OCS District Strategic Plan 2010-2016 Aug 2 - Georgia Department

Addendum

2012-2016

Onslow County Schools’ Board of Education andExecutive Staff

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Onslow County Board of Education

Pamela E. Thomas, Chairperson

Brock Ridge, Vice Chairperson

Jeffrey L. Brown

Lina Padgett-Parker

Mary Ann Sharpe

Earl Taylor

Paul Wiggins

Superintendent

Dr. Kathy T. Spencer

Assistant Superintendents

Dr. Barry D. Collins

Human Resources and Student Services

Lesley F. Eason

Instructional Services and Continuous Improvement

Steven L. MyersAuxiliary Services

Chief Finance OfficerJeffrey D. Hollamon

Superintendent’s Message

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Onslow County Schools has embraced a vision of “Excellence in Education” that

encompasses all aspects of our work. This requires our leadership, staff, schools, and

community to focus on continuous improvement efforts that are aligned with 21st century

expectations. Our education community continues to make necessary adjustments to

curriculum planning, classroom environments, teaching strategies, and even

assessment and grading methods as we prepare our students for the future. We strive

to move education into a new realm of success recognizing that the collaboration of our

entire Onslow County School community will be critical. Additionally, we must be ready

to look into the future and see education, not as it is or has been, but as it should be for

today’s student.

Our continuous improvement and major reform efforts require

strategic planning grounded in organizational data, standards of

excellence, and high expectations for success. Onslow County

Schools has a rich tradition of quality district and school level

strategic planning that has provided a strong, clear direction for our

schools and community with identified core values, a clear mission,

and focused goals. In addressing our expectations, the system has had to make

significant shifts in our work, especially considering our journey through the first decade

of the 21st century. With the understanding that education has historically followed

behind the needs of our society as it has changed, we are now reaching a time when

education must step forward and take a leadership role in shaping our own future. This

requires ongoing improvement efforts that are truly innovative and creative.

With review and revision of our vision, mission, and goals from 2005-2010, Onslow

County Schools is moving forward with a new strategic plan that is to be the

cornerstone of our work ahead. The 2010-2016 Onslow County Schools District Plan

provides our leadership, schools, students, families, and community a guide for travel

that will have a tremendous impact on the future of our county, state, country, and

world. This plan is designed to be a roadmap for our continued journey, with twists and

turns that offer all involved tremendous opportunities to be part of something special.

The journey is not one with a final destination identified, and the vision will remain that

Excellence in Education is not a specific act that we conduct along our way, but more

specifically a way of life that we share with all those we encounter as part of our daily

travels.

Congratulations to all who have chosen to be a part of a new adventure in Onslow

County.

Vision:

Mission:

Purpose Statement:

Vision and Mission Statements for Onslow County Schools

Excellence in Education

The Onslow County Schools community will prepare students to be globally competitive leaders and responsible citizens in the 21st Century.

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Onslow County Schools District Profile

EXECUTIVE SUMMARY

Introduction

This District Profile documents community demographic data, district characteristics, studentperformance data, and stakeholder perspectives regarding the quality of education in theOnslow County School System. The profile will also document a description of programs andservices, a summary of the district major trends or issues impacting the school system and asummary of major strengths and needs of the school system. While this profile provides theschool system with information needed to develop a strategic plan for continuousimprovement, a more in-depth and detailed analysis of the data is made annually, both at thesystem level and the school level, to assist the system in monitoring the organizational andinstructional effectiveness and success in meeting student needs.

District and Community Demographic Data

Located on the coast of North Carolina, Onslow County encompasses a total area of 909 squaremiles (767 square miles of land and 142 square miles of water) and is divided into sixtownships: Richlands, Dixon, Swansboro, White Oak, Southwest and Jacksonville, the countyseat. For the school system’s purposes, the Jacksonville Township is sub-divided into theJacksonville Township and the Commons Township. The transient student population of OnslowCounty Schools is a direct result of the large military community served by our system.Approximately 10,400 students enrolled in OnslowCounty Schools have a military connection eitherthrough uniform services or civil service positions. Themilitary influence impacting our transient student andstaff population includes Marine Corps Base CampLejeune, the largest amphibious military base in theworld, Marine Corps Air Station New River and thenewly opened MARSOC located at Stone Bay on CampLejeune. During the school year, an estimated one-third of the students (military and non-militaryconnected) move into or out of our system or between schools within the district.

The population of Onslow County is approximately 176,000 citizens with67,040 housing units and a home ownership rate of 58.1%. The racialcomposition of the county is predominately white at 76.8%, withapproximately 17% African American, 7.1% Hispanic, 0.8% NativeAmerican, 2.0% Asian, 0.2% Pacific Islander, and 2.9% from other races. In


comparison, our district’s student and full-time personnel racial composition is as follows:STUDENTS: 60.5% white; 19.5% African American; 6.8% Hispanic; 1.6% Asian; and .8% NativeAmerican; FULL-TIME STAFF: 83.4% white; 14.4% African American; 1.5% Hispanic; .5% Asian;and .2% Native American.

In considering Socio Economic Status in Onslow County the median income for a household is$46,186. The per capita income for the county is $14,853 with 14.8% of the general populationliving below the poverty line. Current data indicates approximately 45% of the studentpopulation, or about 10,620 students, are eligible to receive free or reduced lunch.

District Characteristics

The Onslow County School System is divided into seven districts: Jacksonville, Commons,Richlands, Southwest, Dixon, Swansboro, and White Oak. Serving these communities are 35public schools which include 20 elementary schools, 8 middle schools, and 7 high schools. Thecommunity is also served by specific programs housed at a pre-school center and an alternativelearning center site. All of the schools in our county are accredited by the AdvancED SouthernAssociation of Colleges and Schools/CASI. Additionally, Onslow County was the first district inNorth Carolina to achieve District Accreditation. The method for recognizing individual schoolperformance in the Onslow County School System is based upon the designations ofachievement established under the North Carolina ABCs of Public Education. Under the NorthCarolina ABC Accountability Model, our schools have consistently excelled in the specifiedacademic areas. For 2009-10, the categories were: (1) Schools of Progress (70% or morestudents on or above grade level), (2) Schools of Distinction (80% or more on or above gradelevel), (3) Schools of Excellence (90% or more on or above grade level), low performing andpriority schools (less than 60% on or above grade level). During the 2008-09 school year, theOnslow County System received recognition for twenty schools of progress and three schools ofdistinction. In addition, 23 schools met expected growth and seven met high growth.

Our elementary and middle schools operate on a nine-week grade reporting schedule, whileour high schools function on a six-week calendar and use the 4X4 block schedule. With theblock schedule, the school year is broken down into two semesters, each 90 days in length.This scheduling model provides an opportunity for high school students to earn a total of eightcredits per year or 32 credits over a four-year period. Specialized academic programs areavailable at various high school sites. If a student wishes to participate in an academic programnot available at the school to which he/she is currently assigned, the student may request anapplication for enrollment in another school through the Controlled Enrollment Process. Werealize not all students share the same interests and career goals, so our schools havedeveloped programs to meet the diverse needs of our students. The Controlled EnrollmentProcess is one of the ways we strive to meet the needs of our stakeholders.


Students: Student membership on the 20th day of the 2009-10school year was 24,026. This number designates an average annualincrease of approximately 360 students per year since the 2000-01school year (20th day membership 20,772). As a result of thisgrowth, our school system has completed a five-year building bondprogram to provide additional space and technology throughoutthe district. Although our student membership continues on anupward trend, data and other school information documented by the North CarolinaDepartment of Public Instruction for the past four years on North Carolina School Report Cardsindicate stability in our class sizes. Data also reveals an increase in the average school sizethroughout the elementary, middle, and high grade levels. However, through additionalallotments for teacher positions, our classes have remained within the State recommendedallocation. Of the 24,026 students in membership, 43.3% are federally connected andapproximately 45% are socio-economically disadvantaged. Approximately 11% (2,627 students)of our students are being served by the Exceptional Children Programs. The data from theExceptional Children’s division indicates an increase in the classifications of autistic, learningdisabled and other health impaired students and a decrease in the developmentally delayed,emotionally disabled and intellectually disabled students from the previous school year.

Community involvement and support from stakeholders are essential for student and schoolsuccess. Even with our transient population, the number of school volunteers providingservices over the past five years has shown a steady upward trend. During the 2008-2009school year, 5,075 volunteers assisted students and staff in our schools. Additionally, 430businesses offered support to special programs in our schools throughout the 2008-2009 schoolyear.

Budgetary Allotments:The Onslow County School District is considered a low-wealth public school system by the stateof North Carolina. The 2009-2010 school year was marked by significant decreases in state andlocal funding. Projections for the 2010-2011 school year indicate the same trend in budgetaryallotments. The financial support on a per pupil basis provided to the district from the local,state, and federal sources are lower than the state average. The NC School Report Card fromthe 2008-09 school year indicate the following:

Funding Source District State Average

Local $1,890 $2,130

State $5,344 $5,653

Federal $776 $873

Staff: In a trend similar to the student population, the professional personnel of the OnslowCounty School System are very transient. Onslow County Schools typically hires approximately375 teachers new to the system each year; this was not the case during the summer of 2009


due to budgetary constraints. The school system did employ approximately 110 newemployees for the 2009-2010 school year. These teachers represent various experience levelsand licensure areas. As of June 2010, a total of 157 of our district’s teachers have achievedNational Board Certification.

Based on the 2008-09 NC School Report Card and given the transient nature of our community,the rate of teachers leaving our system is currently higher than the state average in middle andhigh schools, but equivalent to that of the elementary turnover rate. One strategy utilized todeal with the transient nature of our system is the implementation of a local salary supplement,which for the 2009-10 was 10% (up from 4% during the 2000-01 school year). Thesupplemental pay increases are provided by the Board of Education through funding supportfrom our local government. Chief among the reasons listed by teachers for leaving the systemis military relocation. Other frequently cited reasons include:another teaching position elsewhere, family responsibilities andretirements. Data collected and charted over the last four yearsdepicts an increasing trend in the number of staff members fromthe previous year returning to teach in our county. Such stabilityallows our students to benefit from instruction provided by trained,experienced personnel.

Student Performance Data

The Onslow County School System is held accountable by two accountability programs, thestate ABC Program and the federal No Child Left Behind Program (NCLB). Although bothprograms assess the same students using many of the same assessments, the results oftencontrast regarding the effectiveness of a school and/or school system. (See section on StudentPerformance data for historical results).

National Measures: The national student performance data collected includes the ScholasticAptitude Test (SAT), Adequate Yearly Progress, and a summary of enrollment data on theAdvanced Placement exams. Over the past four years, 40% of Onslow County students havescored at or above the national average on the SAT with actual percentages varying between38.1% and 42%.

Schools and districts across the nation and state are expected to meet Adequate YearlyProgress goals according to the procedures prescribed by No Child Left Behind. Each state, withfederal approval, sets the standards to be met and these standards may vary from state tostate. The possible subgroups within each school or district are the School/District as a whole,White, Black, Hispanic, Native American, Asian, Multiracial, Limited English Proficient, Studentswith Disabilities, and Socio-Economically Disadvantaged students. During the 2008-2009 schoolyear, the Onslow County School District met 92.6% or 63 of the 68 Adequate Yearly Progresstarget goals. As a whole, the schools met 97.2% of all goals or 619 of 637. (At the time of


publication of this document AYP results were not available and/or official for the 2009-10school year). While this may indicate that there are some improvements to be made, itcertainly does not mean the system is failing. There are other outside factors not within thedistrict’s control as an example, the federal accountability model (NCLB) does not allow the AYPcalculations to include the Occupational Course of Study Assessments; therefore, we do notmeet the 95% tested rate in this area and cannot make Adequate Yearly Progress until thestate’s required assessments are approved by the USED for use in our state.

Onslow County Schools’ teachers, school administrators, and district-level staff continueworking to exceed standards and educate students at the highest level. Likewise, parents andour community continue to provide tremendous support to help in meeting our goals. With theNo Child Left Behind law under review, the data will assist us in continuous efforts to improvethe education of all children. (The analyzing of subgroup data is not new to Onslow CountySchools. A comprehensive process using disaggregated data for determining areas ofimprovement was implemented prior to the inception of No Child Left Behind.)

State Measures: Statewide assessments of student learning in reading,writing, mathematics, and science were utilized during the 2009-10school year. All students in grades 3 through 8, including all ExceptionalChildren, participate in end-of-grade reading and mathematicsassessments during the last month of school. Students must meet stateand local standards in order to be considered for promotion. Students failing to meetproficiency are provided focused intervention prior to an additional retest opportunity (ifnecessary). This provides all students a fair and equitable opportunity to meet the StateGateways for promotion. During the 2008-09 school year, NCDPI modified its current stateaccountability program allowing student retest administrations which result in a proficientscore to be included in overall performance results for grades 3 through 8 for the district andindividual schools. For the 2009-10 school year, proficiency rates in reading ranged from 68%to 77% and for mathematics the range was from 78% to approximately 84%. The overallreading composite for the 2009-10 school year is 72% and for mathematics is 80%.

The State assessments measure student performance on the North Carolina Standard Course ofStudy. District and school leaders are investigating ways to enhance the learning of students inall areas. Ongoing disaggregation of data by subgroup populations and goals/objectives willassist in determining areas for process improvements. The system has done extensive workwith EVAAS (Education Value Added Assessment System) and formative assessments.

The State writing assessment underwent a major shift during the 2008-2009 school year. Forthe past two years, students in grades four and seven participated in a locally monitored writinginstructional program that includes two content-specific writing selections, a benchmark test,and a summative sample in the spring. The Grade 10 State writing assessment continues to beadministered the first Tuesday in March. Beginning with the 2010-2011 school year, Onslow


County Schools will implement a similar writing instructional program for students in grades 3,5, 6, and 8.

The computer skills test was part of the North Carolina ABC Accountability Model until thesummer of 2009. During the 2009-10 school year, Onslow County implemented a localassessment to ensure that the K-8 computer skills curriculum is integrated into classroominstruction.

Students who are enrolled in a State assessed end-of-course subject must participate in astatewide assessment during the last four days of each semester. During the 2009-10 schoolyear, retest administrations are conducted and any results of proficient scores are included inthe overall performance results for all high schools. For the 2009-10 school year, proficiencyrates ranged from 77% to 86% with an overall performance compositefor end-of-course subjects at approximately 83% for the district.

For several years, Onslow County Schools’ teachers, administrators,and district-level staff have disaggregated data to design betterstrategies that will help close the gaps between subpopulations.Through improved staff knowledge of valuable instructionaltechniques, our county has been able to decrease the areas ofdisparity within our subgroups.

District Measures: At our school sites, teacher-developed district-wide assessments are utilizedat six and nine week intervals in the areas of English/language arts, mathematics, science, andsocial studies. District sample pacing guides and a prioritized curriculum are distributed to eachteacher to align with and assist with the implementation of these assessments. Feedback fromthese assessments helps teachers to develop a better understanding of students’ weaknesseson course curriculum goals. Assessment reports provided to teachers and principals include anitem analysis by subject for each student as well as classroom mastery reports. These resourcesaid in identifying strengths and areas of needed improvement in student performance. There isa correlation between the proficiency rate in reading and mathematics and the utilization of thedistrict assessments. School staffs also utilize benchmarking software and a variety offormative assessments to inform individualized instructional plans/delivery.

In addition to the assessment data, school and district level administrators provideopportunities for all stakeholders to have a voice in the instructional decision-making process.Grade-level planning, professional learning communities and vertical articulation meetingsprovide for sharing of successful teaching methods and instructional delivery.

During the 2010-2011 school year, Onslow County Schools will utilize benchmarking in all state-tested curriculum areas. Teachers will be asked to make recommendations in the initial pacing


guide model to align with the district benchmarks. There will be two benchmarks in grades 3through 8 and one benchmark mid-way through high school end-of-course subject areas.

Additional Student Performance Indicators: In addition to student assessment data,graduation rate, placement rate of graduates in work or post secondary education, JobReadyinternships, dropout rate, attendance rate, and discipline data are also analyzed and used tosupport the instructional programs. The graduation rate as it is measured via the state ABCaccountability model ranges for our high schools for the past several years from approximately94% to 100% - meaning students graduate from our high schools with a course of study inCareer Prep, College University Prep, College Tech Prep or both (CUP/CTP). Ninety-nine percent(1541 of 1556 students) of the graduates from 2009-10 indicated their intentions were tocontinue their education or to enter the workforce.

Stakeholder Perspectives on the Quality of Education

As part of our continuous improvement process, Onslow CountySchools utilizes a locally developed survey to gather feedback fromstudents, staff members, and parents regarding their perception asit relates to district goals. All certified staff, classified staff, andstudents in grades 4 through 12 were provided the opportunity toparticipate in the climate survey. For the 2009-10 school year,electronic surveys were administered to all participants. Theparticipation rate of students and staff was very favorable. Unfortunately, due to the newnessof the electronic version of this survey, parent participation was considerably lower than in pastexperiences of administering a paper/pencil survey. A survey action team will be convened inearly fall 2010 to examine next steps with improving this process. At the time of thispublication, parent results from the 2009-10 were not yet compiled. Results from the 2009-10staff and student surveys indicate favorable results in the following areas (not all inclusive):86% of the students (96% of certified staff) indicated a utilization of technology to enhancetheir learning; 86% of students (97% of certified staff) also indicated school staff provides avariety of practices to deliver instruction; approximately 84% of students and 100% staffunderstand that unnecessary and excessive absences impact education of the learners.

Additionally, teachers in Onslow County were asked to participate in the North CarolinaTeacher Working Conditions Survey (NCTWCS) during Spring 2010. Teachers responded toquestions relating to concepts such as: use of time, facilities and resources, managing studentconduct, teacher leadership, school leadership, and professional development. In comparingquestions identically worded on both the 2008 and 2010 NCTWCS, all concepts listed above hadpositive incremental increases of agreement with the exception of one area – time. Within thetime concept, there were decreases in teacher agreement as it relates to class size and theamount of paperwork teachers are required to complete. Thirty-eight percent of the teachersindicated efforts are made to minimize the amount of paperwork versus approximately 52%


from the 2008 survey. Fifty-one percent indicated class sizes are reasonable (decrease from59% from the 2008 survey).

On the 2010 NCTWC survey, 88.9% of teachers indicate having adequate space to workproductively, which is more than a 25% increase from the 2008 survey. Approximately 84% ofteachers agreed they are relied upon to make decisions about educational issues (33% increasefrom 2008). Eighty-one percent of teachers indicate the school improvement team provideseffective leadership at their school. This is thirty-three percent higher than the results receivedon the 2008 NCTWC. Complete results can be viewed athttp://ncteachingconditions.org/reports/.


Programs/Services

In addition to its core instructional program, the district also incorporates specialized programsand services to meet the varied educational needs, expectations and learning requirements ofall of its learners (staff and students), including but not limited to:

Academically/Intellectually Gifted Program: offers differentiated instructional servicesfor approximately 2,400 identified students

AVID (Advancement Via Individual Determination): designed to increase the number ofstudents who enroll in four-year colleges.

Arts Programs (art, dance, music, and theater arts): allows students variedopportunities to develop creativity through experiences in the arts and to obtain skillsnecessary for future successes in any chosen field.

Career and Technical Education Programs: opportunities are provided to over 10,000middle and high school students through the utilization of eight diverse career andtechnical program areas enabling them to become lifelong learners and to effectivelyparticipate in a global economy

English As A Second Language Program: provides specialized language acquisition andtransition programs for approximately 400 students

Exceptional Children’s Program: offers individualized education and related services forapproximately 2,660 students to assure that students with disabilities develop mentally,physically, emotionally, and vocationally through the provision of an appropriateindividualized education in the least restrictive environment

Extracurricular programs: provide additional opportunities for students to participate inbefore, after, and during school - clubs, student organizations, service organizations,athletics, focused intervention, and many other high quality and engaging educationalexperiences.

High School Smaller Learning Communities: provides restructuring opportunities toallow secondary schools to create a more personalized learning environment to bettermeet the needs of students.

II Program: Instructional Intervention

International Baccalaureate: provides an international focus within a rigorouscurriculum.

NC Global District (International Education): establishes partnerships with schools inother countries including but not limited to Denmark, Mexico, and China.

OCS – Curriculum, Instruction, and Assessment Development (CIA): design tool forincreasing student achievement through the alignment of curriculum, instruction, andassessment.

Preschool Services: Ages 3-5; Headstart; Title I; Exceptional Children; More at Four


Safe/Civil Schools Services: provide a district perspective to all safe and civil schoolinitiatives which include school-wide behavior expectations, commons area expectations,and positive behavior support.

Title 1 Services: provides additional instructional services to elementary and middle-aged children who are failing or are most at risk of failing.

Tiered Technology Project: a vision to provide the necessary tools to provide qualityinstructional strategies for student learning,

Train the-Trainer Model for Professional Development: provides professional learningopportunities to a small cadre of personnel who are responsible for replicating thetraining for additional personnel.


School NameGrade-LevelsServed

Programs/ Services

Bell ForkElementary

K-5 Before School Program -Due to Bell Fork Elementary’s later school schedule, before school care is offeredthrough the County Office. Parents pay a small fee and child care is provided from 7:00 am – 8:30 amwhen students start entering the school.Come Walk With Me- is a literacy program for Kindergarten students. The program focuses on a text richenvironment. Students are immersed in language. Our students greatly benefit from this program.IMPACT -Grade levels meet each grading period with the Media Coordinator, Technology TeacherAssistant and Technology Facilitator to develop lessons that integrate the technology and media StandardCourse of Study with content areas. Students work in conjunction with their classroom teacher, MediaCoordinator, Technology TA and the Technology Facilitator to produce a product (brochure, PPT, etc.)Reading Buddies-Grade levels work together so that students in higher grades have the opportunity toread to and with students in lower grades. This experience benefits both students and helps to build ateam feeling at the school.Differentiated Instruction-Teachers develop lessons that meet the diverse needs of the students in theirclassrooms. Students may work in small groups or one-on-one with their teacher. Several computerprograms are in place to assist with individualization.Success Maker- Students in grades 3 – 5 have daily time scheduled in our CCC Success Maker Lab.Students receive individualized instruction in mathematics and reading.Learning Today - Students in the II Team process are given a user name and password to login to LearningToday. Learning Today offers individualized instruction in both mathematics and reading. It offerswonderful reports which give invaluable information regarding the student’s performance andachievement.Accelerated Reader-Students in kindergarten through fifth grade participate in the Accelerated Readerprogram. Students are assigned a reading level based on their STAR reading test. Each student has anindividual goal. The student will read a book on his/her level and then will test. Students are invited to aquarterly AR party when they meet their goals.Accelerated Math -Students in second grade through fifth grade participate in the Accelerated Mathprogram. Students receive individualized instruction in mathematics concepts.Globalization-Students in second grade formed a classroom partnership with a school in Great Britain.Students connected with the class through the Internet. This program will be expanded this school year.Clubs-Students in grades 3 – 5 participate in 9 Week Clubs. Students have five club choices (Art, BookClub, Computers, Music, and PE) and rotate through four throughout the school year.AVID Summer Institute-2 teachers and the Assistant Principal will attend the AVID Conference in Atlantaduring July of 2010AVID-Fifth grade will implement the AVID program during the 2010 – 2011 school year.Battle of the Books-BFES was the County Elementary winner for 2010! Students in grades 3 – 5 areselected to be on the Battle of the Books team. Students are responsible for reading up to 12 books. Theteam competes against other elementary school teams in May.Title I -Our Title I program’s focus changes from year to year, based on student need. Students in gradesK–5 receive Title I services based on a needs assessment that is completed at the end of the prior schoolyear. Tutors and other support staff are hired to provide additional one-on-one experiences for students.Leveled Book Room-We are continuously developing and increasing our leveled book room to meet thegoals of the social studies and science curriculums for all grades. Utilizing leveled texts during readinginstruction allows teachers to teach reading through other content areas and provides students theopportunity to read non-fiction materials.

enVisions Math-Bell Fork began using the enVisions math series by Pearson Scott-Foresman during the


Bell ForkElementarycontinued

2009-2010 school year. enVisions math focuses on higher-order learning strategies. Students are providedwith daily interactive and visual lessons. The diagnostic kit provides teachers with an excellent tool todiagnose and prescribe instructional strategies.

Blue CreekElementary

K-5 AVID Elementary2

ndGrade Reading Initiative

IMPACT – ModelMove to Scientific Inquiry Themed SchoolTest TalkWorksheets Don’t Grow Dendrites – Dr. TateNew Teacher Evaluation ToolEnvisions Math Training10 Bridges participantsMath Professional Development – SOARTeaching Students to CareAVID SummerDifferentiated Instruction Summer

CarolinaForest

Elementary

K-5 AVID – All students in 5th

grade participate in Advancement via Individual Determination (AVID). Thepurpose of AVID is to cultivate intrinsic motivation by creating a vision of academic success and a beliefthat academic rigor is expected, possible, and attainable, to create better students and teachers throughthe development of a consistent way to think and process information, to create a bridge betweenelementary and middle school and to identify future AVID students.Students Connecting with Students-International Pen Pals – Students are paired with students livingabroad and correspond with each other via written and electronic correspondence.Web Conferencing (International) – Through a partnership with the University of North Carolina atChapel Hill, our teachers correspond with college students studying abroad. These students share theirglobal experiences with our students via web-conferencing.Student Government – Student led council facilitates recycling , flag duty, and serves as hall monitorsMonthly Character Education Celebrations – Monthly celebrations are held to honor students whoexhibit monthly traitsAutistic/Social Skills Classrooms – Self-contained classrooms of students from across the county preparethese exceptional children with the skills needed for success in the regular education classroomParent/Community Tutoring Support – Core group of parents and community members who providetutoring support to classroom teachers daily. Currently we have over 15 tutors who work withteachers/students dailyIMPACT – The school media and technology programs focus on student achievement and involve theentire staff in collaboratively planning instructional programs that are authentic and engaging, enrichedby high-quality resources, current technologies, and effective models of integration.Professional Development – Relevant professional development designed to target identifiedweaknesses. During 2010-2011, CFE will focus on Curriculum, Instruction, and Assessment, DifferentiatedInstruction and the implementation of a school-wide Writing curriculum. Yearly retreats are alsocoordinated for Teachers and Instructional Assistants.


Clyde Erwin K-5 Spanish – K-5


ElementaryMagnet

Pre IB PYPRobotics – Grades 3-5International Studies & Cultural CorrespondentsMorning Magic – before school programMonday Morning MeetingSummer Academies & EnrichmentReading Buddies – 1

stGrade & JHS Freshman Academy

International partnershipsPartnership with Rotary for grants & reading mentorsProfessional Development – In-HouseFormative AssessmentCurriculum AlignmentIB-PYP – Development of transdisciplinary units

DixonElementary

Dixon

K-5 Recycling Club – 4th

and 5th

graders collect recycled materials from each classroom twice per week andplace in recycling containers behind schoolRobotics Club – 3

rd, 4

thand 5

thgraders participate in a 6-week after school course on robotics,

culminating in the building of a robot. A different group of students is selected each nine weeks.Chorus – 4

thand 5

thgraders participate in chorus club twice a week after school, culminating in a musical

performance in DecemberGirls on the Run – 4th and 5th grade girls practice twice per week for 5K marathons in the fall and springScrabble Club – 4

thand 5

thgraders meet every Monday after school to play scrabble with each other and

staff members to increase vocabularyChess Team – 2

ndand 5

thgraders form a chess team that competes with other elementary schools in an

annual tournamentAcademic Derby – 5

thgraders participate in this semester long competition between elementary schools

Friday Enrichment – 3rd

& 4th

graders go to clubs each Friday from 2:00-2:45. Clubs include Math Club,Science Club and Writing ClubAVID – all 5

thgraders participate in the Advancement Via Individual Determination program – 4

thgraders

will begin participation in the fall of 2010First In Math Program – a web-based interactive math program that allows students to earn points andrewards for their at-home work on math skills.EC/AIG Inclusion – To reduce pullout resource, exceptional children’s teachers and the AIG teacher teamteaches with the regular classroom teacher on a regularly scheduled basisDepartmentalization/Flexible Grouping in Reading & Math Grades 3-5 – an innovative approach tomeeting the needs of all students at their instructional level.Service Learning Projects – Christmas Cheer, St. Jude’s, Math-a-thon, Relay for Life,Turtle Rescue Hospital, Recycling, Haitian Relief, Pennies for Patients, Hundredth Day Hunger DriveAfter-School Tutoring – Supplemental Education Services for identified at-risk students through Title 1In-School Tutoring – Title 1 tutors are assigned to assist at-risk students in grades 3-5Odyssey of the Mind – 4

thand 5

thgrade students compete in this annual competition involving critical

thinking and performance skills – placed 1st this year!Computer Classes – 2 fully equipped computer labs provide weekly instruction for students in grades K-5in the use of technology (full-time instructor); the other lab is utilized for Sucessmaker Grades K-5Student of Month Recognition – one student from each class is recognized each month fordemonstrating the character trait of the month with a luncheon with the principal and a medalResearch-Based Professional Development –

Reading Strategies for Decoding/ComprehensionKatie Garner’s Secret StoriesInteractive Reading (Hoyt)Curriculum/Instruction/Assessment


Elementarycontinued

Books Talks: Café Book & Test TalkNew N.C. Teacher Evaluation Instrument TrainingFirst In Math TrainingWeb-based Accelerated Reader/Math TrainingSuccessmaker Software Training

HuntersCreek

Elementary

K-5 AVID Elementary –We have implemented AVID strategies and processes at grades 4 and 5. Teachersfrom both grade levels have attended the AVID conference and will support third grade teachers as theyimplement strategies that are appropriate for their studentsSTEM – HCE is an emerging STEM school with plans to begin implementation during the 2010-2011 schoolyear. The plan includes staff development and curriculum review and planning.Curriculum Mapping – HCE will continue developing yearly plans and will move to solidify the processwith the CIA process that will be prevalent in the district. We will also continuing advancing ourinstructional program by “marrying” CIA, STEM, and Classroom Instruction That Works strategies.Service Learning Projects – The faculty and staff conducts annual service learning projects that includeHands for Haiti, Jump Rope for Heart, The HCE Angel Tree, and Food DrivesCompass Learning OdysseyIntervention/Enrichment BlockLadies of Honor/Gentlemen of QualityBattle of the BooksLanguage! AcademyArticulation LabStaff Development –

Classroom Instruction That WorksDifferentiated Instruction

JacksonvilleCommons

Elementary

K-5 NC Assessment Pilot-grades K, 1, 4–Benchmark and formative assessments administered in reading usingPalms. Data is used to form small groups for intervention, to plan instruction, and to monitor progress.PLCs ongoingEVAAS – 4th & 5th

AVID – 4th

and 5th

gradeTechnology Training– individual & small groups as neededBRIDGESTitle I Program – Allows for additional teachers to provide small group services to the most at-riskstudents in reading. Services are provided in both and in-class and pull-out settings.Title I Summer Academy – 4 week transition program for at-risk students to develop readiness for thenext grade.CIA planningTutoring Program – in-school through Title I, local, and at-risk funds. (30-45 minute small group tutoringsessions in math and reading.The Daily 5 and Guided Reading training and implementation – support the structure for implementing abalanced literacy program and allows for small group instruction to meet individual student needs.EnVisions Math – continued training to ensure appropriate implementation of newly adopted mathprogram.New teacher evaluation system – implementation of the new NC Teacher evaluation process toencourage self-reflection and professional growth from teachers.Student Involvement and Recognition Programs – Pride Patrol, National Elementary Honor Society, JCEChorus, Odyssey of the Mind, Flag Patrol, Academic Derby, School Speech Contest, etc.


MeadowView

Elementary

K-5 AVID – 4th

& 5th

gradeCIA – All gradesTitle I Tutors – Reading & Math K-5HOTS – 5

thgrade

Technology TrainingDifferentiated InstructionPlanning using the “BIG” IdeaIMPACT Planning/TrainingNew Teacher EvaluationAVID Summer Institute – Train 4

thgrade teachers

DATA Analysis & Exploring Data NotebooksProfessional Development – with other elementary schools on early release days

Formative AssessmentsSchedulingData NotebooksSchool CultureDifferentiated Instruction

MortonElementary

K-5 Before School Care Program – pay to use programAfter School Care Program – pay to use programReading Buddies – upper grades with lower gradesAVID Elementary – Grade 5Character Café – K-5, monthly character recognitionSuper Kids Club – K-5, weekly behavior/attendance recognitionGlobal Project – PreK-5, 9 week studiesCurriculum Tree – hall posting of monthly units/themes/concepts by grade levelPrincipal’s Mail Box – student-principal communication toolK-5 Writing Club – Newspaper“Choices” – alternative to OSSID Classroom/AU Classroom/Speech/Sensory Classroom – EC serviceIntervention Enrichment (I/E) Period – daily I/E period for K-5White Oak Area Articulation Meetings – strategic planningComputer-Based Programs –

First in MathStudy IslandAR/AM/Star

Service Learning –American Cancer Society- Jump Rope for HeartSt. Jude’s Children’s Hospital- MathathonMustang Marvels Club

Tutoring Services –Supplemental Educational Services (K-5, through Title 1)After School Services (3-5)Need to Lead Tutoring (3-5, a WOHS/MES partnership)

Professional Development –Teacher Evaluation TrainingPEP TrainingAVID Summer InstituteModel School ConferenceDifferentiated Instruction InstituteTeacher Technology Tools Training - Teacher Websites, Promethean, Web 2.0


Morton Literacy PD with Literacy Facilitator

NorthwoodsElementary

K-5 IMPACT – Collaborative Planning and flexible scheduling in the media centerAvid – 5

thgrade

Gentlemen of Quality/Ladies of Honor – 5th

gradeTitle I Tutor – At-risk kRenzulli Learning – Differentiated Learning websiteReading Buddies – JHS students and 1

stgrade

Rockin’ Reader – Cracker Barrel / Community volunteers read to studentsNew Teacher Evaluation InstrumentInstructional Technology–Utilizing mimeo, smartboard, promethean, digital cameras, digital recorders.Kindergarten Pre-Orientation – New kindergartner parentsAfter School Focused Intervention – Remediation/Enrichment grades 3-5CIA – Big Ideas PlanningDifferentiating InstructionEnvisions Math TrainingEVAAS Training – Data analysis grades 3-5Summer Enrichment Program – Summer program grades K-5

ParkwoodElementary

K-5 AVID (Advancement Via Determination) – National program to address rigor and relevanceBattle of the Books – 5

thgraders competing with local 5

thgraders on a selection of novels

Bridges – Grant program to enhance math instructionCIA training (Curriculum Instruction and Assessment) – ongoing professional developmentCultural Correspondents – classes connect through Internet with foreign exchange teachersENVISIONS – 5

thgrade math and science grant to enhance instruction

Fitness Program for Staff – in house fitness competition to improve over all staff wellnessGirls on the Run – fitness program for 4

thand 5

thgrade girls

IMPACT – County adopted Program for the staff and media center to improve student performance,research skills, and technology skillsOdyssey of the Mind – National Program where students compete on thinking out of the boxScience Fair – 3

rd, 4

thand 5

thgrade Science competition on a local, regional and state level

Safety Patrol –program where our 4th

and 5th

graders help supervise student movement on campusReading Buddies – Jacksonville High Students pair with 1

stgraders to read weekly

PLC - Staff Reflection, differentiation Training and Instruction and the New Teacher Standards

QueensCreek

Elementary

K-5 PLCs – grade level professional learning communities (k-5)Science Lab – scheduled during Impact planning sessions to enhance science instruction (K-5)Character Café – students selected by teacher each month (ice cream w/ administration)AVID –supports student achievement through organization & expectations (4

th& 5

th)

Success Maker- student driven computer math & reading programGator Tots – targets 3 & 4 year old children who do not attend organized day careCluster Clubs – student interest designed clubs (4th & 5th)Technology Tidbits – 10-12 hour course designed around a staff technology surveyStudent Council – primary projects are ecologically focused (Recycling)IMPACT – Open library concept supported by curriculum driven planningAccelerated Reader/Math – student driven math and reading assessmentsThinking Maps – graphic organizers (math & reading)Bridges – Instructional seminars targeting MathBig Ideas – (CIA) Concept based planning and instructionBook Study – Bullying- sponsored by the Safe & Civil committee, open to all staffTeacher Evaluation Training – Staff development based upon the new NC standardsSOAR – Home internet curriculum program, made available through our military partners


QueensCreek

Elementarycontinued

1st

in Math – Home internet curriculum program focusing on math objectivesAutistic Classes – self-contained classes designed to meet the needs of the EC childrenNumber Worlds – Math program targeting math remediationAIMS – Web-research based program specifically identifying math and reading

RichlandsElementary

3-5 Globalization – Students were provided weekly experiences of countries' cultures.Grade level Staff PLC’s - Working communities were involved in activities to promote studentachievement and success. Intense planning and staff development took place.Vertical Planning – Cross grade level community meetings and planning began.IMPACT – Flexible media scheduling with integrated planning took place.AVID – Every 5th grade child was immersed in specific note taking skills and organizational developmentof units of study.Study Island – School to home individual skill practice and assessment with whole class options also.Grade level clusters (Title I, AIG, EC, etc.) – Many different clusters were formed to have better access tospecialty area teachers. Teachers moved among classrooms in some instances to share instructionalstrengths with all students in that cluster.Unique scheduling – 3 hr grade PLC planning- Planning time has continued to grow within theprofessional learning community. Many strategies were shared and staff development occurred on acontinuous basis for growth and development of teachers and students.Facilitator – Facilitators were available and led many workshops to improve teacher classroom skills andknowledge base.

Tech TipsTest TalkBenchmark Assessment

RichlandsPrimary

PreK-2 Sonday Reading System – Research based Reading Intervention program for At- Risk and EarlyInterventionAutistic classPre K – 2 classesE Books (Electronic books on Line) – 76 purchased, 2 subscriptions to Mighty Books and Tumble BooksTechnology – All classes are equipped with Promethean boards, Elmos, LCD projectors, computers andprinters - 2 Fully equipped computer labs and 2 portable computer labs (COWs)Global Initiatives –

Denmark PartnershipPAWS class (Partnerships and World Studies)SPICE Partnership- Spanish students fromRHS come to RPS and teach Spanish to our K-2 students

PLCs and Task Forces – Each grade level has 2 common planning times for professional planning Taskforces and Committees to develop teacher leaders that investigate, implement, and improve InstructionalprocessesTransition Initiative – 2

ndgrade partnership with RES 3

rdgrade teachers for implementation of transition

practicesGrant Writing – 3 JOEMC Bright Ideas, 1 Dollar General Literacy Grant, 1 Farm Bureau, 1 Knights ofColumbus, and several Donors Choose GrantsIMPACT – Media and Technology ProgramEnvisions Math, Accelerated Math and First in Math – Math programsFlexible Schedules – To accommodate student learning needs and grade level planningNumber World – EC programAIMS web – EC programLevel Book Room – 26,022 books in level text library


RichlandsPrimary

continued

Peer Mediation – 2nd

grade Peers helping peers resolve conflicts in a cooperative and positive mannerSensory Room – Used to engage and redirect students as necessaryTechnology Buffet – On- site technology staff development

Schools Insite web pagesP. BoardExcelOutlook

NC Teacher Evaluation – All certified staff received training on the new evaluation toolPEP Training – Personalized Education Plans for At- risk students

Sand RidgeElementary

K-5 Sand Ridge Elementary School “A Global Partner” – one of 4 schools to adopted a theme this yearLiteracy CouncilAVID – 4

th& 5

thGrade

NCIH – Video ConferencingWorldview Trained Administrator – Worldview School PartnershipAccelerated Reader/Math

Renaissance Place – School & CommunityReading/Math/STAR

1st

in Math PLCProfessional Development –

Instructional Technology BuffetWorldviewPLCSOARTest TalkNew Teacher Evaluation ProcessBright Ideas Grant

SilverdaleElementary

K-5 Staff Development –Teachers implementation of 9 strands of classroom Instruction that Works byMarzanoClassroom Instruction that Works handbook - guides teachers in the effective useof 9 categoriesSteven Covey Leadership School - integrating 7 Habits of Highly Effective Peopleinto lessons for children k-5.

AVID – grades 4 and 5Themed Elementary Leadership Development

SouthwestElementary

K-5 AVID1st Grade Reading ExtensionIMPACTBig Ideas TrainingData Analysis TrainingTest Talk/Strategies That WorkNew Teacher EvaluationPEP TrainingDiff Instruction

StatesideElementary

K-5 AVID –an in-school academic support for grades 4-12 that prepares students for college eligibility andsuccess.WAVE Schedule – Enrichments classes come in "waves" to provide for uninterrupted teaching time as


StatesideElementarycontinued

well as uninterrupted planning and collaborative time for teachers.

IMPACT – A model that recognizes that effective school media and instructional technology programssupport effective teaching and learning. IMPACT provides collaborative planning among the classroomteacher, tech facilitator and classroom teacher.Guided Reading leveled books – Leveled readers and guided reading activities build fluency,comprehension and independence as students are matched with instructional levels for fiction and non-fiction text.Autistic classes – One of the 14 categories identified under IDEA, classes serving autistic students.Big 6/Super 3 – An informational problem solving approach. It includes the following steps: taskdefinition, information seeking strategies, location and access, use of information and synthesis andevaluation. The primary version consists of Plan, Do, and Review.Monday Morning Meeting – A school-wide forum focusing on teaching and modeling school-wideexpectations, values and themes as well as providing a venue for showcasing student talents.Denmark Partnership – A global partnership with Bakkeskolen school in Denmark. Global partnershipsprovide students with opportunities for cross-cultural experiences that expand their views of the worldand interconnectedness.Envisions Math – A hands-on math program designed by Pearson Prentice HallThemed Elementary –A highly structured interdisciplinary educational program that revolves around acentral theme, parent involvement, organizational tools and students as active participants.Renaissance Place – A web base "house" that hosts Accelerated Readers, Accelerated Math, Star Readerand other formative assessments.Cultural Awareness – An enrichment class that focuses on foreign language immersion, global topics,character ed, and test taking as a genre.Number Worlds – An intensive intervention research program designed to helps students who are one ormore years below grade level in mathematics.AIMS Web – A benchmark and progress monitoring system based on direct, frequent and continuousstudent assessment. The results are reported to students, parents, teachers and administrators via a web-based data management and reporting system to determine response to intervention.Boy & Girls Club – A national program providing after school care that promotes character training, lifeskills, and leadership traits.De-escalation training – Specialized training to teach staff to avoid or deescalate potential threatening orharmful student interactions.School-in-sites web training – A web hosting venue that provides a collection of web-based applicationsfor educators and schools.FCRR – Reading Interventions Strategies- A research based website from the Florida Center for ReadingResearch that provides applied research and activities to impact practices related to literacy instruction.New teacher evaluation instrument training – An evaluation system designed with standards inmind to guide educators with the knowledge and skills to teach in the 21st Century

SummersillElementary

K-5 Pathways to Success – Character EdEmpowering Writers – K – 5 Writing ProgramCultural Correspondents – Students communicate with a college student in another countryBefore School TutoringAVID – 5

thgrade (Summer 2010)

Study IslandEducation CityFirst in Math5th grade clubs – Chorus, Art, Advanced P.E., DanceIMPACTStaff Development –


SummersillElementarycontinued

Math (by grade level)Words Their WayUnderstanding AssessmentsMaster TeacherNew Teacher Evaluation ToolHabits of Mind

SwansboroElementary

K-5 Just Ask Mrs. Peele Mailbox – Students have the opportunity to ask, via mail, the principal, Mrs. Peele,various questions or provide feedback about our school community.Student Leadership Team – Students will be selected, based on teacher recommendation and otherscreening steps, to be placed on the Students Leadership which will meet with administration 2 times permonth to discuss needs and other items relating to the school environment.Look-Out Scouts – Students are selected, based on various criteria, to patrol the school grounds during avariety of transition times during the school day.Deployment Groups – Students are selected, based on parental deployment, to participate in a variety ofactivities that teach about coping with parental deployment and a chance for students to share theirexperiences and feelings throughout the deployment term.Ladies of Honor/Gentlemen of Quality – Students are selected, based on various criteria, to participate ina variety of activities that teach about manners, positive character traits, and making/setting/obtaininggoals.School-wide tutoring (intervention period) – Students work in small groups, based on his/her learningneeds with instructional focus placed on reading/comprehension/problem solving.Media Labs – (Promethean & laptop instruction):Faculty and staff members bring groups of students intoour 4 media labs to complete research, work on various instructional computer programs, and completevarious technologically produced projects.IMPACT – Media specialist, technology facilitator, and various classroom teachers work together to planspecial units of instruction utilizing media, technology, and other curriculums.After School Tutoring – Students work in small groups, based on his/her learning needs with instructionalfocus placed on reading/comprehension/problem solving/math.4

th/5

thGrade Chorus – Student are selected, based on an audition, to participate in our Swansboro

Elementary School chorus group. The chorus group sings for various functions and participates incommunity activities.Academic Derby – Students are selected, based on teacher recommendation and other screening steps,to compete with other schools in the county based on trivia type questions relating to specific literature.Battle of the Books – Students are selected, based on teacher recommendation and other screeningsteps, to compete with other county schools based on trivia type questions about a variety of things.Odyssey of the Mind – Students are selected, based on a variety of screening steps, to participate in “outof the box” activities that lead into a culminating competition.Service Learning Projects – The entire school community works together to raise money, collect fooditems, and support various charities in our community and surrounding communities.Science Lab – Students participate in various science related activities utilizing a variety of resources.Character Café – Students are selected, based on their demonstration of positive character traits, to sit inour special dining area.Dreamer’s Club (music, art, dance) – Guided by the music, art, and physical education teaching staff,students are guided to utilize their talent of movement, musicality, and artistry to participate inculminating events such as a school musical production, a cultural arts festival, and other events.Faculty/Staff PLC’s – Groups of faculty and staff members working together creating smart goals,strategies, and utilizing various resources top achieve desired results within a given time period. Forexample, our staff will be working in a curriculum, instruction, and assessment PLC during the 2010-2011school year.Technology Tidbits (shared with QCE) – With leadership of our technology facilitator, our staff are


SwansboroElementarycontinued

provided opportunities and staff development on various uses of technology and different kinds oftechnology.Summer Academy – Students have the opportunity to participate in a summer enrichment camp that willprovide music, art, science, and physical education activities, fieldtrips, and family gatherings.Recycling Pirates Club – Students are lead by staff members to create and lead our school into “Savingthe Earth” through advertising and implementing a school wide recycling program.

ThompsonEarly

ChildhoodCenter

Pre K Creative CurriculumSecond Step Crisis Intervention – character ed. progStrategic Plan initiatives with JCE, JCM, NHSCreative Arts - performance programs, “bells”Community Projects – Nursing homesGuest Readers ProgramKindergarten Transition ProgramStaff Development –

Promethean Board TrainingBook Project “Peaks & Valleys”PLC – Best Practices for the PreK classroom

Dixon Middle 6-8 8th

grade shadowing for teachers & studentsHorizons – themed program days for college/careers, global, science, & special interestsNew Advanced Language Arts Offerings – creative writing, journalism, yearbookExploratory Chinese classChinese school partnershipAVIDDrama Club

HuntersCreek

Middle

6-8 Tutorial Program- Held daily to enhance and remediate reading and math for all students as determinedby teacher made assessments and evaluation.PLC- Weekly Department Meetings- Held once a week within department to review and discussinstructional strategies and approaches to differentiating instruction. Teachers used this time to discussand review standard course of study.Curriculum Audit- Teachers met with Ken Reddic and Michael Elder to begin the process for curriculumdiscussions with the intentions of beginning the development of curriculum, instructional and assessmentplans.MADD- Make a Difference Day- All students participated in community services.Global Awareness Fridays- Students were exposed to global issues from a teacher created curriculum-Articles and discussions that incorporated character awareness globally.Gentlemen of Quality and Ladies of Excellence- Grant funded program to work with At-Risk studentsthrough leadership imitative, anger management, career goals.Curriculum Audits through the Office of Academic Innovation- See Curriculum Audit

JacksonvilleCommons

Middle

6-8 AVIDPlatoMicrosociety – after school programStrategic Plan initiatives with JCE, TECC, & NHSGentlemen of Quality & Delta AcademyAVID StrategiesTechnology trainingIMPACTPLC – weekly planning meetings in core subject areas and add S.T.A.R.S. to Gentlemen of Quality & DeltaAcademy

New Bridge 6-8 Technology Integration


Middle

New BridgeMiddle

continued

Differentiated Instruction Staff DevelopmentSci-Blast & EnvirothonNCVPS (North Carolina Virtual Public School) for foreign languageIntegrated/Interdisciplinary Units (IDU)Problem-based inquiry projects (PBIPs)School-based Professional Development –

Differentiated Instruction – presented by staff at Monthly meetings with follow-up inteam meetings

NorthwoodsPark Middle

6-8 AVID – a program designed to increase school-wide learning and performance with an emphasis oncollege preparation.International Baccalaureate – aims to develop inquiring , knowledgeable and caring young people. Aimsto provide an international focus within a rigorous curriculum.Robotics – a hands-on inquiry based learning opportunity for select students to learn about robots.Dance – an alternate physical activity for student selectionPLCs – weekly/monthly collaborative team meetings designed to focus on data and instructionESL Training – staff development focused on meeting diverse learner needstechnology integration-focus on integrating technology instruction in all areas of the curriculum torespond to 21

stCentury outcomes

Positive Behavior Support – ensuring all students have access to the most effective and accuratelyimplemented instructional and behavioral practices and interventions possibleCurriculum, Instruction and Assessment staff development – providing training and opportunities forstaff to develop a comprehensive curriculumGirls on the Track – combines an interactive curriculum and running to inspire self-respect and healthylifestyles in pre-teen girls. Lessons provide girls with the tools to make positive decisions

SouthwestMiddle

6-8 AVID/TutorologyPlatoIMPACTSOAR6

thGrade Test/Tutor/Retest (TTR)

RenaissanceIMPACT/InspirationsAVID Summer InstituteCurriculum, Instruction and Assessment training and development for all teachersCritical Reading staff-developmentMATCH wellness program for 7th gradersLife Skills training for 6th gradersPivot Academy for at-risk 7th gradersEVAASGentlemen's and Ladies' clubAVID Weekly-news article for instruction

SwansboroMiddle

6-8 AVIDFuture Ready – Staff & StudentsReading Class/on the elective wheelFINAO/Intervention Period/Working LunchESLReading-in the content areaFuture Ready –Basically AVID Strategies delivered in a “Curriculum Corner” piece at meetings.PEP TrainingNew Teacher Observation Model


TrexlerMiddle

6-8 AVIDFlag Corps – an afterschool club designed to involve students in performing flag team type performancesAdvisor/AdviseeNorth Carolina Virtual Public School for foreign languageStrategic Planning Professional DevelopmentCurriculum, Instruction and Assessment training and staff developmentPLATOPLC’s across departments and grade levels

Dixon High 9-12 Smart Phone classesPublic Safety AcademyMarine Technology AcademyEducational Training AcademyTeacher Cadets I & IIChinese partnershipMandarin Chinese classesNetbook initiative – Algebra IFire Fighter Technology I, II, IIIGame Design pilotAVIDProfessional Development –

Individual Technology TrainingDLC – Dixon Learning CentersNetbook Training for select teachersUSA Test Prep training

JacksonvilleHigh

9-12 IB – International Baccalaureate ProgramIMPACT Advisory ProgramPRIME (Promoting Responsibility & Initiating Mastery of Essential Skills) Time – This program is time setaside specifically for tutoring after school on Tuesdays and Thursdays from 2:30-3:30, in any subject area,with bus transportation provided for students who attend.Cardinals SOAR (Students Obtaining Academic Results) – the objective is for at risk students to achieveacademic success by providing them with structured and goal oriented instructional assistance.Freshman Academy – smaller learning community for freshmenHealth Science Academy –a smaller learning community for students interested in careers in the medicalprofessionEducation Training Academy – a smaller learning community for students who are interested in enteringthe teaching professionInformation Technology Engineering Academy – a smaller learning community for students who areinterested in careers associated with Business, Construction, Engineering, and Information Technology.International Studies Academy – functions as a "school within a school" and provides students with theskills necessary to be successful in the twenty-first century.S2S –Student 2 Student is a unique, student-led, school-managed program that confronts the challengesof transition and provides relevant training that gives students the best possible transition experience.Reading Buddies –a Freshman Academy service project in conjunction with Jacksonville High School’sfeeder elementary schools: Clyde Erwin Elementary, Northwoods Elementary and Parkwood Elementary.

NorthsideHigh

9-12 Dual Enrollment with Coastal Carolina Community CollegeChannel 22 News – The Lion’s DenGraduation ProjectHealth Occupation ProgramAVID


NorthsideHigh

continued

21st

Century Technology AcademyOnslow Connect InitiativeFreshman TransitionProStart ProgramCommunity PartnershipsTier 3 Laptop deployment site for 21

stCentury Academy

Professional Development:Digital problem sets for Algebra I studentsMoodle Training for 21

stCentury Academy staff

EVAASData Driven Decision MakingNew Teacher Evaluation ModelPEPs

RichlandsHigh

9-12 Onslow Connect Initiative – Netbooks issued to all Algebra 1 studentsEngineering AcademyHealth Sciences/Occupations AcademyDance Program – Coursework covering all genres and their historiesWildcuts television broadcast – Student producedAVIDStrategic Reading – Reinforcement/Remediation of reading strategies (John Hopkins)Global Partnership with DenmarkS2S (Student-to-Student) Initiative – Peer mentor/facilitator for students new to the school/districtTeacher Evaluation Instrument PLCQuadrant “D” Lesson Planning PLCAdvisory/Advisee PLC – for differing course of study graduation requirementsTechnology PLC

SouthwestHigh

9-12 AVID –a structured, college preparatory program designed to provide academic instruction and othersupport to students who have the potential and desire to further their education beyond high school.Peer Mediation – Gives students an opportunity to work out differences in a safe environment lead by anindividual from their peer group.Automotive Academy – The academy offers students a curriculum focused on Auto Technology. Theacademy will provide students the opportunity to do observations through job shadowing at local dealersand independent garages. Time accrued during school will be counted towards Automotive ServicesExcellence (ASE) accreditation.Teacher Cadet - The North Carolina Teacher Cadet Program is an innovative, activity-based curriculumdesigned for high school juniors and seniors who are interested in pursuing a career in the field ofeducation.Project K-Nect – A partnership with Qualcomm, Project K-Nect provides Smartphone’s for instructionaluse in Algebra I, Algebra II and Geometry courses. Technical and instructional support are providedthrough Qualcomm.1/1 Netbook Initiative – 1/1 initiative will provide a Netbook for each student enrolled in an Algebra Iclass. Netbooks will be used to supplement classroom instruction.Graduation Project – County graduation standard which requires students to complete a project,research paper, mentor hours, and presentation to community members prior to graduation.Professional Development –

Technology buffet-course to provide instruction on a variety of computer programs used in the school.New Teacher Eval- Series of workshops that covered all components of the New Teacher EvaluationModel mandated by the state.


Inclusion- Workshops focused on the role of the inclusion teacherAVID/Differentiated Instruction- Series of lessons that focused on AVID strategies and informationpresented in the book Classroom Instruction that Works by Robert Marzano.EVAAS- Series focused on using EVAAS scores to improve student achievement.

SwansboroHigh

SwansboroHigh

continued

9-12 Academies – Health Sciences, Engineering, Education Training, Hospitality Tourism, Digital Media,Freshman, AVID.PRIMEtime tutoring – after schoolPirate Academy – tutoring during dayAR – accelerater reader1 to 1 NetbooksGraduation ProjectStudent 2 Student/ Leadership TrainingProfessional Development –

AVID whole school trainingCIAFormative assessments/common assessmentsWooden training (National presenter)PEP trainingData analysis

White OakHigh

9-12 Viking Express – Tutorial After-School Program with Bus Service for all Students on Tuesdays andThursdaysAdvisor/Advisee Program – Organized by Chosen AcademyWall-to-Wall Academy Focus-

Freshman Academy – John Wooden Pyramid of Success, Strategic Reading Focus inEnglish I and World HistoryArts AcademyBusiness Academy – Majors: Administrative Service, Business Management,Accounting and finance, Marketing Management, Programming, & SoftwareDevelopmentHuman and Allied Health Science Academy – Majors: Lifetime Fitness and SportsMedicine, Health Occupations, & Sports MarketingHumanities – Majors: Education & Training, International Studies, Journalism,Law/Government and Human Service, & Food ServiceTechnology Academy – Majors: Agriculture and Natural Resources, Biological andChemical Technology, Bioengineering and Mathematics, Engineering andArchitecture, & Construction Technology

Pre Engineering Program – Project Lead the WayAVID – Offered for Students in All Grades, Paired with Honors or AP Course, Club, andtutorial opportunitiesNCVPS – increased enrollmentCultural Arts Programs – Spring Musical, Marching Band Fall Show and CompetitionsDrama Class and Club Presentations, Participation in District, Regional, and State Level CompetitionsCTE Specialty AREAS – Project Lead the Way, Masonry, and TechnologyProfessional Development –

Wall-to-Wall AcademiesNC Teacher Evaluation ProcessInstructional Intervention At WorkClassroom Instruction That WorksPLC Work by: Courses, Department, AVID, Academies, Differentiation of Instruction, and School


Safety


OnslowCounty

LearningCenter/

Middle andHigh

6-12 Service Learning – Classroom without Walls:PLATO – Support/remediation: web-based software program used to support core instruction, provideremediation, and enrichment.Staff Development –

Framework for Understanding Poverty: provide practical, real-world support andguidance to improve teacher effectiveness in working with people from allsocioeconomic backgrounds.Web-based programs on an individual basis: self-selected by personnelThe Ethical Teacher – focus group: used to examine ethical issues related to thepractice of teaching.


Summary of Performance

More stringent standards being implemented by the State Board of Education as well ascurriculum updates and new state assessments, impact the overall results for The State ABCsand Federal AYP status. These changing expectations also make it difficult to analyze data overseveral years for trend purposes. Therefore, any summary of performance data will be basedon the implementation of the new state assessment for the particular subject. For example,reading at grades 3 through 8 were updated in 2006-07; mathematics at grades 3 through 8was updated in 2005-06; Civics/Economics in 2005-06; Algebra I, Algebra II and Geometry in2006-07; Physical Science and Chemistry in 2007-08. Science in grades 5 and 8 began duringthe 2006-07 school year. The analyses of these subjects will be conducted during the life oftheir inception to present.

In the analysis of student performance data over time the percentage of students scoring at orabove grade level on the EOG Mathematics Assessments in grades 3 through 5 and grades 7-8has increased on an upward trend since the 2005-06 school year (Grade 6 mathematicsdeclined slightly during the 2007-08 school year). The overall math aggregate for grades 3-8have increased from 64.9% (2005-06) to 71.9% (80.4% with retests included) for the 2009-10school year. With regard to reading in grades 3 through 8, we have two years of likemeasureable data, which does not afford us to create and/or determine trends, but to note wehad a notable increase in the reading proficiency of 70.1% to 72.2% (08-09 to 09-10).Analyses of student performance data for grade 5 and 8 science indicate progress is being madeinstructionally in both of these grade levels. Data indicate increases in proficiency with grade 5having an approximate 7% increase from the 2008-09 to 2009-10 school year (69.1% to 76.3%);grade 8 increase was 1.6% (71.9% to 73.5%).


With regard to high school end-of-course assessments, the State Board of Education modifiedthe accountability model to include retests in end-of-course calculations beginning with the2009-10 school year. In order to conduct an analysis of like data, results from the 2009-10 withbe depicted with and without retests data.

Subject2006-

072006-07STATE

2007-082007-

08STATE

2008-092008-

09STATE

2009-102009-10

withRetests

Algebra 1 73.2% 66.7% 73.2% 69.0% 69.5% 67.7% 66.8% 75.6%

Algebra 2 69.1% 65.1% 74.2% 67.2% 75.1% 72.9% 72.8% 81.7%

Biology 70.8% 65.3% 73.9% 68.0% 76.2% 71.2% 75.6% 83.7%

Civics/Economics 66.5% 65.8% 72.9% 68.5% 75.1% 71.4% 75.1% 81.5%

English I 79.2% 72.1% 78.8% 73.1% 78.1% 73.8% 80.1% 86.2%

Geometry 74.5% 63.3% 75.1% 67.9% 78.0% 73.3% 77.8% 84.2%

Physical Science NA- new test in 07-08 54.6% 58.4% 60.2% 62.7% 69.1% 77.0%

US History 66.2% 64.6% 66.1% 66.5% 70.0% 71.2% 74.1% 80.7%

State data for the 2009-10 school year was not available at time of publication of thisdocument. In reviewing the state and district data for the past three years, our district resultsconsistently exceed those of the state with the exception of Physical Science and US History forthe 2007-08 and 2008-09 school years.


Major Trends Impacting the System

Economic Development/ Population Growth/ Military Influence

Subgroup Achievement for all students

Transient Community impacting students and staff

Changes as a result of 21st Century Future Ready Goals


Strengths and Needs

Strengths

Onslow County Schools has a strong commitment to create a professional culturefocused on excellence in education which values feedback provided by AdvancED andstrives to incorporate all recommendations and opportunities for growth.

The system’s nurturing, caring environment permeates the climate of each educationalfacility and the district as a whole.

The staff has made a commitment to improve instructional practice and increasestudent achievement by embracing research-based innovations and strategies.

The district and school leaders are dedicated to providing appropriate and state-of-the-art instructional technology tools to enhance instructional delivery and studentengagement through a three-tiered implementation plan.

Diverse modes of communication are utilized to provide stakeholders access toinformation about student performance, district and school activities, and upcomingevents.

Onslow County Schools has strong collaborative partnerships with various communityagencies and businesses that help students learn and enhance improvement efforts.

The vision, mission, and goals of the Onslow County School System are clearlycommunicated and supported throughout the school district, schools, and community.

The educational culture emphasizes commitment to excellence which is infusedthroughout all levels and departments of the school system.

High quality leadership development at the district and school levels are implementedand maintained through a variety of leadership programs and professional learningcommunities.

The administration, faculty, and staff working in the Onslow County School System arecommitted, dedicated, and focused on meeting the needs of all students.

Needs/Challenges

Funding

Technology – maintenance, sustainability and replacement

Transient population of students and staff

Responding to the diverse needs of students throughout the district

Establishing the organizational structure to adapt and efficiently implement changes theNC Department of Public Instruction is making


Transition to system thinking - Moving from shared, common beliefs to shared, commonbehavior

32

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

Onslow County students will be globally competitive through the mastery of a relevant and rigorouscurriculum.

Onslow County students will learn in a safe and civil environment to be ethical, healthy and productivecitizens.

Supports SBE Goal:

Leadership will foster innovation in the Onslow County School System in cooperation with families andcommunity partners.

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

District Goals for Onslow County Schools

District Goal 1:

Supports SBE Goal:

District Goal 2:Onslow County Schools and students will be led by creative, passionate, and technologically skilledprofessionals.

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

Supports SBE Goal:

District Goal 3:

District Goal 5:

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

District Goal 4:

Supports SBE Goal:

The Onslow County schools will be supported by effective and efficient processes and systems.

Supports SBE Goal:

Information and fiscal accountability systems are capable of collecting relevant data and reporting strategic and operational results.

Procedures are in place to support and sanction schools that are not meeting state standards for student achievement.

Every learning environment will be inviting, respectful, supportive, inclusive, and flexible for student success.

Educational professionals will make decisions in collaboration with parents, students, businesses, education institutions, and faith-based and other community and civic

organizations to impact student success.

School leaders will create a culture that embraces change and promotes dynamic continuous improvement.

Twenty-first century technology and learning tools are available and are supported by school facilities that have the capacity for 21st century learning.

Processes are in place for financial planning and budgeting that focuses on resource attainment and alignment with priorities to maximize student achievement.

School professionals will collaborate with national and international partners to discover innovative transformational strategies that will facilitate change, remove barriers for

21st century learning and understand global connections.

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

Every education professional will receive preparation in the interconnectedness of the world with knowledge and skills, including language study.

Every school provides an environment in which each child has positive, nurturing relationships with caring adults.

Every educational professional uses data to make informed decisions.

Every education professional will have 21st century preparation and access to ongoing high quality professional development aligned with State Board of Education priorities.

Every school promotes a healthy, active lifestyle where students are encouraged to make responsible choices.

Every student’s achievement is measured with an assessment system that informs instruction and evaluates knowledge, skills, performance, and dispositions needed in the

21st century.

Every school reflects a culture of learning that empowers and prepares students to be life-long learners.

Every school focuses on developing strong student character, personal responsibility, and community/world involvement.

Every student will be enrolled in a course of study designed to prepare them to stay ahead of international competition.

Every student uses technology to access and demonstrate new knowledge and skills that will be needed as a life-long learner to be competitive in a constantly changing

international environment.

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

Century


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.

Every student excels in rigor and relevant core curriculum that reflects what students need to know and demonstrate in a global 21st century environment, including a

mastery of languages, an appreciation of the arts, and competencies in the use of technology.

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

The public school professionals will collaborate with community colleges and public and private universities and colleges to provide enhanced educational opportunities for

students.

Every student has the opportunity to graduate from high school with an Associates Degree or college transfer credit.

Every teacher will have the skills to deliver 21st century content in a 21st century context with 21st century tools and technology that guarantees student learning.

Every teacher and administrator will use a 21st century assessment system to inform instruction and measure 21st century knowledge, skills, performance, and dispositions.

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Onslow County Schools District ProfileAddendum June 2012

Executive Summary

District and Community Demographic Data:

Federally connected students

2009-10 2010-11 2011-2012

~10.400 ~10,600 ~11,000

Population and racial composition:2010 Census – 177,772 citizens with 68,226 housing units and a home ownership rate of 56.6%

Racial composition

White AfricanAmerican

Hispanic Multi-racial

PacificIslander

AmericanIndian

Asian

County 74.0% 15.6% 10.1% 4.4% .3% .7% 1.9%

Staff 85.9% 12.9% 0.0% .4% .07% .18% .44%

Students 61.3% 19.6% 10.7% 6.3% .3% .76% 1.09%

Socio-economic statusMedian Income (2010 Census): $43,561 with a per capita income of $21,04846.2% of student population or about 11,521 students are eligible to receive free or reduced lunch

District Characteristics

Recognition 2008-2009 2009-2010 2010-2011

School of Distinction 3 12 10

School of Progress 20 17 18

Students

Year Student Membership 20th Day of School

2009-2010 24,026

2010-2011 23,593

2011-2012 24,346

Year Exceptional Children (April 1 Headcount)

2009-2010 2,627

2010-2011 2,811

2011-2012 3,164

Community involvement and support

Year Volunteers/Businesses

2008-2009 5,505

2009-2010 3,673


2010-2011 5,125

Budgetary Allotments

Funding Source 2008-2009District/State

2009-2010District/State

2010-2011District/State

Local $1890/$2130 $1683/$1946 $1685/$1902

State $5344/$5653 $4759/$5225 $4758/$5155

Federal $776/$873 $1171/$1275 $1283/$1341

Staff:Approximately 150 new employees were hired during the 2010-2011 and 2011-2012school years.As of June 2012, a total of 184 of our district’s teachers have achieved National BoardCertification.

Student Performance Data:

Onslow County School District met 92.6% of AYP targets goals in 2008-2009; 92.8% in 2009-2010and 74.2% in 2010-2011 (note change in the target rates occurred in 2010-2011).

As a whole, the school’s met 97.2% of all goals in 2008-09; 96.4% of goals in 2009-2010 and82.4% of all goals in 2010-2011 (see note above)

State Measures:

For the 2010-2011 school year, proficiency rates in reading ranged from 61% to 86% andfor mathematics the range was from 64% to 90.1%. The overall reading composite for2010-2011 is 73.1% and for mathematics if 80.8%.

For high schools, the performance composite rates ranged from 73.4% to 84.8% for anoverall district rate of 78.1%.

Stakeholder Perspectives on the Quality of Education

North Carolina Teacher Working Conditions Comparison results for 2010 to 2012 areavailable at: http://ncteachingconditions.org/reports/summarycomp.php?orgID=670

Summary of Performance:

Subject 2009-2010 2010-2011 Status

Math (3-8) 80.4% 80.9%

Read (3-8) 72.2% 73.1%

Science (Grade 5) 76.3% 81.7%


Science (Grade 8) 73.5% 78.6%

Algebra 1 75.6% 76.1%

Algebra 2 81.7% 79.0%

Biology 83.7% 83.2%

Civics/Economics 81.5% 83.4%

English I 86.2% 83.3%

Physical Science 77.0% 77.5%

US History 80.7% 79.3%

Strategic Planning Process Historical Perspective

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ystem-wide strategic planning began in the Onslow County School System in themid-1980’s with the district office and all schools, grades K-12, receiving

accreditation through the Southern Association of Colleges and Schools (SACS).SACS accreditation continues to be an integral part of the strategic planning processwithin the Onslow County School System.

he most significant change in North Carolina’s accreditation process came in 1983with the enactment of the Basic Education Plan (BEP). This program introduced

the opportunity and performance standards that addressed the availability ofeducational resources within each district. This plan guaranteed each child had accessto the same educational program. The BEP Course of Study and class size ratios werethe opportunity standards created.

n 1990, North Carolina legislated the school improvement process known as SenateBill II (SBII). Under this process, each school developed a plan, complete with

individual school goals and strategies for accomplishing each goal.

he North Carolina Performance Based Accountability Plan (PBAP), as establishedby the State Board under the directives of SBII required each local administrative

unit to develop a 3-5 year plan to improve student performance. It included 30performance indicators that schools and school systems had to meet. State testing wasan important component of PBAP. This school improvement process lasted for threeyears and included the development, by each school, of a school improvement plan,which focused on the state-mandated performance indicators.

BAP was followed at the state level by the ABC model for school improvement(1996). This model had a three-pronged focus—A: Accountability; B: Back to Basics;

C: Local Control. The ABC model continues to be the school improvement model for allschools in North Carolina.

ith the state changing the model for school improvement every few years,educators in Onslow County recognized the need for a consistent plan within the

school system. In 1991, after much consideration, administrators adopted theimprovement model based on “Effective Schools Research” as the foundation thatschools and the school system, as a whole, would follow for the future. An effectiveschool is defined as one “in which all students learn the specified curriculum, regardlessof factors in their background which have ordinarily been identified as those whichprevent such learning.” There are seven correlates of effective schools—safe andorderly environment, climate of high expectations for success, instructional leadership,clear and focused mission, opportunity to learn and student time on task, frequentmonitoring of student progress, and home-school relations. Using the correlates of“Effective Schools Research”, the school system developed the original plan for schoolimprovement, which the schools in the district would support with their individual plans.

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n 1996, the Onslow County School System was invited to participate in a NorthCarolina consortium of school systems aimed at providing the structure needed to

become an “excellent” school system. The initiative involved the components of TotalQuality Education (TQE), modeled after the Total Quality Management Model createdby Edward Deming. The focus of TQE is on “how” a job is planned and completed. Thefocus of the system moved from a school improvement to a strategic planning model.North Carolina followed this same approach by implementing a NC Public SchoolsStrategic Plan.

he alignment of the principles and standards of SACS, TQE, and the North CarolinaPublic Schools Strategic Plan with the components of the Onslow County Schools

plan assured that an umbrella planning approach was created to avoid fragmentation ofreform initiatives.

key element of the first and succeeding plans is the link between data and theidentification of areas for needed improvement. Through the use of disaggregated

student achievement and behavior data, along with climate survey data from internaland external stakeholders, the plans are designed to give clear direction to the schools.Specific guidelines were established to assist schools in the development,implementation, and evaluation of the school strategic plans. Components were addedto earlier plans to standardize processes and procedures at the central level in order forall departments to utilize a more cohesive and integrated approach for addressing thegoals of the school system and working toward attainment of the vision of “Excellence inEducation.” While the Baldrige criteria were added in the 2001-2004 plan to serve asan evaluative construct for finding ways to restructure processes to build a more alignedmanagement system for decision-making and goal setting, a greater emphasis hasbeen placed upon this criteria through the adoption of the set of core values, which arethe building blocks for the Baldrige criteria for the planning phase (2005-2010).

ith the Superintendent and the Board of Education’s early commitment tocontinuous improvement through strategic planning, very few of the guidelines

and structures outlined in the plan have had to be changed over the years. After acareful review of the plan by the Quality Council, the administrators, school strategicplanning team representatives, and district office staff, it was determined that the intentof the vision, mission, and goals from the 2005-2010 plan were still relevant. Therewere minor revisions that were approved by the board of education in the spring of2010.

n the fall 2006, the mission, goals and indicators of the NC Public Schools StrategicPlan were revised to reflect a focus on “future-ready students for the 21st century.”

To better align with the state’s revised plan, Onslow County Schools adopted a similar“future-ready” mission and goals. Results are stated in measurable terms with keymeasures for data collection. A three-year addendum was written in 2007 to ensurethat the school system retained its focus on the improvement of student achievement

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and learning opportunities for all students. The addendum was formulated to allow thesystem and schools to work together as a united team toward common goals, to chartprogress along the way, and to measure successes for celebration and continuousimprovement.

n 2005, Onslow County Schools became the first district in the North Carolina to earndistrict accreditation under the guidelines of AdvancED SACS/CASI. The PreK-12

initiative is aimed at the system’s determination to provide a seamless education for itsstudents and to demonstrate its vision for “Excellence in Education”.

uring the 2009-2010 school year the system was awarded its five-year districtreaccreditation from AdvancED, SACS/CASI. The final exit report from this entity,

specifically the Commendations and Required Actions, are to be addressed in thewriting of the district and school-level strategic plans for the 2010-2016 planning cycle.

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AdvancED Accreditation Standards

SACS CASI

AdvancED Standards for QualitySchool Systems

Standard 1: Purpose and DirectionThe system maintains and communicates at all levels of the organization a purpose anddirection for continuous improvement that commit to high expectations for learning as well asshared values and beliefs about teaching and learning.

Standard 2: Governance and LeadershipThe system operates under governance and leadership that promote and supportstudent performance and school effectiveness.

Standard 3: Teaching and Assessing for LearningThe system’s curriculum, instructional design, and assessment practices guide andensure teacher effectiveness and student learning across all grades and courses.

Standard 4: Resources and Support SystemsThe system has resources and provides services in all schools that support its purpose anddirection to ensure success for all students.

Standard 5: Using Results for Continuous ImprovementThe system implements a comprehensive assessment system that generates a range of dataabout student learning and system effectiveness and uses the results to guide continuousimprovement.© AdvancED® 2011 2 Standards for Quality School Systems

Standard 1Purpose and DirectionThe system maintains and communicates at all levels of theorganization a purpose and direction for continuous improvementthat commit to high expectations for learning as well as sharedvalues and beliefs aboutteaching and learning.Indicator 1.1The system engages in a systematic, inclusive, and comprehensive process to review,revise, and communicate a system-wide purpose for student success.

Indicator 1.2The system ensures that each school engages in a systematic, inclusive, andcomprehensive process to review, revise, and communicate a school purpose forstudent success.

Indicator 1.3The school leadership and staff at all levels of the system commit to a culture that isbased on shared values and beliefs about teaching and learning and supports


SACS CASI

challenging, equitable educational programs and learning experiences for all studentsthat include achievement of learning, thinking, and life skills.

Indicator 1.4Leadership at all levels of the system implement a continuous improvement processthat provides clear direction for improving conditions that support student learning.© AdvancED® 2011 3 Standards for Quality School Systems

Standard 2Governance and LeadershipThe system operates under governance and leadership thatpromote and support student performance and systemeffectiveness.Indicator 2.1The governing body establishes policies and supports practices that ensure effectiveadministration of the system and its schools.

Indicator 2.2The governing body operates responsibly and functions effectively.

Indicator 2.3The governing body ensures that the leadership at all levels has the autonomy to meetgoals for achievement and instruction and to manage day-to-day operations effectively.

Indicator 2.4Leadership and staff at all levels of the system foster a culture consistent with thesystem’s purpose and direction.

Indicator 2.5Leadership engages stakeholders effectively in support of the system’s purpose anddirection.

Indicator 2.6Leadership and staff supervision and evaluation processes result in improvedprofessional practice in all areas of the system and improved student success.© AdvancED® 2011 4 Standards for Quality School Systems

Standard 3


SACS CASI

Teaching and Assessing for LearningThe system’s curriculum, instructional design, and assessmentpractices guide and ensure teacher effectiveness and studentlearning across allgrades and courses.Indicator 3.1The system’s curriculum provides equitable and challenging learning experiences thatensure all students have sufficient opportunities to develop learning, thinking, and lifeskills that lead to success at the next level.

Indicator 3.2Curriculum, instruction, and assessment throughout the system are monitored andadjusted systematically in response to data from multiple assessments of studentlearning and an examination of professional practice.

Indicator 3.3Teachers throughout the district engage students in their learning through instructionalstrategies that ensure achievement of learning expectations.

Indicator 3.4System and school leaders monitor and support the improvement of instructionalpractices of teachers to ensure student success.

Indicator 3.5The system operates as a collaborative learning organization through structures thatsupport improved instruction and student learning at all levels.

Indicator 3.6Teachers implement the system’s instructional process in support of student learning.

Indicator 3.7Mentoring, coaching, and induction programs support instructional improvementconsistent with the system’s values and beliefs about teaching and learning.

Indicator 3.8The system and all of its schools engage families in meaningful ways in their children’seducation and keep them informed of their children’s learning progress.

Indicator 3.9The system designs and evaluates structures in all schools whereby each student iswell known by at least one adult advocate in the student’s school who supports thatstudent’s educational experience.


SACS CASI

Indicator 3.10Grading and reporting are based on clearly defined criteria that represent theattainment of content knowledge and skills and are consistent across grade levels andcourses.

Indicator 3.11All staff members participate in a continuous program of professional learning.

Indicator 3.12The system and its schools provide and coordinate learning support services to meetthe unique learning needs of students.© AdvancED® 2011 6 Standards for Quality School Systems

Standard 4Resources and Support SystemsThe system has resources and provides services in all schoolsthat supportits purpose and direction to ensure success for all students.Indicator 4.1The system engages in a systematic process to recruit, employ, and retain asufficient number of qualified professional and support staff to fulfill their roles andresponsibilities and support the purpose and direction of the system, individual schools,and educational programs.

Indicator 4.2Instructional time, material resources, and fiscal resources are sufficient to support thepurpose and direction of the system, individual schools, educational programs, andsystem operations.

Indicator 4.3The system maintains facilities, services, and equipment to provide a safe, clean, andhealthy environment for all students and staff.

Indicator 4.4The system demonstrates strategic resource management that includes long-rangeplanning in support of the purpose and direction of the system.

Indicator 4.5The system provides, coordinates, and evaluates the effectiveness of informationresources and related personnel to support educational programs throughout thesystem.

Indicator 4.6The system provides a technology infrastructure and equipment to support the system’steaching, learning, and operational needs.


SACS CASI

Indicator 4.7The system provides, coordinates, and evaluates the effectiveness of support systemsto meet the physical, social, and emotional needs of the student population beingserved.© AdvancED® 2011 7 Standards for Quality School Systems

Standard 4: Resources and Support Systems

Indicator 4.8The system provides, coordinates, and evaluates the effectiveness of services thatsupport the counseling, assessment, referral, educational, and career planning needs of

all students.

Using Results for Continuous ImprovementThe system implements a comprehensive assessment systemthatgenerates a range of data about student learning and systemeffectiveness and uses the results to guide continuousimprovement.Indicator 5.1The system establishes and maintains a clearly defined and comprehensive studentassessment system.

Indicator 5.2Professional and support staff continuously collect, analyze and apply learning froma range of data sources, including comparison and trend data about student learning,instruction, program evaluation, and organizational conditions that support learning.

Indicator 5.3Throughout the system professional and support staff are trained in the interpretationand use of data.

Indicator 5.4The system engages in a continuous process to determine verifiable improvement instudent learning, including readiness for and success at the next level.

Indicator 5.5System and school leaders monitor and communicate comprehensive informationabout student learning, school performance, and the achievement of system and school

improvement goals to stake holders.

Correlates of Effective SchoolsThe First and Second Generation

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A number of schools have been relying on effective schools research as the framework for theirschool improvement program. After three or four years, many claim that they have successfullymet the criteria described in the research on the correlates of effective schools. These educatorsask if there is anything that comes after, or goes beyond, these standards.

The concept of second generation correlates attempts to incorporate the recent research andschool improvement findings and offers an even more challenging developmental stage towhich schools committed to the Learning for All mission ought to aspire.

There are two underlying assumptions to keep in mind: First, school improvement is an endlessjourney. Second, the second generation correlates cannot be implemented successfully unlessthe first generation correlate standards are present in the school. In one sense, the secondgeneration correlates represent a developmental step beyond the first and, when successfullyaccomplished, will move the school even closer to the mission of Learning for All.

1.Clear and Focused MissionFirst Generation: There is a clearly articulated school mission through which the staff sharesan understanding of a commitment to the instructional goals, priorities, assessmentprocedures, and accountability. Staff accept responsibility for students’ learning of theschool's essential curricular goals.Second Generation: The focus will shift toward a more appropriate balance between higher-level learning and those more basic skills that are truly prerequisite to their mastery. Theadvocated mission will be Learning for All instead of “teaching for Learning for All”. Therewill be continued learning of the educators as well as the students.

2.Instructional LeadershipFirst Generation: The principal acts as an instructional leader and effectively andpersistently communicates that mission to the staff, parents, and students. The principalunderstands and applies the characteristics of instructional effectiveness in themanagement of the instructional program.Second Generation: The concept of leadership will be broadened and leadership will beviewed as a dispersed concept that includes all adults, especially the teachers. This willhelp to create a “community of shared values”. The role of the principal will be that of “aleader of leaders”. Expertise is generally distributed among many, not concertrated in asingle person.

3.Climate of High Expectations for SuccessFirst Generation: There is a climate of expectation in which the staff believes anddemonstrates that all students can attain mastery of the essential school skills, and theybelieve that they have the capability to help all students attain mastery.Second Generation: The emphasis placed on high expectations for success will bebroadened significantly. Teachers will anticipate that some students did not learn to theirexpectations and will develop a broader array of responses and implement additionalstrategies such are reteaching and regrouping to assure all students do achieve mastery.

4.Safe and Orderly Environment

Correlates of Effective SchoolsThe First and Second Generation

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First Generation: There is an orderly, purposeful, businesslike atmospherewhich is free from threat of physical harm. The school climate is notoppressive and is conducive to teaching and learning.

Second Generation: The concept of a school environment conducive toLearning for All must move beyond the elimination of undesirable behavior.The second generation will place increased emphasis on the presence ofcertain desirable behaviors (e.g., cooperative team learning). These secondgeneration schools will be places where students actually help one another.

5.Frequent Monitoring of Student ProgressFirst Generation: Student academic progress is measured frequently. A varietyof assessment procedures are used. The results of the assessments are usedto improve individual student performance and also to improve the instructionalprogram.

Second Generation: The use of technology will permit teachers to do a better jobon monitoring their students’ progress and will allow students to monitor their ownlearning. The assessment emphasis will continue to shift away fromstandardized norm-referenced paper-pencil tests and toward curricular-based,criterion-referenced measures of student mastery. The monitoring of studentlearning will emphasize “more authentic assessments” of curriculum mastery.Teachers will pay much more attention to the alignment that must exist betweenthe intended, taught, and tested curriculum.

6.Opportunity to Learn and Student Time on TaskFirst Generation: In the effective school, teachers allocate a significantamount of classroom time to instruction in the essential skills. For a highpercentage of this time, students are engaged in whole class or large group,planned, teacher-directed, learning activities.Second Generation: Teachers will have to become more skilled atinterdisciplinary curriculum and they will need to learn how to comfortablypractice “organized abandonment.” The school is willing to declare that somethings are more important than others; they are willing to abandon some lessimportant content to be able to have enough time dedicated to those areas thatare valued the most.

7.Home/School RelationsFirst Generation: Parents understand and support the basic mission of the school and aremade to feel that they have an important role in achieving this mission.Second Generation: The relationship between parents and the school must be anauthentic partnership between the school and home. The best hope for students to learnwhat the school teaches is to build enough trust and enough communication to realize thatboth teachers and parents have the same goal – an effective school and home for allchildren!

Baldrige National Quality ProgramEducation Criteria for Performance Excellence

Core Values and Concepts

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he school system will continue its efforts toward achievement of excellence ineducation, adhering to the following set of interrelated Core Values and Concepts

upon which the Baldrige Education Criteria were built.

Visionary leadershipSenior leaders play a crucial role in the development of a student-focused,learning-oriented climate. This requires the setting of clear and visible directionsand high expectations. Senior leaders need to take part in the development ofstrategies, system, and methods for achieving excellence.

Learning-centered educationLearning-centered education places the focus of education on learning and thereal needs of students. Such needs derive from the requirements of themarketplace and the responsibilities of citizenship. Schools of all types need tofocus more on students’ active learning and on the development of problem-solving skills.

Organizational and personal learningAchieving ever-high levels of school performance requires a well-executedapproach to organization improvement and personal learning. Learning needs tobe embedded in the way the organization operates. This means that learning: is a regular part of the daily work or all students, faculty, and staff; is practiced at personal, departmental, and organizational levels; results in solving a problem at its source; focuses on sharing knowledge throughout the organization;are driven by opportunities to effect significant change and a desire to do better.

Valuing workforce members and partnersSuccess depends upon the knowledge, capabilities, skills, innovative creativity,and motivation of its faculty, staff, and partners. Success depends upon havingmeaningful opportunities to develop and practice new skills. Educationalorganizations need to build internal and external partnerships to betteraccomplish their overall goals. Partners should address objectives of thepartnership, key requirements for success, means of regular communication,approaches to evaluating progress, and processes for adapting to changingconditions.

AgilityAn increasingly important measure of organizational effectiveness is faster andmore flexible response to the needs of stakeholders of the schools. This helpsdrive the simplification of work organization, quality, and productivity.

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Baldrige National Quality ProgramEducation Criteria for Performance Excellence

Core Values and Concepts

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Focus on the FuturePursuit of educational improvement requires a strong future orientation and awillingness to make long-term commitments to students and to all stakeholders.Planning needs to anticipate many types of changes.

Managing for InnovationInnovation means making meaningful changes to improve an organization’sprograms, services, and processes to create new value for the organization’sstakeholders. This should lead to new dimensions of performance. It isimportant for providing ever-improving educational value to students and forimproving all educational and operational processes.

Management by FactAn effective educational improvement system needs to be built uponmeasurement, information, data, and analysis. A strong focus on studentlearning requires a comprehensive and integrated fact-based system – one thatincludes input data, environmental data, and performance data.

Societal ResponsibilityAn organization’s leaders should be role models for the organization in focusingon ethics and the protection of public health, safety and the environment.Organization’s leaders should stress responsibilities to the public, ethicalbehavior and the need to consider societal well-being and benefit.

Focus on Results and Creating ValueA school’s performance system should focus on results – creating and balancingvalue for your students and key stakeholders. Strategies should ensure thatactions and plans meet differing needs and avoid adverse impact on studentsand/or stakeholders.

Systems PerspectiveAn organization must have a systems perspective for managing the organizationto achieve performance excellence. Successful management of overallperformance requires synthesis and alignment. Synthesis means looking at theorganization as a whole and building upon key educational requirements,including essential strategies and action plans. Alignment means using linkagesamong requirements in the Baldrige categories.

Onslow County SchoolsStrategic Planning Process Flowchart

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Students/StakeholdersRequirements

Strategic Plan(2 years)

Strategic Goals

Internal AssessmentResources/Stakeholder

NeedsStudent Performanceand Learning Needs

Policy, LegislativeControls, StandardsState Department ofPublic Instruction

Federal GovernmentState Board of EducationLocal Board of EducationOCS Vision, Mission and

GoalsTotal Quality Education

Core Values

Targets (desired result)Performance Indicators and

MeasurementsAction Steps

Vision, Mission, Goals

Communication Plans

Board of Education meetings

Superintendent’s leadership staffmeetings

Department meetings

Division meetings

Administrator meetings

System Involvement Team sessions

Feeder school district meetings

SSP Team district meetings

Action Teams

Student focus groups

Strategy ImplementationQuality Council Review

Feedback

OCS Strategic PlanningEvaluation Process

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he evaluation process for measuring the degree of success in the implementation ofthe procedures and strategies outlined in the strategic plan will be the analysis of

collected data and the results achieved. Annual progress reports are crucial formonitoring achievement and for making changes in the plan as needed to accomplishthe stated goals. These reports must be made at both the district and school levels.The district and each school have assigned responsibilities and are held accountable forthe execution of the components listed in their plans.

ummaries with concrete data and tangible evidences are documented and used tomake decisions relative to any modifications. Heavy emphasis is placed upon

finding and examining trends in the data so accurate projections can be made andleadership responses can occur for refinement of the educational environment toincrease the potential for improvement of student achievement. This will assure allstudents will be equipped with the skills and knowledge needed to meet the challengesof the future. A thorough and comprehensive assessment will be conducted every threeyears to examine the effectiveness of the implementation of the district plan.

o more accurately evaluate the effectiveness and the efficiency of central levelsupport services to the individual schools, an examination of school leadership and

staff perceptions will be made through gathering of multi-rater feedback from a 3600

process. This feedback will come from an array of stakeholders, including teachers andstudents.

comprehensive self-assessment and/or an external review by professionaleducators is needed to benchmark the system and the implementation processes

against high performing organizations to gain a quality perspective on the impact of theplan. All targets and strategies within the strategic plan must be evaluated andcompared to the correlates and characteristics related to a continuous improvementmodel.

ecoming a more data driven, results-oriented organization, which is responsive tothe stakeholders (internal and external) at every level of the system, requires that all

personnel become increasingly knowledgeable in the use of data and process analysis.This practice will improve the efficiency and effectiveness of the operations in everydepartment, division, school and classroom. Cross-functional teams among and withindepartments should continue to be established and monitored as a means to evaluateoperations and use the process analysis procedures. This would allow subsystems tobe strengthened in all departments and divisions.

echnology advancements have given the system more sophisticated tools to use toassess data and uncover root causes for adjusting practices. Additional data can

be collected and a more expeditious method of analysis can be made to give feedbackto the stakeholders to accelerate the decision-making process. With an on-goingmonitoring and evaluation system in place, the school system is assured that decisionsfor improvement are based on accurate data and information.

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Communication for District Strategic Planningand Implementation

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SchoolsSuperintendent

Onslow County

Schools Education and

Technical Support

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Quality Council

Board of Education

System Involvement Team

Strategic Planning Teams

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Board of Education (BOE)

Leads by formulating a vision and mission statement and by setting goals thatchallenge staff and students to work toward achievement of the goals

Sets policy, revises goals, and plans for improvement based on results Supports school-based management, shared decision-making, and keeps abreast of

the diversity among schools Defines roles in policy and is explicit with regard to power and authority to be

delegated and shared with school staff and parents Approves system, school level and departmental plans Reviews data periodically to evaluate progress toward identified goals

(Reference for the Board of Education Section: School-Based Management of Procedures Manual)

Superintendent of Schools

Exercises leadership with the Board of Education to adopt necessary policies tosupport continuous school improvement

Initiates practices that support shared decision-makingTransmits an overall inspirational vision of teaching for learning impacting all children

in the organizationSupports mediation of conflictsAssures that a strategic plan for implementing the improvement process is developed

and updatedAssigns responsibility for implementing the Strategic PlanReflects the mission and improvement goals of the school system in contacts with

personnel within and outside of the school systemCommunicates the Strategic Plan to the Board of Education and to the communitySupports allocation of resources to priority needs as reflected in the local school

strategic plansIncludes use of collected data among factors considered in the evaluation process for

decision-makingCelebrates successes, evaluates strengths and areas of needed improvement, and

makes recommendations to the Board of Education for improvement

Quality Council

Addresses the components included in the Onslow County Schools strategic planWorks cooperatively and collaboratively within the school district and the communitySynthesizes the data and feedback and makes appropriate recommendationsProvides input for updating the strategic planShares Strategic Plan focus with outside constituents


55

System Involvement Team

A System Involvement Team (SIT) shall be composed of a parent and an instructionalstaff member from each school and designated representatives from the variousconstituency groups in the community. The Superintendent or designee will beresponsible for selecting the members and convening a team as needed to deployschool strategic plan activities.

Represents all school system stakeholders--internal and external Provides input to the Quality Council as needed Disseminates information to their constituency groups Provides support for the system strategic plan Conducts studies as assigned by the Superintendent or the Board of Education

School Strategic Planning Teams

Members and other committees at the school level are selected in accordance with N.C.G.S. 115C-105.27.

• The principal of each school, representatives of the assistant principals, instructionalpersonnel, instructional support personnel, and teacher assistants assigned to theschool building, and parents of children enrolled in the school shall constitute aschool improvement team.

• Representatives of the assistant principals, instructional personnel, instructionalsupport personnel, and teacher assistants shall be elected by their respectivegroups by secret ballot. Unless the local board of education has adopted an electionpolicy, parents shall be elected by parents of children enrolled in the school in anelection conducted by the parent and teacher organization of the school or if noneexists, by the largest organization of parents formed for this purpose.

• Parents serving on school improvement teams shall reflect the racial andsocioeconomic composition of the students enrolled in that school and shall not bemembers of the building-level staff.

The School Strategic Planning Team shall: Serve as a representative body of all stakeholders--internal and external Collect and analyze assessment data for decision-making Develop strategies for ongoing implementation, assessment, and revision of the

school plans Serve as facilitators of action teams Function as the key leadership group in the schools


56

Action Teams

Action Teams shall be established to address specific strategies in the system-level andschool-level plans. The members will be determined according to the focus of thestrategy.

Function as a small group to develop action plans for a targeted strategy Conduct research to address various issues Review draft components of the System and School Strategic Team Plans Provide input/feedback directly to the Superintendent, Board of Education, and/or

building-level leadership

Peer Review Teams

Peer Review Teams, representing elementary, middle, and high school levels, shall beestablished. Each school shall be represented on the appropriate grade level team.Membership shall be composed of administrators, instructional staff, and a designatedfacilitator.

Review, analyze, and provide feedback regarding School Strategic Plans

SCHOOL STRATEGIC PLANNING PROCESS

SAFE SCHOOLS

CHARACTER EDUCATION

FLOWCHART

PLANNING PROCESS

DEVELOPMENT AND REVIEW OF PLAN

TIMELINE

G.S. 115C-105.35 DEVELOPMENT AND APPROVAL OF SCHOOL STRATEGIC PLANS

Recommended School Strategic Planning Process

dividual school strategic plans must support the goals and strategies outlined in thesystem plan. The standards and criteria in various planning models (Baldrige,

Effective Schools Research model, TQE, SACS/CASI, and the North CarolinaAccountability System) are correlated and synchronized to give the schools a well-defined planning entity. This provides individual schools with the means to address thestandards of the researched-based school strategic models and to assess needs with amulti-faceted evaluation system.

chools develop a three-year plan in a process similar to the system-wide strategicplanning process. The schools formulate annual action plans in response to the

results from data analysis of student performance, stakeholder input, legislativemandates or local board policies, and superintendent initiatives. Status reports to thesuperintendent and the board of education are made each year. Timelines andprocedures for the development, review, presentation, and approval of plans and yearlyaction plans are set by the superintendent. Emphasis on articulation of curriculumprograms and practices among the elementary, middle, and high schools and withinfeeder districts assures that the planning process is not a single building level endeavorbut a joint venture among all levels and within the geographic feeder districts.

reliminary critiques of the school plans are made in peer review sessions, thuscreating opportunities for sharing of successful strategies among the schools. The

peer review teams are comprised of teachers and principals from each school. Theteams meet with other school peer review teams within their primary feeder districts toassure understanding and share initiatives among all levels.

eaders at the Onslow County Schools Education and Technical Support Centerhave the responsibility of overseeing the development and implementation of the

School Strategic Plans. Parent and school community members are valued memberson School Strategic Planning teams, working together with school staff members tobuild cohesive plans for continuous improvement.

I

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P

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Recommended School Strategic Planning Process

he North Carolina School Improvement Planning Implementation Guide (2009-2010) is a recommended resource for the school planning process and can be

found at: http://www.ncpublicschools.org/councils/lea/previous/templates/.

The planning process is a four-phase Plan-Do-Check-Act (PDCA) model. Thisapproach allows school personnel to develop plans based on:

Data analysis (Plan) Implement (Do) Understand the results or impact (Check) Make adjustments based on outcomes of strategy implementation (Act)

The “Plan” phase addresses the following guiding principles: Goal alignment Structured needs assessment Limited focus Data-driven decision-making

The “Do” phase addresses the following guiding principles Data-driven decision-making Effective measurement Distributed leadership Professional development alignment Calendar alignment

The “Check” phase considers guiding principles: Data-driven decision-making District-level participation

The “Act” phase is the completion of the review cycle Is a continuation of the “Do” phase Reflects changes resulting from the “Check” phase Efforts focus on continuing what has been show to work Refreshes the continuous improvement process Integrates new ideas with proven actions

The school improvement planning model is NOT a mandate from the NCDPI. It isa resource for school strategic planning teams to use as deemed appropriate.

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School Strategic Planning Flowchart

Superintendent Peer Review Team

Board of Education School Strategic PlanningTeam

Action Teams for strategydevelopment andimplementation

School Strategic PlansGuidelines for Development and Review

school strategic plan is a document developed by a school strategic planning team andapproved by the school staff for implementation during a two-year period. The plan is

based upon an analysis of school needs as reflected in disaggregated data from allstakeholders. The principal is responsible for ensuring that the school strategic plan isdeveloped and monitored. Specific strategies are formulated for implementation whichsupport the six-year system strategic plan. At the end of each year school plans areupdated with summaries of results and areas for improvement. New action steps areoutlined, as needed, to address targeted deficiencies.

A. Components of the School Strategic Plan

Each School Strategic Plan should include and document the following components onthe appropriate forms as determined by the Superintendent or his/her designee:

1. Assurances that the plan has been developed in compliance with the N. C.Legislative actions and the N. C. State Board of Education regulations:

N.C. G.S. §115C-105.00 – improving student performanceN.C. G.S. §115C-105.21 – all school districts in NC are required toparticipate in the programN.C. G.S. §115C-105.27 – each school shall develop a schoolimprovement plan

2. Strategies/action steps that are aligned and support the Board of Education adoptedstrategic plan and system goals

3. Documented indicators and results that clearly indicate accomplishments or targetedareas for process improvement (Annually, any area that is designated as growth notmet, AYP not met, AYP met with Confidence Interval and/or Safe Harbor must bespecifically addressed.)

4. Documented evidences of the integration of all mandated local, state, and federalprograms

5. Strategies for input/feedback from the following groups: feeder schools in eachdistrict, various departments/divisions/teams within each school, stakeholders,students, parents, businesses, community, etc.

6. Annual summaries to assess progress during the two-year plan implementation

7. Budget and resource allocations congruent with assessed needs

8. Evaluation expressed in terms of the indicators and results

A


9. Waivers that are needed to support the implementation of strategies to include:

Describe what inhibits the school's ability to improve student performance Identify the waiver you are requesting

Specify how the waiver will be used

Explain how the waiver will permit the school to improve student performance

B. Procedures for Review and Approval of School Strategic Plans

1. Peer review committees will be selected to review plans before submission to theBoard of Education.

2. School strategic plans will be submitted to the Department of Instructional Servicesand Continuous Improvement for coordinating and scheduling with the peer reviewcommittees.

3. The committees will review plans and provide written feedback to the individualschools in accordance with established criteria. Technical assistance will be providedupon request.

4. Revisions based upon committee recommendations are at the discretion of the schoolstrategic planning team.

5. Recommendations for approval will be made by the superintendent or designee(s) tothe Board of Education.

6. Plans will be reviewed and approved by the Board of Education in accordance with N.C. legislation and N.C. State Board of Education regulations.

7. Technical assistance may be provided (upon request) to any school staff or planninggroup. The Department of Instructional Services and Continuous Improvement willcoordinate and schedule needed services.

C. Development and Submission of Annual Plan Updates

1. Annual updates are required each year as a means of evaluating the implementationprocess and targeting areas for improvement.

2. Annual plan updates will be presented to the Board of Education.

3. Peer review committees will be convened for review of annual plan updates in accordancewith the same guidelines as stated for review of the school strategic plans.


D. Suggested questions to generate information and discussion needed for development ofschool strategic plans

The following questions are provided to help generate the information and discussionneeded to develop the school strategic plan:

1. What indicators will be used to collect data to consistently monitor the action stepsand activities to be implemented? How are you using trend and disaggregated data tohelp plan for the future?

2. How will you benchmark, inside and outside the county, to identify best practices forcontinued improvement in the teaching/learning process?

3. For each strategy and related action step, what will be used during the year to:a. determine whether or not each strategy is being implemented appropriately;

andb. determine whether or not the strategies are having the desired impact or

effect?

4. What resources and materials (human and fiscal) will be used to implement eachaction step?

5. What components are in place to continuously foster human resource development?

6. How will you know at the end of the year if strategies/action steps have beensuccessful?

7. Do all components of the school strategic plan support the system-wide plan?

8. How was the entire staff involved in developing the school strategic plan?

9. How will the leadership communicate, display, implement, reinforce, and monitor thegoal?

School Strategic Plan Timeline

ach school strategic planning team will develop and implement a two-year strategic planas determined by the State of North Carolina. School plans will be reviewed and revised

as needed at the end of each year to determine results, consider any necessary changes tothe action plans and create “next steps”. The revised action plans will be presented to theboard of education for approval.

he following activities are to be completed during the projected time frame in order tomaintain an ongoing planning process. Specific due dates will be announced each year.

June - October

School strategic planning teams will be established (new members elected pursuantto NC 115C-105.2 if applicable).

Peer review committees will be established. Peer review committees should includeteachers and administrators.

School strategic planning team will work with colleagues to disaggregate andanalyze the student outcome, school improvement, and stakeholder data relative tothe indicators and results.

School strategic planning team will evaluate action plans for the previous andpresent years and determine continuation and/or revisions.

School strategic planning team will identify action steps based on data and staffinput to be targeted during the upcoming year.

October - November

School strategic planning team will collaborate, develop and share with staff forapproval the two-year plan, action plans and document amendments in the strategicplan.

The two-year plan, action plans, and amendments will be forwarded to the peerreview committees.

The peer review committees will analyze plans and components and return a reportto the school with recommendations for revisions (if applicable).

School strategic plan recommendations will be reviewed by the school strategicplanning teams. Agreed-upon changes will be made, shared and approved by thestaff through secret ballot voting.

The Assurance Statement will be completed. The Superintendent will make recommendations to the Board of Education for

approval.

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School Strategic Plan Timeline

The Board of Education will approve the initial school strategic plans in accordancewith the N. C. legislation and the N. C. State Board of Education regulations.

If a school strategic plan is rejected, the school will revise and resubmit to theBoard by the first meeting in November.

Annual updated plan status reports of the implementation process will be made tothe Board of Education.

November - April

School strategic plan will be implemented.

School strategic planning team will monitor the plan ensuring that strategies andaction plans are progressing according to the planned time line.

A progress and status report of goal achievement may be submitted to thesuperintendent as needed to evaluate implementation of the plan.

Updating of two-year plan will occur each of the two years.

NC General Statute 115C-105.27Development and Approval of School Improvement Plans

North Carolina General Statute 115C-105.27

NOTE: 02/12/2010 - The Statutes on the North Carolina General Assembly website reflect changes made

in the 2009 legislative session.

§ 115C-105.27. Development and approval of school improvement plans.

(a) In order to improve student performance, each school shall develop a school improvement plan

that takes into consideration the annual performance goal for that school that is set by the State Board

under G.S. 115C-105.35 and the goals set out in the mission statement for the public schools adopted by

the State Board of Education. The principal of each school, representatives of the assistant principals,

instructional personnel, instructional support personnel, and teacher assistants assigned to the school

building, and parents of children enrolled in the school shall constitute a school improvement team to

develop a school improvement plan to improve student performance. Representatives of the assistant

principals, instructional personnel, instructional support personnel, and teacher assistants shall be

elected by their respective groups by secret ballot. Unless the local board of education has adopted an

election policy, parents shall be elected by parents of children enrolled in the school in an election

conducted by the parent and teacher organization of the school or, if none exists, by the largest

organization of parents formed for this purpose. Parents serving on school improvement teams shall

reflect the racial and socioeconomic composition of the students enrolled in that school and shall not be

members of the building-level staff. Parental involvement is a critical component of school success and

positive student achievement; therefore, it is the intent of the General Assembly that parents, along

with teachers, have a substantial role in developing school improvement plans. To this end, school

improvement team meetings shall be held at a convenient time to assure substantial parent

participation.

All school improvement plans shall be, to the greatest extent possible, data-driven. School improvement

teams shall analyze student data to identify root causes for problems and to determine actions to

address them. School improvement plans shall contain clear, unambiguous targets, explicit indicators

and actual measures, and expeditious time frames for meeting the measurement standards.

(b) The strategies for improving student performance:

(1) Shall include a plan for the use of staff development funds that may be made available to the

school by the local board of education to implement the school improvement plan. The plan may

provide that a portion of these funds is used for mentor training and for release time and substitute

teachers while mentors and teachers mentored are meeting;

(1a) Shall, if the school serves students in kindergarten or first grade, include a plan for preparing

students to read at grade level by the time they enter second grade. The plan shall require kindergarten

and first grade teachers to notify parents or guardians when their child is not reading at grade level and

is at risk of not reading at grade level by the time the child enters second grade. The plan may include


the use of assessments to monitor students' progress in learning to read, strategies for teachers and

parents to implement that will help students improve and expand their reading, and provide for the

recognition of teachers and strategies that appear to be effective at preparing students to read at grade

level;

(2) Shall include a plan to address school safety and discipline concerns in accordance with the safe

school plan developed under Article 8C of this Chapter;

(3) May include a decision to use State funds in accordance with G.S. 115C-105.25;

(4) Shall include a plan that specifies the effective instructional practices and methods to be used to

improve the academic performance of students identified as at risk of academic failure or at risk of

dropping out of school;

(5) May include requests for waivers of State laws, rules, or policies for that school. A request for a

waiver shall meet the requirements of G.S. 115C-105.26;

(6) Shall include a plan to provide a duty-free lunch period for every teacher on a daily basis or as

otherwise approved by the school improvement team; and

(7) Shall include a plan to provide duty-free instructional planning time for every teacher under G.S.

115C-301.1, with the goal of providing an average of at least five hours of planning time per week.

(c) Support among affected staff members is essential to successful implementation of a school

improvement plan to address improved student performance at that school. The principal of the school

shall present the proposed school improvement plan to all of the principals, assistant principals,

instructional personnel, instructional support personnel, and teacher assistants assigned to the school

building for their review and vote. The vote shall be by secret ballot. The principal shall submit the

school improvement plan to the local board of education only if the proposed school improvement plan

has the approval of a majority of the staff who voted on the plan.

(d) The local board of education shall accept or reject the school improvement plan. The local board

shall not make any substantive changes in any school improvement plan that it accepts. If the local

board rejects a school improvement plan, the local board shall state with specificity its reasons for

rejecting the plan; the school improvement team may then prepare another plan, present it to the

principals, assistant principals, instructional personnel, instructional support personnel, and teacher

assistants assigned to the school building for a vote, and submit it to the local board to accept or reject.

If no school improvement plan is accepted for a school within 60 days after its initial submission to the

local board, the school or the local board may ask to use the process to resolve disagreements

recommended in the guidelines developed by the State Board under G.S. 115C-105.20(b)(5). If this

request is made, both the school and local board shall participate in the process to resolve

disagreements. If there is no request to use that process, then the local board may develop a school


improvement plan for the school. The General Assembly urges the local board to utilize the school's

proposed school improvement plan to the maximum extent possible when developing such a plan.

(e) A school improvement plan shall remain in effect for no more than two years; however, the

school improvement team may amend the plan as often as is necessary or appropriate. If, at any time,

any part of a school improvement plan becomes unlawful or the local board finds that a school

improvement plan is impeding student performance at a school, the local board may vacate the relevant

portion of the plan and may direct the school to revise that portion. The procedures set out in this

subsection shall apply to amendments and revisions to school improvement plans. (1989, c. 778, s. 3;

1991 (Reg. Sess., 1992), c. 900, s. 75.1(b); 1993, c. 38, s. 1; c. 263, s. 2; c. 321, s. 144.2(b); 1995, c. 272, s.

3; c. 450, s. 13; 1995 (Reg. Sess., 1996), c. 716, ss. 2, 3; 1997-159, s. 1; 1997-443, s. 8.29(r)(2); 1999-271,

s. 1; 1999-397, s. 1; 2000-67, s. 8.1; 2001-424, s. 28.30(c); 2006-153, s. 1; 2009-223, s. 2.)

Safe School Plan Legislation

Schools must be safe, secure, orderly, and caring. If students are to achieveacademically, it is imperative that schools have a climate of trust, respect and caring,and be free of disruption, drugs, crime, violence, firearms and other weapons. AllLEAs/schools must have plans, policies and procedures for maintaining order and fordealing fairly and equitably with disruptive behavior and incidents of crime and violence.Schools and school units must also have effective methods for assisting students whoare at risk of academic failure or engaging in behaviors that disrupt the teaching andlearning process or pose potential risk of harm to themselves or others.

State Board of Education responsibilities (G.S. §115C-105.46)

In order to implement this Article, the State Board of Education:1) Shall adopt guidelines for developing local plans under G.S. 115C-105.47.2) Shall provide, in cooperation with the Board of Governors of the University of

North Carolina, ongoing technical assistance to local school administrative unitsin the development, implementation, and evaluation of their local plans underG.S. 115C-105.27.

3) May require a local board of education to withhold the salary of any administratoror other employee of a local school administrative unit who delays or refuses toprepare the implement local safe school plans in accordance with G.S. 115C-105.47.

4) May revoke the certificate of the superintendent pursuant to G.S. 115C-274(c),for failure to fulfill the superintendent’s duties under a local safe school plan.

5) Shall adopt policies that define who is an at-risk student (1997-443, s.8.29®(1);1999-397, s. 2; 2000-140, s. 22)

Local (LEA) safe school plans (G.S. §115C-105.47)

(a) Each local board of education shall develop a local school administrative unitsafe school plan designed to provide that every school in the local schooladministrative unit is safe, secure, and orderly, that there is a climate of respectin every school, and that appropriate personal conduct is a priority for all studentsand all public school personnel. The board shall include parents, the schoolcommunity, representatives of the community, and others in the development orreview of this plan. The plan may be developed by or in conjunction with othercommittees.

(b) Each plan shall include each of the following components:(1) Clear statements of the standard of behavior expected of students at

different grade levels and of school personnel and clear statements of theconsequences that will result from one or more violations of thosestandards. There shall be a statement of consequences for students underthe 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. The consequences may include placement in analternative setting.

(2) A clear statement of the responsibility of the superintendent forcoordinating the adoption and the implementation of the plan, evaluatingprincipals' performance regarding school safety, monitoring and evaluatingthe implementation of safety plans at the school level, and coordinatingwith local law enforcement and court officials appropriate aspects ofimplementation of the plan. The statement of responsibility shall provideappropriate disciplinary consequences that may occur if thesuperintendent fails to carry out these responsibilities. Theseconsequences may include a reprimand in the superintendent's personnelfile or withholding of the superintendent's salary, or both.

(3) A clear statement of the responsibility of the school principal for restoring,if necessary, and maintaining a safe, secure, and orderly schoolenvironment and of the consequences that may occur if the principal failsto meet that responsibility. The principal's duties shall include exhibitingappropriate leadership for school personnel and students, providing foralternative placements for students who are seriously disruptive, reportingall criminal acts under G.S. 115C-288(g), and providing appropriatedisciplinary consequences for disruptive students. The consequences tothe principal that may occur shall include a reprimand in the principal'spersonnel file and disciplinary proceedings under G.S. 115C-325.

(4) Clear statements of the roles of other administrators, teachers, and otherschool personnel in restoring, if necessary, and maintaining a safe,secure, and orderly school environment.

(5) Procedures for identifying and serving the needs of students who are atrisk of academic failure or of engaging in disruptive or disorderly behavior.

(6) Mechanisms for assessing the needs of disruptive and disorderly studentsand students who are at risk of academic failure, and providing them withservices to assist them in achieving academically and in modifying theirbehavior, and removing them from the classroom when necessary.

(7) Measurable objectives for improving school safety and order.(8) Measures of the effectiveness of efforts to assist students at risk of

academic failure or of engaging in disorderly or disruptive behavior. Themeasures shall include an analysis of the effectiveness of proceduresadopted under G.S. 115C-105.48 for students referred to alternativeschools and alternative learning programs.

(9) Professional development clearly matched to the goals and objectives ofthe plan. This professional development shall include a component to trainappropriate school personnel in the management of disruptive ordangerous student behavior. Appropriate school personnel may include,but is not limited to, teachers, teacher assistants, school administrators,bus drivers, school resource officers, school psychologists, and school


counselors. The training shall include instruction in positive managementof student behavior, effective communication for defusing anddeescalating disruptive or dangerous behavior, and safe and appropriateuse of seclusion and restraint. The appropriate personnel with priority forthe training shall include those staff members who are most likely to becalled upon to prevent or address disruptive or dangerous studentbehavior. Each local board of education shall include in this component ofits safe school plan procedures to evaluate the effectiveness of thistraining in preventing or addressing disruptive or dangerous studentbehavior. Local boards of education are encouraged to use availablesources of discretionary revenue to implement the plan to train personnelin the management of disruptive or dangerous student behavior. Localboards may only be required to implement the behavior managementtraining component of the plan to the extent that funds have beenappropriated for this purpose by the General Assembly or by local units ofgovernment. By January 1, 2006, local boards of education shall amendtheir safe school plans to include this training component.

(10) A plan to work effectively with local law enforcement officials and courtofficials to ensure that schools are safe and laws are enforced.

(11) A plan to provide access to information to the school community, parents,and representatives of the local community on the ongoing implementationof the local plan, monitoring of the local plan, and the integration ofeducational and other services for students into the total school program.

(12) The name and role description of the person responsible forimplementation of the plan.

(13) Direction to school improvement teams within the local schooladministrative unit to consider the special conditions at their schools andto incorporate into their school improvement plans the appropriatecomponents of the local plan for:a. maintaining safe and orderly schools; andb. addressing the needs of students who are at risk of academic failure orwho are disruptive or both.

(13a) A clear statement of the services that will be provided to students who areassigned to an alternative school or an alternative learning program.

(14) A clear and detailed statement of the planned use of federal, State, andlocal funds allocated for at-risk students and alternative schools andalternative learning programs.

(15) Any other information the local board considers necessary or appropriateto implement this Article.

A local board may develop its plan under this section by conducting a comprehensivereview of its existing policies, plans, statements, and procedures to determine whetherthey: (i) are effective; (ii) have been updated to address recent changes in the law; (iii)meet the current needs of each school in the local school administrative unit; and (iv)


address the components required to be included in the local plan. The board then mayconsolidate and supplement any previously developed policies, plans, statements, andprocedures that the board determines are effective and updated, meet the currentneeds of each school, and meet the requirements of this subsection.

Once developed, the board shall submit the local plan to the State Board of Educationand shall ensure the plan is available and accessible to parents and the schoolcommunity. The board shall provide annually to the State Board information thatdemonstrates how the At-Risk Student Services/Alternative Schools Funding allotmenthas been used to (i) prevent academic failure and (ii) promote school safety.

(c) A local board may amend the plan as often as it considers necessary or appropriate.(1997-443, s. 8.29(r)(1); 1999-397, s. 2; 2005-205, s. 4.)

§ 115C-105.48. Placement of students in alternative schools/alternative learningprograms.(a) Prior to referring a student to an alternative school or an alternative learningprogram, the referring school shall:

(1) Document the procedures that were used to identify the student as beingat risk of academic failure or as being disruptive or disorderly.

(2) Provide the reasons for referring the student to an alternative school or analternative learning program.

(3) Provide to the alternative school or alternative learning program allrelevant student records, including anecdotal information.

(b) When a student is placed in an alternative school or an alternative learningprogram, the appropriate staff of the alternative school or alternative learning programshall meet to review the records forwarded by the referring school and to determinewhat support services and intervention strategies are recommended for the student.The parents shall be encouraged to provide input regarding the students' needs. (1999-397, s. 2.)

Character Education

he Onslow County Board of Education adopted the following character traits whichencompass those mandated through state law. Our schools observe these traits on

a monthly basis and address them in their strategic plans.

Respect (September) Self-respect

Respect for others and their ideas

High regard for other people, property, self, and country

Value of people as human beings

Respect for school personnel

Self-discipline (October) Positive self-control of one's words, actions, impulses, and desires

Demonstrating good judgment

Courage to do the right thing

Caring (November) Kindness

Consideration

Compassion (treating others as you would like to be treated)

Responsibility (December) Dependability

Accountability

Encouragement of school safety

Integrity (January) Inner strength

Truthfulness

TrustworthinessHonesty

Honor and justice

Cooperation (February) Respect for diversity

Teamwork within the home, school, and community

Citizenship (March)

Respect for law

Patriotism

Love of country

Contribution to the laws, policies, and human rights of our land

Service to others

Trustworthiness (April) Reliability

Dependability

Being worthy of confidence

Perseverance

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School:

Date

Submitted:

1 Number of Plan Team Members

2 Representatives of the assistant principals, instructional personnel,instructional support personnel, and teacher assistants were elected (bysecret ballot) by their respective groups to serve on the School StrategicPlanning Team (SSPT). Check Yes/No

3 Percentage of total school staff (see note below) approving updated plan(Number approving plan divided by number voting. If there are no changes,fill in the blank with N/A.

4 Date of vote

5 A secret ballot vote for staff approval of the plan was conducted. CheckYes/No

6 Parents on the School Strategic Planning Team were elected by parents ofchildren enrolled in your school. Check Yes/No

7 Percentage of School Strategic Planning Team who are parents providinginput in the develoment of the Plan. (Number of parents divided by memberson the team.)

8 The required staff development reports have been disseminated to theappropriate persons or departments. Check Yes/No

9 The dates, times, locations, and agenda items for meetings regarding ourschool strategic plans were publicized so as to abide by the open meetingslaw. Check Yes/No

10 All local, state, and federal legislative regulations regarding school strategicplanning were implemented as outlined in G.S. 115C.

11 All required local, State and Federal programs have been addressed in theSchool Strategic Plan.

Principal'sSignature

Signature, SSPTFacilitator/Chairperson

Signature,Elected ParentRepresentativeSignature,Elected ParentRepresentative

Note: Eligible voting staff--principals, assistant principals, licensed instructional personnel, support personnel, and teacher assistants.

ONSLOW COUNTY SCHOOLS STRATEGIC PLANRegulatory Information and Assurance Statement

2012-2013

OCS SP 2010-2016Assurance Statement

Examine data from such areas as:

Onslow County Schools Climate Survey

Career and Technical Education Local Plan http://ctelps.dpi.state.nc.us/

Ready Schools Inventory/Ready Schools Plan (http://ncreadyschools.org)

School Demographic Information related to drop-out information and graduation rate data

(http://www.ncpublicschools.org/research/dropout/reports)

Title III AMAO School Process Information related to an analysis of existing personnel focused on helping English Language Learners

(ELLs) work toward attaining proficiency

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

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

Results)

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

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)

North Carolina Teacher Working Conditions Survey: Guide for School Strategic (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)

School Perception Information related to parent perceptions and parent needs including information about literacy and education levels

(Locally maintained data) Located in Principal's Secured Data in Public Folders

School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies, reform

strategies, and/or extended learning opportunities

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

Title III AMAO School Process Information related to an analysis of existing curricula focused on helping English Language Learners

(ELLs) work toward attaining proficiency

Special Education Continuous Improvement Plan

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

Onslow County Schools Technology Plan (http://onslowcounty.schoolinsites.com/)

School Technology Needs Assessment (STNA-Spring 2012)

Recommended Data Sources for Analysis by School Strategic Teams

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)

Identify disaggregated data that shows groups or subgroups in need of improvement in academic performance, behavior or other areas.

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

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

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 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)

LEA Number:

LEA Address:

Plan Year(s):

Date prepared:

Committee Position* Committee Position*

Superintendent

Assistant Superintendent/IS and CI

Assistant Superintendent/HR

Assistant Superintendent/Aux Serv

Chief Financial Officer

Academic Innovation Director

Secondary Education Director

CTE Director

Elementary Education Director

Safe, Civil and Caring Schools Director

Accountability and Testing Officer

Exceptional Children Director

Director of Human Resources

Director of Student Services

Director of Child Nutrition

Asst Director of Transportation

Asst Director of Maintenance

Onslow County Schools - 670

200 Broadhurst Road, Jacksonville, NC 28540

2012-2016

Superintendent Signature:

Local Board Approval Date:

Date

Date

District Strategic Planning Team

From GS §115C-105.27: “The principal of each school, representatives of the assistant principals, instructional personnel, instructional support personnel, and teacherassistants assigned to the school building, and parents of children enrolled in the school shall constitute a school improvement team to develop a school improvement planto improve student performance. Representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants shall be

elected by their respective groups by secret ballot....Parents serving on school improvement teams shall reflect the racial and socioeconomic composition of the studentsenrolled in that school and shall not be members of the building-level staff.”

Name Name

Lesley Eason

Barry Collins

Kathy Spencer

Steve Myers

Jeff Hollamon

Ken Reddic

Brent Anderson

John Shannon

Dwayne Snowden

Judy Yeager

Lisa Thompson

Clara Talton

CJ Korenek

TBD

Tiwanja Lucas

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

Mike Henderson

David Bullock

Resources and Support Systems

Using Results for Continuous Improvement

Onslow County students will be globally competitive through the mastery of a relevant and rigorous curriculum.OCS Goal 1:

Action Steps:

1 Develop and implement a comprehensive plan for utilizing a systemwide curriculum, instruction, and assessment

model.

2 Incorporate valuable learning experiences focused on the common core curriculum and essential standards.

Action Steps: (Processes/How)

5 Structure schools and classrooms that provide students with opportunities to utilize 21st Century Skills.

Strategy: (Needs

Assessment, Question #4)

6 Create a comprehensive arts education program.

2 Provide opportunities for interest-based, differentiated learning experiences to include enrichment and interventions.

3 Utilize a system of program evaluation to ensure that programs and learning opportunities are effectively addressing

individual student needs and student achievement.

Create a comprehensive assessment and grading system focused on improved student achievement.Strategy:

Strategy:

Purpose and Direction

Teaching and Assessing for Learning

3 Explore and integrate technology as a valuable, necessary learning tool.

4 Utilize a variety of instructional strategies to increase global awareness, collaboration, and project-based learning.

The Onslow County School System will increase student achievement, growth and proficiency in all areas of the

curriculum. The annual results will be calculated utilizing the district goal formula.

Utilize a conceptual, outcomes-based approach to address and deliver new and changing curricula.

1 Increase relevant learning opportunities in the areas of mathematics, science, foreign language, and

career/technical education.

4 Emphasize opportunities within each curriculum area to integrate knowledge and skills across disciplines.

7 Emphasize literacy and reading skills in all areas of the curriculum.

Goal 1 and Associated Strategies

Indicator: (Measure)

K-2 Assessment Data Composite, 3-8 EOG Composite, Overall District ABC Growth Target, Percent of all Schools'

AYP Goals Met, EOC Composite Score, SAT Ratio of OCS to National Average Score, Cohort Graduation Rate,

District AP Participation, Percent of AIG Students, District VoCATS Performance Composite, Promotion Percentages.

Target: (Desired Result)

Expand student opportunities for learning through a variety of academic initiatives and programs specifically targeted

at improved student achievement.


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NC Goal 1:

AdvancED Standard 1:




Action Steps: 3 Utilize a variety of processes and opportunities in determining students' levels of mastery and learning.

4 Emphasize curriculum and instructional initiatives such as the graduation project, exit projects, the new writing

instruction system, and "doing to learn" opportunities to assess the acquisition of skills.

5 Increase subgroup achievement awareness in all testable areas.

2 Utilize assessment data to inform instruction for each individual student and to provide a platform for continuous

improvement.

1 Involve staff and students in an ongoing system of diagnostic, formative, benchmark, and summative assessment.

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Based upon identified results, what action should be taken? (Next steps)

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What does data show regarding the results of the implemented strategies? (2012-2013, 2013-2014, 2014-2015) (Summarize your

results.)

Action Steps:

Strategy: Recruit, hire, retain and mentor educators who will pursue continuous improvement and ongoing adult learning

opportunities.

Action Steps:

1 Utilize a system of AdvancED ASSIST Surverys to gather necessary data relating to creativity and passion for

2 Create measures and opportunities for educator empowerment.

3 Create and promote opportunities for increased educational leadership experiences.

4 Establish countywide protocols for the implementation and productive usage of professional learning communities

focused on adult learning and student achievement.

1 Train staff on evaluation instruments.

2 Collect completed evaluation documents.

3 Analyze evaluation results.

Strategy: Promote a positive and informed working environment for all employees.



The Onslow County School System will decrease the teacher turnover rate. The annual result will be calculated

utilizing the district goal formula. 100% of Onslow County educators will be highly qualified and continuously

improving their skills to address current educational trends.

Indicator: (Measure) Locally defined teacher turnover rate, state reported teacher turnover rate, survey results, evaluation analysis.

Strategy: (Needs


Utilize an evaluation process that provides the employee and the employer opportunity to share accomplishments and

to focus on areas of needed improvement.


3 Recognize outstanding achievements in the field of education.

1 Develop and include a professional development plan that addresses continuous improvement strategies and

individual educator growth in all areas of employment.

2 Make available resources and learning opportunities for educators to become and remain technologically skilled.

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

OCS Goal 2: Onslow County Schools and students will be led by creative, passionate, and technologically skilled professionals.

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Governance and Leadership


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Action Steps:

1 Provide instruction in responsible, safe decision making and address the consequences of making unhealthy

decisions.

2 Investigate and pilot programs focused on recognizing and resisting social and peer pressure to make healthy and

responsible decisions.

3 Teach the necessary skills related to individual responsibility, respect for the rights of others, and conflict resolution

without the use of violence.

4 Promote a healthy, active lifestyle.

Strategy: Promote and support activities for staff and students that create a civil learning environment.

Action Steps:

4 Provide professional development to assist school staffs in addressing inappropriate student behaviors and

improving classroom and school safety.

Strategy: Provide instructional opportunities focused on healthy lifestyle choices.

Strategy: (Needs


Create a safe environment that will support teaching and learning.


1 Develop and implement a school safety plan, including a Safe School Plan, Crisis Plan, and Emergency Operations

Plan.

2 Develop and implement a school-wide behavior management plan, using the Safe and Civil Schools Series and/or

Positive Behavior Support.

3 Provide students and parents with clear behavior and performance standards, expectations and consequences at

the district, school, and classroom levels.

4 Enhance articulation efforts to improve students' transitions across grade levels in all curricular areas.

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

OCS Goal 3: Onslow County students will learn in a safe and civil environment to be ethical, healthy and productive citizens.

Target: (Desired Result)The Onslow County School System's Safe and Civil Schools initiative will provide positive results to improve teaching

and learning. The annual results will be calculated utilizing the district goal formula.

Indicator: (Measure) Discipline data, attendance data, ASSIST data, AYP data, program evaluation, dropout data


3 Promote a learning environment that is inviting, respectful, supportive, inclusive, and flexible for student success.

1 Focus on developing strong student character, personal responsibility, and community/world involvement through

the implementation of the North Carolina Character Education Informational Handbook & Guide II and Healthy Child

curricula.

2 Provide an environment in which each child has postitive, nurturing relationships with caring adults.

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1 Establish uniform standards for Honors, AP, and IB courses which ensure accessibility and opportunities for

students to achieve their highest potential.

1 Increase communication via a variety of methods (liaisons, specialists, websites, government/education channel,

etc.).

2 Connect the CCES to problems and situations that require students to access information and share information

using technology (consumers and creators/architects of information).

3 Develop instructional strategies that requires students to utililize 21st Century tools.

4 Provide hardware, software, and networks that will support new applications.

4 Develop partnerships with stakeholders to provide resources to schools that increase participation in AP courses.

Extend and emphasize family, business, community, and education partnerships.

2 Create a course trajectory and share course pathways with stakeholders for reaching high level courses.

Strategy: Develop a district-wide, global perspective that focuses instruction on students' application of concepts.

Action Steps:

Strategy: Develop and implement a comprehensive approach to accelerating and differentiating instruction in order to prepare

students for success in Advanced Placement courses.

Action Steps:

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

OCS Goal 4:

Action Steps:

Strategy:

Target: (Desired Result)The Onslow County School System will increase the Graduation Rate. The annual results will be calculated utilizing

the district goal formula. The graduation rate for the Onslow County School System will be 100%.

Indicator: (Measure) Graduation Cohort Data, Drop Out Data, Promotion Percentages.

3 Allow students multiple entry points to access high level courses which allow children to progress into AP and/or IB

courses.


1 Provide resources and professional development in the use and application of technology.


1 Update and implement a global district plan for Onslow County Schools.

2 Connect the CCES with developmentally appropriate global issues.

3 Globalize the curriculum by focusing on awareness, perspectives, and personal responsibility.

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Leadership will foster innovation in the Onslow County School System in cooperation with families and community

partners.

Strategy: (Needs


Increase student flexibility in utilizing a variety of 21st Century technology tools and applications to access

information, express creativity, and solve problems.




AdvancED Standard 1: Purpose and Direction





5 Enhance graduation support for all children.

6 Increase family engagement to positively impact students and schools.

2 Embrace and apply 21st Century skills to emphasize leadership development skills.

3 Explore and utilize a variety of learning platforms and flexible settings.

4 Educate staff regarding resources available in the community and strategies for utilizing them.

Action Steps:

Act


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results.)


2 Use process analysis to improve efficiency and effectiveness of all operation systems.

3 Provide sufficient human resources to meet the needs of the system.

4 Develop training procedural manuals in all departments.

Strategy: Establish funding sources to address increases in student population and capacity constraints.

Action Steps:

4 Obtain adequate local funding through bonds, COPS, and Capital Outlay revenue streams.

Strategy:

Strategy: Develop and utilize well communicated processes and procedures in all support areas.

Action Steps:

1 Emphasize customer relations in all areas of the Onslow County School System.

2 Monitor energy & utility consumption on a monthly basis.

3 Utilize the savings from energy conservation programs to implement additional energy/utility renovation projects.

4 Promote energy/utility awareness on school campuses and within the local community.

Action Steps:

1 Establish technology life cycle reports for school administration to budget technology acquisitions.

2 Increase instructional access to technology during and after normal school operating hours.

3 Provide adequate human resources to manage the technology requirements of the district and schools.

Provide sustainable technological infrastructure to support the instructional environment on and off campus.

Strategy: (Needs


Decrease energy and utility consumption through a wide variety of conservation programs.


1 Use the Capital Improvement Plan to identify energy and utility conservation strategies for school facilities.


The Onslow County School System will maximize resource utilization to best meet the instructional and operational

needs of the organization. There will be a 3% annual increase in the positive responses on a 360 survey relating to

effective and efficient operations.

Indicator: (Measure) Utilization reports, audits, participation rates, financial data, surveys, work orders, LRFNA, CIP.


1 Provide detailed long range facility needs assessments every three years.

2 Identify Capital Improvement needs on an annual basis.

3 Apply for grants at the state and federal level.

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

OCS Goal 5: The Onslow County schools will be supported by effective and efficient processes and systems.

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Purpose and Direction




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Signature of Superintendent/Designee Date

3. State how the waiver will be used.

4. State how this waiver helps achieve the specific performance goals

(Please duplicate this sheet as needed for additional waivers.)

School Number(s) Request for Waiver

1. Please describe the waiver you are requesting.

2. Identify the law, regulation, or policy from which exemption is requested.

School-based Management and Accountability ProgramSummary of School-based Waiver Requests

Program Years: 2008-2010

LEA or Charter School Name/Number: Select your school district/charter school

Term Description

ABCNC State education model, mandated by the Legislature, which focuses on accountability, basics and localcontrol.

Academic RigorA set of standards established for students and staff. This includes helping students develop the capacity toapply content knowledge, processes, and strategies that are complex, thought-provoking, and personally oremotionally challenging.

Accommodation Plan under Section504

A legal, binding document that provides a student identified as disabled with reasonable accommodations andmodifications in the regular education program that are designed to meet the individual educational needs of thestudent in the least restrictive environment as adequately as the needs of a non-disabled person are met. It isdeveloped through a team process which includes referral and evaluation information.

Achievement LevelsBased on scale score ranges, achievement levels identify 4 levels of performance: Level 1 is deficient. Level 2 ismarginal. Level 3 is on grade level. Level 4 is well above grade level.

Action Steps Processes/how.Action Team A group organized as needed to conduct a continued improvement cycle.AdvancED (Advancing Education inExcellence Worldwide)

An organization that has defined shared, research-based accreditation standards that cross state, regional, andnational boundaries – made up of NCA/CASI, SACS/CASI, and NSSE.

AIG (Academically IntellectuallyGifted)

Academically gifted; refers to students who have met the criteria to be served in an advanced academicenrichment program.

Aligned System A logical order of ideas, structure, or curriculum which progresses from one level to another.AMOs (Annual MeasurableObjectives)

A set of proficiency targets, differentiated by subgroup, developed by the NC Department of Public Instructions inthe new Differentiated Accountability System approved as part of ESEA Flexibility.

Annual Capital Program of Work A plan of work created pursuant to the Board’s adoption of an annual capital budget.AP Courses (Advanced Placementcourses)

Nationally-developed courses offered in secondary schools for college credit (based on test results).

AVID-A K-16College Readiness System that utilizes AVID Elementary, AVID Elective, AVID Schoolwide, and AVIDPostsecondary strategies to empower students with academic skills, individual determination, and socialadaptability as they prepare for career readiness and college graduation.

AYP (Adequate Yearly Progress)An accountability measure established by federal legislation that requires individual schools and the system tomeet annual target goals.

B.A.S.E.S. (Businesses AssistingSchools in Educating Students)

A partnership between Onslow County Schools and the Jacksonville-Onslow Chamber of Commerce to providevolunteer resources and services to students.

Baldrige CriteriaA process used to examine the quality of an organization by studying the following components: leadership,strategic planning, stakeholder and market focus, information and analysis, human resources development andmanagement, process management and performance results.

Strategic Plan Glossary

Benchmarking

An improvement process in which a company or organization compares its performance against best-in-classcompanies or organizations, determines how those companies or organizations achieved their performancelevels, and uses the information to improve its own performance: the subjects that can be benchmarked includestrategies, products/programs/services, operations, processes and procedures.

BOE Board of Education.CIA Curriculum, Instruction and Assessment.

ClassScapeClassScape is an assessment tool that was created to be used only by North Carolina public and charter schools.

Common Core

The Common Core State Standards provide a consistent, clear understanding of what students are expected tolearn, so teachers and parents know what they need to do to help them. The standards are designed to be robustand relevant to the real world, reflecting the knowledge and skills that our young people need for success incollege and careers.

ConsensusThe collective opinion of a group on the discussion of an issue until all agree and/or everyone is willing to acceptthe decision.

Core ValuesAn interrelated set of beliefs and concepts that characterize all types of high-performing organizations and evidentin the best schools in the nation (Baldrige in Education Manual).

CultureCommon or basic characteristics of any group of people (e.g., school, community, ethnic or nationality, church).

Deployment The systematic process of introducing an activity or process in all applicable areas of an organization.

Differentiated InstructionA series of instructional and management strategies for designing learning options that are responsive to theunique needs of students.

DPI (Department of PublicInstruction)

The state educational agency which leads in the development and deployment of curriculum and instruction,personnel, and facility issues; carries out policies and regulations of the State Board of Education.

EC Program (Exceptional ChildrenProgram)

Designed to meet the needs of students with handicapping conditions.

Elements An instructional management and assessment process used by Career Technical Education.

Enduring UnderstandingStates what we want student to know, understand, and be able to apply years from now, even after they haveforgotten the details

EOC (End-of-Course tests) State tests in designated subject areas in grades 9-12.EOG (End-of-Grade tests) State tests in designated subject areas in grades 3-8.ESL (English as a SecondLanguage)

Refers to a program serving students whose primary language is not English.

Essential Standards

The essential standardare those skills, understandings and learning experiences that a student must master ateach grade level to move to the next grade level. Essential standards are the "must have" goals of the curriculumand help teachers focus on the higher-order knowledge and skills that all students should master.

ESEA Flexibility (Waivers)

A waiver package designed by the US Department of Education designed to provide states, districts, and schoolswith flexibility regarding specific requirements of the No Child Left Behind Act of 2001 (NCLB) in exchange forrigorous and comprehensive State-developed plans designed to improve educational outcomes for all students,close achievement gaps, increase equity, and improve the quality of instruction.

ETSC (Education and TechnicalSupport Center)

The complex that houses the Support Staff for the Onslow County School System.

EVAAS (Education Value-AddedAssessment System)

SAS® EVAAS™ for K-12 is a customized software system available to all NC school districts. EVAAS toolsprovide a precise measurement of student progress over time and a reliable diagnosis of opportunities for growththat help to identify which students are at risk for under-achievement.

External Those things or people from outside an organization which affect the operations of that organization.Facilitator A person who leads a group through a meeting or process by making the task easier.

Fidelity

In the field of program evaluation, the term fidelity denotes how closely a set of procedures were implemented asthey were supposed to have been. For example, it's difficult to draw conclusions from a study about formativeassessment in school classrooms if the teachers are not able or willing to follow the procedures they received intraining.

Formative Assessment

A range of formal and informal assessment procedures employed by teachers during the learning process in orderto modify teaching and learning activities to improve student attainment. It typically involves qualitative feedback(rather than scores) for both student and teacher that focuses on the details of content and performance. It iscommonly contrasted with summative assessment, which seeks to monitor educational outcomes, often forpurposes of external accountability.

G. S. (General Statute) A state mandate or law.Goal The end toward which effort is directed.

Honor Schools of ExcellenceA recognition of schools which have 90% or more of students achieving at or above grade level and have metgrowth in accordance with the North Carolina ABC Program and met the Federal No Child Left Behind AdequateYearly Progress standards.

Human Resource SystemIncludes training, assessment, recognition, involvement, well being and satisfaction of the internal stakeholder.

IEP (Individual Education Plan)

A written statement that defines and describes the specialized instruction to include supplemental aids andservices designed and implemented to meet the needs of a student who meets the definition of disabled under theIndividual with Disabilities Education Act (IDEA). The components of an IEP include: present level of performance,annual goals, instructional objectives, statement of special education and related services, projected servicedates, objective criteria, evaluation schedule, and transition services.

IHE (Institutions of HigherEducation)

Refers to community colleges, colleges, and universities.

Indicator Measure. Sample: Student attendance rate.Internal Those things or people within an organization which affect the operations of that organization.JobReady A program which focuses on preparing students for the workforce.LEP (Limited English Proficiency) Refers to students whose primary language is not English.Linkage A factor that causes two or more ideas to relate to one another.Literacy Achievement which shows that the subject has been sufficiently mastered at a level commonly expected.

Low Performing and Priority SchoolsRecognition of schools which have students achieving less than 60% on or above grade level in accordance withthe North Carolina ABC Program.

LRFNA (Long-Range Facility NeedsAssessment)

The adopted long-range facility planning tool of the school system.

MasteryIndicates that the student has scored at or above the score identified as needed to show adequate learning hasoccurred.

Mission The purpose and focus of an organization.MSL (Measures of StudentLearning)

Common assessments to be given in all non-EOG/EOC grades and content areas in order to measure studentgrowth and proficiency.

Multiple-Choice Test Tests that require students to select a single answer from a number of choices.

NCA/CASI (North CentralAssociation Commission onAccreditation and SchoolImprovement)

An organization that delivers quality accreditation and related services to education entities worldwide. It accreditsover 8.500 public and private schools in 19 states, the Navajo Nation, and the Department of Defense Schools.

NSSE (National Study of SchoolEvaluation)

A non-profit educational research and development organization to provide educational leaders with state-of-the-art resources, tools, and support services to enhance and promote student growth and school improvementthrough accreditation.

OCLC (Onslow County LearningCenter)

An alternative school for students who require special services for behavior modification.

PercentileA measure widely used in educational testing that expresses an individual's standing in terms of the percentageof people falling below him.

Performance AssessmentRequires students to perform a task such as a project, a debate, or production which requires use of knowledgeand skills under study; the final score evaluates both the product and processs involved.

Process Management System The system of processes that is designed and delivered to support the quality system.Processes A series of actions that support a specified strategy in order to reach a defined goal.Proficiency A level of achievement that assures attainment of fully adequate knowledge and skills.

Purpose StatementA purpose statement captures succinctly why the organization exists and what it does. It should be memorableenough so that everyone connected to the organization can remember it and use it.

Reading 3DA reading assessment tool for K-5. It is currently used to assess text and reading comprehension at K-2 and isbeing piloted 3-5 at select sites.

Rubicon Atlas An online repository for posting CIA unit plans.

Quality CouncilA group, representing the school community, who oversees the implementation of the strategic plan for the schoolsystem.

S.A.T., Inc. (Sponsors for AcademicTalent, Inc.)

A nonprofit organization that provides scholarship for students who meet performance and volunteer standards.

Documents

OCS District Strategic Plan 2010-2016 Aug 2 - Georgia Department