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Mary Scroggs Elementary School

12/3/25

Crystal Epps, Principal

Evan Nelson, Assistant Principal

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Mission and Vision

Vision for Equity and Excellence�Our vision is a community of excellence and equity, providing a rigorous educational program that supports and challenges every student, while closing achievement gaps.

We will accomplish this mission through high-quality, rigorous teaching practices that foster deeper levels of understanding. The staff at Mary Scroggs Elementary School is committed to ensuring that 100% of our students reach their full potential through consistent effort and growth, working to eliminate the achievement gap.

In pursuit of our vision, we will continue to unpack the Common Core and State Standards to effectively apply and transfer learned skills and knowledge. Our staff will prioritize the CCSS, focusing on problem-solving and collaborative learning.

Teachers will differentiate instruction to meet the unique needs of all learners, while students will receive accelerated interventions as needed to address achievement gaps. We will support our district’s recruitment plan to attract teachers from diverse backgrounds and build a team committed to the requirements of 21st-century learning, which includes a focus on:

Learning and innovation skills
Information, media, and technology skills
Life and career skills

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Celebrations and Growth Opportunities

Celebrations:

Academic Achievement: Met expected growth for 2023–2024 and 2024–2025.�
Family & Community Engagement: Hosted Multicultural Night, Literacy & Math Nights, Read-Ins for Hispanic and African American students, Movie Night, Fall Picnic, classroom celebrations (student stories/poems), and outdoor learning experiences (highest student participation district-wide).�
Ongoing Engagement Initiatives: Weekly community updates, biweekly Family Resource Room & PTA collaboration, UNC Science Days (college students offering free after-school programs for 4th–5th grades), author visits, CHS reading partnerships, and Books in Bloom (all students received books to keep).�
Behavior & Programs: Integrated BEST program in 2024–2025, successfully exited two students; OSS assignments to students not in the BEST program decreased by ~85% last year compared to ‘23-24 (20 to 3 days assigned OSS). �
SIP Goals: Increased student self-reported sense of belonging (+6 points - Fall 2025) and parent/guardian/community volunteerism.�

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Celebrations and Growth Opportunities

Growth Opportunities

Academic Performance: Reading and Math EOG achievement levels indicate areas for continued growth, especially for Students with Disabilities and Black students.�
School Report Card: Earned a “C” overall for 2024–2025, highlighting opportunities to raise achievement.�
Targeted Supports: “Watch list” monitoring for Students with Disabilities

Attendance: implementation of individualized attendance plans.�
Behavior: Continued efforts to reduce referrals, with an emphasis on supporting Black male students (thus far down +50% from Aug-Dec, compared to ‘24-25)

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School Improvement Plan Goals 2024-2026 (Master Metrics)

Instructional Excellence:Preparing Students for Life

Reading Goal: Scroggs ES will achieve a combined achievement score of 74.5 within the grades 3-5 Reading End-of-Grade assessment.

During the 2025-26 school year, Scroggs Elementary School aims to meet or exceed the state-determined reading proficiency targets as outlined in the Every Student Succeeds Act (ESSA).
To support an achievement level of 74.5, we are committed to ensuring that our Economically Disadvantaged (ESD) and Black students meet their specific ESSA targets as set by the state. Progress toward this goal will be monitored through the following indicators: A2.O4, A4.01, A4.16, B3.03, E1.06, and C2.01.

Math Goal: Scroggs ES will achieve a combined achievement score of 77 within the grades 3-5 Math End-of-Grade assessment.

During the 2025-26 school year, Scroggs Elementary School aims to meet or exceed the state-determined math proficiency targets as outlined in the Every Student Succeeds Act (ESSA).
To support an achievement level of 77, we are committed to ensuring that our Economically Disadvantaged (ESD) and Black students meet their specific ESSA targets as set by the state. Progress toward this goal will be monitored through the following indicators: A4.01, A2.04, B3.03, and C2.01.

Multi-Language Learner Acquisition Goal:

Our MLL group has an insufficient number students to be considered a subgroup. However, we expect that our MLL students will make expected growth in accordance with the ESSA targets. This goal will be addressed by the following indicators – A4.01, A2.04,B3.03, C2.01.

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School Improvement Plan Goals 2024-2026 (Master Metrics)

Creating a Culture of Safety and Wellness

Attendance Goal: (A4.06, A4.16)

By the end of the 2025-2026 school year, our chronic absenteeism for Latinx students will improve from 35.8% to 32.4%

Student Culture Goal: (A4.06, A4.16)

By the end of the 2025-2026 school year, the percentage of students expressing a sense of belonging will raise from 70% to 78%

Strengthening Family and Community Engagement

Family Engagement Goal: (E1.06)

By the end of the 2025-2026 school year, establish a baseline for K-5 academic parent and guardian volunteer participation and develop a tracking system that distinguishes between traditional (in-person classroom support) and non-traditional (virtual and event-specific) volunteer opportunities. Using this baseline, increase volunteer participation by 10% during the 2025-2026 school year.

Empowering, Equipping and Investing in Our People

Employee Experience Goal: (C3.04)

As measured in the 2025-2026 Teacher Working Conditions Survey, the item entitled “School Leadership: Looks out for the wellbeing of the faculty members” will increase from 72.5 to 78%.

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2025-2026 Priority Indicators

A4.06

ALL teachers are attentive to students' emotional states, guide students in managing their emotions, and arrange for supports and interventions when necessary. (5124)

C2.01

The LEA/School regularly looks at school performance data and aggregated classroom observation data and uses that data to make decisions about school improvement and professional development needs. (5159)

A4.01

The school implements a tiered instructional system that allows teachers to deliver evidence-based instruction aligned with the individual needs of students across all tiers. (5117)

E1.06

The school regularly communicates with parents/guardians about its expectations of them and the importance of the curriculum of the home (what parents can do at home to support their children's learning). (5182)

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Human Resources/Finance

N/A at this time

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School Leadership

How can the School Leadership Division provide direct support, cross-division coordination, and transparent central office communication processes to advance Scroggs’ SIP indicators and action items?�
How can the School Leadership Division ensure meaningful school involvement, as much as possible, in decision-making that directly impacts the school, such as with instruction, staffing, and other components?