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

Measure

Jan

June

Jan

June

Data from various forms of assessments

<Enter Result of data here>

 

 

 

Classroom walkthroughs

 

 

 

 

Classroom observations

 

 

 

 

 

What are the artifacts used to document the strategies and action steps?

  • PLC Minutes
  • Professional Development Rosters
  • Lesson plans
  • Formative and summative assessments
  • CWT data
  • IDMP data
  • PEP

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

<Write a narrative summary of the results of the 2-3 data measure identified above>

Title 1 School-Wide Compliance Review and Plan

School Prioritized Plan

Based on the annual review of the school needs assessment data encompassing all domains, describe the prioritized plans for the new project year that have the greatest likelihood of ensuring that all groups of students specified in section 1111(b)(2)(C)(v) and enrolled in the school will meet the State's proficient level of achievement as determined by AMOs (Annual Measurable Objectives) on the State’s academic assessments. Describe three to five prioritized program goals that address identified needs. NOTE: These program goals should be included in the school’s comprehensive plan for improvement and do not alone constitute a Title I plan.

Student Achievement Goals. Include Targeted Subgroup(s)

Action Step(s)

Assessment(s) and/or Other Measures Used to Determine Outcome

Timeline of Evaluation Including Interim and Final

Professional Development Needed to Support the Action Step(s)

Parental Involvement Needed to Support the Action Step(s)

1.Reading scores at Mount Olive Middle School (MOMS) will meet or exceed the North Carolina target for Annual Measurable Objectives (AMO) for all subgroups.

 

2.Math scores at MOMS will meet or exceed the North Carolina target for Annual Measurable Objectives (AMO) for all subgroups

1.Teacher will use the Common Core Standards and NC Essential Standards to guide instruction and lesson planning.

2.Teachers will use formative and summative assessments.

3.Teachers will plan rigorous objectives/learning targets and will ensure that students are aware of the objectives/learning targets daily.

4.Teachers will use research-based instructional strategies to deliver instruction to students.

5.Teachers will reflect on lesson plans daily.

6.Teachers will document differentiation in lesson plans.

7.Teachers will use formative and summative assessments data to make daily/weekly instructional decisions

8.Teachers will use STAR Reading and Math data to make instructional decisions for individual students.

9.Teachers will collect student data, analyze the data, and create plans of action for individual classes.

10.Teachers will create PEPs and IEPs based on student data including but not limited to EVAAS, STAR Reading and Math data, benchmark assessments, teacher anecdotal notes, Corrective Reading, and Study Island data.

11.Teachers will administer learning style inventories for all students and use the data collected to plan lessons.

12.Teachers will incorporate reading, technology, and writing in all content areas.

13.Teachers will participate in professional development designed to encourage students to use various forms of technology to enhance learning including Edomodo, Accelerated Reader,etc.

Benchmark assessments administered each nine weeks

Classroom walkthrough data

10/30/14

 

1/16/15

 

3/27/15

 

6/10/15

Engaging learners, teaching strategies, culturally responsive teaching PD

 

 

Have children arrive at school in a timely manner; avoid signing children out early; avoid absences from school as much as possible; parent support of teachers; parent involvement in education process.

assessments, teacher anecdotal notes, Corrective Reading, and Study Island data.

11.Teachers will administer learning style inventories for all students and use the data collected to plan lessons.

12.Teachers will incorporate reading, technology, and writing in all content areas.

13.Teachers will participate in professional development designed to encourage students to use various forms of technology to enhance learning including Edomodo, Accelerated Reader,etc.

 

 

 

 

SCHOOLWIDE PROJECT SCHOOLS

Provide a SCHOOL summary of the ten (10) schoolwide components being implemented in participating schools, as described in section 1114. All activities in school wide projects should reflect the statutory requirement that schools particularly address the needs of low-achieving children and those at risk of not meeting the state student academic achievement standards as determined by the comprehensive needs assessment of the school. Attach additional pages as needed.

1. SCHOOL REFORM STRATEGIES

 

Our teachers are provided with appropriate staff development in various content areas. We utilize High Yield Strategies to reinforce student learning. At-risk students participate in Corrective Reading. MOMS has implemented Mult-Tier Support System (MTSS) strategies into all classrooms.

2. INSTRUCTION BY HIGHLY QUALIFIED STAFF

 

We will hire only HQ certified and classified staff. We will notify parents in writing if a non-HQ substitute is teaching children for an extended period of time. Certified staff members participate in professional development which enables them to add research based best practices to their teaching tool boxes. Teachers also participate in school staff meetings and PLC meetings and are frequently asked to bring a best practice to share with colleagues. Various teachers observe each other and provide feedback following observations. School administrators conduct both formal and informal observations and provide feedback following observations.

 

3.   HIGH QUALITY AND ONGOING PROFESSIONAL DEVELOPMENT

 

MOMS will provide professional development in the areas of technology instruction, differentiation, and teaching strategies to support both staff and students.   All certified staff participates in AIG professional development. PLCs meet monthly to discuss curriculum and best practices.

4. STRATEGIES TO ATTRACT HIGH QUALITY TEACHERS TO HIGH NEEDS SCHOOLS

WCPS employs Teaching & Learning Coaches that are assigned to beginning teachers and MOMS provides a buddy teacher for new teachers to our school. 

 

MOMS will collaborate with local college and universities to host student teacher programs at our site. Administrators observe and coach all beginning teachers through the first three years of teaching to ensure high support.

5. INCLUDING TEACHERS IN DECISIONS REGARDING THE USE OF ASSESSMENTS

 

Staff members are provided with EOG when it is received. Formative assessment is included daily in instruction. WCPS provides benchmark assessments at the end of each nine weeks.

 

Staff members disaggregate and interpret assessment results and create plans of action to address areas of weakness. School assessment results are shared with school faculty and strategies to address curriculum and achievement gaps are generated by the staff. Benchmark assessments are given on a regular basis and data is disaggregated and used to inform teacher instruction as well as for remedial and enrichment purposes.

6. STRATEGIES TO INCREASE PARENTAL INVOLVEMENT (also explain how assessment results will be reported to parents)

 

Parent surveys are sent home at the beginning of the year to solicit parent involvement in various areas of the school. We have two (2) PTSO meetings during the school year along with two (2) Book Fairs that are held during the day and on PTSO meeting nights. Other parent nights will be held throughout the year.

 

Parent involvement continues to increase at our school. Email, letters home, our school marquee, our school website, as well as the School Messenger are utilized to notify parents of events. We have flexible scheduling for parent conferences which enables parents to attend conferences that fit their schedules. Our parents are invited to share their talents with our students. We are also fortunate to have a strong partnership with many of our community's churches. They provide valuable mentors and/or tutors, and also provide school supplies, clothing, and food to our students. The principal meets numerous times throughout the school year with parents during PTSO meetings and parent nights to share information about the school and to gather feedback on the school's progress in meeting student needs.

Grades are posted weekly to Power School to which all parents have access. Assessment home to parents.

 

7. TRANSITION STRATEGIES

 

The feeder pattern high school will present information to 8th grade students on scheduling and athletic opportunities available and hold a Freshmen Academy for rising 9th grade students. MOMS 8th grade students will tour the feeder high school before the end of the academic school year. Wayne Early Middle College representatives will come to our campus to present information on the school to students interested in applying for admission. Wayne School of Engineering and Wayne Early Middle High School will hold open house events for parents and students to visit the campus prior to students attending the schools.

MOMS will host 4th grade students for a tour of the school and information provided by our 5th grade teachers. School administrators are available to provide one-on-one tours of the school as needed and will also meet with parents of rising 5th grade students as needed.

 

 

 

 

 

 

 

 

8. ACTIVITIES FOR CHILDREN EXPERIENCING DIFFICULTY

 

Screening activities are conducted four (4) times per year to determine math and reading levels. PEPs are developed for at-risk students. Benchmark Assessments are conducted three times per year. Teachers meet weekly in their grade level teams to discuss students having difficulties and then make referrals to the MTSS team after all interventions have been exhausted

9. COORDINATION AND INTEGRATION OF FEDERAL, STATE, AND LOCAL SERVICES

 

MOMS will continue to offer bagged meals for needy students on the weekends (local churches provide meals); 8th graders will participate in the Career Fair at the Family Y which utilizes local businesses; Special Education classes will participate in Special Olympics. MOMS will continue fundraising efforts targeting United Way, American Heart Association, and Relay for Life.

Local, state, and federal funds are used to best meet the needs of our students. These funds provide instructional materials and supplies, updated technology, and professional development. The School Improvement Team, in collaboration with all staff members, determines spending priorities.

10. RESOURCES USED IN PROGRAMS   Briefly summarize the Title I and other resources used in participating schools. Include instructional programs and how students will be served in the Title I program.

MOMS is not a Title I school.

MS will continue to offer bagged meals for needy students on the weekends (local churches provide meals); 8th graders will participate in the Career Fair at the Family Y which utilizes local businesses; Special Education classes will participate in Special Olympics. MOMS will continue fundraising efforts targeting United Way, American Heart Association, and Relay for Life.

Local, state, and federal funds are used to best meet the needs of our students. These funds provide instructional materials and supplies, updated technology, and professional development. The School Improvement Team, in collaboration with all staff members, determines spending priorities.

10. RESOURCES USED IN PROGRAMS   Briefly summarize the Title I and other resources used in participating schools. Include instructional programs and how students will be served in the Title I program.

MOMS is not a Title I school.

Strategies for Improving Student Reading in Kindergarten-First Grade

 

Pursuant to General Statute §115C-105.27(b), The schools shall, if the school serves students in kindergarten or first grade, include a plan for preparing students to read at grade level by the time they enter second grade. The plan shall require kindergarten and first grade teachers to notify parents or guardians when their child is not reading at grade level and is at risk of not reading at grade level by the time the child enters second grade. The plan may include the use of assessments to monitor students' progress in learning to read, strategies for teachers and parents to implement that will help students improve and expand their reading, and provide for the recognition of teachers and strategies that appear to be effective at preparing students to read at grade level;


·        N/A

Strategies for Improving Academic Performance of At-Risk Students

 

Pursuant to General Statute §115C-105.27(b), All schools shall include a plan that specifies the effective instructional practices and methods to be used to improve the academic performance of students identified as at risk of academic failure or at risk of dropping out of school;

 

·        Screenings to determine math and reading levels of students.

·        Create PEPs for at-risk students.

·        Use of various programs to address needs of at-risk students including Study Island, Accelerated Math (differentiated instruction), Corrective Reading

·        Use of MTSS to identify at-risk students

Strategies for Providing Duty-Free Times

 

Pursuant to General Statute §115C-105.27(b), All schools shall include a plan to provide a duty-free lunch period for every teacher on a daily basis or as otherwise approved by the school improvement team; and shall include a plan to provide duty-free instructional planning time for every teacher under G.S. 115C301.1, with the goal of providing an average of at least five hours of planning time per week.

Due to the lack of personnel to supervise students, teachers will not have a designated duty-free lunch; however, teachers may designate two (2) teachers from their respective teams to monitor students in the cafeteria while the other teachers have a duty free lunch. The teachers will work out the schedule among themselves. 

Teachers are provided 72 minutes per day for instructional planning—6 hours per week.

Professional Development Plan

Professional Development Activity

Date

SIP/District Goal

Targeted Participants

State Conference/District-wide/In- school

Fund Source

Estimated

Amount

Teacher Evaluation Training

8/21/14

Goal 2

Certified Staff

District-wide

N/A

N/A

Deborah Greenblatt Training

8/19/14

Goal 3

All staff

In-school

N/A

N/A

Bullying Training

9/16/14

Goal 3

All staff

In-school

N/A

N/A

Teaching Immigrant Students workshop

9/17/14

Goal 1

Certified Staff

In-school

N/A

N/A

Blood Borne Pathogens

8/26/14

Goal 3

All staff

In-school

N/A

N/A

Vertical articulation

10/15/14

Goal 1, 2

Certified Staff

District-wide

N/A

N/A

WCPS Summer Institute

August 2014

Goals 1, 2

Certified staff

District-wide

N/A

N/A

NC Middle School Conference

Mach 2015

Goals 1, 2, 3

Select certified staff

Local, state, federal

N/A

N/A

Technology for educators

November,

December 2014

Goals 1, 2

Certified staff

In-school

N/A

N/A

Math & SS – Grade 5

9/24/14

Goals 1, 2

Math & SS teachers – 5th grade

District-wide

N/A

N/A

Math & SS – Grade 5

11/17/14

Goals 1, 2

Math & SS teachers – 5th grade

District-wide

N/A

N/A

Math & SS – Grade 5

2/23/15

Goals 1, 2

Math & SS teachers – 5th grade

District-wide

N/A

N/A

Math & SS – Grade 5

4/30/15

Goals 1, 2

Math & SS teachers – 5th grade

District-wide

N/A

N/A

Math – Grade 6

10/2/14

Goals 1, 2

Math teachers – 6th grade

District-wide

N/A

N/A

Math – Grade 6

11/19/14

Goals 1, 2

Math teachers – 6thgrade

District-wide

N/A

N/A

Math – Grade 6

2/26/15

Goals 1, 2

Math teachers – 6th grade

District-wide

N/A

N/A

Math – Grade 6

5/4/15

Goals 1, 2

Math teachers – 6th grade

District-wide

N/A

N/A

 

Math – Grade 7

10/16/14

Goals 1, 2

Math teachers – 7th grade

District-wide

N/A

N/A

 

Math – Grade 7

11/20/14

Goals 1, 2

Math teachers – 7th grade

District-wide

N/A

N/A

 

Math – Grade 7

3/4/15

Goals 1, 2

Math teachers – 7th grade

District-wide

N/A

N/A

 

Math – Grade 7

5/6/15

Goals 1, 2

 

 

Math teachers – 7th grade

District-wide

N/A

N/A

 

Math – Grade 8

10/20/14

Goals 1, 2

 

 

Math teachers – 8th grade

District-wide

N/A

N/A

 

Math – Grade 8

11/24/14

Goals 1, 2

Math teachers – 8th grade

District-wide

N/A

N/A

 

Math – Grade 8

3/5/15

Goals 1, 2

Math teachers – 8th grade

District-wide

N/A

N/A

 

Math – Grade 8

5/7/15

Goals 1, 2

Math teachers – 8th grade

District-wide

N/A

N/A

 

Math 1

10/1/14

Goals 1, 2

Math 1 teachers

District-wide

N/A

N/A

 

Math 1

11/12/14

Goals 1, 2

Math 1 teachers

District-wide

N/A

N/A

 

Math 1

12/10/14

Goals 1, 2

Math 1 teachers

District-wide

N/A

N/A

 

Math 1

2/9/15

Goals 1, 2

Math 1 teachers

District-wide

N/A

N/A

 

Math 1

4/15/15

Goals 1, 2

Math 1 teachers

District-wide

N/A

N/A

 

Math 1

5/11/15

Goals 1, 2

Math 1 teachers

District-wide

N/A

N/A

 

Vertical Articulation

10/15/14

Goals 1, 2

All staff

District-wide

N/A

N/A

 

Differentiation

12/19/14

Goals 1, 2

All staff

In-school

N/A

N/A

 

Technology

11/12/14

Goals 1, 2

Certified staff

In-School

N/A

N/A

 

Technology

12/3/14

Goals 1, 2

Certified staff

In-school

N/A

N/A

 

Teaching Strategies

1/20/15

Goals 1, 2

Certified staff

In-school

N/A

N/A

 

Differentiation

1/21/15

Goals 1, 2

Certified staff

In-school

N/A

N/A

 

LEP Strategies

2/11/15

Goals 1, 2

Certified staff

In-school

N/A

N/A

 

Data Literacy

3/11/15

Goals 1, 2

Certified staff

In-school

N/A

N/A

 

EC Strategies

4/29/15

Goals 1, 2

Certified staff

In-school

N/A

N/A

 

 

 

 

 

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

Measure

Jan

June

Jan

June

Data from various forms of assessments

<Enter Result of data here>

 

 

 

Classroom walkthroughs

 

 

 

 

Classroom observations

 

 

 

 

 

 

What are the artifacts used to document the strategies and action steps?

· PLC Minutes

· Professional Development Rosters

· Lesson plans

· Formative and summative assessments

· CWT data

· IDMP data

· PEP

 

 

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

<Write a narrative summary of the results of the 2-3 data measure identified above>

 

Title 1 School-Wide Compliance Review and Plan

School Prioritized Plan

Based on the annual review of the school needs assessment data encompassing all domains, describe the prioritized plans for the new project year that have the greatest likelihood of ensuring that all groups of students specified in section 1111(b)(2)(C)(v) and enrolled in the school will meet the State's proficient level of achievement as determined by AMOs (Annual Measurable Objectives) on the State’s academic assessments. Describe three to five prioritized program goals that address identified needs.NOTE:These program goals should be included in the school’s comprehensive plan for improvement and do not alone constitute a Title I plan.

Student Achievement Goals.Include Targeted Subgroup(s)

Action Step(s)

Assessment(s) and/or Other Measures Used to Determine Outcome

Timeline of Evaluation Including Interim and Final

Professional Development Needed to Support the Action Step(s)

Parental Involvement Needed to Support the Action Step(s)

1.Reading scores at Mount Olive Middle School (MOMS) will meet or exceed the North Carolina target for Annual Measurable Objectives (AMO) for all subgroups.

 

2.Math scores at MOMS will meet or exceed the North Carolina target for Annual Measurable Objectives (AMO) for all subgroups

1.Teacher will use the Common Core Standards and NC Essential Standards to guide instruction and lesson planning.

2.Teachers will use formative and summative assessments.

3.Teachers will plan rigorous objectives/learning targets and will ensure that students are aware of the objectives/learning targets daily.

4.Teachers will use research-based instructional strategies to deliver instruction to students.

5.Teachers will reflect on lesson plans daily.

6.Teachers will document differentiation in lesson plans.

7.Teachers will use formative and summative assessments data to make daily/weekly instructional decisions

8.Teachers will use STAR Reading and Math data to make instructional decisions for individual students.

9.Teachers will collect student data, analyze the data, and create plans of action for individual classes.

10.Teachers will create PEPs and IEPs based on student data including but not limited to EVAAS, STAR Reading and Math data, benchmark assessments, teacher anecdotal notes, Corrective Reading, and Study Island data.

11.Teachers will administer learning style inventories for all students and use the data collected to plan lessons.

12.Teachers will incorporate reading, technology, and writing in all content areas.

13.Teachers will participate in professional development designed to encourage students to use various forms of technology to enhance learning including Edomodo, Accelerated Reader,etc.

Benchmark assessments administered each nine weeks

Classroom walkthrough data

10/30/14

 

1/16/15

 

3/27/15

 

6/10/15

Engaging learners, teaching strategies, culturally responsive teaching PD

 

 

Have children arrive at school in a timely manner; avoid signing children out early; avoid absences from school as much as possible; parent support of teachers; parent involvement in education process.

assessments, teacher anecdotal notes, Corrective Reading, and Study Island data.

11.Teachers will administer learning style inventories for all students and use the data collected to plan lessons.

12.Teachers will incorporate reading, technology, and writing in all content areas.

13.Teachers will participate in professional development designed to encourage students to use various forms of technology to enhance learning including Edomodo, Accelerated Reader,etc.

SCHOOLWIDE PROJECT SCHOOLS

 

Provide a SCHOOL summary of the ten (10) schoolwide components being implemented in participating schools, as described in section 1114. All activities in school wide projects should reflect the statutory requirement that schools particularly address the needs of low-achieving children and those at risk of not meeting the state student academic achievement standards as determined by the comprehensive needs assessment of the school. Attach additional pages as needed.

 

 

 

1.SCHOOL REFORM STRATEGIES

 

Our teachers are provided with appropriate staff development in various content areas.We utilize High Yield Strategies to reinforce student learning.At-risk students participate in Corrective Reading.MOMS has implemented Mult-Tier Support System (MTSS) strategies into all classrooms.

 

2.INSTRUCTION BY HIGHLY QUALIFIED STAFF

 

We will hire only HQ certified and classified staff.We will notify parents in writing if a non-HQ substitute is teaching children for an extended period of time.Certified staff members participate in professional development which enables them to add research based best practices to their teaching tool boxes.Teachers also participate in school staff meetings and PLC meetings and are frequently asked to bring a best practice to share with colleagues.Various teachers observe each other and provide feedback following observations.School administrators conduct both formal and informal observations and provide feedback following observations.

 

3. HIGH QUALITY AND ONGOING PROFESSIONAL DEVELOPMENT

 

MOMS will provide professional development in the areas of technology instruction, differentiation, and teaching strategies to support both staff and students. All certified staff participates in AIG professional development.PLCs meet monthly to discuss curriculum and best practices.

 

4.STRATEGIES TO ATTRACT HIGH QUALITY TEACHERS TO HIGH NEEDS SCHOOLS

WCPS employs Teaching & Learning Coaches that are assigned to beginning teachers and MOMS provides a buddy teacher for new teachers to our school.

 

MOMS will collaborate with local college and universities to host student teacher programs at our site.Administrators observe and coach all beginning teachers through the first three years of teaching to ensure high support.

5.INCLUDING TEACHERS IN DECISIONS REGARDING THE USE OF ASSESSMENTS

Staff members are provided with EOG when it is received.Formative assessment is included daily in instruction.WCPS provides benchmark assessments at the end of each nine weeks.

 

Staff members disaggregate and interpret assessment results and create plans of action to address areas of weakness. School assessment results are shared with school faculty and strategies to address curriculum and achievement gaps are generated by the staff. Benchmark assessments are given on a regular basis and data is disaggregated and used to inform teacher instruction as well as for remedial and enrichment purposes.

 

6. STRATEGIES TO INCREASE PARENTAL INVOLVEMENT (also explain how assessment results will be reported to parents)

Parent surveys are sent home at the beginning of the year to solicit parent involvement in various areas of the school.We have two (2) PTSO meetings during the school year along with two (2) Book Fairs that are held during the day and on PTSO meeting nights. Other parent nights will be held throughout the year.

 

Parent involvement continues to increase at our school. Email, letters home, our school marquee, our school website, as well as the School Messenger are utilized to notify parents of events. We have flexible scheduling for parent conferences which enables parents to attend conferences that fit their schedules. Our parents are invited to share their talents with our students. We are also fortunate to have a strong partnership with many of our community's churches. They provide valuable mentors and/or tutors, and also provide school supplies, clothing, and food to our students. The principal meets numerous times throughout the school year with parents during PTSO meetings and parent nights to share information about the school and to gather feedback on the school's progress in meeting student needs.

 

Grades are posted weekly to Power School to which all parents have access.Assessment r

 

 

home to parents.

7.TRANSITION STRATEGIES

The feeder pattern high school will present information to 8th grade students on scheduling and athletic opportunities available and hold a Freshmen Academy for rising 9th grade students.MOMS 8th grade students will tour the feeder high school before the end of the academic school year.Wayne Early Middle College representatives will come to our campus to present information on the school to students interested in applying for admission.Wayne School of Engineering and Wayne Early Middle High School will hold open house events for parents and students to visit the campus prior to students attending the schools.

 

MOMS will host 4th grade students for a tour of the school and information provided by our 5th grade teachers.School administrators are available to provide one-on-one tours of the school as needed and will also meet with parents of rising 5th grade students as needed.

8.ACTIVITIES FOR CHILDREN EXPERIENCING DIFFICULTY

Screening activities are conducted four (4) times per year to determine math and reading levels.PEPs are developed for at-risk students.Benchmark Assessments are conducted three times per year.Teachers meet weekly in their grade level teams to discuss students having difficulties and then make referrals to the MTSS team after all interventions have been exhausted

 

9.COORDINATION AND INTEGRATION OF FEDERAL, STATE, AND LOCAL SERVICES

 

MOMS will continue to offer bagged meals for needy students on the weekends (local churches provide meals); 8th graders will participate in the Career Fair at the Family Y which utilizes local businesses; Special Education classes will participate in Special Olympics.MOMS will continue fundraising efforts targeting United Way, American Heart Association, and Relay for Life.

 

Local, state, and federal funds are used to best meet the needs of our students. These funds provide instructional materials and supplies, updated technology, and professional development. The School Improvement Team, in collaboration with all staff members, determines spending priorities.

 

10. RESOURCES USED IN PROGRAMS Briefly summarize the Title I and other resources used in participating schools. Include instructional programs and how students will be served in the Title I program.

 

MOMS is not a Title I school.

MS will continue to offer bagged meals for needy students on the weekends (local churches provide meals); 8th graders will participate in the Career Fair at the Family Y which utilizes local businesses; Special Education classes will participate in Special Olympics.MOMS will continue fundraising efforts targeting United Way, American Heart Association, and Relay for Life.

 

Local, state, and federal funds are used to best meet the needs of our students. These funds provide instructional materials and supplies, updated technology, and professional development. The School Improvement Team, in collaboration with all staff members, determines spending priorities.

 

10. RESOURCES USED IN PROGRAMS Briefly summarize the Title I and other resources used in participating schools. Include instructional programs and how students will be served in the Title I program.

MOMS is not a Title I school.

 

 

Strategies for Improving Student Reading in Kindergarten-First Grade

 

Pursuant to General Statute §115C-105.27(b), The schools shall, if the school serves students in kindergarten or first grade, include a plan for preparing students to read at grade level by the time they enter second grade. The plan shall require kindergarten and first grade teachers to notify parents or guardians when their child is not reading at grade level and is at risk of not reading at grade level by the time the child enters second grade. The plan may include the use of assessments to monitor students' progress in learning to read, strategies for teachers and parents to implement that will help students improve and expand their reading, and provide for the recognition of teachers and strategies that appear to be effective at preparing students to read at grade level;

· N/A

Strategies for Improving Academic Performance of At-Risk Students

 

Pursuant to General Statute §115C-105.27(b), All schools shall include a plan that specifies the effective instructional practices and methods to be used to improve the academic performance of students identified as at risk of academic failure or at risk of dropping out of school;

 

· Screenings to determine math and reading levels of students.

· Create PEPs for at-risk students.

· Use of various programs to address needs of at-risk students including Study Island, Accelerated Math (differentiated instruction), Corrective Reading

· Use of MTSS to identify at-risk students

Strategies for Providing Duty-Free Times

 

Pursuant to General Statute §115C-105.27(b), All schools shall include a plan to provide a duty-free lunch period for every teacher on a daily basis or as otherwise approved by the school improvement team; and shall include a plan to provide duty-free instructional planning time for every teacher under G.S. 115C301.1, with the goal of providing an average of at least five hours of planning time per week.

 

Due to the lack of personnel to supervise students, teachers will not have a designated duty-free lunch; however, teachers may designate two (2) teachers from their respective teams to monitor students in the cafeteria while the other teachers have a duty free lunch.The teachers will work out the schedule among themselves.

 

Teachers are provided 72 minutes per day for instructional planning—6 hours per week.


Professional Development Plan

 

Professional Development Activity

Date

SIP/District Goal

Targeted Participants

State Conference/District-wide/In- school

Fund Source

Estimated

Amount

Teacher Evaluation Training

8/21/14

Goal 2

Certified Staff

District-wide

N/A

N/A

Deborah Greenblatt Training

8/19/14

Goal 3

All staff

In-school

N/A

N/A

Bullying Training

9/16/14

Goal 3

All staff

In-school

N/A

N/A

Teaching Immigrant Students workshop

9/17/14

Goal 1

Certified Staff

In-school

N/A

N/A

Blood Borne Pathogens

8/26/14

Goal 3

All staff

In-school

N/A

N/A

Vertical articulation

10/15/14

Goal 1, 2

Certified Staff

District-wide

N/A

N/A

WCPS Summer Institute

August 2014

Goals 1, 2

Certified staff

District-wide

N/A

N/A

NC Middle School Conference

Mach 2015

Goals 1, 2, 3

Select certified staff

Local, state, federal

N/A

N/A

Technology for educators

November,

December 2014

Goals 1, 2

Certified staff

In-school

N/A

N/A

Math & SS – Grade 5

9/24/14

Goals 1, 2

Math & SS teachers – 5th grade

District-wide

N/A

N/A

Math & SS – Grade 5

11/17/14

Goals 1, 2

Math & SS teachers – 5th grade

District-wide

N/A

N/A

Math & SS – Grade 5

2/23/15

Goals 1, 2

Math & SS teachers – 5th grade

District-wide

N/A

N/A

Math & SS – Grade 5

4/30/15

Goals 1, 2

Math & SS teachers – 5th grade

District-wide

N/A

N/A

Math – Grade 6

10/2/14

Goals 1, 2

Math teachers – 6th grade

District-wide

N/A

N/A

Math – Grade 6

11/19/14

Goals 1, 2

Math teachers – 6thgrade

District-wide

N/A

N/A

Math – Grade 6

2/26/15

Goals 1, 2

Math teachers – 6th grade

District-wide

N/A

N/A

Math – Grade 6

5/4/15

Goals 1, 2

Math teachers – 6th grade

District-wide

N/A

N/A

 

Math – Grade 7

10/16/14

Goals 1, 2

Math teachers – 7th grade

District-wide

N/A

N/A

 

Math – Grade 7

11/20/14

Goals 1, 2

Math teachers – 7th grade

District-wide

N/A

N/A

 

Math – Grade 7

3/4/15

Goals 1, 2

Math teachers – 7th grade

District-wide

N/A

N/A

 

Math – Grade 7

5/6/15

Goals 1, 2

 

 

Math teachers – 7th grade

District-wide

N/A

N/A

 

Math – Grade 8

10/20/14

Goals 1, 2

 

 

Math teachers – 8th grade

District-wide

N/A

N/A

 

Math – Grade 8

11/24/14

Goals 1, 2

Math teachers – 8th grade

District-wide

N/A

N/A

 

Math – Grade 8

3/5/15

Goals 1, 2

Math teachers – 8th grade

District-wide

N/A

N/A

 

Math – Grade 8

5/7/15

Goals 1, 2

Math teachers – 8th grade

District-wide

N/A

N/A

 

Math 1

10/1/14

Goals 1, 2

Math 1 teachers

District-wide

N/A

N/A

 

Math 1

11/12/14

Goals 1, 2

Math 1 teachers

District-wide

N/A

N/A

 

Math 1

12/10/14

Goals 1, 2

Math 1 teachers

District-wide

N/A

N/A

 

Math 1

2/9/15

Goals 1, 2

Math 1 teachers

District-wide

N/A

N/A

 

Math 1

4/15/15

Goals 1, 2

Math 1 teachers

District-wide

N/A

N/A

 

Math 1

5/11/15

Goals 1, 2

Math 1 teachers

District-wide

N/A

N/A

 

Vertical Articulation

10/15/14

Goals 1, 2

All staff

District-wide

N/A

N/A

 

Differentiation

12/19/14

Goals 1, 2

All staff

In-school

N/A

N/A

 

Technology

11/12/14

Goals 1, 2

Certified staff

In-School

N/A

N/A

 

Technology

12/3/14

Goals 1, 2

Certified staff

In-school

N/A

N/A

 

Teaching Strategies

1/20/15

Goals 1, 2

Certified staff

In-school

N/A

N/A

 

Differentiation

1/21/15

Goals 1, 2

Certified staff

In-school

N/A

N/A

 

LEP Strategies

2/11/15

Goals 1, 2

Certified staff

In-school

N/A

N/A

 

Data Literacy

3/11/15

Goals 1, 2

Certified staff

In-school

N/A

N/A

 

EC Strategies

4/29/15

Goals 1, 2

Certified staff

In-school

N/A

N/A

 

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