LEA or Charter Name/Number:

School Name/Number:

School Address:

Plan Year(s):

Date Prepared:

Committee Position* Committee Position*

Principal

K Teacher Representative

1st Grade Teacher Representative

2nd Grade Teacher Representative

3rd Grade Teacher Representative

4th Grade Teacher Representative

5th Grade Teacher Representative

Specialist Representative

Instructional Support Staff Representative

Teacher Assistant Representative

Parent Representative

Parent Representative

Archer Elementary School- 410-322

2610 Four Seasons Blvd. Greensboro, NC 27407

2010-12

Guilford County Schools - 410

Principal Signature:(on file) 8/30/2010

Name Name

Local Board Approval Signature:

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.”

Date

Shannion Davis

Patrice Brown

Roy Sanchez

Michelle McCulloch

Tracey Goglia

Donna Foster

Penny Trastelis

Myshellie Young

Gina Phillips

Antonia Alston

Bruce Mitchell

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

Laura Vigoya

Archer Elementary 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.

Archer Elementary 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

GCS Strategic Plan 2012:

Supports State Board of Education Goal:

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

Supports State Board of Education Goal:

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

GCS Strategic Plan 2012:

GCS Strategic Plan 2012:

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.

GCS Strategic Plan 2012:

Supports State Board of Education Goal:

Area V - Safe Schools & Character Development

Supports State Board of Education Goal:

Area III - Strategic Human Resource Management

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

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.

Area IV - Respectful and Responsive Service

Supports State Board of Education Goal:

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

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

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

Archer Elementary Page 3 - GCS Strategic Plan Guilford County Schools

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])

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

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)

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:

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)

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)

Archer Elementary Page 4 - Recommended Data Sources Guilford County Schools

Vision:

Mission:

School Vision and Mission Statements

We are committed to the intellectual, social, physical, and emotional development of students. Through collaboration and a team

approach, we will provide a child centered, academically challenging, safe environment that values the diversity of our entire Archer

community.

The mission of Archer Elementary school is to create a nurturing and safe environment which facilitates academic excellence where “All

Children Can Learn”.

Archer Elementary Page 5 - Vision and Mission Statements Guilford County Schools

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?

Based on preliminary 2009-10 EOG data, Archer successfully met 17/17 Adequate Yearly Progress targets, which included: Whole

School, African American, Limited English Proficiency, and Economically Disadvantaged (students Free and Reduced Meals). In

addition, Archer met NC ABC expected growth standards and increased the performance composite score to 61.9%, which moves our

distinction from a priority school to a school of progress. The 2010-11 NC Teacher Working Conditions data, we have made significant

improvements in the areas of general school satisfaction, teacher input into school decisions and professional development.

Priority Goal 1: Increase K-5 reading proficiency on K-2 DRA assessments and 3-5 EOG reading assessments by reducing the

percentage of non-proficient students by a minimum of 10% in all subgroups

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

support these priorities.)

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

Although we met Adequate Yearly Progress with 17/17 targets, all of the math targets and the LEP reading target were met with either

confidence interval or safe harbor. We met overall expected growth, however, we did not meet expected growth in reading for 4th grade

students. Based on the NCTWC Survey, although we have clearly made growth in the areas of respect and trust, we understand that

this will continue to be an area of focus based on this data. Parent and student surveys also reflect improved opportunities to develop

gifts, with a need to continue to develop enrichment and leadership opportunities for students and parents.

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

We have not yet received value added teacher data from the state. It will be released later this fall.

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

School Data and Summary Analysis

Priority Goal 3: Increase 5th grade science proficiency based on NC Science EOG by reducing the percentage of non-proficient

students by a minimum of 10%.

Priority Goal 4: Implement Service Learning and Character Development Instruction integration in all subjects/curriculum with the

support of the Covey 7 Habits Leadership model.

Priority Goal 1: Increase K-5 reading proficiency on K-2 DRA assessments and 3-5 EOG reading assessments by reducing the

percentage of non-proficient students by a minimum of 10% in all subgroups

Priority Goal 2: Increase K-5 math proficiency on K-2 math assessments and 3-5 EOG math assessments by reducing the percentage

of non-proficient students by a minimum of 10% in all subgroups.

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

Strategy 2: Strategy: Continue implementation of Assessment For Learning Module to refine literacy instruction

Action steps:

1 Complete the development of power standards in reading with a specific focus on higher order reading comprehension

using non- fiction text

2 Develop formative assessments to informally monitor student progress on a consistent basis

Target SMART* Goal: By June 2011, AES will increase the overall percentage of students that are proficient in reading by 10% each year from 53.2% to 58.1% based on EOG reading results.

4 Utilize Wilson Language Program to support 3-5 exceptional children with additional structured literacy instruction

Strategy 1: Strategy: Restructure school-wide guided reading practice to provide flexible strategic intervention for targeted

students

Action steps:

1 Develop daily common schoolwide guided reading time in schedule to utilize all trained adults to instruct students in small

group setting

2 Train all new enrichment teachers, specialists, and teacher assistants in SRA process to support students in traditional

classes who need alternate intervention in reading

3 Utizlize Wilson Fundations literacy program and DIBELS to provide consistent, direct phonics instruction for K-2 students

Priority Goal 1 and Associated Strategies

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

Overall SMART* Goal:By June 2012, AES will increase the overall percentage of students that are proficient in reading by 10%

each year from 58.1% to 62.3% based on EOG reading results

Supports this Area of the

GCS Strategic Plan: Area I - Improve Academic Achievement

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

Pla

n/D

oP

lan

/Do

Area for improvement and supporting data (refer to #4 of School Data and Summary Analysis): K-5 reading proficiency on K-2

DRA assessments and 3-5 EOG reading assessments based on 2009-10 ABC and AYP reports

5 Revisit GCS Balanced Literacy model to support professional development for traditional guided reading teachers to

ensure fidelity in best literacy practices.

Archer Elementary Page 8 - Priority Goal 1 Guilford County Schools

Priority Goal 1 and Associated Strategies

Review frequency:

Ch

eck

Strategy 2:

3 Develop embedded professional development opportunties by working with Professional Learning Communities during

regular common planning times and Teach Tuesday professional development sessions

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

Strategy 3: Strategy: Support the GCS Million Books initiative by providing additional opportunites for students to increase

the number of books read

Action steps:

1 Use Title 1, Local and grant funding to purchase non-fiction materials to support guided reading and self-selected reading

instruction.

2 Set individual student goals using Accelerated Reader as a tool to motivate students who meet individual growth with

reading goals.

3 Set school-wide challenges (ex. staff performance, end of year celebration) based on student body's ability to meet school-

wide reading goal

Pla

n/D

o

5 Utizlize data notebooks to increase student ownership with understanding and communicating reading goals

6 Implement student led conferences to more effectively communicate student progress in reading

4 Analyze student work to determine the effectiveness of instructional strategies and to identify areas of strength and

challenge with teachers to provide flexibility with groupings and promote collaboration

7 Debriefing on status shared with Instructional Management Team and School Improvement Team to analyze results and

determine next steps

4 Provide parent invovlement opportunities including theme based K-5 Literacy night and Read Across America

Celebrations to increase opportunties for students to increase reading time.

Quarterly

Assigned implementation team:

QUARTER 1: DIBELS, Quarterly K-2 assessments, quarterly benchmark assessments, QRI assessments

QUARTER 2:

QUARTER 3:

QUARTER 4:

Archer Elementary Page 9 - Priority Goal 1 Guilford County Schools

Priority Goal 1 and Associated StrategiesA

ct

Ch

eck

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:DIBELS, Quarterly K-2 assessments, quarterly benchmark assessments, QRI assessments that reflect an improvement in

proficiency

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

QUARTER 1:

QUARTER 4:

QUARTER 3:

QUARTER 4:

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

QUARTER 1:

QUARTER 2:

QUARTER 3:

QUARTER 2:

Archer Elementary Page 10 - Priority Goal 1 Guilford County Schools

Strategy 2: Strategy: Begin implementation of Assessment For Learning Module in math to refine math instruction

Action steps:

1 Begin development of power standards in math with a specific focus on problem solving and numeration

2 Develop and use formative assessments to informally monitor student progress in math on a consistent basis

3 Develop embedded professional development opportunties by working with Professional Learning Communities during

regular common planning times and Teach Tuesday professional development sessions

4 Provide core teachers with a 80 minute planning block 1 day each weekto analyze student work to determine the

effectiveness of instructional strategies and to identify areas of strength and challenge in math instruciton

5 Principal and CF will meet with grade levels biweekly to review weekly formative assessments and specific skills as well

as identify students that need additional support from tutors.

Pla

n/D

o

Strategy 1: Strategy: Develop Pyramid for intervention for Math based upon Response to Intervention Model

Action steps:

1 Pilot SRA Math Intervention program for exceptional students in math to provide targeted problem solving support

2 Refine Math Instructional model to provide more consistent research based math instruction in problem solving and

numeration

Priority Goal 2 and Associated StrategiesP

lan

/Do

Area for improvement and supporting data (refer to #4 of School Data and Summary Analysis):K-5 math proficiency on K-2 math

assessments and 3-5 EOG math assessments based on 2009-10 reading ABC and AYP reports

Overall SMART* Goal:By June 2012, AES will increase the overall percentage of students that are proficient in math by 10% each

year from 78.1% to 80.3% based on EOG math results

Supports this Area of the

GCS Strategic Plan: Area I - Improve Academic Achievement

By June 2011, AES will increase the overall percentage of students that are proficient in math by 10% each

year from 75.7% to 78.1% based on EOG math results

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

Goal 2 Improvement Strategies – Identify research-based strategies whenever possible.

Target SMART* Goal:

Archer Elementary Page 11 - Priority Goal 2 Guilford County Schools

Priority Goal 2 and Associated Strategies

Review frequency: Quarterly

Assigned implementation team:

Ch

eck

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

QUARTER 1: quarterly K-2 assessments, quarterly benchmark assessments

QUARTER 2:

QUARTER 3:

QUARTER 3:

QUARTER 1: quarterly K-2 assessments, quarterly benchmark assessments that reflect an improvement in proficiency

QUARTER 2:

QUARTER 3:

QUARTER 1:

QUARTER 2:

QUARTER 4:

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

data as appropriate.)

QUARTER 4:

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

Strategy 2:

6 Teachers will provide rigorous math stations that will include specific skills activities to reinforce skills taught in guided

math skills group.

7 Debriefing on status shared with Instructional Management Team and School Improvement Team to analyze results and

determine next steps

Pla

n/D

o

Archer Elementary Page 12 - Priority Goal 2 Guilford County Schools

Priority Goal 2 and Associated StrategiesA

ct

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

QUARTER 1:

QUARTER 2:

QUARTER 3:

QUARTER 4:

Ch

eck

QUARTER 4:

Archer Elementary Page 13 - Priority Goal 2 Guilford County Schools

Review frequency:

1 K-2 students will participate in class science projects and participate in December K-2 science fair

Strategy: K-5 students will participate in Science Fair to increase knowledge of the scientific method

Action steps:

2 3-5 students will judge K-2 project to better understand scientific method

3 All 3-5 students will complete science projects to demonstrate understanding of the scientific method

Priority Goal 3 and Associated StrategiesP

lan

/Do

Area for improvement and supporting data (refer to #4 of School Data and Summary Analysis): Increase 5th grade science

proficiency based on NC Science EOG by reducing the percentage of non-proficient students by a minimum of 10%.

Overall SMART* Goal:By 2012, AES will increase the overall percentage of students that are proficient in science by 10% from

49.2% to 54.3% based on the end of grade science test for 5th grade students.

Supports this Area of the

GCS Strategic Plan: Area I - Improve Academic Achievement

Target SMART* Goal:By 2011, AES will increase the overall percentage of students that are proficient in science by 10% from

43.5% to 49.2% based on the end of grade science test for 5th grade students.

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

Goal 3 Improvement Strategies – Identify research-based strategies whenever possible.

Pla

n/D

o

Strategy 1: Strategy: Use School Garden and Fresh Fruit and Vegetable programs to increase opporunities for hands-on

science through the Multicultural Garden Service Learning Project

Action steps:

1 Teachers will be provided with an addiitonal 1.5 hours of planning per month for the monthly Multicultural Garden Service

Learning Project

2 Students will follow the early release schedule once per month to provide time for work in the school garden as part of the

Multicultural Garden Service Learning Project

3 Specialists and community volunteers (Master gardeners, Cooperative Extension Agency, 4-H) will work with students on

projects

4 Students will share their year long Multicultural Garden Service Learning projects in a school wide multicultural

presentation in June with their parents, school, and community.

Strategy 2:

Quarterly

Archer Elementary Page 14 - Priority Goal 3 Guilford County Schools

Priority Goal 3 and Associated StrategiesP

lan

/Do

QUARTER 2:

QUARTER 1:

QUARTER 4:

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: Through formative assessment data

Assigned implementation team:

Ch

eck

Act

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

QUARTER 1:

QUARTER 3:

QUARTER 2:

QUARTER 3:

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

QUARTER 1: Observations and Walkthroughs

QUARTER 4:

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

Archer Elementary Page 15 - Priority Goal 3 Guilford County Schools

Priority Goal 3 and Associated StrategiesA

ct QUARTER 2:

QUARTER 3:

QUARTER 4:

Archer Elementary Page 16 - Priority Goal 3 Guilford County Schools

Strategy 1:Pla

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o

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

Action Steps:

4. Teachers will particiapte in Covey Implementation Day training to learn strategies to teach the 7 Habits to students.

5. Teachers will use the “Seven Habits of Highly Effective Kids” to provide focused instruction for character

development.

6 Teachers will highlight people who have exhibited positive character through the 7 Habits through literacy examples to

the students.

1. All staff will particiapte in Covey's "7 Habits for Highly Effective People" signature training

2. Archer's PBIS team will align Positive Behavior Intervention Support (PBIS) goals/expectations to the GCS character

traits using the 7 habits as the core of their character development model.

3. The adminstration and teachers will recognize students and staff who exhibit outstanding behavior related to the

Archer PBIS model on a monthly basis .

Improvement Strategies – Identify research-based strategies whenever possible.

Area V - Safe Schools and Character Development

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

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.

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

through curriculum integration.

Character Development Plan

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

Area for Improvement:

Archer Elementary Page 17 - Character Development Plan Guilford County Schools

Character Development Plan

Review frequency:

Pla

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o

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

Action Steps:

Student Leadership Team

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

Action Steps:

1. Teachers will be provided with opportunities to receive training in service learning from the service learning contact

1. The administration will provide opportunities for teachers to plan, collaborate and develop lessons that will help to

develop students’ citizenship skills.

2. 3-5 students will participate in Kids’ Voting and host mock elections for student council.

Quarterly

Assigned implementation team:

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

of elected officials.

4. K-5 teachers will provide more 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.

2. All students will participate in one service learning thematic unit during the 2010-11 school year based on the

Multicultural Garden Service Learning Project.

3. Students, staff, and parents will build new community partnerships to support service learning.

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

Archer Elementary Page 18 - Character Development Plan Guilford County Schools

Character Development PlanC

he

ck

QUARTER 4:

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

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

QUARTER 1: SWIS data, staff, student and aprent survey results, NC TWC survey results

QUARTER 2:

QUARTER 3:

QUARTER 4:

QUARTER 1:

QUARTER 2:

QUARTER 3:

QUARTER 4:

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: Formative Assessment Data, SWIS data, staff, student and aprent survey results, NC TWC survey results

QUARTER 2:

Archer Elementary Page 19 - Character Development Plan Guilford County Schools

Character Development PlanA

ct QUARTER 2:

QUARTER 3:

QUARTER 4:

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

QUARTER 1:

Archer Elementary Page 20 - Character Development Plan Guilford County Schools

Goal Summary

Overall SMART* Goal:By June 2012, AES will increase the overall percentage of students that are proficient in reading by 10% each year

from 58.1% to 62.3% based on EOG reading results

Target SMART* Goal:By June 2011, AES will increase the overall percentage of students that are proficient in reading by 10% each year

from 53.2% to 58.1% based on EOG reading results.

Strategy: Restructure school-wide guided reading practice to provide flexible strategic intervention for targeted students

Goal 1 and Associated Strategies

Strategy: Continue implementation of Assessment For Learning Module to refine literacy instruction

Strategy: Support the GCS Million Books initiative by providing additional opportunites for students to increase the number of books read

Overall SMART* Goal:By June 2012, AES will increase the overall percentage of students that are proficient in math by 10% each year

from 78.1% to 80.3% based on EOG math results

Target SMART* Goal:By June 2011, AES will increase the overall percentage of students that are proficient in math by 10% each year

from 75.7% to 78.1% based on EOG math results

Goal 2 and Associated Strategies

Strategy: K-5 students will participate in Science Fair to increase knowledge of the scientific method

Strategy: Develop Pyramid for intervention for Math based upon Response to Intervention Model

Strategy: Begin implementation of Assessment For Learning Module in math to refine math instruction

Goal 3 and Associated Strategies

Overall SMART* Goal:By 2012, AES will increase the overall percentage of students that are proficient in science by 10% from 49.2% to

54.3% based on the end of grade science test for 5th grade students.

Target SMART* Goal:By 2011, AES will increase the overall percentage of students that are proficient in science by 10% from 43.5% to

49.2% based on the end of grade science test for 5th grade students.

Strategy: Use School Garden and Fresh Fruit and Vegetable programs to increase opporunities for hands-on science through the

Multicultural Garden Service Learning Project

Archer Elementary Page 21 - Goal Summary Guilford County Schools

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.

Archer Elementary Page 22 - Goal Summary Guilford County Schools

1.

2.

3.

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:Patrice Brown, Principal

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.

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.

receive and investigate referral,

review data and determine if intervention plan is needed,

develop intervention plan if needed,

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.

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

Safe School Plan4.

5.

6.

7.

8.

9.

10.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

1.

2.

Community Service Works Alternative Education Program.

NARIOP

consultation with appropriate community agencies;

review/request medical and social histories including home visits.

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

conduct screening if needed, and

review of attendance and discipline referral reports

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:

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;

Habits of Highly Effective People/Kids

Positive Behavior Intervention Support

RTI/IST process

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.;

Anger Management-Youth Focus

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.

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

techniques; and

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:

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.

Archer Elementary Page 24 - Safe School Plan (2010-12) Guilford County Schools

Safe School Plan

Review frequency:

QUARTER 1: SWIS discipline Data, SSP data, Staff and Parent Survey results

QUARTER 2:

QUARTER 3:

QUARTER 4:

Quarterly

Assigned implementation team:

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

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

Target SMART* Goal:

1 To annually gather input from students, parents and staff relative to school safety.

2 To update and utilize Safety/Crisis and Emergency Plans.

Overall SMART* Goal: Reduce office referrals by 75% in year 2012.

Supports this Area of

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

Action Steps:

Strategy: To address the needs of at risk students through the RTI and IST processes

Action steps:

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

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.)

Strategy 1 Strategy: Maintaining a safe and orderly climate

Reduce out of school suspensions by 50% in year 2011.

3 To implement PBIS school-wide process focus (P.R.I.D.E.) correlated with Archer's character education program;

Improvement Strategies – Identify research-based strategies whenever possible.

Strategy 2

1To use the IST team to identify, serve, and monitor the progress of identified students through the Response to

2 To participate in the district-wide RTI process training to refine the RTI implementation through PLC's

Archer Elementary Page 25 - Safe School Plan (2010-12) Guilford County Schools

Safe School Plan

Planned/Completed

Covey 7 Habits for Highly Effective People Planned/Completed

Response to Intervention training Planned

Planned

QUARTER 4:

QUARTER 1:

QUARTER 2:

QUARTER 3:

QUARTER 4:

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

Professional Development

Positive Behavior Intervention Support

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:

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

QUARTER 1: SWIS discipline Data, SSP data, Staff and Parent Survey results

QUARTER 2:

QUARTER 3:

QUARTER 1:

QUARTER 2:

QUARTER 3:

QUARTER 4:

Archer Elementary Page 26 - Safe School Plan (2010-12) Guilford County Schools

Safe School Plan

1.

2.

3.

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.

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:

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.

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.

Cable Access Channel

Staff Newsletter

Student Council Updates

Connect-Ed messaging and notification

technology

Connect-Ed messaging and notification

technology

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

of graffiti.

Board of Education Meeting Materials

Superintendent's News Briefs (weekly)

Board of Education Meeting Materials

Connect-Ed messaging and notification

technology

GCS Parent Academy

Student Assemblies

Guilford County Association of Educators

(GCAE)

GCS Website

Superintendent's News Briefs (weekly)

Cable Access Channel

Staff

Student Handbook

Faculty/Staff Meetings

GCS Website

Cabel Access Channel

E-mail Communications to all GCS

Employees from District Relations

PTA Updates, Meetings, & Newsletter Homeroom Updates

School Newsletter

School/District Brochures

Student Handbook

Student Newspaper

Community/Parents Students

Archer Elementary Page 27 - Safe School Plan (2010-12) Guilford County Schools