goal 4 Goal 5
addresses this requirement.
Strategy 1 X
Please see the priority goals and
Strategy 2
strategies noted to the right:
Strategy 3
Our school uses the following strategies to increase parental involvement, in addition to our focus on the
priority goals listed in this plan:
Connect-Ed is used on a regular basis to inform parents of events going on at the school. Parents are encouraged to join
PTO and visit their children's classrooms. Curriculum night and parent conferences are held to inform parents of what their
children are studying and how they are performing toward their goals.
Plans for assisting preschool students in the successful transition from early childhood programs to local
elementary schoolwide programs: This component emphasizes the value of creating a coherent and seamless
educational program for at-risk students. E
Priority Priority Priority Priority Priority
This school improvement plan
Goal 1 Goal 2 Goal 3 Goal 4 Goal 5
addresses this requirement.
Strategy 1
Please see the priority goals and
Strategy 2
strategies noted to the right:
Strategy 3
Our school uses the following pre-school-to-elementary transition strategies, in addition to our focus on the
priority goals listed in this plan:
The Pre-K will visit the kindergarten classes during the last days of the school year. This will allow them to meet the
teachers and become familiar with the kindergarten routine.
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 ass
Priority Priority Priority Priority Priority
This school improvement plan
Goal 1 Goal 2 Goal 3 Goal 4 Goal 5
addresses this requirement.
Strategy 1
Please see the priority goals and
Strategy 2 X X
strategies noted to the right:
Strategy 3 X
Our school uses the following strategies for developing teacher skills in formative assessment, in addition to
our focus on the priority goals listed in this plan:
Activities to ensure that students who experience difficulty attaining proficiency receive effective and timely
additional assistance: The schoolwide program school must identify students who need additional learning time to meet
standards and provide th
Priority Priority Priority Priority Priority
This school improvement plan
Goal 1 Goal 2 Goal 3 Goal 4 Goal 5
addresses this requirement.
Strategy 1
Please see the priority goals and
Strategy 2 X X
strategies noted to the right:
Strategy 3 X
Our school uses the following differentiation strategies, in addition to our focus on the priority goals listed in
this plan:
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
Priority Priority Priority Priority Priority
This school improvement plan
Goal 1 Goal 2 Goal 3 Goal 4 Goal 5
addresses this requirement.
Strategy 1 X
Please see the priority goals and
Strategy 2 X
strategies noted to the right:
Strategy 3 X
Our school uses the following strategies to coordinate and integrate federal, state, and local services and
programs, in addition to our focus on the priority goals listed in this plan:
School-based Management and Accountability Program
Summary of School-based Waiver Requests
Program Year: 2009-2010
Waiver Request State how this waiver helps achieve the specific performance goals
1. London requests a waiver so that assistants can This will allow TA's to be used for class coverage during duty free lunch and
be used for state scheduling mandates - upper staff development for teachers
grade assistance, teacher planning, and
technology time.
2. Request a waiver to transfer funds between This will allow for funds to be transferred as needed to support instruction.
textbook and instructional areas.
3. Request a waiver to transfer funds from state This allows funds to be used for instructional purposes.
staff development funds for instructionsl support.
4. Request to waive the 5.5 hr. instructional day This will allow for staggered enrollment in Pre-K and kindergarten.
for Pre-K and K.
Stokes County Schools
Modified from NCDPI Template
Safe School Plan for London
Pursuant to General Statute §115C-105.47, this Safe School Plan provides required information regarding roles an
responsibilities of district and school-level personnel with respect to establishing and maintaining a safe, secure, an
orderly school.
Name and role of person(s)
Brett Denney - Principal
responsible for implementing this
Statement of Responsibility for the School District Superintendent
In accordance with General Statute §115C-105.47 (b)(2), the district superintendent is responsible for coordinating
adoption and implementation of this plan, evaluating the principal's performance with respect to school safety,
monitoring and evaluating implementation of safety plans at the school level, coordinating with local law enforceme
and court officials appropriate aspects of the Safe Schools Plan, recommending to the board of education appropr
policies and procedures to promote safe and orderly schools, and monitoring the creation and administration of sch
level behavior management plans.
In the event the district superintendent fails to fulfill these responsibilities as required by state law, the following
disciplinary consequences may occur:
The Stokes County Board of Education will take into consideration the safe schools responsibilities when evaluatin
superintendent. The board will impose disciplinary sanctions if the superintendent fails to carry out these
responsibilities. Sanctions may include a reprimand in the superintendent's personnel file, the withholding of salary
other appropriate action.
Statement of Responsibility for the School Principal
In accordance with General Statute §115C-105.47 (b)(3), the school principal is responsible for restoring, if necess
and maintaining a safe, secure, and orderly school environment. The duties of the principal with respect to this incl
exhibiting appropriate leadership for students and staff; ensuring proper supervision of students and staff; develop
supporting, and evaluating a consistent school-level plan for behavior management; providing a plan for early
intervention for at-risk students; providing appropriate disciplinary consequences for disruptive students; seeking
appropriate placements for students who are seriously disruptive; reporting all criminal acts as provided by law and
board policy; ensuring that school personnel are trained in a variety of strategies for dealing with all students; moni
and evaluating the performance and safety procedures of school personnel; and cooperating with local law enforce
and human service agencies to promote safe schools and meet the needs of students. In carrying out these
responsibilities the principal will consult and cooperate with the School Improvement Team and School Advisory
Committee as provided by local board policy.
In the event the school principal fails to fulfill these responsibilities as required by state law, the following disciplina
consequences may occur:
The superintendent and board of education will take into consideration the safe schools responsibilitites when eval
the performance of each principal and will impose appropriate disciplinary sanctions for failure to carry out these
responsibilities. Sanctions may include a reprimand in the principal's personnel file and disciplinary proceedings un
G.S. 115C-325.
Statement of the Roles of Other Administrators, Teachers, and Other School Personnel
In accordance with General Statute §115C-105.47 (b)(4), other school personnel are tasked as follows with restori
necessary, and maintaining a safe, secure, and orderly school environment:
All School Personnel: Assist in the implementation of the Stokes County Safe Schools Plan and, if appropriate, th
school-level safety plan; carry out all job-related responsibilities that impact student safety; serve as positive role m
and demonstrate integrity and respect through attitudes, personal conduct, and dress; provide proper supervision f
students under their care; and report all violent and criminal acts as required by law and local board policy.
Ass't Principals: Exhibit leadership, ensure supervision, assist with the development of a school-wide plan for behavior, assis
principal with provision of a plan for early intervention for at-risk students, provide appropriate disciplinary consequences, assis
principal in seeking appropriate placements for seriously disruptive students, report all criminal acts as provided by law and loca
board policy, assist the principal to ensure that school personnel are trained in a variety of strategies for dealing with all student
assist the principal in monitoring and evaluating the performance and safety procedures of school personnel, and cooperate wi
law enforcement and human services agencies to promote safe schools and meet the needs of all students.
Teachers: Maintain a classroom environment that is safe, secure, and orderly; assist with the development and implementation
school-level plan for behavior management; teach the Stokes County Safe Schools Plan, the individual school safety plan, the
plan for behavior management, and other issues related to personal safety; teach students the skills needed to meet expected
standards of behavior; monitor and evaluate the performance and safety procedures of students; participate in appropriate train
and implement strategies to address the diverse needs of all students; assist with the development and implementation of early
intervention plans for at-risk students; provide appropriate disciplinary consequences for disruptive students; seek appropriate o
for students who are seriously disruptive; and cooperate with law enforcement and human services agencies to promote safe s
and meet the needs of all students.
Teacher Assistants:
Other School Staff:
Services for At-risk Students
Pursuant to General Statute §115C-105.47 (b)(5), the following procedures are used to identify and serve the need
students at-risk of academic failure, or of engaging in disruptive or disorderly behavior, or both.
The use of uniform referral and identification forms occurs across the school district. Criteria to be considered in th
referral and identification process include: social behavior, disciplinary infractions, attitude, self-esteem, socioecon
status, the relationship between home and school, the home commitment to education, attendance, change of
residence, traumatic experiences, handicapping conditions, standardized test scores, classroom achievement, and
retentions. Referrals may be initiated by administration, teachers, parent, or students themselves. All referrals wil
submitted to the Student Assistance Team (SAT). The SAT will develop a personal intervention plan for each stud
identified as being at-risk. Parents and classroom teachers can be involved in developing the personal intervention
plan. The plan will include appropriate intervention strategies to assist the student. Strategies can include, but are
limited to, counseling, modified instruction, special assistance (including tutorial programs and after-school program
alternative placements, specific behaviorial goals and expectations, programs and after-school programs), alternat
placements, specific behaviorial goals and expectations, referral to special programs under Section 504, Title 1, En
as a Second Language, Academically Gifted, or IDEA.
retentions. Referrals may be initiated by administration, teachers, parent, or students themselves. All referrals wil
submitted to the Student Assistance Team (SAT). The SAT will develop a personal intervention plan for each stud
identified as being at-risk. Parents and classroom teachers can be involved in developing the personal intervention
plan. The plan will include appropriate intervention strategies to assist the student. Strategies can include, but are
limited to, counseling, modified instruction, special assistance (including tutorial programs and after-school program
alternative placements, specific behaviorial goals and expectations, programs and after-school programs), alternat
placements, specific behaviorial goals and expectations, referral to special programs under Section 504, Title 1, En
as a Second Language, Academically Gifted, or IDEA.
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 ass
them in achieving academ
Possible assessment procedures (grouped by the person or persons responsible for conducting the assessment)
include: 1) The student - reflection and self-assessment; 2) Parent - observation, conversations/dialogue; 3)Teach
and Administrators - student observation, findings and reports from support services, review of a student's academ
and discipline and attendance records, student and parent conferences; 4) Support Services - student observation
review of a student's academic and discipline and attendance records, student and parent conferences, reports/fin
of school and community support services, psychological assessments, academic assessments, or medical/nursin
assessments; and 5)Student Assistance Team - review of records of students who are at-risk. This review will incl
analysis of at-risk criteria and identification of factors contributing to the student's poor academic performance or to
his/her disruptive or disorderly behavior. The SAT will develop an intervention plan that addresses academic and/o
behaviorial factors affecting the student. (Persons developing the school plan may want to address the remo
disruptive or disorderly students from the classroom. Please see p. 5 of the Stokes Safe Schools Plan for
strategies that may be relevant to your school)
Pursuant to General Statute §115C-105.47 (b)(13a), the following services are provided to students assigned to an
alternative school or an alternative learning program.
Alternative school staff will meet to review the records and other documentation forwarded by the referring school.
Based upon the student's records and input provided by the student's parent/guardian concerning the student's ne
the alternative program or school staff will determine what support services and intervention stratgies are recomme
for students. Services can include, but are not limited to, increased counseling opportunities, substance abuse
screening and treatment, smaller class size, opportunities to make up excessive absences, or participation in a for
rewards-based behaviorial plan.
In accordance with General Statute §115C-105.47 (b)(7), the following measurable (goals) for improving school sa
and order are in place. (Copy as needed depending upon number of goals.)
Goal: Accurately track office referrals and consistently discipline students
Target: Enter 100% of office discipline referrals into a trackable data-base.
Indicator: School discipline record
Milestone Date: 9, 2010
June
Goal: Decrease the number of bullying incidents
Target: Decrease the number of bullying referrals to the office by 10%
Indicator: School discipline record
June,
Milestone Date: 2011
In accordance with General Statute §115C-105.47 (b)(8), the following measures are used to determine the
effectiveness of the school's efforts to assist at-risk students, including effectiveness of procedures adopted under
115C-105.48 (Alternative Learning Environments).
Goal: Use the SAT referral process with fidelity.
Target: Have teachers complete the pre-referral process correctly 90% of the time.
Indicator: SAT paperwork and SAT team meetings
Milestone Date: 9, 2010
June
Target:
Indicator:
Milestone Date:
Target:
Indicator:
Milestone Date:
In accordance with General Statute §115C-105.47 (b)(9), the following planned or recently completed professional
Professional Development Planned/Completed
NVCIT training Planned
Pursuant to General Statute §115C-105.47 (b)(10), identify the district's plan to work effectively with local law
enforcement and court officials.
Juvenile court counselors and law enforcement officers are to notify school administrators when a minor student ha
been charged with a felony offense. Additionally, the Stokes County Schools contracts with the Stokes County Sh
Department ot provide school resource officers (SROs). Each SRO has office space in his/her school, and perform
duties as outlined in a memorandum of understanding between the school district and the Sheriff's Department.
Additionally, the Sheriff's Department provides officers to assist at high school football and basketball games and a
other special events. Officers also frequently visit school grounds in their patrol areas. Additional cooperation betw
the schools and local law enforcement occurs through the following means: Law enforcement and court officials s
as instructional resources (DARE, guest speakers, career fairs); law enforcement conducts security audits of facilit
law enforcement is notified of criminal acts as required by law and local board policy; law enforcement assistance i
requested to investigate possible criminal acts; and the stipulations set forth by Board Policy 5120 ("Relationship w
Law Enforcement") are followed.
been charged with a felony offense. Additionally, the Stokes County Schools contracts with the Stokes County Sh
Department ot provide school resource officers (SROs). Each SRO has office space in his/her school, and perform
duties as outlined in a memorandum of understanding between the school district and the Sheriff's Department.
Additionally, the Sheriff's Department provides officers to assist at high school football and basketball games and a
other special events. Officers also frequently visit school grounds in their patrol areas. Additional cooperation betw
the schools and local law enforcement occurs through the following means: Law enforcement and court officials s
as instructional resources (DARE, guest speakers, career fairs); law enforcement conducts security audits of facilit
law enforcement is notified of criminal acts as required by law and local board policy; law enforcement assistance i
requested to investigate possible criminal acts; and the stipulations set forth by Board Policy 5120 ("Relationship w
Law Enforcement") are followed.
Pursuant to General Statute §115C-105.47 (b)(11), identify the district's plan to provide access to information to th
The Stokes County Schools will make available to parents and the school community the Stokes County Safe Sch
Plan and the local school plan. Plans will be available for inspection in each school office. The district plan will be
available for review through the district website (www.stokes.k12.nc.us). Copies of the district plan will be shared w
Parent Advisory Committees and parent members of school improvement teams. The district's Student and Paren
Handbook, which includes the Student Code of Conduct, will be available through the district website. Each stude
his/her parent/guardian will receive one copy per year of the Student and Parent Handbook/Student Code of Cond
Components of the district plan and each school's plan will be shared at school forums (ex. PTO) and at parent-tea
conferences. Information related to the implementation and evaluation of the LEA Safe Schools Plan will be provid
the school community, parents, and the community at-large. Status reports will be shared in open forums and at pa
teacher conferences. Also, progress toward meeting objectives, data from school climate surveys, and safe schoo
statistics will be compiled annually, made available in each school office, and reported to the Board of Education.
nformation regarding roles and
maintaining a safe, secure, and
s responsible for coordinating
respect to school safety,
ating with local law enforcement
e board of education appropriate
ation and administration of school-
by state law, the following
esponsibilities when evaluating the
ls to carry out these
l file, the withholding of salary, or
onsible for restoring, if necessary,
ncipal with respect to this include
of students and staff; developing,
providing a plan for early
disruptive students; seeking
al acts as provided by law and local
dealing with all students; monitoring
perating with local law enforcement
s. In carrying out these
Team and School Advisory
e law, the following disciplinary
ols responsibilitites when evaluating
or failure to carry out these
nd disciplinary proceedings under
rsonnel
tasked as follows with restoring, if
ols Plan and, if appropriate, the
afety; serve as positive role models
; provide proper supervision for all
nd local board policy.
ool-wide plan for behavior, assist the
disciplinary consequences, assist the
acts as provided by law and local
egies for dealing with all students,
ool personnel, and cooperate with local
f all students.
development and implementation of a
ndividual school safety plan, the school
skills needed to meet expected
ts; participate in appropriate training
ment and implementation of early
tive students; seek appropriate options
ices agencies to promote safe schools
to identify and serve the needs of
r, or both.
Criteria to be considered in the
tude, self-esteem, socioeconomic
n, attendance, change of
classroom achievement, and
themselves. All referrals will be
ntervention plan for each student
ping the personal intervention
Strategies can include, but are not
ams and after-school programs),
er-school programs), alternative
under Section 504, Title 1, English
themselves. All referrals will be
ntervention plan for each student
ping the personal intervention
Strategies can include, but are not
ams and after-school programs),
er-school programs), alternative
under Section 504, Title 1, English
d for assessing the needs of
students with services to assist
conducting the assessment)
nversations/dialogue; 3)Teachers
review of a student's academic
ervices - student observation,
arent conferences, reports/findings
sessments, or medical/nursing
e at-risk. This review will include
r academic performance or to
at addresses academic and/or
y want to address the removal of
okes Safe Schools Plan for
ed to students assigned to an
arded by the referring school.
n concerning the student's needs,
vention stratgies are recommended
rtunities, substance abuse
ences, or participation in a formal
oals) for improving school safety
used to determine the
of procedures adopted under G.S.
e.
ently completed professional
effectively with local law
ators when a minor student has
ts with the Stokes County Sheriff's
in his/her school, and performs
d the Sheriff's Department.
l and basketball games and at
s. Additional cooperation between
orcement and court officials serve
nducts security audits of facilities;
law enforcement assistance is
d Policy 5120 ("Relationship with
ts with the Stokes County Sheriff's
in his/her school, and performs
d the Sheriff's Department.
l and basketball games and at
s. Additional cooperation between
orcement and court officials serve
nducts security audits of facilities;
law enforcement assistance is
d Policy 5120 ("Relationship with
de access to information to the
the Stokes County Safe Schools
ffice. The district plan will be
e district plan will be shared with
e district's Student and Parent
e district website. Each student or
dbook/Student Code of Conduct.
s (ex. PTO) and at parent-teacher
fe Schools Plan will be provided to
ared in open forums and at parent-
mate surveys, and safe school
d to the Board of Education.
