Piedmont Triad Education

Consortium

2015-2016 Signature Schools

301 North Charles Street, Mebane, NC 27302 Leslie Eldreth, Principal

E.M. Yoder Elementary has exceeded growth for the 2014-2015 school year. They increased overall achievement from 65% to 69% and overall growth from 84.1% to 91.5%. They have built the capacity of their teachers to provide strong core instruction through the use of curriculum mapping and the data team process, setting aside time to do this important work each week. They have worked to reexamine content standards, determine what student mastery looks like, create common formative assessments, and map out how they will teach the standards in the most meaningful manner for their students. Teachers have used the information learned from this process to drive instruc-tion and work toward growth for individual students. E.M. Yoder focuses on school-wide digital learning to improve student performance. Staff received training in the TPACK and SAMR Models, and as grade levels, they have worked together to determine the most effective method to integrate technology with their content. Teacher leaders at E.M. Yoder helped create and implement a school-wide digital implementation plan. Three of these teacher leaders applied and were accepted for District Technology Leadership training, resulting in three classes receiving Chromebooks for the effective implementation of one-to-one digital learning environment. These teacher leaders have used their expertise to provide differentiated professional development opportunities to build the capacity of all staff and change the culture of digital implementation within the building. They have rotated leadership at district technology meetings to ensure widespread distribution of technology knowledge and experiences. As part of the digital implementation plan, teachers showcase how they have used technology in their classroom to impact student learning. This technology showcase is published monthly and on display outside the teacher’s door for all visitors and other teachers to read. Additionally, teachers have been empowered to take risks with trying out new technology tools with their content through a recognition process where they earn technology “APPS” for each new technology that they utilize in their classroom that positively impacts student learning.

Alamance-Burlington Schools

E.M. Yoder Elementary

1307 South Church Street, Burlington, NC 27215 Dr. Joe Ferrell, Principal

In the last twelve months, Williams High School has had a direct focus on improving student learning through in depth collaborative work on instruction. Like content teachers, along with administration and the academic coach, participate weekly in Data Team Meetings to focus on the needs of individual students. Growth at Williams High School has increased from 2012/2013 “Did Not Meet Expected Growth” to 2014/2015 “Exceeded Expected Growth” with an index of 4.02. Staff Development through “Learning Sessions” for all contents has created a community of educators who have been able to improve student learning in many areas. Career and Technical Education Workkeys improved to 80.2% proficiency with a 100% participation rate. Williams High School’s graduation rate has grown to 87.8% for the class of 2015. Through an intense effort to increase rigor for Williams’ students, Advanced Placement enrollment for underrepresented students has increased 76% from 2014 to 2015. Extra support is in place through after school AP study sessions, summer and winter study skills camp, and pairing of AP World History/Honors English I and AP English III Language and Composition/AP US History to promote student success. Meeting the needs of all students is the focus of our work, and we believe this is impacting them in meaningful and positive ways.

Alamance-Burlington Schools

Walter M. Williams High School

294 Newbern Avenue, Asheboro, NC 27205 Amy Day, Principal

Guy B. Teachey Elementary embodies a culture where all decisions are based on what is best for children every day. Through a three-pronged leadership model, the Principal, Assistant Principal, and the Instructional Facilitator maintain a consistent and persistent focus on student growth. Teachey staff and students celebrate as the school has exceeded expected growth for the past two years. Guy B. Teachey School has reached 70 percent proficiency, which has earned the school the designation of a “B” grade rating in 2015. Teachey Elementary staff is dedicated to public education as evidenced with 2.7 percent teacher turnover rate in 2014-2015. Over half of the staff holds Master’s degrees. Teachey Elementary embraces its cultural diversity by serving students in regular education classes, a functional skills classroom, and a recently added thera-peutic classroom. Teachey Elementary maintains strong school-wide systems that create “everyday miracles” throughout the classrooms, keeping the vision narrow, but inclusive for students. In 2014-2015, a strong commitment to professional learning communities (PLC) targeted individual children while school wide PLCs focused on instructional trends that noted best practices for students. Through the Response to Intervention (RTI) model and effective instructional interventions, students grew from below grade level status to proficiency and above. Each Teachey Tiger student creates and utilizes a “Data Folder” where personal goals are set and met throughout each grading period. Guy B. Teachey Elementary School also earned “Exemplar” recognition for its Positive Behavior Interventions and Supports (PBIS) efforts in 2014-15. Teachey Elementary staff leads and promotes after-school clubs and tutorials weekly throughout the school year.

With dedicated staff, students, and parents, coupled with strong PTO support, and committed community partnerships, the school is accountable for setting high expectations within a positive learning environment, making Guy B Teachey Elementary a perfect place for students to grow and achieve success!

Asheboro City Schools

Guy B. Teachey Elementary School

1803 Stoney Creek School Road, Reidsville, NC 27320 Nicole Lancaster, Principal

Stoney Creek Elementary School’s mission is to be a safe and nurturing learning community that does “whatever it takes” to create productive and responsible citizens. A “whatever it takes” attitude from the staff, students, and the community has transformed the total school and educational environment. During the 2014-2015 school year, a special emphasis was placed on student engagement. Stoney Creek engaged students through community service initiatives (e.g., visited a local nursing home and delivered flowers planted in student molded clay pots painted by students, canned food drives, and school beautification projects), hands-on science instruction (e.g., drop everything Fridays and do hands-on experiments), and school-wide literacy blocks (e.g., research-based flexible grouping for 45-minutes of small group reading instruction). Activities were also planned throughout the school year which allowed parents to actively participate and celebrate in their children’s unique learning experiences (e.g., parent workshops, curriculum nights, hands-on science night, Muffins for Moms, and Donuts for Dads). Although the End-of-Grade test scores indicate a nine percent increase in science, four percent increase in math, and a seven and one half percent increase in reading during the past school year, it is not the test scores that make Stoney Creek a signature school. It is the caring nature shown by every individual who steps on the school’s campus and the desire to nurture and develop each child to his or her fullest potential. The ultimate goal is to prepare students to be good citizens and lifelong learners. All things are possible with a dedicated staff. The entire Stoney Creek staff does everything possible to ensure that students succeed. The love and the professionalism that is shown each and every day make Stoney Creek a wonderful school community.

Caswell County Schools

Stoney Creek Elementary School

910 East Cardinal Street, Siler City, NC 27344 Mr. Tripp Crayton, Principal

Founded in 1956, Jordan-Matthews is a comprehensive four-year public high school that is accredited by the Southern Association of Colleges and Schools. The student population of 760 provides a rich diversity reflecting the cultural, ethnic and socio-economic realities of Siler City with 16% African American, 28% Caucasian, 53% Hispanic and 3% Multi-Racial/Other. Approximately 500 students receive free or reduced lunch. Students are offered a full college preparatory curriculum, which is enriched with collaborations with the local community college and NC Virtual Public School. All students are strongly encouraged to participate in a variety of extracurricular activities that include athletics, student government, LEO Club, DECA, HOSA, FBLA, FFA, Science Olympiad, Robotics Club, and Quiz Bowl. 2014-2015 was a great year at Jordan Matthews. The school exceeded growth, raised their over-all Annual Measurable Outcome percentage met by 10% to 84.4%, increased graduation rate to over 86%, and had ACT improvement of over 9%. The school received an overall performance grade of C, but when compared to other schools in the state with similar demographics, the school exceeds this grade. Many schools in the state with similar poverty levels and diversity levels had overall grades of D and F. While the school has areas of improvement that are still needed, they outperform other schools in the district and state when it comes to reaching diverse populations. Jordan Matthews has one of the few high school Dual Language programs in the state. Students take high school content courses in the Spanish language. The school also has the A.V.I.D. program that produced 100% college acceptance for its graduates in 2015. Jordan Matthews boasts a CTE program that has won regional, state, and national level competitions, as well as a robotics team that won recognition in 2015. The graduating class of 2015 received over $5 million in scholarship funds. Jordan-Matthews had a school-wide celebration that engaged the community in recognition of academic excellence. Students were recognized for not only honor roll performance, but also growth success. Students can randomly win amazing prizes such as televisions, game stations, iPads, and other gifts from community vendors. The community rallies around the school in so many ways. Jordan Matthews is the home of the “JETS” and they are truly soaring to new heights with a focus on growth, mindset, and rigor in 2015-2016.

Chatham County Schools

Jordan Matthews High School

318 Midway School Road, Lexington, NC 27295 April Willard, Principal

• Focus on Data

ο Common Assessments were created and implemented by grade level teams to track students understanding of priority standards.

ο Data spreadsheets were used to track individual student successes, needs, and growth. ο Rubrics with the inclusion of multiple data points were developed and used to allow

for more thorough identification and tracking of students in need. ο Student growth and progress was discussed weekly in PLC meetings. ο Observations and evaluations focused on how teacher utilizes data.

• Focus on ‘The Team’ ο PLC Meetings were strengthened through the use of consistent expectations and

weekly data talks focused on student growth and teacher instruction. • Master schedule created to fit the needs of the students

ο TA Schedules were created to utilize TA where students get the most benefit. ο IME time created in the schedule to support students who need acceleration or

remediation of standards. ο All teachers on the same grade level had intervention time at the same time so that

differentiated groups could be formed and students could be rotated among teachers to address specific student needs throughout remediation, maintenance, and enrich-ment.

• Problem Solving Team (PST) roles, purpose, norms, and expectations re-addressed ο The PST shifted from a ‘referral’ team to more of a ‘support’ team. ο All staff were trained on the PST team referral process and when/how to ask for help.

• Celebrations ο Time was taken during staff meetings and PD sessions to celebrate our successes and

recognize grade levels and teacher teams with positive attitudes and successful ‘data talk’ implementation in PLCS.

Davidson County Schools

Midway Elementary School

14954 S NC Hwy 109, Denton, NC 27239 Kim Dixon, Principal

South Davidson Middle School has shown dramatic improvement in student achievement over the past two years, exceeding expected growth as part of the NC School Accountability model. In 2014 they earned 6.04 points of growth and in 2015 exceeded expected growth for the second year with a total growth measure of 2.61. The leadership at South Middle attributes this remark-able gain in student achievement to four significant factors; Implementing a Blended Learning approach, creating a strategic intervention team, focusing on College and Career Ready, and embracing the PBIS model. The Blended Learning approach at South Middle combines direct classroom instruction with adaptive student software, which is aligned with the NCSCOS. This blended learning environment has increased student engagement, and students have demonstrated an increased level of pride in their work. The creation of a school-wide intervention team has proved beneficial, as this team has focused on academic, attendance, behavior, and community based interventions for at-risk learners. The daily Student Intervention block, otherwise known as Wildcat Time, is an example of an academic intervention and provides students with strategic and targeted interventions based on individual student need. The success of this program lies in the fact that every staff member is involved with helping students grow. At South Davidson Middle School, there is an intentional focus on all students being College and Career Ready which is evidenced by weekly advisory groups of approximately 10 students engaging in lessons focusing on growing as a learner and citizen. As part of this College and Career Readiness advisory time, 100% of students set secondary and post-secondary goals, complete portfolios containing report cards, attendance summaries, work samples, and diagnostic reports, in preparation for hosting two student-led parent conferences per year. In its first year of implementation, 94% of parents attended a student conference. Finally, South Davidson Middle School has embraced the PBIS model, resulting in a 42% reduction in discipline referrals and changing the culture of this school to be a positive, inviting community where students learn and grow together. Leading our school district with the highest growth measure on the middle school level, increasing parental involvement and realizing an improved culture of academic focus and student learning for all is South Davidson Middle School.

Davidson County Schools

South Davidson Middle School

136 Marginal Street, Cooleemee, NC 27014 Ms. Karen Stephens, Principal

Cooleemee Elementary School set an ambitious goal of increasing growth in every grade level and over the past two years has charted this course carefully. Principal Karen Stephens, and Assistant Principal Cindy Stone established a Leadership Team comprised of administrators, reading specialists and an instructional coach who researched specific data and designed strategies to meet their academic and behavioral challenges. Working with their Academic Team of teacher leaders to plan and deliver monthly staff development and monitor growth, this Leadership Team, together with their dedicated teachers, was in regular communication, bringing ideas and data together from every part of their school. Monthly staff development sessions to examine vertical alignment of reading/math standards, understand key vocabulary, and share anchor chart ideas were created. Teachers were able to participate in 55 minute reading and math grade-level PLCs at least twice a month. Focusing on understanding standards, developing appropriate lesson pacing, analyzing student work and assessment data, creating spiral reviews to address the needs of students, and modifying materials to meet the rigor required by state assessments, produced notable results. Cooleemee experienced an increase in the grade level proficiency of every subject and every grade. The increase ranged from 4.7 points to an amazing 32.4 points in Math Grade 5. They saw the greatest gains in Math, while still improving Reading across the board. They went from a EVAAS growth level of "Does Not Meet Expected Growth" with an index of -2.35 to "Exceeded Expected Growth" with an index of 2.93. The entire school also focused on behavioral norms through consistent implementation of PBIS, incorporating tracking of school-wide data. A rewards system was instituted for students maintaining Level 4 in behavioral objectives. Student ownership of learning was strengthened by revising the level of accountability for completing daily assignments and showing progress. Student input was valued and led to such rewards as “Bubble Gum Day” and “Pie in the Face Day.” Building a community of learners, the entire Cooleemee team continues to strive for excel-lence on a daily basis.

Davie County Schools

Cooleemee Elementary School

1501 Benjamin Parkway, Greensboro, NC 27408 Terri Collins, Principal

General Greene has a long-standing commitment to developing the whole child into a lifelong learner. While we have certainly developed new strategies and strengthened current practices such as Fundations, skills-based guided reading and math groups, and interactive notebooks, we have remained true to our commitment of developing the whole child. General Greene values experiential learning, both on and off campus. Through field trips, all students get exposed to the application of ideas being taught in the class-room. For example, after returning from one of three overnight field trips, students were asked to reflect on what they had learned from their experience. One student wrote, “I learned that I am a lot more capable than I think I am.” Annual on-campus events, such as the General Greene State Fair and the Technology Fair bring experts to our campus from which the students can learn. Thoughtful science instruction through experiments, kits, and projects help to build problem-solving skills. Students also receive instruction that regularly incorporates technology into innovative classroom and lab lessons. We have kept these important experiences, and others, while we have broadened our scope to try to find out how to best close the gap. Intentionality has been emphasized when looking at school-wide, classroom, and individual data through the implementation of data notebooks, focused PLCs using SMART goals, and a data reflection worksheet used to help analyze EVAAS data. The African American subgroup actually surpassed the white subgroup in reading proficiency by 2.2 percentile points. That is down from a 43.8 percentile point gap in reading in 2014. The third grade math gap closed from a 31 percentile point difference to a 1.9 point difference. These positive outcomes are the results of our hard work, dedication, commitment, and intentionality in making sure every student learns.

Guilford County Schools

General Greene School of Science and Technology

301 Haynes Road, Jamestown, NC 27282 Dr. Trent Vernon, Principal

At Jamestown Middle School, the members of the school community are committed

to the belief that this is a place “where students’ needs come first.” It is this mantra that drives the vision of the school to be more than a schoolhouse, but to be a reflective entity that constantly evaluates successes and failures in order to better support our students. As documented on our Teacher Working Conditions Survey, 93% of our staff agrees that we share a common vision.

We attribute the fact that we achieved a growth index of 10.25, the highest of any school in our district, to numerous factors, one of the most important being the collaboration that goes on in our building. Our teachers are given protected time each week to plan together as teams as well as content areas. Through Critical Community Observations, teachers offer constructive feedback to their colleagues, exchange ideas, and examine best practices. Increased dialogue in this personal and informal way yields immediate benefits as teachers embrace opportunities to reflect and modify instruction. The results that we have achieved over the last three years include an EOG Composite Score in 2012-2013 of 53.1% to 57.7% in 2013-2014 and up to 57.6 last year. Each year we have exceeded expected growth and we proudly boast that in the past three years we have closed the achievement gap for African American students in reading by 5.3 points and in math by 7.3 points.

Administration understands the importance of empowering teachers, and the voice of the teacher is recognized, heard, and valued at Jamestown Middle. Not only is their input requested in scheduling students and making recommendations, staff development is teacher-led on early release days. Teachers must be empowered, but so must students and parents. Students take an active role in their learning, and parents are encouraged to join their student on their educational journey.

Through a shared commitment of communication and collaboration, Jamestown Middle has grown into a community of constructive and reflective practice. This constant examination of results and the on-going fine tuning of instruction have become the catalysts for individual achievement.

Guilford County Schools

Jamestown Middle School

111 Cornelia Street, Lexington, NC 27292 Jackie Miller, Principal

Charles England Elementary School serves 450 first - fifth graders in Lexington, NC. Over 90% of the students qualify for free/reduced lunch. Charles England Experienced phenomenal growth last year in their m-class reading results, as well as great growth on 3-5 reading (9 point average growth), math (17 point average growth) and science (24 point average growth) EOG’s. Charles England experienced an academic transformation last year. A reading room was developed where three trained TA’s provided small group sessions on specific reading skills. A reading tutor also pulled small groups of children focusing on foundational reading skills. There was a school focus to excite students about reading. Students read books and took RC tests to attend quarterly/EOY celebrations. Charles England students read 37% more books last year than in the previous year. Teachers worked hard to develop centers for flexible and differentiated math groups among the grade level teams The academic growth was made possible by a great cultural transformation that took place at Charles England last year. A Volunteer Program was employed where fifth grade students volunteered to be media, PE, art, music, and office assistants. The fifth graders also helped students in first, second, and third grades read and take RC tests. An after school chorus program was established for Grades 3-5. Students practiced weekly and performed at the city’s multicultural festival and hosted a spring concert. A dance program was also created ( Jamming Jackets) for grades 3-5. Dancers practiced after school and performed at the MLK Parade, half-time show of a varsity basketball game and at the end of the year celebration. The guidance department worked with a neighboring nursing home facility to present poems during the holiday season. The student council was more active in all areas of the school and student leadership, with a focus on service learning, was prevalent throughout the year. The success that Charles England Elementary School experienced last year was the result of all staff taking on great responsibil-ity as well as spending countless hours, before and after school, to give the students academic help as well as extra-curricular opportunities. Great Job, Charles England Yellow jackets!

Lexington City Schools

Charles England Elementary School

1011 N. South Street, Mount Airy, NC 27030 Dr. Sandy George, Principal

Mount Airy High School has had another banner year! The past year has been defined by excellence and innovation. Students at MAHS had the top SAT scores in the region and continued a trend of increased participation and passing of Advanced Placement Courses to achieve college credit. Additionally, MAHS reached one of the top graduation rates in its history with 92.4% of students receiving their diplomas in the past year. Despite their success, MAHS continues to strive to innovate in all that they do. This year saw the expansion of the Mandarin Chinese initiative as 9 students traveled to China to represent the United States at an international youth summit. In October, MAHS was a host site for 23 Chinese principals as part of an educational exchange program with the Jiangsu province. In January, fourteen high school students will travel from China and stay in Mount Airy with high school host families. These efforts serve to increase the cultural awareness and language skills needed to be competitive in the global market-place. Mount Airy High School has also pushed the envelope in STEAM with a one-of-a-kind partnership with Richard Childress Racing. Students and teachers are working alongside top NASCAR engineers to solve real-world problems and challenges across disciplines. This partnership is opening doors to provide dynamic learning opportunities for our students and staff in manufacturing, data analytics, bio-engineering, and many more. Mount Airy City Schools is proud of the hard work our teachers, staff, and administration put in every day to make Mount Airy High School such a thriving environment for students.

Mount Airy City Schools

Mount Airy High School

207 Trindale Road, Archdale, NC 27263 Lisa H. Thompson, Principal

Within the past year, Archdale Elementary School has implemented many changes that encourage professional growth for the staff as well as academic growth for students. A master schedule has been developed to ensure that all subjects are taught in an equitable manner. In addition to providing weekly grade level and vertical planning sessions, the master schedule also provides teacher time to meet weekly with the lead teacher and the administration to review student and grade level data. Classroom teachers participate in full-day quarterly planning sessions, and support staff meets with the lead teacher to plan strategies to supplement subject area content. This ensures continuity throughout the school, thus maximizing instructional opportunities in all areas for all students. A school-level data team has been created to analyze student performance and guide instruction. Archdale Elementary uses the Reading 3D assessment in kindergarten through fifth grade to consistently track reading data across all grade levels. Data from the end of the 2014-2015 school year reflected significant growth of 20 percentage points or more in four out of the six grade levels, with an overall average growth rate of 27 percentage points. The school has participated in numerous professional development opportunities, including Reading 3D training with the NCDPI Piedmont-Triad K-3 Literacy Consultant. The reading program at Archdale Elementary has been redesigned to allow a reading specialist to serve students in each grade level. Archdale Elementary School offers after-school clubs for students, including Student Council and GEMS (Girls Excelling in Math and Science), which promote leadership and responsibility. Teachers participate in peer walkthroughs, visiting pre-K through sixth-grade classrooms, to observe best practices. District team members also conduct walk-throughs at least two times per year. The changes at Archdale Elementary School have yielded positive results. Data reflects a 3.5 percentage point increase in reading proficiencies on End-of-Grade tests last year and a 3.3 percentage point increase in science proficiency. Archdale Elementary School exceeded expected growth for the 2014-2015 school year, and it is for these reasons and more, that Archdale Elementary School students are quick to remind others that Archdale Elementary is the “best school in North Carolina.”

Randolph County Schools

Archdale Elementary School

1641 Hopewell Friends Road, Asheboro, NC 27205 Shon Hildreth, Principal

Over the past three years, we have implemented several changes in order to

improve the quality of teaching and learning at SWRHS. A focus on relationships and rigor has contributed to our teachers’ and students’ successes. Teachers work collaboratively in content-area PLCs to plan and deliver instruction, with a focus on data from common assessments and appropriate interventions. An added emphasis has been placed on graduating students that are College and Career Ready. This is evidenced by students earning more industry credentials than any other school in the Randolph County School System. In addition, students are prepared for the ACT via after school study sessions and a school-wide emphasis on ACT vocabulary. Students also have the opportunity to take numerous courses that allow them to earn college credit.

Improved morale has occurred by implementing several strategies to recognize staff and student accomplishments: data celebrations, student of the week, Cougar Compliments, staff member of the month, and others. Increased visibility by school administration in the classroom has helped to create an atmosphere in which teachers are comfortable with constructive feedback. A once non-existent PTO has transformed into a thriving organization which has hosted numerous community events in partnership with local businesses to benefit the students of SWRHS. All of this has come together to create a positive culture for all students and teachers, making our staff and student body excited about coming to work and school as evidenced by our three-year data trends.

• EOC growth has increased 7.34% (from 3.1% to 10.44%) • School-wide growth has increased 8.2 points (-1.2 to 7.05) • EOC proficiency has increased 11.4% (43.9% to 55.3%) • ACT average score has risen from 16.3% to 17.6% • WorkKeys has seen a 25% increase (from 56% to 81%) • Graduation rate has remained near 90%

Randolph County Schools

Southwestern Randolph High School

810 Cure Drive, Madison, NC 27025 Erica Blackwell, Principal

The increase in student achievement at Dillard Elementary School is a reflection of the hard working teachers and students who report daily. At the start of the 2014-2015 school year, the master schedule was changed to stagger guided reading throughout the day. Teacher assistants, the Title I reading specialist, curriculum coach, exceptional children’s teachers and enrichment teachers could provide daily classroom support during guided reading time. These teachers led small groups and supervised reading stations daily. Each classroom, K-5 had three teachers present during guided reading. Lesson planning was strategic. Teachers met weekly to plan and the use of NCDPI wikispace was mandated. During planning sessions, teachers unwrapped standards and brainstormed the skills students needed to master the objectives. Teachers came to planning with common assessments scored and color coded. Student thinking was analyzed and remediation methods developed. We began an after-school Robotics and Mad Scientist club. Science standards were reviewed in this club in a hands on way. Additional staff had to be recruited to accommodate the growth in participation. Dillard’s Grade Level Proficiency in science increased from 28.6 in 2014 to 61.9 in 2015. Dillard improved 21 points on our School Performance Grade and exceeded expected growth for this past year. We are excited about this excellent progress.

Rockingham County Schools

Dillard Elementary School

182 High School Road, Reidsville, NC 27320 Moriah Dollarhite, Principal

During 2014-2015, RCMS ELA and Math teachers incorporated strategies from McTighe and Wiggins Understanding by Design to review curriculum standards and unpack the essential skill and knowledge standards necessary to align curriculum and pacing to maximize instruction. ELA and math teachers also worked together to create common assessments and to disaggregate the data from these assessments to provide remediation and enrichment opportunities that best met student needs. The benefits of this instruc-tional shift was viewed in our increase in EOG scores from 2013-2014 to 2014-2015, most dramatically seen in math with a School Performance Grade increase from 48 to 62, while ELA maintained with a SPG of 60. Our overall EVASS growth index was 9.98 (exceeding expected growth). Due to our focus on instruction and working together to unpack and align our curricu-lum standards, RCMS is transitioning to a culture that is built upon data-driven decision making. The focus for this year came from our needs assessment that we conducted last year as a faculty, in which we identified that providing differentiated lessons that are geared for readiness needed to be a priority. By designing lessons based on readiness, our students will experience a challenging and rigorous assignment designed for their specific ability level. Several teachers received training on differentiation this summer and are providing trainings throughout the year to help others create tiered assignments in their daily instructional routines. The instructional focus on differentiation, backward design and data has allowed our teachers to improve their overall teaching pedagogy and meet the performance expectations outlined in NCEES for proficient and accomplished with more consistency. RCMS students and parents are excited about school and the opportunities that our staff is working hard to provide.

Rockingham County Schools

Rockingham County Middle School

1211 Walnut Cove School Road, Walnut Cove, NC 27052 James Kirkpatrick, Principal

Walnut Cove Elementary, led by Principal James Kirkpatrick, is a Title I school with

focus. During the 2014-15 school year, Mr. K, as he is known, set the school on a charted course of instruction with the theme of a S.E.A.S. Voyage and an emphasis of Successfully Educating All Students. Using a quote from Antoine de Saint-Exupery, Mr. K inspired the staff with, “If you want to build a ship, don’t drum up the men to gather wood, divide the work, and give orders. Instead, teach them to yearn for the vast and endless sea.”

The staff followed the course with consistent, intentional, and differentiated instruction, as students developed critical thinking, questioning, and problem solving skills. Teachers provided authentic opportunities for students to work in teams and develop leadership opportunities. Along the voyage, students developed a clear understanding of high expectations, learning targets, and quality work. Written and oral communication skills were of high priority as they reached for their personal best.

Some events and activities that supported the journey were as follows: Science Vocabulary Bee Silent Sustained Reading initiative Reading Response Journals Vertical alignment Daily 5 Multiplication Math Madness Whales At Risk Mentoring Program Upbeats AfterSchool program sponsored by the school counselor and music teacher to

encourage academic and emotional success by demonstrating collective musical abili-ties using drums

As a result of a well-planned voyage, Walnut Cove Elementary School had a gain of 27.3% in composite proficiency as measured by the North Carolina End-of-Grade tests. While indicators have been positive for a successful voyage, the journey continues.

Stokes County Schools

Walnut Cove Elementary

883 Zephyr Road, Dobson, NC 27017 Bill Goins, Principal

Central Middle School is nestled in the foothills of the Blue Ridge Mountains and is located in the heart of Surry County. It serves 603 students in grades 6-8 with a student population that is 40% Hispanic and 70% free and reduced lunch. The students at this school receive outstanding instruction in the state curriculum from well-trained staff who use mandated research-based practices: Thinking Maps, Kagan Cooperative Learning structures, CRISS strategies, and technol-ogy as an instructional tool for teaching and learning. Staff and students are equipped in 21st century learning tools such as Chromebooks and a learning management system. All students are exposed to global languages through Rosetta Stone. All students are exposed to pre-engineering, problem-solving, and STEM careers through their enrollment in Project Lead the Way in all three grade levels. Additionally, students may choose to be involved in the arts through band, choral music, and the visual arts. This school also engages students in project-based learning units of study that are interdisciplinary and cross grade-level teams. In seventh grade this year, students are exploring Surviving the Holocaust through language arts, social studies, math, and science. This is just one example of how Central Middle School embraces learning for all students and challenges each individual child to grow. Central Middle School richly deserves the Piedmont Triad Consortium’s Signature Award for their work to grow students. Here are a few data points that further demonstrate their strengths:

• Central Middle exceeded expected growth in 2014-2015 with a growth composite of 5.54 . • Central Middle has the second highest growth score in our region. • Central Middle exceeded the state average in all eight strands on the Math I EOC. • Central Middle’s 7th and 8th grade math exceeded the state average in all eight strands. • Central Middle increased student growth in 6 out of 8 tested areas.

When asked about his school, Principal Bill Goins states, “I am proud of our teachers for their dedication and hard work everyday to ensure every student is successful! The Central Middle Hornets bring the STING!”

Surry County Schools

Central Middle School

915 E. Sunrise Street, Thomasville, NC 27360 Dr. Angela Moore, Principal

In a school district where Excellence is the Standard, Thomasville Primary School has embraced grade level collaboration, data driven PLC’s, and a laser like focus on instruction to move performance from a composite proficiency rate of 17% in 2013 to 42.6% in 2014 and 48.8 % in 2015. That is an increase of over 30% in two years! Second and third grade growth on Reading 3D/mClass mirrors our improved EOG performance.

A conscious effort has been made to meet the needs of all of our students through an increased focus on literacy. The school has implemented Letterland, SIOP, MTSS Tier One strategies and Leveled Literacy Intervention to develop beginning and emergent readers while also meeting the needs of our significant population of English Language Learners. We also work to match staff strengths with areas of student need during our reading enhancement and intervention block so that all of our students can work toward growth.

Teachers have also realigned their instructional focus calendars and assessments to better utilize resources and meet the diverse needs of students. Administrators, coaches, and central office personnel monitor effectiveness through walkthroughs, Instructional Excellence Inventories, and targeted feedback to teachers. Teachers work to develop themselves through half day collaboration sessions sponsored by the school and the district. Meeting the individual needs of our teachers has helped them to better meet the individual needs of their students.

To develop our climate, the school has re-launched and reprioritized PBIS throughout the school. Students receive Paw Bucks and shop at the Paw Mart each week to reinforce positive practices. Students are further engaged through student-led conferences where they communicate with their parents regarding academic and behavior goals. Those parents have increased their PTA participation and enroll in classes sponsored by the school to assist parents with various strategies to engage their students at home.

WE ARE BULLDOG NATION!

PRIDE – EXCELLENCE – DIVERSITY - UNITY

Thomasville City Schools

Thomasville Primary School

3815 Old Greensboro Road, Winston-Salem, NC 27101 Dr. Essie M. McKoy, Principal

Petree Elementary, former SIG designation and now Priority, is an “At-Promise

School” where student potential is maximized and challenges are turned into opportuni-ties. We serve 435 students with 100% FRL. Students are provided with comprehensive and innovative programs to meet their social, intellectual, and physiological needs, i.e., we impact the whole child. We believe whole child + whole educator = whole school impact!

The 2015 test data reflects the growth that we have made within the past three years, moving from a (-3.32) to a (+2.24) with EVAAS growth. We had the highest GLP and CCR proficiency with a 58.5% increase, one of five schools to EXCEED EXPECTED growth, the highest science proficiency increase at 41.1%, and the highest math increase with a 17.4% gain. Our letter grade increased from a (F) to a (D+) and the WSFCS grade from a (D+) to a (C+).

We provide tutoring five days a week, Saturday tutoring, and promote reading by providing a multitude of incentives and many other student-centered events and activities. In addition, we provide plenty of curriculum aligned initiatives to keep students highly connected and engaged in order to promote positive character. Our school is a PBIS school in which we have been designated as a Green Ribbon School for the past two years! Technology is utilized throughout the school for teaching and learning. Our students’ parents and community partners are highly involved in many aspects of our school.

One of the most important things that we do is to create an environment that is inviting and nurturing for the students and the parents we serve. Recent parent and community surveys indicated that we are on the right track by having many parental and community involvement events throughout the year.

Staff members serve with dedication and purpose in making a difference to the greater school community. We know we are creating the future by building a strong foundation and instilling the love of learning in our children!

Winston-Salem/Forsyth County Schools

Petree Elementary School

890 East 11th Street, Winston-Salem, NC 27101 Sean Gaillard, Principal

John F. Kennedy High School is a school where a positive culture of teaching and learning is fostered for every student. The vision of John F. Kennedy High School is to empower students in becoming life-long learners and productive citizens in a global economy. This is manifested in a grades 6-12 school community with integrated academic empowerment for each student. John F. Kennedy is a proudly unique school with a diverse array of supportive offerings for students from the Middle School LEAP Academy to the High School Career-Technical Education Academies. John F. Kennedy High School prides itself on being “more than career and college ready.” Teachers are truly to be commended for their heroic efforts at John F. Kennedy. With weekly collaborative efforts such as Vertical Department Meetings, Professional Learning Teams and Instructional Coaches, JFK Teachers lock arms around the shared interest of meeting all student needs. Teachers work tirelessly to support the ark of student engagement with brain-based strategies in a 1:1 Technology-Rich School. Furthermore, students have benefitted from the local community partnership for tutoring and building 21st Century Skills known as Juntos. Saturday School is also an option for academic intervention for struggling students. Additionally, the renewed focus for building student literacy skills across the curriculum has proven to be a successful safety net for struggling readers. Teachers are able to work with Middle School Students in a dedicated Literacy Block. All teachers make data-driven decisions for instruction based on strong, planned lessons aligned with standards and data notebooks. This renewed academic focus has culminated in a school-wide EVAAS Composite Index with Exceeding Expected Growth at 4.59 and an 80% Graduation Rate.

Winston-Salem/Forsyth County Schools

John F. Kennedy High School

2516 Longtown Road, Boonville, NC 27011 R. Cody Hemric, Principal

Starmount High implemented several new initiatives with the goal of improving student achievement. By adding a few minutes to the day and altering the schedule, Starmount implemented “Ram Time.” During this extra thirty minute period, students receive remediation, ACT and WorkKeys prep, as well as interventions to improve the graduation rate. The one-to-one initiative has ensured that each student has a Chromebook or another similar device. The technology team continues to receive training in the Learning Management System, Canvas, and in turn the team trains the rest of the staff. Teachers have increased the integration of technology in their lessons through these initiatives. Starmount’s counseling department offers prep sessions for the ACT, PSAT, and SAT. The department also implemented student and parent sessions on the topics of graduation, college, job preparation, and scholarships. The participation rate and scores increased in both the ACT & Workkeys. Starmount’s graduation rate increased to 92%. The overall EOC proficiency increased almost 12%. Math I saw the largest increase. Almost all freshman were required to take Foundations of Math I, making Math I a year-long endeavor. The Math I teachers implemented a cooperative teaching approach with each section they taught. The proficiency increased 33% to over 60% grade level proficient. English II scores also increased and biology exceeded expected growth. Starmount also made great use of its 3-D printer, making a prosthetic hand for a young boy in Oklahoma. The positive behavior initiatives have increased positive referrals with students being rewarded for their recognition. The business students have created new brochures, menus, updated websites, and developed marketing plans for local businesses. Starmount’s student-made commercials, especially the Veterans Day video, have increased school spirit and community involvement. The commercial showcasing the Career and College Promise was shown to the State Board of Education. Starmount continues to excel in academics, athletics, and in the CTE extra-curricular activities. Starmount students finished in the top ten nationally in the SkillsUSA and FCCLA competitions. The students and staff of Starmount believe these accomplishments to be only the beginning of future outstanding achievements.

Yadkin County Schools

Starmount High School