State Board of Education Goals – Future-ready …€¦ · Web viewState Board of Education Goals...

State Board of Education Goals – Future-ready Students for the 21st Century

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.

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.

District Goals for Winston Salem Forsyth County Schools

District Goal 1:

By 2020, 90% of 3rd grade students will read on or above grade level.

Supports SBE Goal:

North Carolina public schools will produce globally competitive students.

District Goal 2:

By 2018, WSFCS graduation rate will be 90%.

Supports SBE Goal:

North Carolina Public School students will be healthy and responsible.

District Goal 3:

By 2018, WSFCS will close the achievement gap by 10%

Supports SBE Goal:

North Carolina public schools will produce globally competitive students.

School Improvement Plan

2014-2015South Fork Elementary

Recommended Data Sources for Analysis by School Improvement Teams

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:

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. Number and percentage of teachers Non-HQT (www.ncreportcards.org Click on High Quality Teachers tab)

End-of-Grade (EOG) Results disaggregated: (www.ncpublicschools.org/accountability/reporting Click on Greenbook, then State Testing Results)

End-of-Course (EOC) Results disaggregated: (www.ncpublicschools.org/accountability/reporting Click on Greenbook, then State Testing Results)

School Report Card results: (www.ncreportcards.org)

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

North Carolina Teacher Working Conditions Survey: Guide for School Improvement (To assist in conversations about improving teacher working conditions, The New Teacher Center created a guide to support using the SIP process for understanding and improving working conditions at a school. The guide can be downloaded as a single document or in each of its three sections. Find this document at http://ncteachingconditions.org/sites/default/files/attachments/SchoolImprovementGuide.pdf)

Local Data: (e.g., LEA, school, and grade-level assessments, surveys, program-specific assessments)

Career and Technical Education Local Plan

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)

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)

School Demographic Information related to student attendance, patterns of student tardiness, early checkouts, late enrollments, high number of transfers, and/or transiency including migratory moves (if applicable) (NC WISE and locally maintained data)

School Perception Information related to parent perceptions and parent needs including information about literacy and education levels (Locally maintained data)

Title III AMAO School Process Information related to an analysis of existing curricula focused on helping English Language Learners (ELLs) work toward attaining proficiency

Title III AMAO School Process Information related to an analysis of existing personnel focused on helping English Language Learners (ELLs) work toward attaining proficiency

School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies, reform strategies, and/or extended learning opportunities

Ready Schools Inventory/Ready Schools Plan (http://ncreadyschools.org)

Special Education Continuous Improvement Plan

Title I AYP (http://ayp.ncpublicschools.org)

Healthy Active Children Initiative (http://www.nchealthyschools.org)

School Vision and Mission Statements for South Fork Elementary

Vision:

Vision: Our vision is to meet every student where they are and promote proficiency in reading, math and science. We seek to empower all students to reach their full academic potential through individualized and data driven instruction.

Mission:

Mission: Our school strives to create a challenging learning environment that allows for individual differences and learning styles. We recognize that proficiency in reading is the backbone to our success and we are committed to growth and grade level proficiency for every child.

LEA or Charter Name/Number:

340

School Name/Number:

520- South Fork Elementary

School Address:

4332 Country Club Road

Plan Year(s):

2014-2016

Date prepared:

September 1, 2014

Principal Signature:

Local Board Approval Signature:

Date

Date

School Improvement Team Membership

From GS §115C-105.27: “The principal of each school, representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants assigned to the school building, and parents of children enrolled in the school shall constitute a school improvement team to develop a school improvement plan to improve student performance. Representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants shall be elected by their respective groups by secret ballot....Parents serving on school improvement teams shall reflect the racial and socioeconomic composition of the students enrolled in that school and shall not be members of the building-level staff.”

Committee Position*

Name

Committee Position and Name

Principal

Tricia W. Spencer

Parent Rep Silvera Mairena

Assistant Principal Representative

Ardel Meisinger

Parent rep Tina M Houabi

SIT Chair

Charlene Wellborn

Media Leshia Bailiff

Curriculum Coordinator

Velvet McGregor

Parent Involvement Coordinator Maribel de Rojas

Teacher Assistant Representative

Dan Arnold

PBIS Jennifer Mickey

Pre K

Allison Tuttle

ESL Kim Jones

Kindergarten

Barry Hill

Specialist Leslee Monda

First Grade

Colleen Galvan

Inst. Support Representative Leah Qualls

Second Grade

Lisa Outland

Third Grade

Kathy Parsons

Fourth Grade

Rachel Hicks

Fifth Grade

Diane Collins

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

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?

1. Targeted skill groups in reading are a strength. Kindergarten incorporated parallel blocking… grade level wide and then classroom wide. Our students growth in reading was excellent. At BOY 45% of K were on grade level. MOY 60% were on grade level and EOY 82% are on grade level.

2. Our overall growth in Dibels K-3 was good: BOY 50% MOY 59% EOY 69%. We have one second grade class that has 100% on grade level for two years in a row.

3. 5th grade science 2nd and 3rd quarter EOQ 62% and 63% Which is at or above the WSFCS average 57% and 64% End of Grade Science results:54.8%

4. 5th grade Math 2 and 3 quarter EOQ 56% and 62% which is at or above the WSFCS average of 56% and 51%.

5. Differentiation was a focus for our total school program this year. Instructional rounds from the IC team (April 15) showed that differentiation was apparent throughout the 9 classrooms visited.

6. Parent communication is strong. Parental surveys showed that 85% of parents like the amount of communication they receive from our school. The Tuesday packets, Connect 5 messages, and the website were all sighted as positives by the parents.

7. The Star 3 Staff development funds and support is a huge positive. Our staff has had a yearlong study of Learning focused lesson plans, Unit plans, and differentiation. Individual teachers and grade levels have attended specific workshops or conferences that support their PDPs….Pre K and K conference, The International Reading Conference, Singapore Math, K1 ELA Common Core Strategies. We have also had 4 quarterly planning days for all teachers and weekly LTMs to discuss student data and teaching strategies.

8. The NCTWC Survey shows steady incline (32%) in satisfaction scores across the survey from 2010 to 2014. Faculty trust has increased 25% in two years from 50% in 2012 to 75.7% in 2014.

9. South Fork EXCEEDED growth in 3,4,and 5th grade on End of Grade Assessments

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

1. 3-5 grade EOQ results….2nd quarter results: Reading 4th:48% 5th: 62% 3rd Quarter results: Reading 3rd grade 66%, 4th grade 47%, 5th grade 57%. This is at or below the county average of 3rd grade 69%, 4th grade 57%, and 5th grade 60%. We need to look at what safety nets we can put into place for these students not on grade level.

2. 3-5 grade EOG results…3rd R 50.7% M 48%, 4th R 34.6 M 35.8 5th R 38.4 M 46.6 Total: 44.3

3. Our LEP students are really struggling in reading. 25.5 Proficient for total LEP in reading and math

4. Read to Achieve support for Third grade teachers and the Transitional Fourth grade class for 14-15 school year.

5. More consistent use of skill groups and targeted skill support for all below grade level students

6. Safety nets for struggling readers, writers, and in math

7. Continued targeted parent communication from administrators…weekly, monthly communication from the Principal

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

1. We have not received the requested school trends data from the star 3 observations from last year or this year. This information would be helpful in deciding on what staff development to focus on school wide this coming year.

2. The 2014 Teacher Working Conditions survey results- We have worked hard on the non-instructional duties, collaboration time, and meaningful staff development. The survey results will tell us what we are doing well, what we need to continue looking at, and new things to consider.

1 revised: South Fork observations were among the highest among the Star 3 schools. This trend has continued for three consecuative years. The areas of improvement are with School wide differentiation and Learning focused assessments and assignments.

2 revised: NC TWC survey showed increase in all areas of satisfaction.

4. Based upon the analysis conducted, what 3-5 top priorities emerge for the school?

Cite relevant evidence from your analysis to support these priorities.

Goal 1: Reading- increase fluency and reading proficiency from K to 5th grade.

1. Our proficiency dropped in reading below 50% in 3-5 grade in the 2013 school year but our average EOQ results have been in the 60% this year in 3rd. 4th, and 5th grade. The main goal is to have all children on grade level in reading at every grade level. This will be through specific targeted skill groups in each classroom K-5 as well as the support of specialists hitting the monthly EQs related to the Common Core in Literacy.

2. K-1 will continue to focus on phonemic awareness, decoding, and fluency while 2nd-5th will focus on fluency and comprehension along with the continued implementation of the Imagine It reading program.

Goal 2: Closing the achievement gap:

1. Increase the proficiency of our LEP / Black male students in reading and in math. We will use the strategies for Goal one to meet the reading goals but will also use formative assessments and student skill mastery documentation.

2. Develop safety nets for students who are below grade level to provide targeted instruction to catch up in reading, math , and writing.

Goal 3: Parent Involvement Goal: To increase the consistency of parent communications from staff, administrators, curriculum support using weekly, monthly, and as needed communications through website, blogs, Twitter, and Connect 5 messages ( including text, emails and phone calls). Feedback will be gathered quarterly from parents about parental needs and concerns.

Goal 4: Our PBiS focus in the 2014-2015 school year is Classroom Management and Student Behavior.

1. Our behavior goal is to decrease the number of referrals in the classroom by 10%. This year (thus far) we have 45 classroom referrals and decreasing it by 10% is an achievable goal.

2. We will continue to focus on the Universal Procedures throughout our school building. Another behavior goal is to decrease referrals school-wide by 10% (bus, playground, hallway, etc). We have decreased our number of referrals each year (170 in 2011-2012; 168 in 2012-2013 and so far this year, 121 in 2013-2014).We would use SWIS data to track the decrease in referrals.

Goal 5: Staff Retention and Recruitment Goal-

1. Increase targeted staff develop for the school and individual teachers. Continued use of Learning focused lesson plans school wide and support in the learning focus units and differentiation through our Star 3 facilitator. Targeted Staff development for teachers based on their needs assessments and PDP for next year. Star 3 funds and system supported SD will be used for their targeted staff development goals.

Continue to look at ways to decrease teachers non instructional duties, class size challenges, and increase collaboration time among grade level and vertical teams.

Priority Goal 1 and Associated Strategies

Plan/Do

Area for improvement and supporting data: Our current Reading End of Grade scores are 3rd grade 53.3; 4th grade 34.6; 5th grade 38.4. Our goal is to increase 3rd grade scores to 63% proficient (GLP); 4th grade to 51% prof. (GLP); 5th grade to 51% Prof. (GLP) on the 2015 EOG assessment

School Goal 1: Reading- increase fluency and reading proficiency from K to 5th grade.

2. Our proficiency dropped in reading below 50% in 3-5 grade in the 2013 school year but our average EOQ results have been in the 60% this year in 3rd. 4th, and 5th grade. The main goal is to have all children on grade level in reading at every grade level. This will be through as well as the support of specialists hitting the monthly EQs related to the Common Core in Literacy.

3. K-1 will continue to focus on phonemic awareness, decoding, and fluency while 2nd-5th will focus on fluency and comprehension along with the continued implementation of the Imagine It reading program.

Increase student reading proficiency to above 50% across all grade levels Kindergarten through fifth grade

Supports this district goal:

By 2020, 90% of 3rd grade students will read on or above grade level.

Target:

Increase student reading proficiency to above 50% on all grade levels

Indicator:

Student EOG scores from EOG assessments and Dibels

Milestone date:

June, 2015

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

Strategy 1:

Strategy: Weekly data meetings to identify and target specific skill deficits and strategic planning

Action steps:

1.Dibels assessments for K-5 grades

5.Staff development on Reading differentiation including the use of graphic organizers

2.TRC assessments for K-3rd grade

6.Staff development on rigorous class assignments and assessments

3.Learning focused reading lesson plans

7.Data Wall in PLT room with updated reading data from Dibels and TRC

4.Staff development on Comprehensive framework for literacy instruction

8.

Strategy 2:

Strategy: Continue the fluency project with 2nd-5th grade and begin first grade

Action steps:

1.Review project with classroom teachers

5.Students set/record/track own progress and goals

2.Set daily schedule and routine

6. Poetry memorization and recitation

3.Provide reading passages for each classroom

7.

4.CC and LTF will demo and monitor on quarterly basis

8.

Strategy 3:

Strategy: specific targeted skill groups in each classroom K-5

Action steps:

1.Protected reading time of 150 minutes

5. Transitional ¾ class with 90 minutes literacy instruction- uninterrupted time

2.Dibels assessments for 4th and 5th grade

6.After school tutoring for grade K-5 of level 2 and 3 students

3.DIBELS and TRC for K-3rd grade

7.K parallel blocking

4.

8.

Plan/Do

How will we fund these strategies?

Funding source 1: LTF

Title One

Funding amount:

55,000

Funding source 2:Purchase DIBELS license

Title One

Funding amount:

2400

Funding source 3:Purchase 8 IPAD minis for Dibels

Theme budget

Funding amount:

3580

Funding source 4:4 FTE (lower class sizes)

Title One

Funding amount:

212000

Funding source 5:

Select a funding source

Funding amount:

Total initiative funding:

273980

Review frequency:

Quarterly

Assigned implementation team:

Leadership Team, classroom teachers, and assistants, county coaches

Check

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

Dibels data

TRC data

Data wall

PLT notes

Teacher made assessments

Progress monitoring documentation

Assessment schedules

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

BOY,MOY, EOY Dibels and TRC data

End of quarter assessments

3rd grade BOG

3,4,5 grade EOG

READ to Achieve assessments

Teacher made tests

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

Act

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


Plan/Do

Area for improvement and supporting data: Our LEP (31.5%) and EC students (<5) have the highest achievement gaps in reading, math, and science. African American students (34.2 %)have a significant gap across all subjects as well

School Goal 2:

All K-5th grade students will increase their overall proficiencies in Reading, Math, and Science by 10%. Our LEP, SWD, and African American students will increase their proficiency levels by 15% overall to 46% LEP, 20% SWD, and 50% African American students


By 2018, we will close the achievement gap by 10%

Target:

Increase proficiency school wide by 10%

Indicator:

EOY DIbels, K-2 math assessments and EOG assessments

Milestone date:

June 2015


Strategy 1:

Strategy: EC students (2-5th grade as well as K-5 resource students) will be grouped by Corrective Reading/ Reading Mastery Levels across all grade levels for reading instruction. All EC students will be grouped by math levels and core instruction.

Action steps:

1. Level every child in reading , math, and writing

5.Weekly meeting with EC team for strategic planning

2.Daily instruction at the students current instructional level in reading.

6.

3.Leveled math skill groups with support through number worlds

7.

4.Small group instruction to focus on comprehension and fluency in addition to the corrective reading, reading mastery

8.

Strategy 2:

Strategy: All LEP students will receive SIOP support and instruction from their assigned LEP teacher on each grade level in reading and in small group instruction. SIOP strategies, with a focus on vocabulary will be used in each regular education classroom.

Action steps:

1.SIOP strategies will be included in lesson plans

5.Community outreach

2.Differientiation, including SIOP strategies will be used for daily instruction

6.

3.small group instruction

7.

4.Specific focus on tier 2 vocabulary

8.

Strategy 3:

Strategy: All low performing students will receive individualized support and instructional strategies helping to bridge the achievement gap.

Action steps:

1.Vocabulary focus

5.After school tutoring/ Saturday media hours

2.Community outreach- Saturday media hours, meet in the neighborhoods

6.Book club

3. Small group instruction

7.Volunteers work with students, weekly

4.Mini Literacy workshops for parents

8. K-2 Pictures in Reading program

Plan/Do


Funding source 1:

Star 3 funds

Funding amount:

$5,000

Funding source 2:


Funding amount:

$0

Funding source 3:


Funding amount:

$0

Funding source 4:


Funding amount:

$0

Funding source 5:


Funding amount:

$0


$0

Review frequency:

Quarterly


EC team, ESL team, classroom teachers, Leadership team

Check


Dibels data

TRC data

Data wall

PLT notes

Teacher made assessments

Progress monitoring documentation

Assessment schedules


BOY,MOY, EOY Dibels and TRC data

End of quarter assessments

3rd grade BOG

3,4,5 grade EOG in reading, math, and science

READ to Achieve assessments

Teacher made tests


Act


Plan/Do

Area for improvement and supporting data: Parent Involvement Goal: Parent communication and support are areas of needs improvement both from the NC TWC and from the Parent Surveys returned to title One and school system at EOY.

School Goal 3:

To increase the consistency of parent communications and parent involvement from staff, administrators, curriculum support using weekly, monthly, and as needed communications through website, blogs, Twitter, and Connect 5 messages ( including text, emails and phone calls), Family nights, and Parent nights. Feedback will be gathered quarterly from parents about parental needs and concerns.


Select a district-level goal

Target:

Increase parent involvement by 10% and survey results by 10%

Indicator:

Surveys will be completed by 250 parents; Teacher surveys

Milestone date:

June, 2015


Strategy 1:

Strategy: Have at least four parent workshops to facilitate parental interest and support. The workshops will be quarterly. Topics will include homework help; Read 20 in support of daily reading for 20 minutes in the home, Math, and Science Nights

Action steps:

1. Community drop in 1 per quarter

4. Math Night

2.Mini workshops

5. Math/science night in the community

3. Reading Night October 16

7.

4.

8.

Strategy 2:

Strategy: Communication updates to parents

Action steps:

1.Principal page/blog

5. email

2.Connect 5

6.Class newsletters

3.School twitter

7.Remind 101

School/Teacher webpages

9. Progress reports

Strategy 3:

Strategy: Curriculum drop ins in the communities- take the meetings to them

Action steps:

1. Reading nights at community center (Oct., Jan., March

4.Saturday media hours for parents to check our resources for use at home.

2.math make it take it

6.

2. Math and science Night

7.

3. Parent conferences at community centers- February

8.

Plan/Do


Funding source 1:


Funding amount:

Funding source 2:


Funding amount:

Funding source 3:


Funding amount:

Funding source 4:


Funding amount:

Funding source 5:


Funding amount:


$0

Review frequency:

Quarterly


Check


Quarterly parent surveys will be sent home in various mediums to complete a pulse check on meeting their needs

Parent attendance recorded at each event

Copies of media samples will be collected throughout the year from blogs, communication logs, emails, texts, twitter, flyers, ect.

Community night flyers


Increase parent satisfaction on quarterly surveys

Increase of parent attendance at school events


Act



Plan/Do

Area for improvement and supporting data: Safe schools PBIS

Classroom and Universal discipline referrals increased from 110 in 2013 to 160 in 2014. We need to decrease the classroom and universal discipline referrals by 20%

School Goal 4:

Decrease discipline office referrals from classroom and universal areas to increase instructional time for all students.



Target:

Decrease inappropriate behaviors with in the classroom and universal areas

Indicator:

Office referrals will decrease from 160 to 100 referrals

Milestone date:

June, 2015


Strategy 1:

Strategy: Continue to implement PBIS universal procedures

Action steps:

1.Review procedures monthly with teachers and students

5.

2.Have a targeted focus area each month (cafeteria, bus, hallway, etc.) Increase dolphin dollars for PRIDE in these areas

6.

3.Use morning announcements to remind students for procedures

7.

4.

8.

Strategy 2:

Strategy: Decrease the number of discipline referrals from classrooms

Action steps:

1.Share and discuss SWIS data at faculty meetings

4. Use behavior team for chronic behavior concerns

2.Teach conflict resolution strategies

6.

3.Review teacher expectations for supervision for all areas

7.

5. PBIS mtg for parents

8.

Strategy 3:

Strategy: Implement Watch DOGS program to increase male role models in our school

Action steps:

1.Interest meeting

5.class helpers

2.sign ups

6.security monitoring around building

3.daily assignments

7.

3. Media readers

8.

Plan/Do


Funding source 1:

Donor

Funding amount:

350 start up

Funding source 2:

Donor

Funding amount:

500 tshirts

Funding source 3:


Funding amount:

Funding source 4:


Funding amount:

Funding source 5:


Funding amount:


$0

Review frequency:

Quarterly


Barry Hill

Teachers

Dads and other male volunteers

Check


SWIS data

PBIS logs

Parent contact logs

Monthly celebrations for Character/behavior


Data will be collected quarterly from SWIS

Referrals and notes from/to the Behavior support team

Observations of students in office for discipline


Act


\


Plan/Do

Area for improvement and supporting data:

School Goal 5:



Target:

Indicator:

Milestone date:


Strategy 1:

Strategy:

Action steps:

1.

5.

2.

6.

3.

7.

4.

8.

Strategy 2:

Strategy:

Action steps:

1.

5.

2.

6.

3.

7.

4.

8.

Strategy 3:

Strategy:

Action steps:

1.

5.

2.

6.

3.

7.

4.

8.

Plan/Do


Funding source 1:


Funding amount:

Funding source 2:


Funding amount:

Funding source 3:


Funding amount:

Funding source 4:


Funding amount:

Funding source 5:


Funding amount:


$0

Review frequency:

Quarterly


Check




Act


Safe School Plan for South Fork Elementary

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:

Trish Spencer, Principal

Statement of Responsibility for the School District Superintendent

In accordance with General Statute §115C-105.47 (b)(2), the district superintendent is responsible for coordinating adoption and implementation of this plan, evaluating the principal’s performance with respect to school safety, monitoring and evaluating implementation of this plan at the school-level, and coordinating with local law enforcement and court officials as appropriate.

In the event the district superintendent fails to fulfill these responsibilities as required by state law, the following disciplinary consequences may occur: (INSERT APPROPRIATE INFORMATION HERE)

WS/FC SCHOOL CRISIS MANAGEMENT PLAN 2014/15

School Name: South Fork Elementary

Chain of Command/Incident Response Team:

Role

Name

Title

Duties & Responsibilities

Incident Coordinator

Trish Spencer

Principal

Makes all decisions regarding school building, grounds, staff and students during a crisis. Represents school in any law enforcement or other emergency services command post and ensures proper communications between school staff and involved agencies.

Evacuation &

Operations Coordinator

Ardel Meisinger

Assist. Principal

Supervises and coordinates all staff and student actions/evacuation during an incident, including school provided transportation.

Campus Security Coordinator

Shaun Key

Teacher

· Designates and supervises routes of entry and exit of vehicles to campus

· Designates parking areas for law enforcement and emergency vehicles.

· Controls ingress and egress to campus

Communications Coordinator

Kerri Rybak

Lead Secretary

· Answers incoming telephone calls, faxes and e-mails

· Shares information with IC and staff;

· Provides requested information or makes appropriate referrals;

· Makes outgoing telephone calls, faxes or e-mails;

Media Coordinator

Theo Helms

WS/FCS Director of Marketing & Communications

· writes press releases;

· Writes notification to parents and students;

· Meets with media representatives;

· Works cooperatively with other agency media coordinators.

Student Information &

Accountability Coordinator

Desiree Davila

Maribel DeRojas

Data Manager & Home School Coordinator

· Gathers attendance records

· Accounts for students

· Coordinates checkout of students who leave campus

· Notifies IC of any missing children

· Services as contact for parents regarding location of children

Facility Coordinator

Junior Rodriguez

Lead Housekeeper

Responsible for operations, control and shutting down of utility services in school.

Victim’s Assistance Center Coordinator

Becky West

Mary Mendenhall

Ann Williams

School Social Worker & School Psychologist

Guidance Counselor

· Coordinates establishment of Victims Assistance Center(s)

· Coordinates provision of counseling or special needs to students, staff and their parents.

Alarm: Plain English preferred “This is an ANNOUNCED FIRE DRILL. Please evacuate the building immediately.” Fire alarm bells are used.

Evacuation Plan

· Internal Evacuation Sites: Gymnasium and Cafeteria

· Alternative #1 Gymnasium

· Alternative #2 Cafeteria

· External Evacuation Sites”

· Alternative #1 New Philadelphia Moravian Church---4440 Country Club Road

· Alternative #2 South Fork Parks & Recreation Center—across the street from the school

· Evacuation Routes (attach maps):

· Cafeteria evacuation plan: Leave through outside doors first; internal doors and to the exit doors at the front of the building, if deemed safe to do so.

Campus Security Plan

· Persons Responsible: Trish Spencer, Principal & Ardel Meisinger, Asst. Principal

· Plan for control of road access: Shaun Key, teacher & Junior Rodriguez and Robert Simpson, housekeepers, will be responsible for providing access to the Country Club Road driveway/parking lot in front of the school. Law enforcement and fire/EMS personnel will be the only ones admitted into this area during any emergency.

· Entry & Exit Routes and parking for Law Enforcement, Fire and EMS personnel: Entry, exit and parking by these officials will be at the front of the school building at 4332 Country Club Road. Traffic flows one way only.

Injured students and staff

· Signal: Red laminated paper in window/under door with room number on it

· First Aid Plan: Administer first aid as appropriate to the injury. Kim Staton, Trish Spencer, Ardel Meisinger, Kerry Rybak, or Becky Anderson will determine whether it is necessary to call Emergency Medical Services (911). Keep spectators away from the immediate area. Move injured person to the health room if it is safe to do so. Notify family. Assist rescue staff, if requested. Complete Incident Report. Refer all media contacts to the principal.

· First aid supplies and equipment (List): CPR micro-shield; vinyl gloves; adhesive tape; ice packs; body fluid clean-up kit; eye wash; blood clotting spray; plastic 4-wing band-aids; asst’d. band-aids; antiseptic spray; sterile pads; large patch; tweezers; scissors; rubbing alcohol; peroxide.

Notification of Key Staff

· Person responsible: Trish Spencer, Principal

· Attach list of names, telephone numbers and E-Mail addresses

Communications with Parents/Media

· Person responsible: Trish Spencer, Principal or designee, Ardel Meisinger, Assistant Principal, Desiree Davila(bilingual), & Theo Helms

· Plan for production of students and staff attendance roster: Teachers will have with them at all times a clipboard with the names and health/emergency information of all students in their class. Teachers will take attendance upon/during/after the evacuation, in the event that parents come to pick up their child. The school secretary/attendance clerk will have a complete compilation of the same information for the entire student body and staff.

· Location for media on/off campus: Representatives of the media should locate themselves off campus and wait for the principal or designee to come to them.

· Sample news releases on hard drive

· Sample announcements for parents on hard drive

Bomb Threat -Fire alarm bells will be used to evacuate building going to the upper playground and football field. If weather is bad, then we will use our emergency offsite locations-New Philadelphia and South Fork Recreation Center

Procedures for lockdown

-announce “We are in a lockdown until further notice. Situation is inside/outside.”

-all teachers will check hallways for children, volunteers, etc and bring them in, lock their doors, close blinds, and keep everyone away from the windows

- red or green sheets will be put in windows and under doors indicating help is needed(red) or everyone is ok(green)

-children in media center will be taken to teachers’ workroom

-children in gym will go to kitchen or choir room

-children in cafeteria will go to kitchen

-children in art room will go to adjacent classrooms

-teachers whose classrooms are across from the 2nd & 3rd grade bathrooms will check those bathrooms, bringing those children into their rooms

-teachers in mobile units should check to see if there are classes out on the playground

and call them to come into their mobile unit

-classes outside should go to nearest trailer or offsite area

-administrators are responsible for locking front entry door & calling 911

-Critical Incident Response kits are located in office vault and media center office

Inside danger

-in addition to above stated procedures, the following steps should be taken:

-cover doorway windows to block view(keep paper taped to back of door for this)

-move children to area in room not visible from hallway(by the sink counter)

-turn off lights and close all blinds

-try to keep everyone as silent as possible

-conduct a headcount, adding extra students you may have from other classrooms

-stay put until directed otherwise by someone in authority

-during lockdown, if someone knocks or jiggles the handle, remain quiet and do not answer

-classes outside should not come into the building

-classes outside need to report to the nearest trailer or go to our emergency offsite locations-New Philadelphia Church & South Fork Recreation Center. Call the school office to inform them of your location

Statement of Responsibility for the School Principal

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.

In the event the school principal fails to fulfill these responsibilities as required by state law, the following disciplinary consequences may occur: (INSERT APPROPRIATE INFORMATION HERE)

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 are tasked as follows with restoring, if necessary, and maintaining a safe, secure, and orderly school environment:

Assistant Principal(s): Ardel Meisinger

Teachers:

Teacher Assistants:

Other School Staff:

Services for At-risk Students

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 of engaging in disruptive or disorderly behavior, or both.

1. Parent communication

2. PBIS documentation

3. Referral to PBIS behavior support team (CARE team)

4. Referral for IST (Student assistance team)

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.

1. Parent communication

2. PBIS documentation

3. Referral to PBIS behavior support team

4. Referral for IST (Student assistance team)

5. ESA/ Amos Cottage referral

6. Psychological and academic testing for Exceptional Children Qualification

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.)

Goal: Secure the campus

Target:All visitors are cleared before entering building

Indicator: All doors are locked and only way to enter during school hours is through the front door and camera

Milestone Date: August , 2014

Goal: Cameras installed and in use

Target:16 cameras installed throughout the building and outside

Indicator:16 cameras will be in use and monitored

Milestone Date:August , 2015

In accordance with General Statute §115C-105.47 (b)(8), the following measures are used to determine the effectiveness of the school's efforts to assist at-risk students, including effectiveness of procedures adopted under G.S. 115C-105.48 (Alternative Learning Programs).

Target:

Indicator:

Milestone Date:

Target:

Indicator:

Milestone Date:

Target:

Indicator:

Milestone Date:

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:

Professional Development

Planned/Completed

8 Camera operations and monitoring

May, 2014

A-phone training

May, 2014

8 camera operations and installation

August, 2015

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

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.

Funding Uses and Sources – At-risk and Alternative Learning Schools and Programs

Program or Strategy Being Funded

Amount of Funding

Source of Funding

Title I School-wide Compliance Review and Plan

A comprehensive school improvement plan must address all of the components defined in the Elementary and Secondary Education Act (Section 1114(b) of Title I). Each required component is described below, with an explanation of how each contributes to the creation of a successful school wide program. The goals and strategies you've already developed may fulfill many of these requirements.

School wide 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.

This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right:

Priority Goal 1

Priority Goal 2

Priority Goal 3

Priority Goal 4

Priority Goal 5

Strategy 1

x

x

x

Strategy 2

x

x

x

Strategy 3

x

x

x

Our school is addressing the need for school wide reform in the following ways, in addition to our focus on the priority goals listed in this plan:

Up, Up and Away school wide reading incentive program- Monthly recognition of meeting reading goals

Book clubs during lunch, before school, and after school

Instruction by highly qualified teachers: High poverty, low-performing schools are sometimes staffed with disproportionately high numbers of teachers who are not highly qualified. To address this disproportionality, the ESEA requires that all teachers of core academic subjects and instructional paraprofessionals (employees of a LEA who provide instructional support) in a school wide program school meet the qualifications required by section 1119. Student achievement increases in schools where teaching and learning have the highest priority, and students achieve at higher levels when taught by teachers who know their subject matter and are skilled in teaching it.


Priority Goal 1

Priority Goal 2

Priority Goal 3

Priority Goal 4

Priority Goal 5

Strategy 1

Strategy 2

Strategy 3

Our school is addressing the need for highly qualified teachers in the following ways, in addition to our focus on the priority goals listed in this plan:

All teachers at South fork elementary are highly qualified.

High-quality and ongoing professional development: Teachers and other staff in school wide program schools must be equipped to face the challenge of helping all students meet the State’s academic achievement standards. To do this, they must be familiar with the goals and objectives of the school wide plan, and receive the sustained, high-quality professional development required to implement them. The statute requires that professional development be extended, as appropriate, to those who partner with teachers to support student achievement, such as principals, paraprofessionals, and parents.


Priority Goal 1

Priority Goal 2

Priority Goal 3

Priority Goal 4

Priority Goal 5

Strategy 1

x

x

x

Strategy 2

x

x

x

Strategy 3

x

x

Our school provides high quality, on-going professional development in the following ways, in addition to our focus on the priority goals listed in this plan:

Early release days- Grade level goals focused on supporting our overarching school wide goal of increase student proficiency in reading on all grade levels.

Star 3 staff development led by Sally McCombs on differentiation, scaffolding assignment and instruction, Learning focused lesson plans, assessments and assignments

K-2 teachers received training in Pictures in Writing to increase reading and writing through use of art. 3-5 teachers received training from the STAR 3 coaches on Literacy block and guided reading groups. Teacher assistants received training for small group instruction and will receive monthly training to trouble shoot and increase strategies to use with their small group instruction in reading across each grade level.

Strategies to attract highly qualified teachers to high-need schools: Although recruiting and retaining highly qualified teachers is an on-going challenge in high poverty schools, low-performing students in these schools have a special need for excellent teachers. Therefore, the schoolwide plan must describe the strategies it will use to attract and retain highly qualified teachers.


Priority Goal 1

Priority Goal 2

Priority Goal 3

Priority Goal 4

Priority Goal 5

Strategy 1

Strategy 2

Strategy 3

Our school uses the following strategies to attract highly qualified teachers to our high-need schools, in addition to our focus on the priority goals listed in this plan:

South Fork Elementary has very low turnover rate in staff. We are a Star 3 school that gets a paid bonus at the end of the year. We have low class size, and we have active boards and systems in every classroom. We are a family and we encourage and support each other through monthly breakfasts, lunches, recognition at staff meetings, and hospitality treats each month

Strategies to increase parental involvement: Research continues to demonstrate that successful schools have significant and sustained levels of parental involvement. Therefore, it is important that schoolwide plans contain strategies to involve parents in the school community. Additionally, state law requires parent representation on every school's improvement team, and federal requirements specify that each school must develop: 1) an approach for communication with parents, 2) activities to involve parents, and 3) an approach for training parents to better understand how to help their children excel in school.


Priority Goal 1

Priority Goal 2

Priority Goal 3

Priority Goal 4

Priority Goal 5

Strategy 1

x

Strategy 2

x

Strategy 3

x

x

Our school uses the following strategies to increase parental involvement, in addition to our focus on the priority goals listed in this plan:

Watchdogs program to increase male role models in our school- led by Barry Hill (kindergarten teacher)

Community based meetings…take the conferences, parent make /take to the parents in at risk communities

Quarterly parent nights- literacy, math, science, and transition fair

Cell-ED ESL tutoring for parents- free service

Plans for assisting preschool students in the successful transition from early childhood programs to local elementary schoolwide programs: This component emphasizes the value of creating a coherent and seamless educational program for at-risk students. Early childhood programs, including Early Reading First and others, provide a foundation for later academic success, and effective schoolwide programs capitalize on this strong start.


Priority Goal 1

Priority Goal 2

Priority Goal 3

Priority Goal 4

Priority Goal 5

Strategy 1

Strategy 2

Strategy 3

x

x

Our school uses the following pre-school-to-elementary transition strategies, in addition to our focus on the priority goals listed in this plan:

Kindergarten ice cream social before school starts.

Transition fair at end of year

Pre-K students spend last two weeks of school in K classes for centers, recess, and lunch in cafeteria.

Middle school counselors and administrators come talk to parents and students at transition fair to prepare for middle school

Middle school band and orchestra teachers come speak to the 5th grade about their options in middle school.

Measures to include teachers in decisions regarding the use of academic assessments: In addition to State assessment results, teachers need current and ongoing assessment data that describe student achievement. These data often come from less formal assessments, such as observation, performance assessments, or end-of-course tests. The school wide program should provide teachers with professional development that increases their understanding of the appropriate uses of multiple assessment measures and how to use assessment results to improve instruction.


Priority Goal 1

Priority Goal 2

Priority Goal 3

Priority Goal 4

Priority Goal 5

Strategy 1

x

x

Strategy 2

x

x

Strategy 3

x

x

x

Our school uses the following strategies for developing teacher skills in formative assessment, in addition to our focus on the priority goals listed in this plan:

Data meeting each quarter after EOQ

Progress monitoring

Dibles and TRC for the 4th and 5th graders for targeted specific skill instruction and practice.

Activities to ensure that students who experience difficulty attaining proficiency receive effective and timely additional assistance: The schoolwide program school must identify students who need additional learning time to meet standards and provide them with timely, additional assistance that is tailored to their needs. This assistance must be available to all students in the school who need it.


Priority Goal 1

Priority Goal 2

Priority Goal 3

Priority Goal 4

Priority Goal 5

Strategy 1

x

x

Strategy 2

x

x

Strategy 3

x

x

Our school uses the following differentiation strategies, in addition to our focus on the priority goals listed in this plan:

After school and during school book clubs

Book buddies

Bookworms- corporate volunteer tutor program

Augustine Tutors

Media buddies

IST process to help teachers work with specific students on targeted skills or behaviors

Coordination and integration of Federal, State, and local services and programs:Schoolwide program schools are expected to use the flexibility available to them to integrate services and programs with the aim of upgrading the entire educational program and helping all students reach proficient and advanced levels of achievement. In addition to coordinating and integrating services, schoolwide program schools may combine most Federal, State and local funds to provide those services. Exercising this option maximizes the impact of the resources available to carry out the schoolwide program.


Priority Goal 1

Priority Goal 2

Priority Goal 3

Priority Goal 4

Priority Goal 5

Strategy 1

x

x

x

Strategy 2

x

x

x

Strategy 3

x

x

Our school uses the following strategies to coordinate and integrate federal, state, and local services and programs, in addition to our focus on the priority goals listed in this plan:

Use of Theme monies (local) Title one funds (federal), Donors choose (private grants) Update technology throughout the building

Title I Targeted Assistance Compliance Review and Plan

A targeted assistance school improvement plan must address all of the components defined in the Elementary and Secondary Education Act (Section 1115 of Title I). Targeted assistance programs must useTitle I resources to help a school's most-at-risk children meet State academic achievement standards. Each required component is described below, with an explanation of how each contributes to the creation of a successful targeted assistance program. The goals and strategies you've already developed may fulfill many of these requirements.

Targeted assistance strategies: Instructional strategies and initiatives in the plan must be based on scientifically based research with a primary consideration for extending learning time and providing accelerated, high-quality curriculum for sudents identified as failing or most at-risk of failing the State's challenging student academic achievement standards.


Priority Goal 1

Priority Goal 2

Priority Goal 3

Priority Goal 4

Priority Goal 5

Strategy 1

x

x

Strategy 2

x

x

Strategy 3

x

x

Our school is addressing targeted assistance program needs in the following ways, in addition to our focus on the priority goals listed in this plan:

After school tutoring for students in 1,2,and 3rd grades who are yellow and red in dibels and TRC assessments

Augustine Tutors

Leveled reading groups in ESL and EC using corrective reading and reading mastery

Instruction by highly qualified teachers: Teachers and paraprofessionals working in targeted assistance programs must be highly-qualified. Instructional activities must be implemented by a teacher meeting the definition of highly-qualified for the core academic content area being taught in the targeted assistance program.


Priority Goal 1

Priority Goal 2

Priority Goal 3

Priority Goal 4

Priority Goal 5

Strategy 1

x

x

Strategy 2

x

x

Strategy 3

x

x

Our targeted assistance program addresses the need for highly qualified teachers in the following ways, in addition to our focus on the priority goals listed in this plan:

All South Fork Staff is highly qualified

High-quality and ongoing professional development: All teachers and staff in targeted assistance program schools must be equipped to face the challenge of helping Title I targeted assistance students meet the State’s academic achievement standards. To do this, they must be familiar with methods of identifying students who need additional assistance and they should receive sustained, high-quality professional development to help them implement student academic achievement standards in the classroom. Professional development may be extended, as appropriate, to those who partner with Title I teachers to support Title I participating students. This may include other classroom teachers, principals, paraprofessionals, and parents.


Priority Goal 1

Priority Goal 2

Priority Goal 3

Priority Goal 4

Priority Goal 5

Strategy 1

x

x

Strategy 2

x

x

Strategy 3

x

x

Our school provides high quality, on-going professional development in the following ways, in addition to our focus on the priority goals listed in this plan:

Staff development includes Pictures in Writing, Literacy blocks, Learning focused assessments and activities, Pre K and K attended NCaeyc conference, Media specialist attended Media conference, Pre K and K teachers are training to be READY classrooms

Strategies to increase parental involvement: Research continues to demonstrate that successful schools have significant and sustained levels of parental involvement. Therefore, it is important that targeted assistance programs develop strategies to involve parents of Title I students in the school community. Additionally, state law requires parent representation on every school's improvement team, and federal requirements specify that each school must develop: 1) an approach for communication with parents, 2) activities to involve parents, and 3) an approach for training parents to better understand how to help their children excel in school.


Priority Goal 1

Priority Goal 2

Priority Goal 3

Priority Goal 4

Priority Goal 5

Strategy 1

x

Strategy 2

x

Strategy 3

x

x


Coordination and integration of Federal, State, and local services and programs: Targeted assistance program schools are expected to coordinate and integrate services, with other Federal, State and local programs and services.


Priority Goal 1

Priority Goal 2

Priority Goal 3

Priority Goal 4

Priority Goal 5

Strategy 1

x

x

x

Strategy 2

x

x

x

Strategy 3

x

x

x

x


Plans must support and coordinate with regular education programs: Effective targeted assistance programs capitalize on strong support and coordination with regular education programs. This component emphasizes the value of creating a coherent and seamless educational program for at-risk students. This may include transitioning students from early childhood programs such as Early Reading First and others to provide a foundation for later academic success.


Priority Goal 1

Priority Goal 2

Priority Goal 3

Priority Goal 4

Priority Goal 5

Strategy 1

x

x

Strategy 2

x

x

Strategy 3

x

x

Our school uses the following strategies to support and coordinate with the regular education program, in addition to our focus on the priority goals listed in this plan:

Compliance Review and Plan for Schools in Title I School Improvement

Each school identified for Title I School Improvement must, no later than three months after notification that the school is in Title I School Improvement, develop or revise its school plan. This plan must be developed in consultation with parents, school staff, the local education agency serving the school, and outside experts. The plan must cover a two-year period.

Professional development requirements: Schools in Title I School Improvement must 1) provide assurance that the school will spend not less than 10 percent of its Title I funds each year for high quality professional development, 2) specify how these professional development funds will be used to remove the school from school improvement status, and 3) incorporate a teacher mentor program.


Priority Goal 1

Priority Goal 2

Priority Goal 3

Priority Goal 4

Priority Goal 5

Strategy 1

Strategy 2

Strategy 3

Our school is addressing these three additional professional development requirements in the following ways, in addition to our focus on the priority goals listed in this plan:

Notification to parents: Schools in Title I School Improvement must describe specifically how the school will provide written notice about the identification of the school as a Title I School Improvement school to the parents of each student enrolled in the school.


Priority Goal 1

Priority Goal 2

Priority Goal 3

Priority Goal 4

Priority Goal 5

Strategy 1

Strategy 2

Strategy 3

Our school is providing written notification to parents in the following manner:

School, district and state agency responsibilities: Schools in Title I School Improvement are required to clearly define the responsibilities of the school, LEA, and SEA in implementing improvement strategies. LEAs are minimally required to offer technical assistance in the form of data analysis, budget analysis, and identification and implementation of improvement strategies. State-level assistance may include provision of a state-wide system of support, including allocation of funding and other technical assistance.


Priority Goal 1

Priority Goal 2

Priority Goal 3

Priority Goal 4

Priority Goal 5

Strategy 1

Strategy 2

Strategy 3

Our school, the school district, and the state education agency are supporting improvement of our school in the following ways:

School:

LEA:

SEA:

Strategies to increase parental involvement: Research continues to demonstrate that successful schools have significant and sustained levels of parental involvement. Therefore, it is important that targeted assistance programs develop strategies to involve parents of Title I students in the school community. Additionally, state law requires parent representation on every school's improvement team, and federal requirements specify that each school must develop: 1) an approach for communication with parents, 2) activities to involve parents, and 3) an approach for training parents to better understand how to help their children excel in school.


Priority Goal 1

Priority Goal 2

Priority Goal 3

Priority Goal 4

Priority Goal 5

Strategy 1

Strategy 2

Strategy 3


Coordination and integration of Federal, State, and local services and programs: Targeted assistance program schools are expected to coordinate and integrate services, with other Federal, State and local programs and services.


Priority Goal 1

Priority Goal 2

Priority Goal 3

Priority Goal 4

Priority Goal 5

Strategy 1

Strategy 2

Strategy 3


Plans must support and coordinate with regular education programs: Effective targeted assistance programs capitalize on strong support and coordination with regular education programs. This component emphasizes the value of creating a coherent and seamless educational program for at-risk students. This may include transitioning students from early childhood programs such as Early Reading First and others to provide a foundation for later academic success.


Priority Goal 1

Priority Goal 2

Priority Goal 3

Priority Goal 4

Priority Goal 5

Strategy 1

Strategy 2

Strategy 3

Our school uses the following strategies to support and coordinate with the regular education program, in addition to our focus on the priority goals listed in this plan:

School-based Management and Accountability Program

Summary of School-based Waiver Requests

Program Years: 2008-2010

LEA or Charter School Name/Number:

Select your school district/charter school

School Number(s)

Request for Waiver

1. Please describe the waiver you are requesting.

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

3. State how the waiver will be used.

4. State how this waiver helps achieve the specific performance goals identified in the School Improvement Plan.

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

Signature of Superintendent/Designee

Date

State Board of Education Goals – Future-ready …€¦ · Web viewState Board of Education Goals...

Documents

Transcript of State Board of Education Goals – Future-ready …€¦ · Web viewState Board of Education Goals...