SIP Union Hill 2011-2012

LEA or Charter Name/Number:

School Name/Number:

School Address:

Plan Year(s):

Date Prepared:

Committee Position* Committee Position*

Principal

Pre-Kindergarten

Kindergarten

First Grade

Second Grade

Third Grade

Fourth Grade

Fifth Grade

Classified

Exceptional Children

Curriculum

Recorder

Specialist

Parent

At-Large

Guilford County Schools - 410

Monica Jackson

Local Board Approval Signature:

Date

Date

School Improvement Team Membership

From GS § 115C-105.27: “The principal of each school, representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants

assigned to the school building, and parents of children enrolled in the 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....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.”

Union Hill Elementary 410-580

3523 Triangle Lake Rd., High Point, NC 27260

2010-12

Principal Signature:Dean LaVere - On File 9/7/2010

Kim Clark

Kendra Allen

Danielle Dills

Colleen Wittner

Rhonda Moore

Name Name

Dean LaVere

Angela McLeod

Marlene Beamon

Bettye Parson

Phyllis Smith

Pat Norwood

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

Tammy Gruer

Tara Kecki

Krissy Gill

Union Hill Elementary School Page 1 - Cover Sheet Guilford County Schools

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

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

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

Century

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

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

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

Union Hill Elementary School Page 2 - SBE Goals Guilford County Schools

To download a short version of the Guilford County Schools (GCS) Strategic Plan 2012, go to http://www.gcsnc.com/superintendent/pdf/shortplan.pdf.

To download a complete version of the Guilford County Schools Strategic Plan 2012, go to http://www.gcsnc.com/superintendent/pdf/StrategicPlan-Final%20-

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

Area I - Improve Academic Achievement

Guilford County Schools Strategic Plan 2012

Supports State Board of Education Goal:

GCS Strategic Plan 2012:



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



Area V - Safe Schools & Character Development


Area IV - Respectful and Responsive Service




GCS Strategic Plan 2012: Area II - Supportive Family and Community Involvement

Area III - Strategic Human Resource Management


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

GCS Strategic Plan 2012: Area VI - Optimal Operations

Supports State Board of Education Goal: Goal 5 – North Carolina public schools will be governed and supported by 21st Century systems.

GCS Strategic Plan 2012: Area VII - Transformational Technology


GCS Strategic Plan 2012: Area VIII - Clear Baseline and Equitable Standards


Union Hill Elementary School Page 3 - GCS Strategic Plan Guilford County Schools

http://www.gcsnc.com/superintendent/pdf/shortplan.pdf





http://www.gcsnc.com/superintendent/pdf/StrategicPlan-Final - Single Pages.pdf



Recommended Data Sources for Analysis by School Improvement 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 school improvement plan priority goals. Number and percentage of teachers Non-HQT (www.ncreportcards.org -

Choose county, school, and click on Quality Teachers tab)

End-of-Grade (EOG) Results disaggregated: (www.ncpublicschools.org/accountability/reporting - Click on State Testing Results [Green Book])

End-of-Course (EOC) Results disaggregated: (www.ncpublicschools.org/accountability/reporting - Click on State Testing Results [Green Book])

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

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

Examine data from such areas as:

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

School Demographic Information related to drop-out information and graduation rate data (http://www.ncpublicschools.org/research/dropout/reports)

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)

North Carolina Teacher Working Conditions Survey: Guide for School Improvement (To assist in conversations about improving teacher working conditions,

The New Teacher Center created a guide to support using the SIP process for understanding and improving working conditions at a school. The guide can be

downloaded as a single document or in each of its three sections. Find this document at

http://ncteachingconditions.org/sites/default/files/attachments/SchoolImprovementGuide.pdf)

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

Special Education Continuous Improvement Plan

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

District Data: (www.gcsnc.com)

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)

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

Union Hill Elementary School Page 4 - Recommended Data Sources Guilford County Schools

http://www.ncreportcards.org/






http://www.ncpublicschools.org/accountability/reporting












http://ncteachingconditions.org/




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















http://www.nchealthyschools.org/




http://ncreadyschools.org/




http://www.gcsnc.com/

http://www.gcsnc.com/

http://www.ncpublicschools.org/research/discipline/reports





http://ayp.ncpublicschools.org/




Vision:

Mission:

School Vision and Mission Statements

To help us accomplish our mission, the staff of Union Hill Elementary will:

1. Implement Best Practices in all subject areas.

2. Differentiate instruction.

3. Challenge students academically to meet their full potential.

4. Utilize technology to prepare students for the present and the future.

At Union Hill Elementary School, we strive to provide a safe, academically challenging community where all students learn to set goals and have the

opportunity to obtain skills to become life-long learners.

Union Hill Elementary School Page 5 - Vision and Mission Statements Guilford County Schools

Our analysis for the 2009-2010 school year displayed a variety of gaps and opportunities for improvement. Students lacked a familiarity

with some of the necessary test-taking strategies and vocabulary. There was a lack of consistent two-way communication and planning

between grade level teachers and other support staff serving special needs students that make up our sub-groups. Through

professional development our staff will be better able to increase our students' proficiency levels and to move the school out of its

current 'low performing' status.

3. What data is missing, and how will you go about collecting this information for future use?

None

School Data and Summary Analysis

Use data identified on the Data Sources tab (or from other sources) as the basis for understanding the school and identifying priority

areas for improvement.

Guiding Questions: Review school data and consider a variety of perspectives including overall school/student performance, sub-group

performance, attendance, teacher satisfaction, instructional practice (from walk-throughs/observations), and student learning (also from

walk-throughs/observations as well as data).

1. What does the analysis tell you about your schools strengths?

Our analysis tells us that our school's strengths are in many areas. All instructional staff members at Union Hill are highly qualified and

all classrooms are equipped with the latest instructional technology. Our student attendance is very high, averaging 95% for the 2009-

2010 school year. The implementation of the SRA reading program continues to be successful in Kindergarten - 2nd grade. According

to last year's data the majority of Kindergarten through 2nd grade students' DRA scores were on or above grade level. Although our

performance composite for grades 3-5 was low, our quarterly benchmark data showed continuous growth.

2. What does the analysis tell you about your schools gaps or opportunities for improvement?

Union Hill Elementary School Page 6 - School Data and Summary Analysis Guilford County Schools

School Data and Summary Analysis4. Based upon the analysis conducted, what 2-4 priority goals emerge for the school? (Cite relevant evidence from your analysis to

support these priorities.)

Priority Goal 2: To increase MATH proficiency for all subgroups. (2009-2010 Math EOG proficiency for all students in grades 3-5 was

57.3%.)

Priority Goal 3: To increase SCIENCE proficiency for all 5th grade subgroups. (2009-2010 Science EOG proficiency level for 5th grade

students was 25%.)

Priority Goal 1: To increase READING proficiency for all subgroups. (2009-2010 Reading EOG proficiency for all students in grades 3-5

was 39.2%.)

Union Hill Elementary School Page 7 - School Data and Summary Analysis Guilford County Schools

Pla

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Area for improvement and supporting data (refer to #4 of School Data and Summary Analysis):

To increase READING proficiency for all subgroups.

Target SMART* Goal: By June 2012, reading proficiency in grades 3 - 5 will increase from 48.7% to 88%.

*Specific, Measurable, Attainable/Aligned, Results-Oriented, and Timebound

4 EC and ESOL departments will follow an inclusion model to modify and support small group instruction.

Strategy 2:

Priority Goal 1 and Associated Strategies

Goal 1 Improvement Strategies – Identify research-based strategies whenever possible.

Strategy 1: Strategy: All Teachers will be trained in Marzano's Classroom Instruction that Works.

Action Steps:

1 Teachers will participate in a variety of professional development training in their specific subject area to reinforce best

practices.

2 Additional support staff will assist the classroom teacher with small group instruction, providing feedback to meet the

needs of the students.

3 Teachers will be provided with an uninterrupted 90 minute instructional block to utilize tutors, and impact teachers, to

increase student reading performance.

Overall SMART* Goal: By 2012, based on EOG assessments, reading proficiency in grades 3 - 5 will increase from 39.2% to 88%.

Supports this Area of the

GCS Strategic Plan: Area I - Improve Academic Achievement

Strategy: All Teachers will participate in Assessment for Learning training.

Action steps:

1 Teachers and support staff will work together to analyze weekly assessment data.

2 Based on data, determine small groups for instruction and regrouping will take place as necessary.

3. Teachers will, during PLCs, analyze data and plan with their grade level team to address student needs for the next

quarter.

Union Hill Elementary School Page 8 - Priority Goal 1 Guilford County Schools


Review frequency:

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heck

What data will be used to determine whether the strategies were deployed with fidelity?

Strategy 3: Strategy: Encourage Parental Involvement to increase student achievement.

Action steps:

1 Plan and promote open house to welcome parents into our learning community and introduce them to the parent resource

room .

2 Schedule a first quarter parent conference to discuss individual student data and determine strategies to increase

proficiency.

Quarterly

Assigned implementation team: School Improvement Team

QUARTER 1: Formative & Informal assessments, DIBELS/TRC, STAR assessments, Teacher contact logs & Sign-in sheets from parent events.

Classroom teachers will use weekly walk-through data to assess their implementation of professional development strategies.

QUARTER 2:

QUARTER 3:

QUARTER 4:

How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and summative

data as appropriate.)

QUARTER 1: Review of classroom walkthrough feedback to teachers, formative assessment results, formal observation and parent conference logs.

We will be retaking a modified reading benchmark in grades 2-5.

QUARTER 2:

QUARTER 3:

QUARTER 4:

What does data show regarding the results of the implemented strategies?

QUARTER 1:


Priority Goal 1 and Associated StrategiesA

ct

Ch

eck

QUARTER 2:

QUARTER 4: Maintain the number of certified tutors for small group instruction to focus on identified strengths and weaknesses.

QUARTER 3:

QUARTER 4: Reading proficiency in grades 3-5 for 09-10 EOG's was 39.2% and our 2010-2011 EOG average scores were 48.7%. To equal a gain of

9.5 for the school year.

Based upon identified results, should/how should strategies be changed?

QUARTER 1:

QUARTER 2:

QUARTER 3:


Strategy 2: Strategy: Teachers will be provided with academic support personnel to work with small group instruction.

Action steps:

1. A full time Math Impact Teacher will be available to assist with planning and assessments, conduct model lessons and

provide coaching with feedback.

2. An ongoing individiual math incentive program will be continued to reinforce math facts and strategies.

3. Tutors will be available to assist with small group differentiated instruction.

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Strategy 1: Strategy: Teachers will participate in professional development to increase academic knowledge.

Action Steps:

1. During first semester Math Teachers will attend the GCS Common Core Math Standards Training.

2. Teachers will participate in School Based- Assessment for Learning Training.



Target SMART* Goal:

3. Teachers will participate in Marzano's Classroom Instruction that Works.

4. Teachers will participate in the Guilford County Teaching and Learning sessions throughout the year.

By June 2012, math proficiency in grades 3 - 5 will increase from 62.1% to 81%.



Priority Goal 2 and Associated StrategiesP

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To increase MATH proficiency for all subgroups.

Overall SMART* Goal: By 2012, math proficiency in grades 3 - 5 will incrase from 57.3% to 81%.



Review frequency: Quarterly

Assigned implementation team: School Leadership Team

QUARTER 4:



QUARTER 1: Review of formative assessment data, observation and walkthrough feedback data.

QUARTER 2:

QUARTER 3: Ch

eck

What data will be used to determine whether the strategies were deployed with fidelity?QUARTER 1: Weekly and formative assessment data and 2nd grade will implement weekly formative assessments to align with 3rd-5th grade

practices. Classroom teachers will use weekly walk-through data to assess their implementation of professional development strategies.

QUARTER 2:

QUARTER 3:

Strategy 3: Strategy: Students will be provided with differentiated instruction to positively impact academic performance.

Action steps:

1 Teachers will be provided with an uninterrupted 90 minute instructional block to utilize tutors, impact teachers, and through

the use of technology programs such as" IXL" and "First in Math" to increase student math performance.

2 Weekly math performance assessments will be used to determine small flexible groups within the classroom.

Strategy 2:

4 A GCS math coach will be scheduled to observe and provide support and feedback.

5 EC and ESOL departments will follow an inclusion model to modify and support small group instruction.


quarter.

Pla

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Priority Goal 2 and Associated StrategiesA

ct


QUARTER 1:

QUARTER 2:

QUARTER 3:



Ch

eck

QUARTER 4:

QUARTER 1:

QUARTER 2:

QUARTER 3:

QUARTER 4: Math proficiency in grades 3-5 for 09-10 EOG's was 57.3% and our EOG average for 2010-2011 was 62.1%. A total gain of 4.8 for the

school year.


Priority Goal 3 and Associated StrategiesP

lan

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To increase SCIENCE proficiency for all 5th grade subgroups.

Overall SMART* Goal: By 2012, science proficiency in 5th grade will increase from 25% to 74%.



Pla

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Strategy 1: Strategy: All teachers will participate in professional development in their specific subject area.

Action Steps:

1 Teachers will participate in inquiry based Science training to ensure effective teaching of curriculum.

2 Teachers will participate in GCS Teaching and Learning sessions for science.

By June 2012, science proficiency in 5th grade will increase from 44.3% to 74%.



3 Best Practices will be demonstrated utilizing Marzano's Classroom Instruction that Works strategies and will be monitored

during classroom walk-throughs; individual feedback will be provided.

Target SMART* Goal:

Strategy: Teachers will increase students' Science knowledge by providing daily Science instruction.

Action steps:

1 Teachers will receive 45 minutes of uninterrupted instructional time.

2 Teachers will participate in demo lessons and receive assistance from GCS curriculum coaches

3 Teachers will follow the GCS Science Pacing Guide.

Strategy 2:



Review frequency:

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Strategy 3: Strategy: Teachers will analyze weekly assessments to determine strengths and weaknesses.

Action steps:

1. Instruction will be modified for students based on data including remediation and enrichment.


quarter.

QUARTER 4:

QUARTER 2:

QUARTER 3:

Quarterly

Assigned implementation team: School leadership team.

QUARTER 4:



QUARTER 1: Review of weekly and formative assessments.

What data will be used to determine whether the strategies were deployed with fidelity?QUARTER 1: Weekly and formative assessments. In addition, classroom teachers will use weekly walk-through data to assess their implementation of

professional development strategies.

QUARTER 2:

QUARTER 3:

Ch

eck


Priority Goal 3 and Associated StrategiesWhat does data show regarding the results of the implemented strategies?

QUARTER 1:

QUARTER 2:

QUARTER 3:

QUARTER 4:Science proficiency in 5th grade for 09-10 EOG's was 25% and our 2010-2011 EOG average score was 44.3%. To equal a gain of 19.3%

for the school year.

Act


QUARTER 1:

QUARTER 2:

QUARTER 3:


Ch

eck


Strategy 1:

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Strategy 2: Strategy: Provide opportunities for students to build and use citizenship skills.

Action Steps:

1. Teachers will be provided the opportunity to plan, collaborate and develop lessons that will improve students’

citizenship skills.

1. Opportunities will be provided for teachers to plan and collaborate for the development of lessons that will help

enhance our students' character.

2. On a monthly basis the administration and teachers will recognize students who exhibit outstanding behavior related

to the character trait of the month.

3. Through literacy the teachers will highlight examples of people who have exhibited positive character traits.

Strategy: Implement school-wide and classroom-level activities to support the monthly district character traits.

Action Steps:

Supports this Area of

the GCS Strategic Plan:

Target SMART* Goal:By June 2011, at least 50% of students will engage in civic education, character education and service

learning through curriculum integration.

Improvement Strategies – Identify research-based strategies whenever possible.

Area V - Safe Schools and Character Development


Character Development Plan

Area for Improvement:

Expand character development strategies to create learning opportunities that address the whole child.

Overall SMART* Goal:By June 2012, 100% of students will engage in civic education, character education and service learning

through curriculum integration.

Union Hill Elementary School Page 17 - Character Development Plan Guilford County Schools

Character Development Plan

Review frequency:

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Quarterly

Assigned implementation team: School Improvement Team

Strategy 3: Strategy: Provide opportunities for students to participate in service learning.

Action Steps:

1. The administration will provide opportunities for teachers to receive training in service learning.

2. All students will participate in one service learning thematic unit during the 2011-2012 school year.

3. Implement a youth philanthropy campaign and have students research and plan how they will positively impact their

communities through their gifts.

4. Students will participate in "MLK Make A Difference Day" and Global Youth Service Day.

5. Build new community partnerships to support service learning.

6. Teachers will implement a school-wide paper recycling program.

3. The Student Council Advisor will provide additional training for Student Council Officers to focus on the

responsibilities of elected officials.

4. Social Studies teachers will provide opportunities to highlight the roles of individual citizens and the power of citizens

working together to change their communities.

5. Teachers will bring in elected officials to serve as guest speakers.

6. Second grade students will take a field trip to the Civil Rights Museum in Greensboro.

Strategy 2:

2. Social studies teachers will participate in Kid's Voting elections.


Character Development PlanC

he

ck

QUARTER 4:


QUARTER 1:

QUARTER 2:

QUARTER 3:

QUARTER 4: Service learning project implementation is on-going, leadership team minutes, and display of character trait stars.


QUARTER 1: Service learning project proposals, leadership team minutes, and display of character trait stars.

QUARTER 2:

QUARTER 3:

How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and

summative data as appropriate.)

QUARTER 1: Service learning project proposals, leadership team minutes, and display of character trait stars.

QUARTER 2:

QUARTER 3:

QUARTER 4:


Character Development PlanA

ct QUARTER 2:

QUARTER 3:

QUARTER 4: Student council will continue to coordinate the school wide paper recycling program and expand their collection to include other

recyclable materials.


QUARTER 1:


Target SMART* Goal: By June 2012, math proficiency in grades 3 - 5 will increase from 62.1% to 81%.

Goal Summary

Overall SMART* Goal: By 2012, based on EOG assessments, reading proficiency in grades 3 - 5 will increase from 39.2% to 88%.

Target SMART* Goal: By June 2012, reading proficiency in grades 3 - 5 will increase from 48.7% to 88%.

Strategy: All Teachers will be trained in Marzano's Classroom Instruction that Works.

Goal 1 and Associated Strategies


Strategy: All Teachers will participate in Assessment for Learning training.

Strategy: Encourage Parental Involvement to increase student achievement.

Overall SMART* Goal: By 2012, math proficiency in grades 3 - 5 will incrase from 57.3% to 81%.

Strategy: Teachers will participate in professional development to increase academic knowledge.

Strategy: Teachers will be provided with academic support personnel to work with small group instruction.

Strategy: Students will be provided with differentiated instruction to positively impact academic performance.


Overall SMART* Goal: By 2012, science proficiency in 5th grade will increase from 25% to 74%.

Target SMART* Goal: By June 2012, science proficiency in 5th grade will increase from 44.3% to 74%.

Strategy: All teachers will participate in professional development in their specific subject area.

Union Hill Elementary School Page 21 - Goal Summary Guilford County Schools

Strategy: Teachers will increase students' Science knowledge by providing daily Science instruction.

Strategy: Teachers will analyze weekly assessments to determine strengths and weaknesses.

Strategy: Implement school-wide and classroom-level activities to support the monthly district character traits.

Strategy: Provide opportunities for students to build and use citizenship skills.

Strategy: Provide opportunities for students to participate in service learning.

Character Development Goal and Associated Strategies

Overall SMART* Goal:By June 2012, 100% of students will engage in civic education, character education and service learning through

curriculum integration.

Target SMART* Goal:By June 2011, at least 50% of students will engage in civic education, character education and service learning

through curriculum integration.

Union Hill Elementary School Page 22 - Goal Summary Guilford County Schools

Safe School Plan

Pursuant to General Statute § 115C-105.47, this Safe School Plan provides required information regarding roles and

responsibilities of district and school-level personnel with respect to establishing and maintaining a safe, secure, and orderly

school.

Name and role of person(s)

responsible for implementing this plan: Dean LaVere (Principal) and School Improvement Team

Statement of Responsibility for the School Principal

Pursuant to General Statute § 115C-105.47 (b)(5), the following procedures are used to identify and serve the needs of students

at-risk of academic failure or are engaging in disruptive or disorderly behavior, or both.

In order to assess student needs, information related to discipline and academic achievement is collected and reviewed regularly

including grades, discipline reports, surveys, dropout data, end of grade and end of course scores. The school system relies on

these and several other sources to develop services based upon information gained from various needs assessments, i.e.,

Positive Behavior Intervention Support (PBIS), Personalized Education Plan (PEP), counseling and social work referrals.

The Intervention Support Team (IST), whose make-up represents the diversity of the school community, works with classroom

teachers to identify students at risk of academic failure or disruptive behavior. The ISTs use a six-step process in responding to

referrals of at-risk students:

Services for At-risk Students

Statement of the Roles of Other Administrators, Teachers, and Other School Personnel

In accordance with General Statute § 115C-105.47 (b)(4), other school personnel will participate in the development and

implementation of the safe school plan. Other school personnel will report to the principal any acts of violence, bullying or

alcohol/drug offenses, serve as a role model (in preparedness and good character), and confer with student services staff when

necessary to maintain a safe, secure and orderly school environment. Disciplinary action of other school personnel will be the

responsibility of the principal.

In accordance with General Statute § 115C-105.47 (b)(3), the school principal is responsible for restoring, if necessary, and

maintaining a safe, secure, and orderly school environment. The duties of the principal with respect to this include exhibiting

appropriate leadership for school personnel and students, providing for alternative placements for students who are seriously

disruptive, reporting all criminal acts under G.S. 115C-288(g), and providing appropriate disciplinary consequences for disruptive

students. Disciplinary action of principals will be the responsibility of the regional superintendent and ultimately the

superintendent.

Union Hill Elementary School Page 23 - Safe School Plan (2010-12) Guilford County Schools

Safe School Plan1.

2.

3.

4.

5.

6.

7.

8.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

(SPECIFY ANY ADDITIONAL PROCEDURES BEING USED AT YOUR SCHOOL TO IDENTIFY AND SERVE THE NEEDS OF

STUDENTS AT-RISK OF ACADEMIC FAILURE OR WHO ARE ENGAGING IN DISRUPTIVE OR DISORDERLY BEHAVIOR,

OR BOTH)

receive and investigate referral,

review data and determine if intervention plan is needed,

develop intervention plan if needed,

review of student records, grades, current school work, and other existing data;

review of assessment results such as informal reading and math inventories, criterion referenced tests, Instructional

Management System assessments, End-of-Grade (EOG)/End-of-Course (EOC) tests, etc.;

Pursuant to General Statute § 115C-105.47 (b)(6), the following mechanisms are used for assessing the needs of disruptive and

disorderly students who are at risk of academic failure, providing these students with services to assist them in achieving

academically and modifying their behavior, and for removing them from classrooms when necessary.

review screening data and close case.

School staff will be provided clear guidelines regarding the use of reasonable force permissible by NC Public Schools and follow

Use of Seclusion and Restraint guidelines as outlined in North Carolina House Bill 1032 and Guilford County Board of Education

policy (http://www.gcsnc.com/policies/admin_policy/jd_eff10_10_06.htm). In order to assess student needs, the following

strategies will be implemented:

assess outcomes of intervention plan and determine if screening is needed,

conduct screening if needed, and

understanding and recognizing the cultural and ethnic diversity of the student population;

systemic observations of the students;

conferences with students and/or parents;

consultation with teachers and others who work with students;

training for designated school staff in verbal de-escalation strategies and acceptable physical intervention

techniques; and

review of attendance and discipline referral reports

consultation with appropriate community agencies;

review/request medical and social histories including home visits.


Safe School Plan

11.

1.

4.

(SPECIFY ANY ADDITIONAL ALTERNATIVE LEARNING ENVIRONMENTS PROVIDED FOR YOUR STUDENTS.)

N/A

Target SMART* Goal:

Overall SMART* Goal: By 2012, we will reduce the number of out-of-school suspensions by 50% (from 59 to 30).

Supports this Area of

the GCS Strategic Plan: Area V - Safe Schools & Character Development

By June 2012, we will reduce the number of out-of-school suspensions by 9% (from 35 to 30).

Guilford County Juvenile Detention Center, under the supervision of the Guilford County Juvenile Courts, employing

GCS teachers

N/A

(SPECIFY ANY ADDITIONAL MECHANISMS USED AT YOUR SCHOOL FOR ASSESSING THE NEEDS OF DISRUPTIVE

AND DISORDERLY STUDENTS WHO ARE AT RISK OF ACADEMIC FAILURE, PROVIDING THESE STUDENTS WITH

SERVICES TO ASSIST THEM IN ACHIEVING ACADEMICALLY AND MODIFYING THEIR BEHAVIOR, AND FOR REMOVING

THEM FROM CLASSROOMS WHEN NECESSARY.)

A continuum of intervention programs are provided including behavior improvement classes, in-school suspension, Twilight

School (and intervention for seniors within 9 credits of graduation), and SCALE (School Community Alternative Learning

Environment) which includes the following components: (DELETE PROGRAMS NOT APPLICABLE FOR YOUR SCHOOL)


Pursuant to General Statute § 115C-105.47 (b)(13a), the following services are provided to students assigned to an alternative

school or an alternative learning program.

In accordance with General Statute § 115C-105.47 (b)(7), the following measurable (goals) for improving school safety and order

are in place. (Copy as needed depending upon number of goals.)


Safe School Plan

Review frequency:

QUARTER 1: Discipline data in NCWISE, School Leadership Team meeting minutes.

QUARTER 2:

QUARTER 3:

QUARTER 4:

How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and

Quarterly

Assigned implementation team:


1. All staff will be trained in PBIS (Positive Behavioral Interventions and Supports).

2. Frequent communication will be maintained with parents to inform them of both positive and negative

Action Steps:

3. GCS provides beginning teachers with system-wide mentors to support classroom management skills.

4. New teachers will be provided on-site mentors and buddies.

1. Students will participate in "Bully Proofing" programs.

Strategy: Provide activities and programs that promote good behavior/citizenship.

Improvement Strategies – Identify research-based strategies whenever possible.

Strategy 1 Strategy: To provide teachers and staff with strategies for effective classroom management.

Strategy 2

Action steps:

3. The Social Worker will continue to implement the SKIP Program and the "Attend to Win" program.

4. CIS will continue to provide lunch buddies for targeted students, chess club and "Simply You" program

2. Guidance Counselor will provide anger management sessions.

QUARTER 1: Review of discipline data in NCWISE and School Leadership Team meeting minutes.

QUARTER 2:

QUARTER 3:


Safe School PlanQUARTER 4:

QUARTER 1:

QUARTER 2:

QUARTER 3:

QUARTER 4: SSP discipline data shows that we have 35 incidents to date


Professional Development Planned/Completed

In accordance with General Statute § 115C-105.47 (b)(9), the following planned or recently completed professional development

aligns with the goals of our safe school initiative:

QUARTER 1: .


QUARTER 2:

QUARTER 3:

QUARTER 4: Review of SSP discpline data. Planned implementation of Positivie Behavior Intervention Support Program (PBIS) for 2011-2012

school year.


Safe School Plan

1.

2.

3.

4.

5.

Pursuant to General Statute § 115C-105.47 (b)(10), identify the school's plan to work effectively with local law enforcement and

court officials.

The district’s School Safety Office serves as a liaison with local law enforcement agencies. The office is staffed by a program

administrator for school safety, a school resource officer (SRO) coordinator, and a support specialist for school safety. The

school resource officer coordinator is a Captain with the Guilford County Sheriff’s Department on contract with Guilford County

Schools. The School Safety Office routinely collaborates with the various local law enforcement agencies, not only through the

School Resource Officer program, but also various operating units within each agency, i.e., representatives of the criminal justice

system, juvenile court counselors. The school works collaborative with local law enforcement and court officials through various

programs including: (DELETE PROGRAMS NOT APPLICABLE FOR YOUR SCHOOL.)

(SPECIFY ANY ADDITIONAL WAYS YOUR SCHOOL WORKS EFFECTIVELY WITH LOCAL LAW ENFORCEMENT AND

COURT OFFICIALS.)

The City of Greensboro's Task Force against Graffiti and Gangs concentrates on reporting, recording, and removal

of graffiti.

The law enforcement officers, juvenile court counselors, and the District Attorney’s Office notify principals when

juvenile students are arrested for felonies and as the cases are adjudicated, in accordance with North Carolina

General Statues 7A-675 and 15A-505.

SROs work closely with the middle and high school Students Against Violence Everywhere (S.A.V.E.), Students

Against Destructive Decisions (SADD) chapters and the Student Mentoring Awareness Resource Teams

(S.M.A.R.T.) program to raise and maintain awareness of violence in the schools, underage drinking and the use of

illicit drugs.

Operation Stop Arm is a cooperative effort between GCS and local law enforcement agencies to reduce incidents of

speeding in school zones and passing stopped school buses.


Safe School Plan

Connect-Ed messaging and notification

technology

Pursuant to General Statute § 115C-105.47 (b)(11), identify the district's plan to provide access to information to the school

community, parents, and representatives of the local community. (SPECIFY ANY ADDITIONAL VENUES USED BY YOUR

SCHOOL.)

GCS Parent Academy

Student Assemblies

PTA Updates, Meetings, & Newsletter

GCS Website

Homeroom Updates

Superintendent's News Briefs (weekly)

Cable Access Channel

Board of Education Meeting Materials

Superintendent's News Briefs (weekly)

Board of Education Meeting Materials


technology

Guilford County Association of Educators

(GCAE)

Student Council Updates

Faculty/Staff Meetings

GCS Website


E-mail Communications to all GCS

Employees from District Relations


technology

Community/Parents Students Staff

Student Handbook

School Newsletter

School/District Brochures

Student Handbook

Student Newspaper


Staff Newsletter


Documents

SIP Union Hill 2011-2012