CES LP SIP - FINAL - Google Drive


1	District Name:		School Name:	School Code:	Year:
2	Stanly County Schools		Central Elementary	840	2015-2016
3	Principal Name (or Designee)		Melissa D. Smith	Principal Name (or Designee) Email	melissa.smith@stanlycountyschools.org
4	School Mission	Central encourages success.
5	School Vision	Central School will create productive citizens and academically sound individuals prepared to be successful in a diverse and ever-changing world. Central School is committed to providing the highest quality education through a supportive environment where children acquire academic skills necessary to be successful in society; gain confidence and self-esteem in order to meet their expanding needs; accept responsibility for positive attitudes and behaviors that will assist the learning process; acquire technology skills to participate in a global, ever-changing society.
6	Data Analysis: Give a brief description of the data sources your team analyzed and the root causes uncovered during the analysis. What was learned from the data review? How did these data inform decisions for school improvement initiatives? (to include TWC, EOG/EOC results, attendance, graduation rates, among other sources of data)
7	Data Analysis Summary - The data sources analyzed by the team include the EVAAS report, NC EOG results, the NC School Report Card for Central Elementary School, the 2015-2016 NCDPI Comprehensive Needs Assessment (CNA), PowerSchool attendance, tardy and suspension data and qualitative data from school surveys and PLC meetings. From the data review we learned our math scores did not reflect growth for the 2015 reporting year. Data analysis revealed a correlation between our PLC focus and the gap in our school scores. The data informed the decisions of our school improvement team by leading us to identify the root causes for our areas of low growth, especially addressing the gap that the data indicated for our fourth grade students going to fifth grade. Additional analysis of the following self-assessment data uncovered more evidence for root causes to be addressed by the plan. 1.) Student, teacher & community demographics: Central Elementary is located in downtown Albemarle, NC. Our building is a renovated, historical building in our city. Our student population has increased from 555 in 2012 to 617 in June of 2015. Of our student population 44% are Caucasian, 30% African American, 12% Hispanic, 8% multi-racial, 5% Asian and <1% American Indian (PowerSchool reporting). While the state funding EC allotment is set at 12.5%, 17% of our student population is identified EC (Exceptional Children), 7.4% Limited English Proficient and 4% Academically/ Intellectually Gifted. Of the 68 staff members we have one principal, one assistant principal, 37 K-5 classroom teachers, 9 curriculum and instructional support faculty, 5 enrichment teachers (art, music, PE, Media, guidance) and 15 paraprofessionals. One hundred percent of our faculty is highly qualified, additionally 37% have 10 or more years of experience. For the 2014-2015 school year 81% of our population was identified as Economically Disadvantaged Students (EDS). The current statistic for EDS remains at 81% although, due to our participation in the Community Eligibility Program, 100% of students receive free and reduced meals (2015-2016). 2.)Current data on student achievement: The school improvement team has analyzed the school growth measures provided by the EVAAS report for the past three years. The growth measure was analyzed because it is reflective of program effectiveness regardless of achievement levels. Central Elementary is an Exceptional Children's Center for our district, thus our population has a wide range of achievement levels. We feel that the growth measure is a more appropriate analysis for our school. However, if we raise proficiency to a certain degree, growth is more likely to occur. As a result, proficiency measures are included in this report. The EVAAS school added value reports include three years of growth/proficiency measures and a three-year average growth/proficiency measure. Examining growth/proficiency patterns and trends across years offers important insights into the effectiveness of our school program. In fourth grade math our 3 year average growth/proficiency was -1.6/42.9%, (2013, -2.1/42.2%; 2014, 3.5/48.9%; 2015, -6.3/37.5%);the fifth grade math 3 year average growth/proficiency -1.1/43% (2013, -4.4/39%; 2014, -1.5/41.3%; 2015, -1.5/48.8%). Reading data indicates a 3 year average growth/proficiency of 1.8/48.7% for fourth grade (2013, 0.4/35.9%; 2014, 3.6/52.2%; 2015, 1.3/58%), data for fifth grade indicates a 3 year average growth/proficiency rate of -1.1/44.4% (2013, -0.2; 2014, -1.5; 2015, -1.5). Fifth grade science has experienced a steady decline in the growth/proficiency average 0.4/51.2% (2013, 2.1; 2014, -1.1/44.4%; 2015, -2.0/51.2%%). The EVAAS data in the School Diagnostic report provides additional data to allow for teachers and school administration to identify subgroup performance and identify our lowest to highest student achievement. This subgroup data will assist our Multi Tiered Support System leader and Interventionist to target groups of students for interventions and support. Our goal is to meet the growth standard at 0 or go beyond. Proficiency data from the previous year indicates that in math 64.1% of third graders were proficient, 48.9% of fourth graders, and 41.3% of fifth graders. Proficiency in reading reflected 59% of third grade, 52.2% of fourth grade and 42.9% of fifth grade. In science our 5th grade is 44.4% proficient. Economically Disadvantaged students were 54.6% proficient on end of grade assessments and 32.1% of Students With Disabilities were proficient on end of grade assessments, Limited English Proficient students were 42.9% proficient. In response to the growth report (and proficiency data from the EOG's) root causes that were contributing factors to the decrease in growth were identified in the low growth of fourth grade math and supported by the 15.2% decrease in proficiency for 4th grade math; a steady drop in the growth of 5th grade science additionally 4th grade reading growth decreased. The data further indicated a decrease in the overall end of grade proficiency from third to fourth grades. The CNA assessment indicated our need to increase rigor and incorporate higher order thinking skills. The school improvement team noted that as the curriculum increased in complexity we did not match with an increase in rigor, thus indicated in the overall decrease of proficiency. Certified staff participate in district and school based professional development opportunities to improve teaching and learning in their classrooms. As a result of a decrease in student growth and proficiency, administration has made teacher/grade level changes. Procedures to ensure effective monitoring and implementation are embedded within the school goals. 3.) Student Behavior Data: The attendance rate for Central School has averaged 95.33 % attendance from 2011 - 2014 (2011-12, 96%; 2012-13, 95%; 2013-14; 95%). Short term suspensions averaged 90.46 during the years 2011 - 2014 (2011-12, 74.58; 2012-13, 105.9; 2013-14; 90.9). District Progress Monitoring: The Superintendent and Central Office Administration will regularly meeting (Elementary Director will meet monthly) with school administrator to review goal, strategy and Quality Assurance Inventory (QAI) feedback progress.


1	District Name:		School Name:		School Code:	Year:
2	Stanly County Schools		Central Elementary		840	2015-2016
3	GOAL #1: (SMART - Specific, Measurable, Attainable, Realistic, Time-Bound)	The EVAAS School Value Added Report for Central Elementary School will indicate a positive growth measure equal to or greater than zero in fourth and fifth grade mathematics for the 2015 - 2016 school year while increasing proficiency by 5.1% from 44.9% to 50%. Each teacher will be responsible for ensuring that at a minimum each student receives a year of academic growth as determined by EVAAS data sources.
4		SBE Goal Alignment:		North Carolina public schools will produce globally competitive students.
5		LEA Goal Alignment:		SCS Goal 1 - We shall provide all students with rigorous and relevant course of instruction, grounded with digital literacy and real world applications to ensure career and college readiness.
6		District Progress Monitoring		District Office Elementary School Director will meet with school administration monthly to monitor goal, strategies and QAI feedback progress in student achievement.
7	Progress:	Progress Monitoring Status:		N/A
8	GOAL #2: (SMART - Specific, Measurable, Attainable, Realistic, Time-Bound)	The EVAAS School Value Added Report for Central Elementary School will indicate a positive growth measure equal to or greater than zero in third, fourth and fifth grade reading for the 2015-2016 school year while maintaining overall proficiency of 50.2% or better. Each teacher will be responsible for ensuring that at a minimum each student receives a year of academic growth as determined by EVAAS data sources.
9		SBE Goal Alignment:		North Carolina public schools will produce globally competitive students.
10		LEA Goal Alignment:		SCS Goal 1 - We shall provide all students with rigorous and relevant course of instruction, grounded with digital literacy and real world applications to ensure career and college readiness.
11		District Progress Monitoring		District Office Elementary School Director will meet with school administration monthly to monitor goal, strategies and QAI feedback progress in student achievement.
12	Progress:	Progress Monitoring Status:
13	GOAL #3: (SMART - Specific, Measurable, Attainable, Realistic, Time-Bound)	The EVAAS School Value Added Report for Central Elementary will indicate a positive growth measure equal to or greater than zero in fifth grade science for the 2015 - 2016 school year by maintaining overall proficiency of 51.2% or better. Each teacher will be responsible for ensuring that at a minimum each student receives a year of academic growth as determined by EVAAS data sources.
14		SBE Goal Alignment:		North Carolina public schools will produce globally competitive students.
15		LEA Goal Alignment:		SCS Goal 1 - We shall provide all students with rigorous and relevant course of instruction, grounded with digital literacy and real world applications to ensure career and college readiness.
16		District Progress Monitoring		District Office Elementary School Director will meet with school administration monthly to monitor goal, strategies and QAI feedback progress in student achievement.
17	Progress:	Progress Monitoring Status:


1	District Name:		School Name:		School Code:		Year:
2	Stanly County Schools		Central Elementary		840		2015-2016
3	GOAL #1:	The EVAAS School Value Added Report for Central Elementary School will indicate a positive growth measure equal to or greater than zero in fourth and fifth grade mathematics for the 2015 - 2016 school year while increasing proficiency by 5.1% from 44.9% to 50%. Each teacher will be responsible for ensuring that at a minimum each student receives a year of academic growth as determined by EVAAS data sources.
4	Strategy #1: Describe the strategy that will support this goal	Teachers will receive professional development and training on guided math groups and math workstations.
5	Progress:	Progress Monitoring Status:		Data analysis will be completed weekly. Vertical planning will be completed quarterly. Lesson Plans will be uploaded to School Net weekly.
6	Tasks/Action Steps: Describe the action steps that will be taken to support this strategy.	In the first quarter of school, the curriculum coaches, ITS and MTSS leaders will research and provide training to certified staff for guided math groups and substantive workstations for all grade levels. (For training purposes, Engage NY mathematics curriculum will be used and strongly encouraged as an instructional tool) After CES teachers attend training they will provide collaborative lesson plan documentation of implementation on a weekly basis. Lesson plans will indicate rigor and differentiation implementation and will be uploaded to School Net each week and reviewed by administration on a weekly basis. Lesson plans will indicate the Common Core Standard, target goal or "I can" statement, and the activity of each lesson. "I can" statements will be posted in each classroom weekly and monitored during regular administrative walk-throughs/fidelity checks. Curriculum and Data PLCs will meet weekly to discuss student performance and planning and to analyze and discuss formative and summative assessment data. Additionally, a Master Teacher will be determined (by an examination of EVAAS data) to regularly provide targeted support to peer teachers in an effort to build teacher capacity in delivering math content. A newly formed Curriculum Focus group will meet monthly to review and reflect on the progressions/improvements regarding implementation of guided math's impact on student learning.
7		Evidence: (Identify documents and artifacts)		Collaborative grade level lesson plans with curriculum coaches; attendance documentation for professional development, math benchmarks, walkthrough documentation
8		Person(s) Responsible:		Principal, Curriculum Coaches, Grade Level Teachers, EC teachers, AIG Teacher, MTSS Intervention Specialists
9		Timeline:		August 2015 - June 2016
10		Budget Amount: (if applicable)		NA		Budget Source: (if applicable)		NA
11	Strategy #2: Describe the strategy that will support this goal	Teachers will employ the use of School Net and Moby Max online programs for benchmark assessments, formative classroom assessment, planning and instruction.
12	Progress:	Progress Monitoring Status:		Data analysis will be completed weekly. Online Usage reports are made available on a monthly basis. Lesson Plans will be uploaded to School Net weekly.
13	Tasks/Action Steps: Describe the action steps that will be taken to support this strategy.	The Instructional Technology Specialist and curriculum coaches will collaborate to train all CES grade level teachers on the use of School Net and Moby Max for planning, instruction and assessment. After CES teachers attend training they will provide collaborative lesson plan documentation of implementation on a weekly basis. Lesson plans will indicate rigor and differentiation implementation. Weekly lesson plans will be uploaded to School Net and reviewed by administration on a weekly basis. Lesson plans will indicate the Common Core Standard, target goal or "I can" statement, and the activity of each lesson. "I can" statements will be posted in each classroom and monitored during regular administrative walk-throughs. Curriculum/Data PLCs will meet weekly to discuss student performance and planning and to analyze and discuss formative and summative assessment data's impact on student learning. A newly formed Curriculum Focus group (comprised of administration, instructional support personnel and certified teachers) will meet monthly and refer to CNA report as another guide for improvement/progressions regarding implementation of Moby Max's impact on student learning. A comprehensive monthly meeting agenda will be shared with greater staff to share progressions/improvements. Moby Max will be used for progress monitoring. Certified staff has been hired to work in the multi-media technology lab to provide various forms of academic support to teachers and students on a weekly basis. Additional certified staff has been hired to support academic instruction.
14		Evidence: (Identify documents and artifacts)		Collaborative quarterly and weekly lesson plans posted on Schoolnet, Moby Max formative assessment reports
15		Person(s) Responsible:		Curriculum Coaches, Administration, Certified Teachers, Instructional Technology Support Personnel
16		Timeline:		August 2015 - June 2016
17		Budget Amount: (if applicable)		NA		Budget Source: (if applicable)		Provided by the LEA
18	Strategy #3: Describe the strategy that will support this goal	[Enter Goal Goal #1 Strategy #3]
19	Progress:	Progress Monitoring Status:
20	Tasks/Action Steps: Describe the action steps that will be taken to support this strategy.	[Enter Tasks/Action Steps]
21		Evidence: (Identify documents and artifacts)
22		Person(s) Responsible:
23		Timeline:
24		Budget Amount: (if applicable)				Budget Source: (if applicable)


1	District Name:		School Name:		School Code:		Year:
2	Stanly County Schools		Central Elementary		840		2015-2016
3	GOAL #2:	The EVAAS School Value Added Report for Central Elementary School will indicate a positive growth measure equal to or greater than zero in third, fourth and fifth grade reading for the 2015-2016 school year while maintaining overall proficiency of 50.2% or better. Each teacher will be responsible for ensuring that at a minimum each student receives a year of academic growth as determined by EVAAS data sources.
4	Strategy #1: Describe the strategy that will support this goal	Teachers will continue the implementation of reading 3D, guided reading, writers workshop, Comprehension Toolkit, Reading Mastery (K-1) and Words Their Way research based programs for the 2015-2016 school year.
5	Progress:	Progress Monitoring Status:		Data analysis will be completed weekly. Vertical planning will be completed quarterly
6	Tasks/Action Steps: Describe the action steps that will be taken to support this strategy.	Curriculum coaches will provide professional development refreshers on researched-based instructional strategies in reading to 100% Central Elementary School certified staff, tutors and paraprofessionals during the 2015-16 School Year. These continuous instructional strategies include, but are not limited to, Reading 3-D, Comprehension Toolkits (purchased for every classroom teacher this year), Guided Reading, Writing Workshop, Reading Mastery (K-1) and Words Their Way. In conjunction with the administration, curriculum coaches will construct comprehensive K-5 schedules for the implementation of Reading 3-D (for grades 4-5as well), Guided Reading, Writing Workshop, Reading Mastery, and Words Their Way. Curriculum Coaches and teachers will assign students to instructionally appropriate flex groups and MTSS will assist in monitoring and facilitating instructional grouping to meet the dynamic needs of struggling students. Coaches will assist with instructional grouping and documentation throughout the school year. Curriculum coaches, MTSS specialists and administration will continue to monitor the implementation and progress of all reading support programs through bi-weekly fidelity checks. The observations will provide immediate feedback to help teachers increase rigor and fidelity to program parameters. Additionally, a Master Teacher will be determined (by an examination of EVAAS data) to regularly provide targeted support to peer teachers in an effort to build teacher capacity in delivering science content. At-risk students will be referred to the MTSS team for additional support (interventions) and strategies on a weekly basis. Through PLCs teachers will review document progress/lack of progress and use the data to improve student lessons. On an as-needed basis, teachers will collaborate with the Instructional Technology Specialist for ongoing training and lesson creation. (This is our year for 3-5 Chromebook rollout) Quarterly parent Involvement events will be held to distribute information to parents to increase literacy awareness in the home. Classroom teacher sent to WIDA Introduction and Differentiation PD. On a monthly basis, the Curriculum/Media-Technology Focus group will meet and refer to CNA report as another guide for improvement/progressions. 100% certified teachers will document 90 minute reading block lessons on School Net. 3 certified staff members will participate in Professional Development on WIDA - Introduction and Differentiation.
7		Evidence: (Identify documents and artifacts)		90 minute reading block lesson plans, documentation of reading instruction groups, MClass reports, Master Schedule, WIDA documentation for ESL students, Word Their Way lesson gain progression documentation, Spelling Inventories, writing portfolios, professional development logs, google walkthrough forms
8		Person(s) Responsible:		Administration, 2 Curriculum Coaches, Classroom Teachers, EC teachers, AIG teacher, ESL teacher, MTSS Intervention specialists, IT specialist
9		Timeline:		August 2015 - June 2016
10		Budget Amount: (if applicable)		$5,000		Budget Source: (if applicable)		Title I Funds & LEA Funded
11	Strategy #2: Describe the strategy that will support this goal	Teachers will implement FLEX (online for grades 3-5) and Edsphere (online for grade 3 and transition grade 3-4 students.
12	Progress:	Progress Monitoring Status:		Data analysis will be completed weekly. Vertical planning will be completed quarterly. Flex formative assessment/usage reports.
13	Tasks/Action Steps: Describe the action steps that will be taken to support this strategy.	Grades 3-5 teachers will attend SCS training for FLEX (online intervention program for at-risk students in grades 3-5), third and fourth grade teachers will attend Edsphere training. Curriculum coaches, teachers and instructional specialists will lead the implementation and monitoring of these programs through weekly fidelity checks to increase the level of rigor to the program parameters. PLCs will meet weekly to discuss student performance and planning and to analyze and discuss formative and summative assessment data to help inform instruction. At-risk students will be referred to MTSS team. Document progress/lack of progress and use the data to improve student lessons. Administration, instructional support personnel and certified teachers will refer to CNA report as another guide for improvement/progressions.
14		Evidence: (Identify documents and artifacts)		quarterly and weekly lesson plans posted on Schoolnet, FLEX reports, Edsphere reports, RTA portfolios, walkthrough forms (administrative and curriculum coaches), MTSS portfolios, parent communication to increase literacy awareness, professional development logs
15		Person(s) Responsible:		Administration, Curriculum Coaches, Classroom Teachers, EC teachers, MTSS Intervention Specialist, District Personnel
16		Timeline:		August 2015 - June 2016
17		Budget Amount: (if applicable)		NA		Budget Source: (if applicable)		Provided by the LEA
18	Strategy #3: Describe the strategy that will support this goal
19	Progress:	Progress Monitoring Status:
20	Tasks/Action Steps: Describe the action steps that will be taken to support this strategy.	[Enter Tasks/Action Steps for Goal #2 Strategy #3]
21		Evidence: (Identify documents and artifacts)
22		Person(s) Responsible:
23		Timeline:
24		Budget Amount: (if applicable)				Budget Source: (if applicable)


1	District Name:		School Name:		School Code:		Year:
2	Stanly County Schools		Central Elementary		840		2015-2016
3	GOAL #3:	The EVAAS School Value Added Report for Central Elementary will indicate a positive growth measure equal to or greater than zero in fifth grade science for the 2015 - 2016 school year by maintaining overall proficiency of 51.2% or better. Each teacher will be responsible for ensuring that at a minimum each student receives a year of academic growth as determined by EVAAS data sources.
4	Strategy #1: Describe the strategy that will support this goal	Certified teachers will use STEM kits in their lessons to increase science understanding.
5	Progress:	Progress Monitoring Status:		Data analysis will be completed weekly. Vertical planning will be completed quarterly
6	Tasks/Action Steps: Describe the action steps that will be taken to support this strategy.	At the start of the 2015-16 SY, certified teachers will receive training from the STEM contracted representative for the use of the hands-on science STEM kits. Monthly collaborative planning will take place to ensure appropriate and effective implementation of kits in classroom lessons. Curriculum coaches will continue to monitor the implementation of the STEM program and progress of all the program through bi-weekly fidelity checks to increase the level of rigor to the program parameter. Additionally, a Master Teacher will be determined (by an examination of EVAAS data) to regularly provide targeted support to peer teachers in an effort to build teacher capacity in delivering science content. At-risk students will be referred to MTSS team and the specialists will document progress/lack of progress and use the data to improve student lessons. Additional staff has been added to support teaching and learning.
7		Evidence: (Identify documents and artifacts)		STEM kit usage, collaborative lesson planning, student portfolios, teacher assessments, schoolnet lessons and assessments, walkthrough documents from Administration and from Master Teacher in addition to Curriculum Coaches. These data points will help us determine the quality of instruction that occurs in CES classrooms.
8		Person(s) Responsible:		Curriculum Coaches, Master Teachers, contracted personnel (STEM kits), teachers
9		Timeline:		August 2015 - June 2016
10		Budget Amount: (if applicable)		NA		Budget Source: (if applicable)		Funded by LEA
11	Strategy #2: Describe the strategy that will support this goal	Fifth grade teachers will use Coach Science Books to increase non-fiction science reading, science vocabulary and improve test taking strategies
12	Progress:	Progress Monitoring Status:		Data analysis will be completed weekly. Vertical planning will be completed quarterly
13	Tasks/Action Steps: Describe the action steps that will be taken to support this strategy.	PLCs will meet weekly to discuss student performance and collaborative planning. PLCs will meet monthly to analyze and discuss formative assessment data. Certified staff will participate in Professional Development on Digging Deeper in Data and how to have critical conversations. Lesson plans will indicate rigor and differentiation and will be uploaded to School Net each week and reviewed by administration. Lesson plan rigor and differentiation will be monitored during regular administrative walk-throughs/fidelity checks. Additionally, a Master Teacher will be determined (by an examination of EVAAS data) to regularly provide targeted support to peer teachers in an effort to build teacher capacity in delivering science content.
14		Evidence: (Identify documents and artifacts)		collaborative lesson plans, curriculum meeting documentation, student science portfolios, teacher assessments (quizlet, schoolnet)
15		Person(s) Responsible:		curriculum coaches, grade level teachers
16		Timeline:		August 2015 - June 2016
17		Budget Amount: (if applicable)		NA		Budget Source: (if applicable)		NA
18	Strategy #3: Describe the strategy that will support this goal	Students will use chrome books and other forms of technology to research science topics while participating in project based learning.
19	Progress:	Progress Monitoring Status:		Chrome book technology is incorporated daily and usage reports monitored monthly by Instructional Support Specialist, Media Specialist and Administration
20	Tasks/Action Steps: Describe the action steps that will be taken to support this strategy.	Teachers will attend Professional Development sessions on how to use and incorporate Chrome Books (3-5).Teachers will implement use of technology resources such as: Google Classroom, News ELA, Discovery Ed, etc. to monitor, assess, and plan for student learning in science. Teachers will regularly attend technology Professional Development with the IT specialist. K-2 teachers have access to the school laptop cart to use in daily science instruction. All teachers have Active Boards, document cameras and IPEVO projectors to use for daily science instruction. A computer lab is available for additional technology instruction. Teachers will set up interactive Google classrooms for student assignments. Administration, instructional support personnel and certified teachers will refer to CNA report as another guide for improvement/progressions.
21		Evidence: (Identify documents and artifacts)		google classroom, collaborative lesson plans, technology usage reports
22		Person(s) Responsible:		classroom teachers, curriculum coaches, IT specialist, media specialist, EC teacher, AIG teacher
23		Timeline:		August 2015 - June 2016
24		Budget Amount: (if applicable)		NA		Budget Source: (if applicable)		Funded by LEA


1	NC GENERAL STATUTE REQUIREMENTS
2	NC General Statute § 115C-105.27: Development and Approval of School Improvement Plans includes the following areas be addressed in SIPs. Under each section, please address how this legislative requirement is addressed in your school. (Please see separate tab for GS 115C-105.27 requirements.)
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5	Below are areas in the NC General Statute that must be addressed in the SIP:
6	ADDENDUM 1: Shall include a plan to address school safety and discipline concerns.	How is the school addressing Addendum 1? (Explain in this section. Please remember that your school has a Confidential Safety Plan. This areas addresses general safety and discipline concerns. (Examples could include reduction of ISS/OSS numbers, rerouting student dropoff areas, etc.) A safety and disciplinary focus team of educators has been developed to address the CES safety needs. This committee will review various items on a monthly and as-needed basis to help promote/increased safety measures. These items include, but are not limited to, suspension reductions , student arrival and dismissal procedures, absentee/tardy policies, implementation of directional signage, traffic flow, drill practices, creation of student-friendly bullpup rules, etc.
7	ADDENDUM 2: Shall include a plan to provide duty-free lunch period for every teacher on a daily basis or as otherwise approved by the SIT.	How is the school addressing Addendum 2? (Explain in this section.) A duty free lunch is not feasible at this time. Personnel hiring restraints inhibit this as a daily service to teachers. We have quite a few students and few resources to ensure this plan. We will continue to work on this.
8	ADDENDUM 3: Shall include a plan to provide duty-free instructional planning time for every teacher under GS115C-301.1 with the goal of providing an average of at least five hours of planning time per week.	How is the school addressing Addendum 3? (Explain in this section.) A schoolwide master schedule has been developed to ensure a daily 50 minute planning time for every teacher.
9	ADDENDUM 4: Shall include a plan to identify and eliminate unnecessary and redundant reporting requirements for teachers and, to the extent practicable, streamline the school's reporting system and procedures, including requiring forms and reports to be in electronic form when possible and incorporating relevant documents into the student accessible components of the Instructional Improvement System.	How is the school addressing Addendum 4? (Explain in this section.) At Central, various forms of media devices are used to streamline communication. CES administration provides weekly Bullpup Updates to staff. The staff participates in focus meeting groups rather than monthly staff meetings to address the comprehensive needs of CES. Surveys are provided to gain feedback in a timely, consistent basis. Everyone uses email and Google Apps to communicate more effectively. The office administration and parent involvement coordinator utilizes the School Messenger system wherever applicable. Our media coordinator post tag messages which are displayed on a shared TV network and keeps the CES website up-to-date to inform the greater community about current events and other school information. A CES volunteer devoutly keeps the school sign updated with important messages. Newsletters and flyers are sent home in Monday communication folders on an as-needed basis.


1	Title I School-wide Compliance Review and Plan (All Title I schools MUST complete this section. If your school is not Title I, leave blank.)
2	Schoolwide reform strategies: Instructional strategies and initiatives in the comprehensive plan must be based on scientifically based research, strengthen the core academic program, increase the quality and quantity of learning time, and address the learning needs of all students in the school.
3		Under each strategy below, explain what you are doing to support student growth for each Goal.*	READING Priority Goal 1: (100% of Title 1 students will meet or exceed growth in Reading.)	MATH Priority Goal 2: (100% of Title 1 students will meet or exceed growth in Math.)
4		Strategy 1	Central Elementary staff will rely on various school-wide reformation tools to implement a continuous improvement plan to enhance the achievement of all educational stakeholders. These aPower School reports, EOG scores, K-2 math and reading assessments, running records, district-supported benchmarks/reports, Thinkgate benchmarking process, Teacher-made screenings and progress monitoring, Reading Foundations, Math Foundations, Math Essentials Games, parent/teacher surveys, MTSS meetings and collaboration (PEP), IEP, reading and writing journals, teacher/staff observations, student data portfolio, mClass Amplify (Reading 3D), DRA and lexiles, progress reports, report cards, weekly and quarterly collaborative planning sessions, MTSS/PBS Framework, 5 NC Reads Domains, 45-60-min Reading intervention, two Curriculum Coaches, Reading Mastery, Corrective Reading, SAT process, parent contacts, reading logs, bus route information, behavioral checklists, community-wide meetings, PTO meetings, focus group meetings, volunteer feedback, community partners feedback, retention data, poverty and demographic data, literacy resources housed in media center.	Teachers will be provided the opportunity to progress monitor their students in an ongoing capacity. These results will be reviewed during the weekly planning sessions and collaborative MTSS data support meetings to determine student growth and needs and help educators monitor and adjust instruction. A team of teachers will receive staff development on the Common Core State Standards. School Net and M Class (Reading 3-D) are global academic monitoring framework and Central has adopted free supplemental math online programs; School Net is used to assist teachers with building practice assignments and assessments to support students in their learning. Other forms of assessment include, but are not limited to, EOG scores, Reading 3-D and K-2 benchmarking, Daily Calendar Math, student portfolios, etc.
5		Strategy 2	Through our MTSS process, a versatile team comprised of ESL teacher, Guidance, AIG, Speech, EC Resource, K-2 teacher rep, 3-5 teacher rep, nurse, MTSS Specialists, referring teacher, curriculum support person, and administration meets on a schedule to discuss struggling students and their needs. EC Resource and Speech Pathologist are providing staff development for instructional staff on the MTSS process. The EC Department realizes that there is an over-identification of students in the EC program. As a result, MTSS Specialists have been hired to help provide teachers w/practical intervention strategies to improve teaching and learning in the classroom and in the home. Teachers become more adept at providing MTSS strategies, holding parent conference/contact info, effectively utilizing progress monitoring data, analyzing student work, etc. to assist the team with making informed decisions about student educational needs. Teachers have the opportunity to participate in weekly collaborative planning meetings where they can get additional instructional strategies and input to assist students with their performance. Using progress monitoring data, teachers discuss student progress and strategies during quarterly instructional planning sessions.	Central school does not have to participate in Supplemental Educational Services despite not meeting all state testing standards in math. The county applied for a waiver and was approved for sanction exemptions. Central continues to participate in the requirement to show mastery in math and reading. Local churches and businesses send volunteers to read to students and work in small math or reading groups. The federal government sends extra Title I funding to assist in the education of struggling students. These additional funds will be used to hire/contract math and reading tutors and provide continuous staff development for the faculty. The funds have also been used to purchase math essential manipulatives, an additional Curriculum Coach for grades 3-5, Number Worlds in K, two Title I TAs so progress monitoring math and reading groups can begin in timely manner and instructional staff may collaborate, and refreshments to increase staff morale during staff development (Curriculum Mapping). CES developed a school based program called "Running Club" and participates in a federally funded "Breakfast for All" program and daily FFVP to increase healthy active awareness. CES was approved for "Free Lunch for All".
6		Strategy 3	District and site-based training for unwrapping the Common Core through Curriculum Mapping. All instructional staff participate in continuous high-quality data review every Thursday (commonly known as MTSS/Data Support Meetings). Staff development opportunities include Math Foundations, Reading Foundations, GoogleApps, Formative Assessment, reviewing School Net and MClass (Reading 3-D) data, NC Reads (balanced literacy), Reading Mastery and Corrective Reading, MTSS Support Meetings, Weekly and Quarterly Planning and Unpacking the CCES for Success.
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