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EDGECOMBE COUNTY PUBLIC SCHOOLS Princeville Elementary School STRATEGIC IMPROVEMENT PLAN 2015-2016 SCHOOL/DEPARTMENT: Princeville Elementary School VISION: The Power of One: One Student, One Staff, One Community MISSION: The Princeville Elementary School community will collaborate to help all students reach their potential by maintaining high expectations and a safe nurturing school environment while respecting and valuing diversity. DATA ANALYSIS NEEDS ASSESSMENT End of Grade Data Totals EOG Results 2013- 2014 2014- 2015 (+/-) School Reading 11.1% 21.6% +10.5% School Math 19.3% 26.5% +7.2% School Science 11.9% 18.2% +6.3% Total School Composi te 21.8% 23.2% +1.4% End of Grade Reading Totals EOG Results 2013- 2014 2014- 2015 (+/-) Grade 3 14.9% 21.9% +7.0% Overall Growth Data from 2014-15: Our school’s growth status for 2014-15 classified as met growth. The overall student growth data showed higher growth than our previous year, moving from not meeting expectations to meeting expectations. This growth also correlated into higher proficiency rates for our students. However, our school’s overall NC Report Card went unchanged. We remained an F school overall based on the measures used by NCDPI. Overall EOG Data: Overall our End of Grade Test Data shows increases in reading, math, and science. Our overall achievement score (composite) went from 21.8% to 23.2% rising 1.4%. Reading proficiency levels increased by 10.5% from 11.1% to 21.6%. Math proficiency increased 7.2% from 19.3% to 26.5%. Fifth Grade Science proficiency increased 6.3% from 11.9% to 18.2%. Currently 54.4% of our students scored at Level 1 on the End of Grade Test. Also, three fourths (76.8%) of our students did not show proficiency on the End of Grade Test. EOG Reading Data: Our overall reading data showed gains in overall proficiency from the previous year. Third grade showed the largest gain of 7.0% while fifth grade showed a 5.2% gain. Fourth grade proficiency went down by 9.3%. The overall reading proficiency is 21.6% an increase of 10.5%

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EDGECOMBE COUNTY PUBLIC SCHOOLS

Princeville Elementary School

STRATEGIC IMPROVEMENT PLAN

2015-2016

SCHOOL/DEPARTMENT: Princeville Elementary School

VISION: The Power of One: One Student, One Staff, One Community

MISSION: The Princeville Elementary School community will collaborate to help all students reach their potential by maintaining high

expectations and a safe nurturing school environment while respecting and valuing diversity.

DATA ANALYSIS NEEDS ASSESSMENT

End of Grade Data Totals

EOG

Results

2013-

2014

2014-

2015

(+/-)

School

Reading 11.1% 21.6% +10.5%

School

Math 19.3% 26.5% +7.2%

School

Science 11.9% 18.2% +6.3%

Total

School

Composi

te

21.8% 23.2% +1.4%

End of Grade Reading Totals

EOG

Results

2013-

2014

2014-

2015

(+/-)

Grade 3 14.9% 21.9% +7.0%

Overall Growth Data from 2014-15: Our school’s growth status for 2014-15 classified as met growth. The

overall student growth data showed higher growth than our previous

year, moving from not meeting expectations to meeting expectations.

This growth also correlated into higher proficiency rates for our

students. However, our school’s overall NC Report Card went

unchanged. We remained an F school overall based on the measures

used by NCDPI.

Overall EOG Data: Overall our End of Grade Test Data shows increases in reading, math,

and science. Our overall achievement score (composite) went from

21.8% to 23.2% rising 1.4%. Reading proficiency levels increased by

10.5% from 11.1% to 21.6%. Math proficiency increased 7.2% from

19.3% to 26.5%. Fifth Grade Science proficiency increased 6.3% from

11.9% to 18.2%. Currently 54.4% of our students scored at Level 1 on

the End of Grade Test. Also, three fourths (76.8%) of our students did

not show proficiency on the End of Grade Test.

EOG Reading Data: Our overall reading data showed gains in overall proficiency from the

previous year. Third grade showed the largest gain of 7.0% while fifth

grade showed a 5.2% gain. Fourth grade proficiency went down by

9.3%. The overall reading proficiency is 21.6% an increase of 10.5%

Reading

Grade 4

Reading 28.2% 18.9% -9.3%

Grade 5

Reading 19.0% 24.2% +5.2%

End of Grade Math Totals

EOG

Results 2013-

2014 2014-

2015 (+/-)

Grade 3

Math

41.7% 34.4% -7.3%

Grade 4

Math 17.5% 21.6% +4.1%

Grade 5

Math 23.8% 24.2% +0.4%

End of Grade Science Totals

EOG

Results 2013-

2014 2014-

2015 (+/-)

Grade 5

Science 11.9% 18.2% +6.3%

Student Discipline Data

Discipline

Reports Grade Levels Incident Type Location

# of ODRs ● 48 referrals ● 59 were fights 93 occurred

from the previous year. Sixty percent of our students scored a Level I

in reading. This is an obvious area for continued focus, interventions,

and support for our school, staff, and students. Our Panther Time is

now structured as a schoolwide Direct Instruction period in an effort to

help fill in gaps for our students.

EOG Math Data: Overall math data showed a 7.2% increase. Fourth grade math showed

the greatest gain of 4.1% while fifth grade math showed a slight gain of

0.4%. Third grade math dropped by 7.3%. Forty-five percent or our

students scored a Level I on the math EOG, which is significantly

lower than the percentage of those scoring a Level I in reading and

science. While we consistently score higher in math than in reading

each year, math is still not growing at a fast enough pace. A focus on

math center, diagnostic testing, manipulatives, and unpacking of

standards should benefit this effort.

EOG Science Data: Overall science proficiency data rose by 6.3% going from 11.9% to

18.2%. While we are making gains in this area, science still remains an

area where improvement is needed. A focus on vocabulary, hands-on

experiments, and interactive notebooks are aimed to improve this

effort.

AMO Data: Overall Princeville met 8 of 14 AMO Target Goals in 2014-2015 for a

percentage of 57.1%. We failed to meet most of our academic

proficiency AMO targets for reading, math, and science. Princeville

met its attendance goal as well as all EOG participation goals.

Discipline Data: Last year, there were 167 discipline infractions which produces a rate

per 100 students of 0.40%. Ninety-three of these infractions occurred

in the classroom and forty-six occurred on the bus. The majority of the

infractions happened within the Kindergarten (40), fourth grade (44),

and fifth grade (48) classrooms.

Student Attendance Data:

167 office

referrals

which is a

rate of .40

per 100 students

from 5th grade

● 44 referrals

from 4th grade

● 40 referrals

from

Kindergarten

● 29 were bus

misbehavior

● 22 were

inappropriate

behavior

● 20 were

disruptive

behavior

in the

classroom

46 occurred

on the bus

Student Attendance Data

2013-2014

School

Year

2014-2015

School

Year

(+/-)

94.75% 93.02% -1.73%

Certified Employee Attendance Data (2014-2015 School Year)

Days Missed 20.5

Instructional Time

Lost 153.75 hours

For the 14-15 school year, about 93% of our students were present in

school on a daily basis. While this percentage allows Princeville to

meet its attendance goal for AMO purposes, it is a decline of 1.73%

from the previous year.

Certified Staff Attendance Data: For the 14-15 school year, teachers missed 20.5 days with a loss of

153.75 hours of instructional time. Certified staff attendance continues

to be problem area for Princeville.

TOP PRIORITIES (3-4)

SMART GOAL #1 WHAT SUCCESS LOOKS LIKE

Princeville Elementary School students will increase

English/Language Arts End-of-Grade (EOG) scores by 10% points

by the end of the 2015-16 school year. Amount of proficient

students will increase to 31.6% by the end of the 2015-16 school

year.

31.6% overall proficiency in Reading on the End of Grade Test. Increased growth on Pre/Post Common Formative Assessments

Increased growth on Benchmarks

Higher proficiency for Reading 3D

SMART GOAL #2 WHAT SUCCESS LOOKS LIKE

Princeville Elementary School will increase Math End-of -Grade

(EOG) scores by 10% points by the end of the 2015-16 school year.

Amount of proficient students will increase to 36.5 by the end of the

2015-16 school year.

36.5% overall proficiency in Reading on the End of Grade Test. Increased growth on Pre/Post Common Formative Assessments

SMART GOAL #3 WHAT SUCCESS LOOKS LIKE

Princeville Elementary School will achieve a 15% points decrease

in disciplinary referrals of no more than 142 processed referrals by

the end of the 2015-16 school year.

Reduction of ODRs by 15% points from 2014-2015 school year.

SMART GOAL #4 (Optional) WHAT SUCCESS LOOKS LIKE

Princeville Elementary School students will increase their

attendance rate from 93.02% to 95% during the 2015-2016 school

year. Students will have a 95% or greater Attendance Rate.

EDGECOMBE COUNTY PUBLIC SCHOOLS

Princeville Elementary School Targeted Priority Areas

SMART Goal 1: Princeville Elementary School students will increase English/Language Arts End-of-Grade (EOG) scores by 10% points by the end

of the 2015-16 school year. Amount of proficient students will increase to 31.6% by the end of the 2015-16 school year.

Core Value

Strand Actions, Strategy,

Intervention Timeline

Estimated Cost,

Funding Sources and

Resources

Person(s)

Responsible

Evaluation of Implementation &

Impact on Student Learning

Artifacts Evidence

Rigorous

Curriculum and

Instruction

Provide Guided Reading

instruction/ Literacy

stations daily to all

students

September 2015-

June 2016

Title I Funding;

$971.98

Certified Staff Lesson plans

Walk-through

Data Letterland

Reading 3D Data

Common

Formative

Assessment

(CFA) Data Benchmark Data End of Grade

(EOG) Data Accelerated

Reader (AR)

Data

Rigorous

Curriculum and

Instruction

Strategic use of I/E time

(Panther Time) daily to

all students. Develop

and Monitor Reading

Mastery/Corrective

Reading groups that

target specific skills.

October 2015-

June 2016 Title I Funds;

$16,635 Administration Staff

School schedule Lesson plans

Reading 3D Data K-2 Assessment

Data EOG Data

Rigorous

Curriculum and

Instruction

Continue the use of

Accelerated Reader

(AR) to increase reading

proficiency.

September 2015-

June 2016

Title I Funds: $2674 Certified Staff

Media

Coordinator Instructional

Coach

AR Data

Lesson plans

AR Data

Reading 3D Data CFA Data Benchmark Data EOG Data

Rigorous

Curriculum and

Instruction

Implementation of

Instructional Calendar to

guide our

August 2015-

June 2016

No Cost Administration

Certified Staff

Instructional

Coach

Kidblog

ED puzzle

Padlet Plickers

Lesson Plans

Observations

Walk-through

Data

implementation of

technological tools.

DPI Coach Nearpod

Educreations

Rigorous

Curriculum and

Instruction

Implementation of

Instructional Calendar to

guide our

implementation of

Literacy Achievement

August 2015-June

2016 No Cost Administration

Certified Staff Instructional

Coach

DPI Coach

Literacy

Instructional

Calendar

AR Data Reading 3D Data CFA Data Benchmark Data

EOG Data

Rigorous

Curriculum and

Instruction

Implementation of daily

writing block to increase

student writing skills.

August 2015-

June 2016

No Cost Administration

Certified Staff

Instructional

Coach

Master Schedule

Writing Plan

Reading 3D Data

K-2 Assessment

Data

Continuous

Improvement

Implementation of

Flashback Friday- a day

of remediation based

upon pre and post

Common Formative

Assessments. Groups

will be revisited when

new data is collected.

September 2015-

June 2016

No Cost Administration

Certified Staff Instructional

Coach

Flashback Friday

plans

Increased post-

test Data Benchmark Data Reading 3D Data

K-2 Assessment

Data

Continuous Improvement

Professional

Development to increase

rigor during ELA block.

August 2015-

June 2016 No Cost Administration

Certified Staff

Instructional

Coach DPI Coach

Professional

Development

Focus:

(Anchor Charts, Written,

Response, Close Reads, Read Alouds, Writing)

CFA Data Reading 3D Data

K-2 Assessment

Data Benchmark Data

EOG Data

Continuous Improvement

Develop, implement and

monitor student

Personalized Education

Plans (PEP’s) for all

Level 1 and 2 students.

September 2015-

June 2016 No Cost Administration

Certified Staff PEP Parent input

CFA Data Reading 3D Data Benchmark Data

Continuous

Improvement

Utilize Teach Like A

Champion strategies to

increase student

achievement.

September 2015-

June 2016

District Cost for

books

Administration

Certified Staff

Strategies:

(Threshold,

Strong Voice,

100%, 4 Ms, No

Opt Out, The

Hook, Cold Call,

Verbatim)

Walk-through

Data Lesson plans

Lesson Plans

Observations Walk-through

Data

Continuous Improvement

Implement strategic use

of data in PLCs and Data

Days to guide effective

instruction.

September 2015-

June 2016 Title I Funds:

$4326.00 Administration Certified Staff Instructional

Coach DPI Coach

PLC agenda/

minutes Student Data

Lesson Plans Data Days

CFA Data Reading 3D Data Benchmark Data

EOG Data

Progress Monitoring

Date Data

Progress Towards Goal

Next Steps Areas of Growth Areas for Improvement

EDGECOMBE COUNTY PUBLIC SCHOOLS

Princeville Elementary School Targeted Priority Areas

SMART Goal 2: Princeville Elementary School will increase Math End-of-Grade (EOG) by 10% points by the end of the 2015-16 school year.

Amount of proficient students will increase to 36.5% points by the end of the 2015-16 school year.

Core Value

Strand Actions, Strategy,

Intervention Timeline

Estimated Cost,

Funding Sources and

Resources

Person(s)

Responsible

Evaluation of Implementation &

Impact on Student Learning

Artifacts Evidence

Rigorous

Curriculum

and Instruction

Implementation of

Instructional Calendar

to guide our

implementation of

technological tools.

August 2015-

June 2016

Title I Funds;

Dreambox - $2750

District Funding;

SuccessMaker;

Learning A-Z Private Donation - Go

Math; $1500

Administration

Certified Staff

Go Math

Dreambox

SuccessMaker Learning A-Z

Study Island

Lesson Plans

Observations

Walk-through

Data

CFA Data Benchmark Data EOG Data

Rigorous Curriculum

and Instruction

Develop and

Implement Math

stations to improve

student achievement.

August 2015

June 2016 No Cost Certified Staff Lesson plans

Walk-through

data

CFA Data Benchmark Data

EOG Data

Continuous

Improvement

Develop, implement

and monitor student

Personalized Education

Plans (PEP’s) for all

Level 1 and 2 students.

September

2015- June 2016

No Cost Administration

Certified Staff

PEP

Parent input

CFA Data

Reading 3D Data Benchmark Data

Continuous

Improvement

Utilize Teach Like a

Champion strategies to

increase student

achievement.

September 2015-

June 2016

District Cost for Books Administration

Certified Staff

Strategies:

(Threshold,

Strong Voice,

100%, 4 Ms, No

Opt Out, The

Hook, Cold Call,

Verbatim) Walk-through

Data

Lesson plan

Lesson Plans

Observations Walk-through

Data

Continuous

Improvement

Implement strategic use

of data from PLCs and

Data Days to guide

effective instruction

September 2015-

June 2016

Title I Funds; Data

Days 3 (½)

days/certified staff -

$4326.00

Administration

Certified Staff Instructional

Coach

DPI Coach

PLC agenda/

minutes Student Data Lesson Plans

Data Days

CFA Data

EOG Data Benchmark Data

Progress Monitoring

Date Data

Progress Towards Goal

Next Steps Areas of Growth Areas for Improvement

EDGECOMBE COUNTY PUBLIC SCHOOLS

Princeville Elementary School Targeted Priority Areas

SMART Goal 3: Princeville Elementary School will achieve a decrease of 15% points in disciplinary referral of no more than 142 processed referrals

by the end of the 2015-16 school year.

Core Value

Strand Actions, Strategy,

Intervention Timeline

Estimated Cost, Funding

Sources and Resources Person(s)

Responsible

Evaluation of Implementation &

Impact on Student Learning

Artifacts Evidence

Safe Schools Continue the

implementation Positive

Behavior Intervention

Support (PBIS)

August 2015-

June 2016

SchoolFunds; $500

BoxTops Program

Administration

All Staff Students

Parents

PBIS Matrix

Panther Paw

Trackers

PBIS Committee

Meeting Minutes

Office Referral

Data Star Student Data

Gold Key Data

Safe Schools Enforce and publicize

schoolwide discipline

plan for all infractions

August 2015-

June 2016

No Cost Administration

All Staff Students

Parents Community Stakeholders

Student

Handbook Student Code of

Conduct School Website Facebook page

Office Referral

Data

Relationships Increase

parent/community

involvement to increase

positive student

behavior.

August 2015-

June 2016

Title I Funds: $5000 Administration

WebMaster

Staff

Church

Announcements

All Pro Dads Mentor Program Parent Nights Facebook Page

Remind 101

Increased

Community

Involvement Office Referral

Data

Continuous

Improvement

Create, implement, and

monitor a schoolwide

duty schedule to enhance

August 2015-

June 2016

No Cost Administration Duty Schedule

Walk-throughs True North

Office Referral

Data

a safe school

environment.

Logic

Progress Monitoring

Date Data

Progress Towards Goal

Next Steps Areas of Growth Areas for Improvement

EDGECOMBE COUNTY PUBLIC SCHOOLS

Princeville Elementary School Targeted Priority Areas

SMART Goal 4: Princeville Elementary School students will increase the attendance rate from 93.02% to 95% during the 2015-2016 school year.

Core Value

Strand Actions, Strategy,

Intervention Timeline

Estimated Cost, Funding

Sources and Resources Person(s)

Responsible

Evaluation of Implementation &

Impact on Student Learning

Artifacts Evidence

Continuous

Improvement

Monitor student

attendance data and

follow guidelines for the

Compulsory Attendance

Law

August 2015 -

June 2016

Cost of stamps to mail

letters to parents that are

in violation of the

Compulsory Attendance

Law

Teachers, Data

Managers,

Counselor,

Attendance

Committee,

Administration

Attendance

Reports, Call

logs, Copies of

mailings

Increased student

attendance rate

Continuous

Improvement

Include student

attendance data as

criteria for participation

in PBIS school wide

incentives

Monthly PBIS Funds Teachers, Data

Managers,

Counselor,

Attendance

Committee,

Administration

Attendance

Reports

Increased student

attendance rate

Safe Schools Recognize and reward

students that

demonstrate Perfect

Attendance.

Monthly PBIS Funds Teachers, Data

Managers,

Counselor,

Attendance

Committee,

Administration

Attendance

Reports, Perfect

Attendance

Certificate

Increased student

attendance rate

Safe Schools Recognize and reward

the grade level with the

highest attendance rate

at the end of each nine

weeks.

End of each

nine weeks PBIS Funds Teachers, Data

Managers,

Counselor,

Attendance

Committee,

Administration

Attendance

Report Increased student

attendance rate

Progress Monitoring

Date Data

Progress Towards Goal

Next Steps Areas of Growth Areas for Improvement

Edgecombe County Public Schools

THE KEYS TO SUCCESS: HOME, SCHOOL, COMMUNITY

Edgecombe County Board of Education

Re: Low Performing Schools Summary Plan

Date: October 12, 2015

From: John D. Farrelly, Superintendent

Background and Overview

The North Carolina General Assembly has recently enacted legislation (G.S. 115c-105.37) regarding public schools that have been identified as “Low

performing”. Low-performing schools are those that receive a school performance grade of D or F and a school growth score of “met expected growth” or “not met

expected growth” as defined by G.S. 115C-83.15. Seven (7) ECPS schools have met this definition. They are as follows:

Princeville Elementary

Coker-Wimberly Elementary

Stocks Elementary

West Edgecombe Middle

Phillips Middle

Martin Millennium Academy

North Edgecombe High School

Within 30 days of the initial identification of a school as a low-performing by the State Board, the superintendent shall submit to the local board of education a

preliminary plan for improving both the school performance grade and school growth score, including how the superintendent and other central office

administrators will work with the school and monitor the school’s progress.

District School Improvement Planning Process

The ECPS school improvement planning process is a systematic, data-driven process for planning and evaluating improvement over time. Improvement planning

aims to reduce the gap between a school’s current level of performance and its potential performance. Each ECPS school improvement team conducted a needs

assessment to identify current gaps and their driving factors. Each school then set out to create rigorous yet attainable goals. Our school improvement planning

process focused on student learning, and a planning approach that will result in positive change for all students.

School improvement planning provides a mechanism for identifying needs and establishing a common approach to meeting those needs at the school level.

Effective school improvement planning contributes to overall school performance by:

(1.) Establishing an understanding of the “big picture” of a school's current state, including student achievement, school environment, teacher community, parent

community, and administrative issues;

(2.) Reaching consensus across the school community on which needs represent the highest priorities for action based upon the potential to improve overall student

and school performance; and

(3.) Identifying for implementation goals and strategies, including specific targets, indicators and milestones required to address the school priorities.

The ECPS school improvement plan process is guided by the five (5) ECPS core values: Community, Relationships, Safe Schools, Continuous Improvement and

Rigorous Curriculum and Instruction. The District has a comprehensive multi-tiered approach to providing support to all schools within the District with a special

emphasis on the seven (7) school designated as “Low-performing”. The goal is to increase school accountability measures including school performance grades

and growth measures. Our Board of Education, administration and staff are committed to providing safe learning environments, educating every child and

implementing strategies that will enable each student to achieve grade level proficiency and beyond. We are committed to preparing students to be globally

competitive problem solvers who can be contributing members of society. Recognizing and investing in family involvement in our schools is paramount to our

mission. Student achievement increases when the responsibility for children's learning is shared by the home, school and community. Strong communicative

relationships both within the school system and throughout the school community are vital to growth in our school system. We welcome and encourage parent

involvement.

Turnaround the lowest performing schools

ECPS provides wrap-around services to the lowest performing schools that includes:

Selection and implementation of instructional models based on student needs

Job embedded professional development designed to build capacity

Effective use of district pacing guides and exemplar lesson plans

Continuous use of data to inform and differentiate instruction

Providing ongoing community and family engagement programming

Sufficient operating flexibility

Technical assistance

Mentorships

Implementation of strategies to recruit and retain exemplary staff

Comprehensive Themes

The District strategic plan builds on the foundational transformation work embedded in four core comprehensive themes:

1. College and career standards

2. Data systems to guide teaching and learning

3. Evaluate and support teachers and school leaders

4. Turnaround the lowest performing schools

College and Career Standards

Edgecombe County Public Schools has demonstrated growth for success in college and career standards. North Carolina has focused on the graduation rate for

many years and is encouraged at the increase made in many local education units. ECPS has shown significant increases in high school graduation rates in the past

three to five years. The districts alternative learning programs offer greater support to those at higher risk of not graduating due to poor attendance. Flexibility in

face-to-face or virtual instruction as well as flexible instructional hours makes school more appealing and obtainable to some students.

ECPS maintains on-going business and industry partners that support school events, participate in career days, and provide guest speakers. Community

programming enhances these partnerships and presents a keen focus on connections of Common Core Standards and NC Essential Standards to the workplace as a

means of adding relevance to the standards.

Global Education Professional Development

Edgecombe County Public Schools is partnering with VIF International to provide global education professional development in all 14 schools

within the District. ECPS teachers logged more than 14,000 hours of online and face to face global competency based instruction in the 2014-15

academic year. VIF International Education (www.vifprogram.com) builds global education programs that prepare students for success in an

interconnected world. For more than 25 years, educators have leveraged VIF’s professional development and curriculum, language acquisition, and

teacher exchange programs to generate engaging learning environments where students can excel in core curriculum as well as develop valuable

critical and creative thinking skills. VIF provides a pathway for teachers, schools and districts to become globally designated. Our globally based

lessons will equip students with the critical thinking, problem solving, global awareness and cultural sensitivity to succeed in an interconnected

world.

Evaluate and Support Teachers and School Leaders

Every student in Edgecombe County Public Schools is deserving of a great teacher in every classroom. Exemplary teachers are difference makers and a high

priority in the ECPS. While most North East North Carolina Tier 1 counties struggle with attracting and retaining highly effective teachers, ECPS has created

several innovative programs to attract and retain talent at both the school and administrative levels. ECPS has created incentive bonuses for hard to fill certification

areas (Math, Science, and Special Education). In addition, Coker-Wimberly Elementary School, one of the lowest performing elementary Schools as identified by

the North Carolina Department of public Instruction; provides student achievement based incentives to all academic teaching staff. Beyond growing outstanding

teachers, ECPS has a commitment to growing and supporting exemplary leaders is as equally emphasized. Edgecombe County Public Schools is involved in a very

unique, innovative administrative partnership program with NC State University. ECPS participates in North Carolina State University’s Northeast Leadership

Academy (NELA). The Northeast Leadership Academy is an innovative leadership program designed to help participating districts plan for the future by building

a deep pool of highly qualified 21st Century school leaders. NELA is designed to develop highly skilled school leaders in fourteen northeast North Carolina school

districts. The program focuses on preparing principals who are instructional leaders for rural, high poverty schools.

ECPS Administrators Non-Negotiables

• Ensure safe school learning environments.

• Lead teacher learning and development.

• Ensure that the curriculum is taught in grades K-12 with rigor and relevance.

• Improve teaching and learning through your influence on staff motivation, commitment and working conditions.

• Be actively involved with teacher teams about effective practices.

Central Office Support and Administrator Coaching

ECPS places high value in growing and sustaining exemplary administrative teams. There are multiple approaches of support the superintendent and central

office administrators provide school based leaders including:

*Summer leadership institute

*Monthly Principals professional development PLC’s

*Monthly Assistant Principals professional development PLC’s

*Individual mentors for each school based administrator

*Monthly elementary, middle and high school professional development “Breakout” sessions

*Quarterly assessment meetings for all Principals

*Classroom and school walkthroughs with Supervisor

*Community initiatives assessment of Principals

*Faculty meetings assessment of Principals

*Surveys and feedback

*Quarterly data and assessment meetings

Professional Development and Best Practices:

The tenets of the ECPS teacher professional development, best practices and support plan are as follows:

Multiple Group Instruction Approaches

A differentiated curriculum is one where teachers adapt the curriculum in different ways to meet the needs of all their students. The content

taught, the process used, the product expected. Task choices and flexible grouping may be used to accommodate background knowledge and

interests of small groups or individual students.

• Direct Instruction

– 15-20 minutes (Beginning and End of lesson)

• Small Group Instruction

– Interest/Ability (fluid and interchangeable)

• Differentiated Group Instruction

– Content

– Process

– Product

Literacy Strategies

• Whole Group Instruction

• Small Group Instruction

• Literacy Centers/Stations

• Read Aloud

• Sharing Reading

• Guided Reading

• Independent Reading

Writing Across the Curriculum

• Modeled and Sharing

• Interactive Writing

• Independent Writing

Inquiry Based Learning

• “A seeking for truth, information, or knowledge—by questioning”

• More than just questions, this framework attempts to convert information and data into useful knowledge (new knowledge)

• Problem Based Learning

• Develop inquiry skills and nurturing of inquiry attitudes (Quest for Knowledge)

Project Based Learning

• Activating

• Investigating/Analyzing

• Synthesizing/Creating

Project Based Inquiry (PBI) is used to develop lesson plans. With this framework, the lesson’s goals are to first activate the student knowledge then have

students to investigate/analyze the content to explore at a deeper level and finally synthesize/create to show their understanding of the content.

TPACK

• Technology: The ability to use tools

• Pedagogy: How to teach

• Content: Subject matter

• Knowledge

Global Competencies

• Understanding

• Investigating

• Connecting

• Integrating

Instructional Enrichment

• Enrichment

• Extension

• Reteach

• Remediate

Literacy Across the Curriculum

• Every teacher is a reading teacher

• Vocabulary

• Writing

• Speaking

• Listening

Assessment

• Pre/Post Test

• Benchmark Testing

Data

• Students

• Teacher

• Grade Level/Subject Area

• School

• County

• Data Notebooks

• Interactive Notebooks

• Goal Setting

We believe that a teacher’s job is to know where the student falls on the continuum and then to individualize the curriculum to meet the child’s needs

(scaffolding). We expect that teachers will know the developmental continuum and then use the balanced literacy components to build on what the

child already knows. Our goal is to provide the best possible education through engaging and intriguing lessons. We aspire to assure that all students

have a safe and secure school environment with caring and nurturing adults.

Central Office Roles in Supporting Low Performing Schools

The central office staff:

* Facilitates a process with instructional staff that focuses on rigorous coursework to prepare all students for the global community.

* Regularly and consistently uses formal and informal classroom visits to monitor the alignment of the written, taught, and tested curriculum.

* Ensures on-going opportunities for teachers and administrators to learn and practice the use of instructional technology.

*The central office has a regular, ongoing process for leading schools through the analysis of their data and for making adjustments to their programs based on the

data analysis.

* The central office leads teachers and administrators in processes that monitor student work to ensure high standards of rigor and relevancy.

* Effectively supports the schools’ work in meeting the social and emotional needs of all students.

* The central office has a systematic, on-going process for monitoring the progress toward achieving the goals of the strategic plan.

* The superintendent and central office have developed effective processes to ensure regular, on-going classroom observations.

* Student data and school needs inform the majority of the professional development plan and provide the basis for differentiating professional development

offerings.

* The central office consistently collaborates with appropriate stakeholders in making budgetary decisions.

* Consistently encourages positive relationships with parents by actively sharing best practice parental engagement techniques with all schools.

Summary

Our goals in school improvement and school turnaround aim to improve student outcomes by changing how schools and classrooms operate. While school

turnaround can involve quick, dramatic improvement within two - three years, school improvement is often marked by steady, incremental improvements over

a longer time. Our approach is a comprehensive sustainable approach that will ensure short and long term gains in student achievement. Our goal is to create

conditions that build systemic capacity, create the necessary school-based conditions for success, and build accountability and data systems to track progress

and inform decisions.

PES School SIP Amendment

Self-Assessment

STUDENT, TEACHER, COMMUNITY DEMOGRAPHICS

RACE 12-13 13-14 14 -15 Aug 15 - Oct 15

Black 305 267 196 189

Hispanic 25 23 23 29

White 20 15 13 9

Two or more 3 3 2

Native

American/

Pacific Islander

1 1

Over the past 3 years, our demographics have remained fairly constant however our enrollment has decreased by 124 students over the past 3 years

due to the opening of two new schools in the area.

Subgroup 12 - 13 13 - 14 14 - 15

Female 25.8% 25.0% 16.8%

Male 13.1% 17.6% 32.0%

Black 18.2% 19.6% 19.2%

Hispanic 47.1% 40%

White 36.4% 33.3% 52.6%

Two or More 20.0%

Economically

Disadvantaged

20.1% 21.1% 24.7%

Students with <5% 10.9% 29.2%

Disabilities

Overall 10.7% 21.8% 23.2%

Student behavior data

RACE

● August 2015-October 2015 total 229

o Black 189

o Hispanic 29

o Two or more 2

o White 9

GOALS

Goals are specific, measurable, attainable, realistic, and time-bound.

● Smart Goal 1

o For the 2016-2017 school year, the amount of proficient students will increase to 41.6% overall.

o In 2017-2018 school year, the amount of proficient students will increase to 51.6% overall.

o Review after quarterly benchmarks. Changes to interventions and instruction will be driven by the data. All stakeholders will provide

support.

o In PLCs, analyze data gained from ELA, math, and science pre/post test CFAs taken every 3 weeks to make adjustments in instruction

in order to better meet the needs of students.

● Smart Goal 2

o For the 2016-2017 school year, the amount of proficient students will increase to 46.5%.

o For the 2016-2017 school year, the amount of proficient students will increase to 56.5%.

o Review after quarterly benchmarks. Changes to interventions and instruction will be driven by the data. All stakeholders will provide

support.

o In PLCs, analyze data gained from ELA, math, and science pre/post test CFAs taken every 3 weeks to make adjustments in instruction

in order to better meet the needs of students.

● Smart Goal 3

o For the 2016-2017 school year, processed office referrals will decrease to 127.

o For the 2017-2018 school year, processed office referrals will decrease to 112.

o Review after monthly reports during staff meetings and PBIS Committee meetings. Staff meetings are twice a month and the PBIS

Committee meets monthly. Once the data is presented, the team assessing where the occurrences are and the frequency of occurrences.

The next step is to generate solutions that will reduce the interruption of instructional delivery.

● Smart Goal 4

o For the 2016-2017 school year, student attendance will increase to 96%.

o For the 2017-2018 school year, student attendance will increase to 97%

o Review bi- monthly reports during the Attendance Committee meeting. Once the data is assessed, the committee will create a plan of

action depending on the number of absences (3, 6, 10 or more). The goal is to communicate with parents regularly through calls, face

to face, letters and the Social Worker to emphasize the importance of students being present and not missing instructional time from

school.

The vision of improvement is reflected in goals that are focused, data-based, tracked for progress and understood by the community.

STRATEGIES

● Research-based strategies have been identified based on needs.

o ELA: Guided reading groups across all grade levels based on TRC data.

o ELA: Daily intervention time school wide using Corrective Reading and Reading Mastery.

o MATH: GoMath, Dreambox and Study Island will be incorporated into Daily instruction.

o Classroom data is reviewed in Data PLCs weekly. CFA data is reviewed after administration and quarterly benchmark data is reviewed

after each administration. This information will be used to plan whole group, small group and intervention strategies.

o All pre/post data is tracked for trends, strengths and deficiencies through a district Google Doc program data collection form.

ACTION STEPS

Action Steps provide a logical path to goal attainment by addressing identified needs.

● Literacy stations are specified in a roll-out calendar. School leaders provide feedback after walk-throughs, coaches provide feedback and

instructional plans, and rotations/work stations are reviewed weekly during PLCs.

● Math work stations are specified in a roll-out calendar. School leaders provide feedback after walk-throughs, coaches provide feedback and

instructional plans, and rotations/work stations are reviewed weekly during PLCs.

Action Steps include a plan for monitoring progress and a procedure for making adjustments.

● Dates for Plan for Improvement progress monitoring. The School Improvement Team will revise and adjust our plan as new data is released

quarterly during our scheduled meeting. The committee will review the data and decide which strategies are effective and which need revising

and move to do so.

o November 2, 2015

o February 1, 2016

o June 6, 2016

OVERALL

● The decrease in achievement in 4th grade Reading may have resulted from only 1 of 2 teachers being Highly Qualified. This decrease has also

resulted in a change of staff positions and a change in hiring practices. Fourth grade classrooms have a lower number of students. Guided

reading and small group instruction has been implemented.

● Third grade math has resulted in a change of staff and the implementation of work stations and Dreambox. Whole group instruction is driven

by the Performance Tasks from the NCDPI Math Wiki.