Wake County Public School System Elementary Programs at a Glance

The Elementary Program is committed to blah, blah, blah…… [Paragraph of five to seven sentences which gives the big picture of elementary programs to provide context for all of the information to follow]

Elementary Program Expectations: [please feel free to make suggestions, changes, deletions – this list is just to give us something to start with] Use of formative, diagnostic, benchmark, and summative data to inform and guide instruction Instruction aligned with lessons, pacing, and resources provided by district curriculum [something about following recommendations regarding time for instruction] Differentiated instruction which also incorporates remediation and enrichment Use of Revised Bloom’s Taxonomy to engage all students in acts of complex thinking and creation of products Connections made between learning and life to emphasize relevance Integration of 21st Century Learning, Skills, and Tools across all content areas Collaboration among staff to meet learning needs of all students

[Insert chart with recommended amounts of time for instruction for each content area]

[End of Page 1]

Overview of Programs

Content Area/Program DescriptionAcademically/Intellectually Gifted

The Academically/Intellectually Gifted (AIG) Program supports students K-12 who perform, or show potential for performing, at remarkably high levels of accomplishment when compared to others of their age, experience, or environment. Classroom teachers and AIG teachers collaborate to provide learning opportunities that engage, challenge, interest, stimulate and motivate students. Curricula and instructional practices are modified to provide consistent opportunities that are rich and rigorous for gifted students in all classes. Every effort is made to match appropriate opportunities for challenge with the needs of students. There is the expectation of excellence, equity, and focus on learning and teaching. Research based models of service delivery are available for gifted learners in each school. Students experience differentiated instructional opportunities rich with rigor and complexity, thus creating challenging opportunities for optimal student growth.

Instructional Technology The Instructional Technology team provides leadership for Curriculum and Instruction in the integration of 21st century skills. We support the district by offering training, consultation, and resources in the implementation of 21st Century Learning. The team collaborates with Curriculum and Instruction staff on the integration of technology across the curriculum. The team assists in the review and analysis of instructional technology materials and software for use in schools. The Instructional Technology team conveys a vision for technology infusion and ensures continued development of their personal technology skills and those of others. The goal of the Instructional Technology team is to improve student achievement by supporting learning and teaching in the 21st Century.

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Intervention Programs Intervention Services supports system-wide initiatives that assist schools in providing interventions for students at risk of academic failure. Therefore, collaboration and coordination with Elementary, Middle, High School Programs, Title I, and Student Support Services departments is an ongoing activity for Intervention Services staff. Intervention Services supports all school levels, k-12 and includes a variety of programs and initiatives:

EASiPEP: Project management and coordination for the state mandated Personal Education Plan processes and the electronic platform (EASiPEP) that is currently under development.

Intervention Months of Employment: These resources are allotted to elementary and middle schools to hire certified staff to provide supplemental intervention during the school day, or out of school time. Teachers are supported with instructional materials, guidelines, and staff development.

High School Intervention Coordinators: These positions are allotted to high schools to assist staff with the development of Personal Education Plans. Intervention Coordinators are supported throughout the year with staff development and technical assistance.

Positive Behavior Support/High Expectations/Character Education: Provides professional development and ongoing support to school communities to ensure equitable opportunities for students to excel though increasing expectations for behavioral and academic success.

Tuition Childcare Programs: Provides technical support to before and after school childcare programs sponsored by Wake County Public Schools.

Supplemental Services Programs: Intervention Services develops system-wide supplemental services programs for targeted schools and populations of students.

School/Community Helping Hands Mentoring Program: The main goal of the program is to counteract negative influences that hinder the African-American male student’s academic and social development.

Language Arts/Literacy Literacy includes reading, writing, listening, speaking, and thinking. Effective literacy instruction provides differentiated structure(s) and support for all students. With practice and the development of skills and strategies, the ownership of learning is transferred from the teacher to the student and is ultimately internalized by the student. Balanced literacy is an instructional framework that scaffolds students’ learning and fosters their success. The explicitness, frequency, and focus of each element will vary depending on the needs of the students. This begins with explicit teacher modeling of the instructional focus followed by student practice facilitated by the teacher, initially sharing the work and then student guided practice. Ultimately, students use the strategies independently in their reading and writing. Elementary literacy instruction provides the foundation for students to become lifelong learners and successful citizens of the 21st century. Students receive explicit, direct instruction in foundational literacy skills, word recognition skills, vocabulary development, comprehension, fluency, and writing based on their needs and the grade level expectations. Students apply this knowledge in their reading, writing, listening, speaking, and thinking in a variety of genres of text and writing. The teacher models new strategies, provides shared practice opportunities, and coaches students in the application of the new learning in guided reading and writing sessions. The teacher collects data during these sessions to make instructional decisions to support students as they continue their literacy learning. The ultimate goal of literacy instruction is that students independently use these literacy strategies in their daily work.

Mathematics Quality mathematics instruction provides students with real world problem solving strategies that promote deep conceptual understanding. As a resource, teachers use the district approved text to deliver instruction. Teachers encourage collaboration through the use of math talk and student leaders. Students work together and grow as leaders while learning to solve multi-step,

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higher level thinking problems. Students practice basic math facts and skills through the use of quick practice and building concepts. The integration of calculators and other appropriate technology is evident in all math classrooms.

Science The foundation for scientific concepts begins in elementary school where inquiry science investigations must be occurring consistently within the school day. Science instruction is student centered and teacher facilitated. Students are engaged with a question or problem related to a big idea identified in the science standards. Students predict, talk, share, and use their prior knowledge. Students use scientific tools, materials, and vocabulary to generate ideas about science concepts. Students record their observations and data and use them to formulate responses based on evidence. Teachers note what they see students doing, and conference with them. Teachers listen and probe for students’ understanding and misconceptions, in whole groups, small groups, and with individual students. They guide students to connect new concepts with what students already know.

Social Studies The goals and objectives of The North Carolina Social Studies Standard Course of Study closely parallel the National Council for Social Studies Curriculum Standards. The national content standards for history, geography, civics and government, economics, and psychology support this document and provide guidance for implementing thematic strands across the disciplines. The North Carolina Social Studies Standard Course of Study establishes competency goals and objectives for the teaching and learning of social studies in our state. The elementary social studies curriculum has between a 48% to 91% connection of direct seed concepts to tested high school Civics, Economics and American History. Learners in early grades gain experience with sequencing to establish a sense of order and time through story of autobiographies and biographies of important people in history. In addition, they begin to recognize that individuals may hold different views about the past and understand the link between human decisions and consequences. This builds the foundation of historical knowledge, skills, and values.

Special Education Literacy The Special Education Literacy program serves students on a broad continuum ranging from significantly cognitively and/or physically disabled to mildly disabled in grades pre K-12. Students are highly engaged in lessons that are teacher directed. Students are working within small, homogenous groups receiving immediate corrective feedback. Students are given opportunities to practice and apply learned skills and strategies using appropriate tools at their instructional level. Students are engaged in meaningful opportunities that involve higher-order thinking while reading and writing authentic text. Special education teachers provide specialized, individualized instruction aligned with the SCoS/NCECS that is based on targeted assessment data. Teachers provide systematic, direct, explicit and multi-sensory instruction using appropriate research-validated resources. Teachers collaborate with high expectations for the students on the SCoS to ultimately access and successfully learn in the general education classroom.

Title I Wake County Title I, working under the No Child Left Behind Act, provides intervention for identified K-5 students who are below benchmark in reading and math. The process for identification in Wake County is outlined step by step in the Title I procedural manual and is consistently and equitably applied throughout the system. The lesson in both reading and math is supplemental to classroom instruction and is based upon individual assessments to guide instruction with the goal of eliminating the student’s achievement gap. Title I is based on three important ideas: (1) All students should have a fair, equal, and significant opportunity to obtain a high-quality education and to reach, at minimum, proficiency on state academic standards and assessments. (2) Local districts, schools, and parents know best what their students need to succeed. The Title I program allows them to decide how to use these funds to implement research-based proven practices to help students who are failing or who are at risk of failing in school. (3) Parents are partners in helping all students achieve. They have the right to be involved in the design and operation of their school's Title I program, and, at the same time, a responsibility to help their children succeed in school.

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Guidelines and Support for Schools [???????]

Content Area/Program Recommendations/Guidelines/Tights [?????] Areas of Focus [?????] Initiatives [?????]Academically/Intellectually Gifted

For AIG students served in reading and/or mathematics, the instructional level is determined by the approved, multiple identification criteria including formal and informal indicators. This information is used to create an Individual Student Profile (ISP), Differentiated Education Plan (DEP), and/or and Individualized Differentiated Education Plan (IDEP) for each student which becomes the individual student’s instructional plan.

AIG students will receive instruction from regular education teacher and the AIG teachers in the areas of reading and/or math using research-based instructional strategies and resources to enrich and extend the Standard course of Study (SCOS).

AIG teachers and regular classroom teachers provide a challenging, rigorous, and relevant curriculum and instruction K-12 to accommodate a range of academic, intellectual, social, and emotional needs of gifted learners.

Students may participate in small, pull-out sessions commensurate with the area of identification, grade level, and classroom performance. This includes the Third Grade Explorers Model.

The AIG Resource teacher completes an annual review process, in conjunction with the School Based Committee for Gifted Education (SBCGE) to ensure that each student is responding to instruction and makes adjustments to the service delivery as necessary.

AIG and general education teachers collaborate regularly to discuss data, instructional strategies, and individual, student progress.

Instructional Technology orchestrate learning and help students turn information into knowledge, and knowledge into wisdom

create relevant, real-world learning experiences to promote student learning and creativity utilizing digital tools

incorporate collaboration and communication among students and the school community using digital tools

model and teach the safe, legal and ethical use of digital information

evaluate and reflect on current professional practices to make 4

Wake County Public School System, January 2010

effective use of existing and emerging digital tools address the needs of learners by providing equitable access to

digital tools for all students facilitate effective use of digital tools to collect and evaluate

information use 21st century skills to understand and address global issues develop learning environments that enable students to pursue

their individual curiosities and become self-directed learnersIntervention Programs Intervention Alignment is the process to determine appropriate

interventions for students. Intervention teachers provide supplementary support for students

needing intervention beyond the CORE curriculum. Intervention teachers should be familiar with and follow the K-8

Intervention Procedural Guide that is available on the Intervention Services website. Recommended resources, student selection processes, and program models are covered in the guide. (http://www2.wcpss.net/departments/prevention/intervention/index.htm)

Student selection for supplementary intervention is based on data which shows that the student needing interventions is performing significantly below peers – decided by grade level PLT. Supplementary intervention resources should be delivered to students whose data shows they have the greatest need. Intervention teachers should be included in PLT conversations about students

Interventions:o Should begin by the end of the first quarter, if not before.o Should be progress monitored quarterly and adjusted

when data indicates a need.o Small group instruction – no more than 6 students

recommendedo Intervention Teachers can serve students through “push

in” as well “as pull out”.o Supplementary Reading Intervention lessons follow the

recommended format from the Literacy team, outlined in the K-5 Reading: Moving from Assessment to Instruction.

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o Supplementary Math Intervention lesson recommendations;

Grades 2-5 Daytime: 2 to 3 thirty-five minute sessions per week

Grades 2-5 After Schools: 2 sixty minute lessons per week

Personal Education Plans (PEPs) should be developed for students needing supplementary interventions. PEPs are developed by the classroom teacher in collaboration with the PLT and Intervention Teacher.

Schools must submit Intervention Plans to the Director of Intervention Services by September 30th. Plans are posted on the Intervention Services webpage and can be viewed and downloaded at http://www2.wcpss.net/departments/prevention/intervention/index.htm.

Language Arts/Literacy Every student receives explicit, direct instruction in literacy based on the Standard Course of Study.

There is a 2 ½ hour block for literacy instruction that includes both reading and writing instruction with time for whole group, small group, and individual instruction.

Teachers follow the instructional guidelines and pacing on the C-MAPP. Teachers monitor student mastery and progress on the Literacy Profile

Card. Teachers administer recommended assessments (Universal Screening

Benchmarking Measures; K-2 Literacy Assessment [Print Concepts, Running Records and Retelling, and Unassisted Writing Sample]; 3-5 Reading Performance Assessments; 3-5 Blue Diamond Reading Assessments; and quarterly 3-5 Writing Process pieces) and document on the Literacy Profile card.

Teachers administer Digging Deeper Assessments as outlined on the Reading Profile for identified “at risk” students (based on assessment data including the Universal Screening Benchmarks) to determine area of need and provide targeted intervention.

K-5 Literacy Intervention Teachers use multiple criteria to identify students for service.

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Intervention students who are pulled out of the classroom should also receive small group instruction in the classroom.

Classroom teachers and all intervention specialists collaborate to determine the most appropriate service for the student as well as consistency of instruction. [not sure why I’m able to get these bullets to go all the way to the left – still trying to do that will all the other bullets]

Mathematics Focus on deep conceptual understanding of mathematics, instead of memorization of procedures and algorithms.

Allow students to explore math through the use of manipulatives and problem solving.

Incorporate real-world, multi-step, higher level thinking problems so students understand the importance of lifelong applications of math.

Encourage students to collaborate to solve problems through the use of math talk.

Develop student leaders to lead and facilitate math instruction. Utilize ongoing assessments to plan instruction. Implement a variety of individual, small, and whole group

instruction based on students' prior knowledge and needs. Integrate frequent use of calculators and appropriate technology to

assist in problem solving. Use curriculum documents provided by Wake County as the core

instructional program. Facilitate mathematics instruction for 60 minutes daily K-5 (not to

be exclusively centers-based). Use the pacing guide, Blue Diamond assessments, and other

resources on C-MAPP. Implement the use of Math Expressions and the five core

components (math talk, student leaders, helping community, building concepts, and quick practice).

Differentiate math lessons to incorporate remediation and enrichment strategies in the regular classroom setting.

Integrate the use of technology and 21st Century Skills through mathematics instruction.

Science Science instruction is the equivalent of 45 minutes in grades K-2 every other day and 60 minutes in grades 3-5 every other day.

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Teachers use C-MAPP to access unit guides and instructional lessons, aligned with the adopted science kits.

Summative WCPSS Science Assessments are given after each of the four units from Blue Diamond for Grades 3-5, and at least two quarters per year for Grade 2. In K-1 grades assessments are used informally, and administered in small group or whole group.

Formative assessments are ongoing with the use of student science notebooks, conferencing, and assessments embedded in the lessons.

Social Studies Students have opportunities to research, investigate and experience social studies learning to grow and connect ideas through higher order questioning

Teach/share social studies concepts through literacy block, investigation, and any experiences that build background knowledge (i.e., virtual field trip experiences)

Assessment is beyond multiple choice questions Teach social studies 45 minutes every other day in K-2 classrooms

or 90 minutes a week or 60 minutes every other day in grades 3-5 or 2 hours a week

Special Education Literacy For special education students served in literacy, the instructional level is determined through an analysis of the data from CORE assessments, Digging Deeper assessments, general education assessments, and other relevant data. This is done collaboratively with all teachers providing literacy instruction for a specific student. This information is used to create the Present Level of Academic Achievement/Functional Performance on the student’s IEP, to develop IEP goals, and design the instructional plan.

For special education students well below grade level in literacy, students will receive direct, explicit, and systematic instruction in the areas of need within a small group setting using research-based instructional strategies and resources on a daily basis.

Students participate in general education classroom instruction to the greatest extent possible. This can include: Reading Focus Lessons, participate in Guided Reading, and Writer’s Workshop.

The special education teacher progress monitors in reading using DIBELS or Aimsweb on the student’s instructional level to ensure that the student is responding to instruction and makes

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adjustments to the interventions as necessary (frequency, duration, group size, and/or intensity).

Special education and general education teachers collaborate regularly to discuss data, instructional strategies, and student progress.

Special education teachers complete a Literacy Profile Card at the student’s instructional level if they are two or more years below grade level. The general education teacher maintains the grade level Literacy Profile Card for Standards Based Grading and Digging Deeper Assessments. For the few students receiving all literacy instruction in special education, the assessments and the Profile Cards (instructional and grade level) are the responsibility of the special education teacher.

Special education students have opportunities for self-selection from variety of texts at students’ independent reading level. Students have opportunities to participate in authentic writing activities in which they self-select the topic.

Special education teachers hold high expectations for all students within a language rich environment that includes higher order questioning and comprehensive vocabulary instruction.

Teachers of students on the NC Extended Content Standards maintain high expectations for literacy development for all students. Based on appropriate assessment data, and using research-based resources, literacy instruction occurs daily and takes place within the context of a language-rich environment. Instruction is differentiated within the 3 access levels outlined in the NCECS.

Title I Student SelectionIntervention

Provide literacy and/or mathematics instruction to identified students: following the recommended 30 to 45 minute lesson format

Conduct assessments and identify instructional needs of students below grade level or benchmarks in literacy and/or mathematics

Provide direct instruction to identified students in small groups Monitor student progress and adjust instruction as needed to

ensure student achievementCollaboration

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Hold student selection collaboration meeting for determining the most appropriate intervention for all students on the Eligibility List

Hold monthly Title I PLT Hold monthly collaborative meetings with grade levels to discuss

served students and identify targeted goal Hold quarterly consultative meetings in behalf of children on the

eligibility list that are served in other areas to monitor if the current intervention is meeting their needs

Complete progress reports (end of first and second semester) to update teachers on recent student progress and help them communicate progress with parents

Parent Involvement Provide parents of identified students with information, strategies

and materials to support home/school learning connections, including parent workshop

Complete documentation: PAC Advisory Council Representation form (each school has 2

parents that attend the district PAC meetings with Title I teachers and help plan/present PAC meetings at the school level)

Each Title I School has access to the Parent Connections Newsletter with a focus around Reading and Math

Proposed Monthly Parent/Family Involvement Activities Title I teachers keep PAC minutes, agendas and attendance Parent/Teacher Contact Data form Develop and distribute a written Parent/Family Involvement Policy

and Home-School Compact, jointly with parents/families Offer four PAC meetings; one meeting is to explain NCLB guidelines

and rights of families to be involved Participating schools offer LeapFrog Training to parents and

provide student Tag pens or pads giving students the opportunity to practice literacy skills at home

Using Data to Drive Decision-making [????]

Content Area/Program Data SMART GoalsAcademically/Intellectually Gifted

For the 2009-2010 school years, >95% of AIG students scored at or above Achievement Level III in reading for

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grades 3-8. For the 2009-2010 school years, >95% of AIG students

scored at or above Achievement Level III in all EOC subjects.

Instructional TechnologyIntervention Programs By the end of the 2010-11 school year, all WCPSS

school will use the EASiPEP platform to develop Personal Education Plans for students needing them, with data visible for each school visible on the EASi system.

By the end of the 2010-11 school year, the EnvisionMath Diagnosis and Intervention system will be implemented in 40 elementary schools.

Language Arts/Literacy 2nd – 3rd grade data – Based on current data there is a significant gap between teacher reported text levels for 2nd grade (85% proficient) and 3rd grade Reading EOG proficiency scores (72.4%).

K-5 Data capture EOG data – EOG Reading Proficiency Scores for 3rd grade

(72.4%), 4th grade (78.1%), and 5th grade (78%)Mathematics 2009-2010 EOG Data:

Grade 3 – 84.1% proficient Grade 4 – 86.0% proficient Grade 5 – 85.0% proficient

2009-2010 EOG Growth Targets: Grade 4 – 65.3% met Grade 5 – 64.4% met

2009-2010 Value Added (EVAAS): Grade 4 – 0.1, Not detectably different from the average

district in the state Grade 5 – 0.4, Progress is significantly above the average

district in the state

By the end of 2010-2011, the proficiency performance of students will increase by 2% in grades 3-5.

By the end of 2010-2011, 75% of classrooms will be implementing Math Expressions.

By the end of 2010-2011, 50% of classrooms will be implementing Math Talk.

Science The overall proficiency score of the 2010 WCPSS 5th grade EOG for Science is 70.7% with the state proficiency at 60%.

The lowest scores were obtained on Goal 3: Investigating Weather Systems.

By June 2011, 80% or more of K-5 students will be proficient in science as measured by quarterly WCPSS Science Assessments and NC End-of-Grade Science Test.

By June 2011, 85% or more of K-5 teachers will report

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The lowest performing subgroups are Multi-risk and LEP. EVAAS data based on two years for the district is Below

Proficiency.

refined or reflective use of the adopted science curriculum as measured by the Elementary Science Implementation Survey.

Social Studies Report Card Development of integration lessons with literacy and social studies content.

Special Education Literacy For the 2009-2010 school year, 49.73% of Students with Disabilities met growth targets in reading for grades 3-5.

For the 2009-2010 school year, 42.32% of Students with Disabilities were proficient in reading for grades 3-5.

For the 2009-2010 school year, the average academic change was 0.00 for SWDs in grades 3-5.

2008-2009 Reading Data for Students with Disabilitieso Grade 3 – 43.2% proficiento Grade 4 – 46.9% proficiento Grade 5 – 44.4% proficient

By the end of the 2010-2011 school year, the performance of children with disabilities on the statewide reading assessment will increase by 5% at each grade level in order to meet AYP target goal (included in the CIPP Report).

By the end of the 2010-2011 school year, the percentage of students with disabilities that meet growth reading targets for grades 3-5 will increase by 5%.

80% of Elementary Special Education Teachers will be administering and analyzing reading assessments for all students that are served in the area of reading (included in the CIPP Report).

Over the next 3 years, there will be at least one special education teacher trained in Foundations of Reading at each school.

Title I 70% or more of the Title I served children will make 6 or more quarters growth in literacy

70% of the math students will reach their developmental level based as measured by the Number Knowledge test

50% of the Title I schools will increase parental involvement by providing parents an opportunity to participate in their child’s learning electronically via a parent Wiki

Contact Information

Content Area/Program Key PersonnelElementary Programs James Overman, Senior Director of Elementary Programs 919-850-xxxx, joverman@wcpss.net

Darryl Fisher, Senior Director of Elementary Programs, 919-850-xxxx, dtfisher@wcpss.net

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Ingrid McPhun, Secretary to Senior Directors, 919-850-xxxx, imcphun@wcpss.net Academically/Intellectually Gifted

Wendy Carlyle, Director, 919-501-7983, wcarlyle@wcpss.netPatricia Carr, Elementary Coordinating Teacher, 919-850-1787, pcarr@wcpss.netJoni Currin, Secondary Coordinating Teacher, 919-790-6470, jcurrin2@wcpss.netPamela Young, Psychologist, 919-850-1639, ptyoung@wcpss.netSarah Williams-Woodruff, Secretary to Director, 919-850-1782, swilliams-woodruff@wcpss.net

Instructional Technology Jean Monroe, Coordinating Teacher, 919-850-xxxx, jmonroe@wcpss.net Ted Fillxxxxxxxxxx, 919-850-xxxx, sfdjdsjadjldslsxxxxxxxxxx

Intervention Programs Judy Williams, Director of Intervention Services, 919-858-3235, jjwilliams@wcpss.netMaurice Moore, Senior Administrator for K-12 Intervention, 919-858-3230, mmoore2@wcpss.netConnie Davenport-Fleming, Childcare Specialist, 919-858-1656, cdfleming@wcpss.netRobin Burton, Secretary to Director, 919-850-1814, rburton@wcpss.net

Language Arts/Literacy Sherri Merritt, Director of K-12 Literacy Programs, 919-850-1607, smerritt2@wcpss.net Sharon Collins, Senior Administrator, 919-850-xxxx, sgcollins@wcpss.net Julie Abdella, Coordinating Teacher, 919-850-xxxx, jabdella@wcpss.net Julia DeLaRosa, Coordinating Teacher, 919-850-xxxx, jdelarosa@wcpss.net Barbara Sorensen, Coordinating Teacher, 919-850-xxxx, bsorensen@wcpss.net TBD, Secretary to Director, 919-850-xxxx, TBD@wcpss.net

Mathematics Michelle Tucker, Senior Administrator, 919-850-1882, mtucker@wcpss.net Kelly Steele, Coordinating Teacher, 919-850-1826, ksteele@wcpss.net Crystal Cabral, Coordinating Teacher, 919-850-8877, ccabral@wcpss.net Christie McLaughlin-Harding, Coordinating Teacher for Math Coaches, 919-850-1935, cmclaughlin-harding@wcpss.net

Science Cathy Wallwork, Senior Administrator, 919-850-1901, cwallwork@wcpss.netZebetta King, Coordinating Teacher, 919-713-0643, zking@wcpss.netWalter Harris, Coordinating Teacher, 919-850-1878, wharris@wcpss.net

Social Studies Julie Abdella, Coordinating Teacher, 919-850-xxxx, jabdella@wcpss.net Special Education Literacy Sherri Miller, Senior Administrator, 919-431-8112, smiller@wcpss.net (Sherrill, C&I)

Heather Lowry, Coordinating Teacher, 919-431-8293, hlowry@wcpss.netCythera Pearce, Coordinating Teacher, 919-850-1678, cpearce@wcpss.netDebby White, Coordinating Teacher, 919-790-6432, dhwhite@wcpss.net TBD, Secretary to Director, 919-850-xxxx, TBD@wcpss.net

Title I Willi Webb, Director of Title I Programs, 919-850-xxxx, wwebb@wcpss.net Rebecca McGee, 919-850-xxxx, rmcgee@wcpss.net Robert Sox, 919-850-xxxx, rsox@wcpss.net Robin Bunn, 919-850-xxxx, rbunn@wcpss.net Tammy Fuller, 919-850-xxxx, tfuller@wcpss.net Michael Stiefel , 919-850-xxxx, mstiefel@wcpss.net

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Jennifer Wienke, 919-850-xxxx, jwienke@wcpss.net [support staff?]

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