LEA or Charter Name/Number: Guilford County Schools - 410 … · Teacher Representative - 2nd...

LEA or Charter Name/Number:

School Name/Number:

School Address:

Plan Year(s):

Date Prepared:

Committee Position* Committee Position*

Principal

Assistant Principal Representative

Teacher Representative - K Chair

Inst. Support Representative

Teacher Assistant Representative

Parent Representative

Teacher Representative - 1st

Teacher Representative - 2nd

Teacher Representative - 3rd

Teacher Representative- 4th

Teacher Representative - 5th

Curriculum Facilitator Secretary



Guilford County Schools - 410

James H. Smith

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.”

Florence Elementary - 370

8/20/2010

School Improvement Team Membership

Local Board Approval Signature:

Date

Date

7605 Florence School Road, High Point, NC

2010-12

Principal Signature:

Penn Grose

Name Name

James McNeil

Laurie Shuford

Bonnie Ketner

Tim Cook

James McNeil (signature on file)

Mary Underwood

Diana Watson

Heidi Davis

Hillary Murphy

Susie Hunt

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

Michelle Sciandra

Jennie Stencel

Sue Etheredge

Florence 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.

Florence Elementary Page 2 - SBE Goals Guilford County Schools

Area IV - Respectful and Responsive Service


Area III - Strategic Human Resource Management

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

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


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: Area II - Supportive Family and Community Involvement


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


Florence Elementary 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)

Florence Elementary 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

Working together, we can achieve this mission, and we can make a difference in the life and success of every child at Florence Elementary. To lead us

toward our mission, our school community shares the following beliefs: *To set high academic expectations for all students * To increase student

proficiency *To promote character education * To provide a safe and orderly climate for learning * To involve all stakeholders * To increase

parent involvement * To inspire students to develop 21st century skills.

The mission of Florence Elementary is to provide a strong academic foundation upon which all students can continue to build and become successful,

caring, productive, global citizens.

Florence 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?

Our analysis tells us that our school was over 65% proficient in Math in all subgroups! Also, over 80% of our students were proficient

with growth. We still need continued improvement toward our school goals. Our Teacher Working Conditions survey showed

tremendous growth in the percent of teachers who believe there is an atmosphere of trust and mutual respect in the school from 25% to

67.8%!

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

Our school has a significant gap between our reading and math scores. Also, we need to closely monitor all at risk students, especially

Students with Disabilites and Economically Disadvantaged.

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

School Data and Summary Analysis

Priority Goal 2: By 2011, there will be an increase in Reading proficiency from 78.9% to 85.9% as measured by EOG scores.

Priority Goal 3: By 2011, there will be an increase from 53.8% to 75% in the percent of stakeholders who report that there is an effective

process for making group decisions to solve problems as measured by surveys.

Priority Goal 4: By 2011, there will be an increase in Science proficiency from 74.5% to 78.5% as measured by EOG scores.

Priority Goal 1: By 2011, there will be an increase in Math proficiency from 89.1% to 93.9% as measured by EOG scores.

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

The data that is missing is that of ouracademiclly gifted (AG) students and the groups of students not large enough to form a subgroup.

Also, we are unsure of how many years each student has been enrolled at Florence and how this impacts their achievement.

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.)

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

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

Target SMART* Goal: By 2011, there will be an increase in Math proficiency from 89.1% to 93.9% as measured by EOG scores.

Overall SMART* Goal:

6. Implement curriculum compacting in grade 4 and 5.

By 2012, there will be an increase in Math proficiency from 89.1% to 100%.

Supports this Area of the

GCS Strategic Plan: Area I - Improve Academic Achievement

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

4. Use data to individualize instruction.

Priority Goal 1 and Associated Strategies

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

Strategy 1: Strategy: Develop and implement differentiated math instruction.

Action Steps:

1. Develop math stations in grade level meetings and monitor their use during mathematics instruction.

2. Create math small groups based on teacher observations and assessments.

3. Align math small groups with quarterly assessments.

5. Use manipulatives as part of math instruction.

Florence Elementary Page 8 - Priority Goal 1 Guilford County Schools


Review frequency:

Strategy 2:

5. Use the ELMO to facilitate math instruction.

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4. Begin Study Island Lab for Level 1 and 2 students in grades 3-5.

Action steps:

1. Schedule 90 minutes for the math instructional block per grade level per day.

2. Plan grade level focused lessons with differentiated math small groups to support instruction.

Strategy: Use technology in math instruction

Action steps:

1. Implement Study Island Lab for students in grades 1st - 5th.

2. Use data from Study Island to plan instruction and as a home-school connection.

3. Implement ORCHARD program for students in grades 2nd - 5th.

Quarterly

Assigned implementation team: All teachers/CF/Administration

Strategy 3: Strategy: Use 90 minute block for math instruction

3. Follow math instructional model.

4. Plan math lessons using professional learning communities.

5. Develop and administer weekly common formative assessments in math to monitor students' mastery of math skills and

inform math instruction.


Priority Goal 1 and Associated StrategiesA

ct

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QUARTER 2:

QUARTER 1: Math assessments, benchmarks

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:

QUARTER 1: Math assessments, benchmarks

QUARTER 2:

QUARTER 3:

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 4:

QUARTER 3:

QUARTER 4:

Based upon identified results, should/how should strategies be changed?QUARTER 1:

QUARTER 2:

QUARTER 3:


3. Analyze DIBELS assessments, benchmarks, Cog-AT, common formative assessments, selection tests, and AR test to

plan instruction.

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Strategy 1: Strategy: Increase Comprehension

Action Steps:

1. Implement Study Island in grades 2nd - 5th.

2. Monitor Accelerated Reader.

Strategy 2: Strategy: Use data to drive instruction

Action steps:

1. Implement Study Island in grades 2nd - 5th.

2.Use STAR reading for targeted students in grades 2nd - 5th based on reading assessment data

3. Designate teachers to attend Renzulli training and plan differentiated activities.

4. Schedule volunteer tutors to work with targeted students based on reading assessment results including Dynamic

Indicators of Basic Early Literacy Skills (DIBELS), Developmental Reading Assessments (DRA's), running records, etc.

5. Implement the Balanced Literacy Model components in all classes and grade levels including guided reading instruction .

Priority Goal 2 and Associated StrategiesP

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

Overall SMART* Goal: By 2014, there will be an increase in Reading proficiency from 78.9% to 100% as measured by EOG scores



Target SMART* Goal: By 2011, there will be an increase in Reading proficiency from 78.9% to 85.9% as measured by EOG scores





Review frequency:

Ch

eck

What data will be used to determine whether the strategies were deployed with fidelity?QUARTER 1: DIBELS, benchmarks, DRAs, CFAs

QUARTER 2:

QUARTER 3:

QUARTER 4:

4. Monitor Accelerated Reader

5. Organize peer and parent tutors.

6. Follow Balanced Literacy Model.

Quarterly

Assigned implementation team: Teachers/CF/Admin

7. Schedule EC and ESL pullout.

Strategy 3:

3. Begin Study Island

2. Implement Curriculum Compacting

1. Attend Renzulli training and plan differentiated activities.

Strategy: Meeting the needs of diverse learners

Action steps:

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Priority Goal 2 and Associated StrategiesC

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QUARTER 4:

QUARTER 2:

QUARTER 1:

QUARTER 2:

QUARTER 3:


Act

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

QUARTER 1:

QUARTER 2:

QUARTER 3:

QUARTER 4:

QUARTER 4:

QUARTER 3:

QUARTER 1: DIBELS, benchmarks, DRAs, CFAs


By 2011, there will be an increase from 53.8% to 75% in the percent of stakeholders who report that there is

an effective process for making group decisions to solve problems as measured by surveys.



Target SMART* Goal:

4. Emailing leadership chair to add concerns to agenda.


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

Overall SMART* Goal:By 2014, there will be an increase from 53.8% to 100% in the percent of stakeholders who report that there

is an effective process for making group decisions to solve problems as measured by surveys.


GCS Strategic Plan: Area IV - Respectful and Responsive Service

2. Discuss the need for bringing concerns to SBLT in grade level meetings.

3. Email staff for reminders of placing items in suggestion box.

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Strategy 1: Strategy: To provide input for Leadership Team.

Action Steps:

2. Provide notes to climate committee.

3. Use data to pinpoint central issues of communcation.

Strategy: Analyse data from grade level minutes.

1. Provide a suggestion box to receive anonymous concerns of staff and share input with the school base leadership team

(SBLT) for problem solving.

Action steps:

5. Create and extend collaboration opportunities for teachers and staff to give input regarding school issues including time

provided during staff meetings. Explore the possibility of using technology-based communication tools for sharing

information and receiving input. 6. Administer an interim staff survey regarding opportunities for shared decision making.

Strategy 2:

1. Plan communication goal on each grade level for first nine weeks.



Review frequency:

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3

Strategy 3: Strategy: Once further data is collected, a third strategy will be developed.

Action steps:

1

2

Quarterly

Assigned implementation team: Climate committee

QUARTER 4:



What data will be used to determine whether the strategies were deployed with fidelity?QUARTER 1: Survey

QUARTER 2:

QUARTER 3:

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QUARTER 1: Survey

QUARTER 4:

QUARTER 2:

QUARTER 3:



QUARTER 1:

QUARTER 2:

QUARTER 3:

QUARTER 4:

Act


QUARTER 1:

QUARTER 2:

QUARTER 3:

QUARTER 4:

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By 2011, there will be an increase in science proficiency from 74.5% to 78.5% as measured by EOG scores



Target SMART* Goal:

4. Utilize the avery key in classroom to post information pages on the television.


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

proficiency.

Overall SMART* Goal: By 2011, there will be an increase in science proficiency from 74.5% to 90% as measured by EOG scores



2. Search "Discovery Education" for videos that align with science lessons.

3. Search the internet for current events in science.

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Strategy 1: Strategy: Utilize technology in Science

Action Steps:

2. Create science vocabulary cards and teacher made games.

3. Connect science and social studies instruction.

Strategy: Implement Science kits

1. Have teachers create lessons using Kid Pix for science instruction.

Action steps:

5. Access science professional development opportunities and invite teachers to share training with colleagues during grade

level and staff meetings.

6. Implement the use of science journals or lab notebooks in grades 3-5 to document students' science learning

experiences.

Strategy 2:

1. Use manipulatives during science instruction.



Review frequency:

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Strategy 3: Strategy: Implement Study Island for 5th grade

Action steps:

1. Use data from Study Island to plan whole group and small group instruction

2. Begin to utilize "Coach EOG Review" books early in the year with corresponding mini assessments.

Quarterly

Assigned implementation team: Teachers/CF/Admin

QUARTER 4:



What data will be used to determine whether the strategies were deployed with fidelity?QUARTER 1: Science benchmarks, Teacher-made assessments

QUARTER 2:

QUARTER 3:

Ch

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QUARTER 1: Science benchmarks, Teacher-made assessments

QUARTER 4:

QUARTER 2:

QUARTER 3:



QUARTER 1:

QUARTER 2:

QUARTER 3:

QUARTER 4:

Act


QUARTER 1:

QUARTER 2:

QUARTER 3:

QUARTER 4:

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Strategy 1:

Action Steps:

4. Teachers will highlight people who have exhibited positive character through literacy examples to the students

including "Student of the Week" and "Good Citizen."

5. Students will develop videos to highlight character traits of the month and the expected behaviors.

6. Classroom Guidance Lessons/Morning Round-up will be implements for grades K-5.

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

develop student’s character.

2. The guidance department will ensure that Careet Day guest speakers highlight GCS character trait that has been

most important to their success in life.

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

character trait of the month on a monthly basis .

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

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.

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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


Florence Elementary Page 20 - Character Development Plan Guilford County Schools

Character Development Plan

Review frequency:

3. Promote global giving initiative.

4. Collect Box Tops

5. School-wide giving - fundraiser for students with medical needs

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5. Student Council will plan in community service opportunities for the school.

6. Clown Club will be organized to allow students to use their citizenship skills by performing for others.

7. Rowdy Ropers will perform for staff and students.

6. Build new community partnerships to support service learning including Colonial Pipeline, Clear Channel Partnership,

and local dentist.

7. Student Council will implement a school-wide, year-long recycling program,

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

2. Promote the "Angel Tree."

9. Cup Stacking Club will be developed.

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

Action Steps:

Quarterly

Strategy 3:

Assigned implementation team: Teachers/CF/ Admin

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

Action Steps:

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

develop students’ citizenship skills.

2. Social studies teachers will participate in Kids’ Voting and host mock elections.

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

of elected officials.

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

citizens working together to change their communities.

8. Chorus will be organized.


Character Development PlanC

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QUARTER 4:


QUARTER 3:

QUARTER 2:

QUARTER 3:

QUARTER 2:

QUARTER 3:

QUARTER 4:


QUARTER 2:

Ac

t

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: Classroom Observations, Money collection

QUARTER 4:

QUARTER 1:


QUARTER 1: Classroom Observations, Money collection

QUARTER 2:

QUARTER 4:

QUARTER 1:


Goal 1 and Associated Strategies


Goal Summary

Overall SMART* Goal: By 2012, there will be an increase in Math proficiency from 89.1% to 100%.

Target SMART* Goal: By 2011, there will be an increase in Math proficiency from 89.1% to 93.9% as measured by EOG scores.

Strategy: Use technology in math instruction

Strategy: Use 90 minute block for math instruction

Strategy: Develop and implement differentiated math instruction.

Overall SMART* Goal: By 2014, there will be an increase in Reading proficiency from 78.9% to 100% as measured by EOG scores

Strategy: Increase Comprehension

Strategy: Use data to drive instruction

Strategy: Meeting the needs of diverse learners

Target SMART* Goal: By 2011, there will be an increase in Reading proficiency from 78.9% to 85.9% as measured by EOG scores

Florence Elementary Page 23 - Goal Summary Guilford County Schools

Strategy: Analyse data from grade level minutes.


Overall SMART* Goal:

Strategy: Implement Science kits

By 2014, there will be an increase from 53.8% to 100% in the percent of stakeholders who report that there is an

effective process for making group decisions to solve problems as measured by surveys.

Target SMART* Goal:By 2011, there will be an increase from 53.8% to 75% in the percent of stakeholders who report that there is an

effective process for making group decisions to solve problems as measured by surveys.

Strategy: To provide input for Leadership Team.

Strategy: Once further data is collected, a third strategy will be developed.


Overall SMART* Goal: By 2011, there will be an increase in science proficiency from 74.5% to 90% as measured by EOG scores

Target SMART* Goal: By 2011, there will be an increase in science proficiency from 74.5% to 78.5% as measured by EOG scores

Strategy: Utilize technology in Science

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.

Strategy: Implement Study Island for 5th grade

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.

Florence Elementary Page 24 - Goal Summary Guilford County Schools

1.

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,

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.

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:James McNeil, Principal

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

Safe School Plan2.

3.

4.

5.

6.

7.

8.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

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

conduct screening if needed, and

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;

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 screening data and close case.

review of attendance and discipline referral reports

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

STUDENTS AT-RISK OF ACADEMIC FAILURE OR WHO A35ARE ENGAGING IN DISRUPTIVE OR DISORDERLY

BEHAVIOR, OR BOTH)

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:

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.;

consultation with appropriate community agencies;

review/request medical and social histories including home visits.

(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.)

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.


Safe School Plan11.

12.

1.

2.

3.

4.

5.

Improvement Strategies – Identify research-based strategies whenever possible.

Strategy 1 Strategy: Implement school wide discipline plan

Action Steps:

3.The teachers and administration will provide student leadership opportunities for students that are positive role

Target SMART* Goal:

Overall SMART* Goal: By June 2012, the number of suspensions will decrease 20% from 17 to 13 as measured by SSP data.

1Teachers and administrators will continue to use the GCS student handbook policies regarding discipline incidents.

2. The counselor and teachers will develop small group mentoring programs for students to foster positive

Mel-Burton School Structured Day Program, coordinated by the Guilford County Youth Focus Program, employing

GCS teachers,

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

GCS teachers, 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.

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.)

Supports this Area of

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

By June 2011, the number of suspensions will decrease 10% from 17 to 15 as measured by SSP data.

Community Service Works Alternative Education Program.

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


Safe School Plan

Review frequency:

2. Implement daily walking of laps for exercise.

Action steps:

1. Organize committee including the school nurse, counselors, cafeteria manager, social worker and PE teachers.

1. Addition of part time PE teacher. All students will receive PE at least once a week.

Strategy 1

5

4. Parent/student conferences will be held for students who continue to experience discipline problems.

Strategy 2 Strategy: Guarantee daily physical activity providing PE for every student

Action steps:

3. No whole class punishement for recess of PE

4

Strategy 3 Strategy: Create coordinated school health program

2

3

Quarterly

Assigned implementation team: Teachers/CF/ Admin


QUARTER 1: Classroom observations

QUARTER 2:

QUARTER 3:

QUARTER 4:

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

QUARTER 1: Classroom observations

QUARTER 2:

QUARTER 3:


Safe School Plan

Planned/Completed

QUARTER 4:

QUARTER 1:

QUARTER 2:

QUARTER 3:


QUARTER 2:

QUARTER 3:

QUARTER 4:

QUARTER 1:

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 4:


Professional Development

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

court officials.


Safe School Plan

1.

2.

3.

4.

5.

6.

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)(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.)

(SPECIFY ANY ADDITIONAL WAYS YOUR SCHOOL WORKS 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 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.

Community/Parents Students Staff

Student Handbook Student Handbook Staff Newsletter


Safe School Plan

Student Assemblies

GCS Parent Academy

Superintendent's News Briefs (weekly)

Cable Access Channel

Board of Education Meeting Materials

Superintendent's News Briefs (weekly)

School Newsletter

School/District Brochures

Student Newspaper

Guilford County Association of Educators

(GCAE)

Student Council Updates

Faculty/Staff Meetings

GCS Website

Cabel Access Channel

E-mail Communications to all GCS

Employees from District Relations

Cable Access Channel

Board of Education Meeting Materials

Connect-Ed messaging and notification

technology


technology


technology

PTA Updates, Meetings, & Newsletter

GCS Website

Homeroom Updates


410-370

School Number(s) Request for Waiver

1. Please describe the waiver you are requesting.

Allow flexibility in class size and teacher daily student load requirements in

grades (4-5)

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

More effective teaching/learning will occur, as Florence Elementary School

will be able to operate a master schedule with fluidity, moving students in

and out of skill groups as assessment indicates. In order to meet specific

individual needs, regularly leveled classes may contain fewer numbers of

students in order to meet mastery levels. The waiver will allow the best

possible grouping for instruction.

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

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

Signature of Superintendent/Designee Date

North Carolina Public School Law 115C-301© and 115C-301(d)

3. State how the waiver will be used.

The waiver will allow flexibility for grouping both in skill and content areas. It

will also allow for more effective use of staffing, focusing on individual

strengths of faculty/staff.

School-Based Management and Accountability Program

Summary of School-Based Waiver Requests

Program Years: 2010-12

LEA or Charter School Name/Number: Guilford County Schools - 410

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