NC State Board of Education Goals Strategic Plan Goals-Spring 2014

Goal 1 Every student in the NC Public School System graduates from high school prepared for work, further
education and citizenship.
Goal 2 Every student has a personalized education.
Goal 3 Every student, every day has excellent educators.
Goal 4 Every school district has up -to-date financial, business, and technology systems to serve its students,
parents, and educators.
Goal 5 Every student is healthy, safe, and responsible.

District Goals for Martin County Schools (580)

District Goal 1:

Every student in the Martin County school system graduates from high school prepared for work,
further education and citizenship.

District Goal 2:

Every student in the Martin County school system will have a personalized education.

District Goal 3:

Every student, every day has excellent educators.

District Goal 4:

The Martin County school system has up-to-date financial, business, and technology systems to serve
its students, parents, and educators.

District Goal 5:

Every student is healthy, safe, and responsible.

Vision: The Martin County Board of Education will provide stu

sets as determined by the North Carolina State Board of Ed
and/or career ready by graduation so that they may be succes
Mission: The Martin County Board of Education is committe
secondary endeavors.
students will be provided with a quality academic, technolo
education in a safe, orderly and productive environment in
become
a contributing member in the 21st century
Goals
1. Every student in the Martin County School System
graduates from high school prepared for work, further
education and citizenship

2. Every student has a personalized education

3. Every student, every day has excellent educators

4. The school district has up-to-date financial, business,

and technology systems to serve its students, parents
and educators

5. Every student is healthy, safe, and responsible

Martin County Board of Education

Strategic Plan

rd of Education will provide students the education skill

North Carolina State Board of Education to be college
ion so that they may be successful in their chosen postBoard of Education is committed to ensuring that all
secondary endeavors.
th a quality academic, technological and challenging
and productive environment in order that they may
ng member in the 21st century
global society.
Objectives
1. Increase the cohort graduate rate
2. Graduate students prepared for post-secondary education
3. Graduate students pursuing a Career and Technical Education (CTE)
concentration prepared for careers
4. Decrease the number of 3rd graders assigned to 3/4 transition classes.

5. Increase student performance on the states End of Grade (EOG), End of

Course (EOC) test also on the Iowa Test of Basic Skills, ACT and WorKeys
Assessment
6. Increase the number of students who graduate from high school with postsecondary credit
1. Increase the number of students that successfully completed College and
Career Promise
2. Increase the number of students taking on-line courses

3. Increase the number of teachers and students using Google learning tools
and Home base.
4. Increase the number of schools designated as Science, Technology,
Engineering and Mathematics (STEM).

5. Increase the percentage of schools with a performance composite at or

above 60% and meeting or exceeding academic growth
1. Percentage of first, second and third year teachers rated proficient or higher
standards on 3, 4, & 6 on the NC educator evaluation system.
2. Percentage of first, second and third year school administrators rated
proficient or higher on standards 2, 4, 5, & 8 on the NC school executive
evaluation system.
3. Increase the percentage of effective or highly effective teachers in schools
with a performance composite below 60% and not meeting or exceeding
academic growth.
1. Provide all schools with sufficient wireless coverage to support 1:1
computing initiatives
2. Use Home Base as an essential resource for instructional delivery, online test
administration, and communications with parents and students
3. Use State and federal funding according to State and federal laws and State
Board of Education policies
4. District will implement computerized payroll systems for classified
employees to reduce paperwork and increase efficiency to reduce cost
1. Create and maintain a safe and respectful school environment
2. Promote healthy, active lifestyles for students
3. Decrease the number of students who are chronically absent, dropout, or
suspended out of school
4. Decrease violence and crime in schools

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 e
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 Teac

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, Sch
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://w
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://www.ncreadyschools.org)
Special Education Continuous Improvement Plan
Title I AMO Reports (http://ayp.ncpublicschools.org)
Healthy Active Children Initiative (http://www.nchealthyschools.org)
89

School Vision and Mission Statements for South Creek Middle School

Vision:

South Creek Middle School, a community of collaborative problem solvers determined to inspire successful goal setting graduates.

Mission:

South Creek Middle School encourages and prepares students to become respectful, self-directed, 21st Century learners, through a rigorous
curriculum and structured academic environment.

LEA or Charter Name/Number: Martin County Schools - 580

School Name/Number:
South Creek Middle School - 350
School Address:
21230 Highway 903, Robersonville, NC 27871
Plan Year(s):
2014 - 2016
Date prepared:
Oct-14
Principal Signature:
Date

Local Board Approval

Signature:

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

Principal
Assistant Principal Representative
Teacher Representative/Chair
Inst. Support Representative
Teacher Assistant Representative
Parent Representative
Parent Representative
Teacher Representative
Teacher Representative
Teacher Representative

Jan D. Wagner
Cliff Hudson, Admin Intern
Kendra Williams, 6th Grade SS
Shannon Stanton, School Counselor
Marisa Sitterson, EC Teacher Asst.
Quantisha Matthewson, 7th and 8th Gr
Teresa Carlisle, 6th Gr
Anna Chance, 7th Grade SS
Colby Riggins, 8th Grade Math
Heather Brown, 6-8 Reading Interventio

Committee Position*

Name

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

Martin County Board of Education Strategic Plan

Insert your school-specific data in the following tables as related to district goals an

Goal 1: Every student in the Martin County School System graduates from High School prepared for work, further education, and c

1.1 Percentage of graduates receiving a diploma within four (4) ye

Y E A R

2013-14

2014-15

2015-16

Proposed Targets
School Results

1.1.2 Percentage of graduates receiving a diploma within five (5) y

Y E A R

2013-14

2014-15

2015-16

Proposed Targets
School Results

1.2.1 Percentage of graduates performance on Average American College Test (AC

Y E A R

2013-14

2014-15

2015-16

Proposed Targets
School Results
1.2.2 Increase student performance on ACT Composite Score
Y E A R

2013-14

2014-15

2015-16

Proposed Targets
School Results

1.2.3 Percentage of Advanced Placement (AP) exams taken on which student s

Y E A R

2013-14

2014-15

2015-16

Proposed Targets
School Results

1.3.1 Percentage of graduates who are Career and Technical Education (CTE) Concentrators w
the ACT WorkKeys assessment
Y E A R

2013-14

2014-15

2015-16

Proposed Targets
School Results

1.3.2 Percent of graduating seniors that earned industry recognized cer

Y E A R

2013-14

2014-15

2015-16

Proposed Targets
School Results

1.3.3 Percentage of graduates receiving a Career-Ready or a College/Career-Re

Y E A R

2013-14

2014-15

2015-16

Proposed Targets
School Results

1.4.1 Decrease the number of third grade students assigned to grade 3/4 tra
Y E A R

2013-14

2014-15

2015-16

Proposed Targets
School Results

1.5.1 Percentage of student's test scores at or above the proficient level on the EOG
Y E A R

2013-14

2014-15

2015-16

Proposed Targets
School Results

1.5.2 Percentage of students' test scores at or above the proficient level on EOC
Y E A R

2013-14

Proposed Targets
School Results

2014-15

2015-16

1.5.3 Percentage of schools meeting or exceeding annual academic g

Y E A R

2013-14

2014-15

2015-16

Proposed Targets
School Results

1.5.4 Percentages of students scoring at or above proficient in grade 3 on the Iowa Testing of B

Y E A R

2013-14

2014-15

2015-16

2014-15

2015-16

Grade 3 Reading
Proposed Targets
School Results
Y E A R

2013-14

Grade 3 Math
Proposed Targets
School Results

Goal 2: Every student has a personalized education

1.6.1 Percentage of high school students who earn college credit prior to graduati
Y E A R

2013-14

2014-15

2015-16

Proposed Targets
School Results

1.6.2 Number of students who participate in at least one post-secondary credit bearin
Y E A R

2013-14

2014-15

2015-16

Proposed Targets
School Results

1.6.3. Increase the enrollment in rigorous STEM courses for under represente

(As measured though enrollment in Chemisty, Physics, UNC-approved 4th math, or CTE STEM completer cours

Y E A R

2013-14

Proposed Targets

2014-15

2015-16

School Results
2.2.1 Number of students successfully completing one or more online
Y E A R

2013-14

2014-15

2015-16

Proposed Targets
School Results

2.3.1 Percentage of schools using online modules as an instructional s

Y E A R

2013-14

2014-15

2015-16

Proposed Targets
School Results

2.4.1 Percentage of schools that move from a lower to higher stage on the STEM
Y E A R

2013-14

2014-15

2015-16

Proposed Targets
School Results

2.5.1 Percentage of schools with a performance composite at or above 60% and meeti
Y E A R

2013-14

2014-15

2015-16

Proposed Targets
School Results

2.5.2 Percentage of third grade students scoring proficient or higher on the reading begin
portfolio, or alternative assessment
Y E A R

2013-14

2014-15

2015-16

Proposed Targets
School Results
Goal 3: Every student, every day has excellent educatators

.1.1 Percentage of first, second, and third year teachers rated proficient or higher standards on 3,
Y E A R

2013-14

2014-15

2015-16

Proposed Targets
School Results

3.2.1 Percentage of first, second, and third year school administrators rated proficient o
5, & 8 on the NC school executive evaluation system.

Y E A R

2013-14

2014-15

2015-16

Proposed Targets
School Results

3.3.1 Percentage of teachers with a status of effective or highly effective on the educator eva
performance composite below 60% and not meeting or exceeding academ
Y E A R

2013-14

2014-15

2015-16

Proposed Targets
School Results

Goal 4: Every school district has up-to-date financial, business, and technology systems to serve its students, parents and educato

4.1.1 Percentage of schools with a sufficient level of wireless coverage to implement 1:

Y E A R

2013-14

2014-15

2015-16

Proposed Targets
School Results

4.1.2 Percentage of middle schools implementing 1:1 programs for st

Y E A R

2013-14

2014-15

2015-16

Proposed Targets
School Results

4.1.3 Percentage of high schools implementing 1:1 programs for stu

Y E A R

2013-14

2014-15

2015-16

Proposed Targets
School Results
4.2 1

Percentage of schools using the Instructional Improvement System (IIS) within Home

Y E A R

2013-14

2014-15

2015-16

Proposed Targets
School Results

4.2.2 Percentage of schools using a parent portal to allow parents to access information on
Y E A R

2013-14

2014-15

2015-16

Proposed Targets
School Results
4.2.3 Increase percentage of teachers to be Google certified each year

Y E A R

2013-14

2014-15

2015-16

Proposed Targets
School Results

4.4.1 Increase percentage of classified employees using a computerized payroll sy

Y E A R

2013-14

2014-15

2015-16

Proposed Targets
School Results

3.3.1 Increase the number of teachers in high need areas through recruitment and
Y E A R

2013-14

2014-15

2015-16

Proposed Targets
School Results
Goal 5: Every student is healthy, safe, and responsible

5.1.1 Increase the percentage of schools implementing PBIS frameworks that incorporate resp
positive behavior intervention which address students' academic, emotional, and
Y E A R

2013-14

2014-15

2015-16

Proposed Targets
School Results

5.2.1 Number of students participating in the innovative school breakfast p

Y E A R

2013-14

2014-15

2015-16

Proposed Targets
School Results

5.3.1 Decrease the percentage of students with 10 or more unexcused abse

Y E A R

2013-14

2014-15

2015-16

Proposed Targets
School Results
5.3.2 Decrease the percentage of annual 9-12 dropout rate
Y E A R

2013-14

Proposed Targets
School Results

2014-15

2015-16

5.3.3 Number of K-12 students suspended out of school (short-term is 10 days or less and lo
Y E A R

2013-14

2014-15

2015-16

Proposed Targets
School Results

5.4.1 Number of reportable acts of school violence and crime per 1,000 KY E A R

2013-14

Proposed Targets
School Results

2014-15

2015-16

Education Strategic Plan

tables as related to district goals and measures.

ool prepared for work, further education, and citizenship

ving a diploma within four (4) years

2016-17

2017-18

iving a diploma within five (5) years

2016-17

2017-18

erage American College Test (ACT) Composite Score

2016-17

2017-18

on ACT Composite Score

2016-17

2017-18

xams taken on which student scored 3 or above

2016-17

2017-18

ducation (CTE) Concentrators who earned a Silver or better on

eys assessment
2016-17

2017-18

earned industry recognized certification.

2016-17

2017-18

r-Ready or a College/Career-Ready endorsement

2016-17

2017-18

dents assigned to grade 3/4 transition classes

2016-17

2017-18

the proficient level on the EOG assessments (3, 4, 5)

2016-17

2017-18

ve the proficient level on EOC assessments (3, 4, 5)

2016-17

2017-18

or exceeding annual academic growth

2016-17

2017-18

grade 3 on the Iowa Testing of Basic Skills in Reading and Math

2016-17

2017-18

2016-17

2017-18

college credit prior to graduating from high school

2016-17

2017-18

one post-secondary credit bearing course including AP.

2016-17

2017-18

EM courses for under represented populations

ed 4th math, or CTE STEM completer courses.)

2016-17

2017-18

completing one or more online courses

2016-17

2017-18

ne modules as an instructional strategy

2016-17

2017-18

wer to higher stage on the STEM Attributes Rubric.

2016-17

2017-18

site at or above 60% and meeting or exceeding growth

2016-17

2017-18

or higher on the reading beginning of grade, end of grade,

native assessment
2016-17

2017-18

cient or higher standards on 3, 4, & 6 on the NC educator evaluation

2016-17

2017-18

dministrators rated proficient or higher on standards 2, 4,

ecutive evaluation system.

2016-17

2017-18

y effective on the educator evaluation system in schools with a

ot meeting or exceeding academic growth
2016-17

2017-18

ems to serve its students, parents and educators

eless coverage to implement 1:1 programs campus wide

2016-17

2017-18

plementing 1:1 programs for students

2016-17

2017-18

plementing 1:1 programs for students

2016-17

2017-18

ement System (IIS) within Home Base with all of its teachers
2016-17

2017-18

arents to access information online regarding their children

2016-17

2017-18

o be Google certified each year to 100%

2016-17

2017-18

using a computerized payroll system in the schools

2016-17

2017-18

areas through recruitment and retention activities

2016-17

2017-18

ameworks that incorporate responsiveness to intervention and

ents' academic, emotional, and behavioral needs.
2016-17

2017-18

e innovative school breakfast program (CEP)

2016-17

2017-18

with 10 or more unexcused absences annually

2016-17

2017-18

e of annual 9-12 dropout rate

2016-17

2017-18

rt-term is 10 days or less and long-term is more than 10 days)

2016-17

2017-18

violence and crime per 1,000 K-12 students

2016-17

2017-18

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. Using a variety of data sources, determine five(5) strengths of your school.
1) Growth: School Accountability Growth Index .5, School with Highest Growth for Martin County Schools Three Years in a row, Math Proficiency from 33% to 36%, Science Proficiency from 76% to 81%. 2) Personalized Instruction: Development, Implementation and Utilization: PEP, IEP, 504 plans, PST interventions, FLEX time

24

3) Professional Learning Community: Collaboration, Expectation, Celebration, Teams, Departments, Leadership, Staff, Students 4) Focused/Data Driven Instruction and Decision Making: CASE assessments, teacher benchmarks, EVAAS, progress reports, Accelerated Reader, Study Island, FLEX - Guided Study 5) School Culture and Climate: PBIS, Social Responsibility, Cultural Tolerance, FLEX - Discovery Zone, Staff Pep Rally

2. From an analysis of your school's data, determine gaps or opportunities for improvement.
1) Reading Proficiency from 48.5 to 46.4
2) Low reading and math proficiency for incoming 6th grade: present levels and projected levels
3) Low level individual student performance on EOG
4) Lack of availability and funding for relevant and appropriate
Professional Development
5) Lack of parent interest/involvement

25

3. Are any data missing that would assist your school in closing gaps or making improvements?
Detailed information regarding interventions used with students prior to their attending South Creek Middle School. This would
provide us with information about what works, what doesn't work, and what has not been attempted. Therefore, students would
recieve assistance in a more timely and efficient manner. We do not receive PST folders or PEPs from all feeder schools.

26

4. Prioritize the gaps or opportunities for improvement into what your school improvement team considers the top 4-5 most impo
Cite evidence from your data to support these priorities.
1) Continue to increase student achievement in reading - EOG scores, AMO goals, EVAAS data
2) Continue to increase student achievement in math - EOG scores, AMO goals, EVAAS data
3) Continue to increase student achievement in science - EOG scores, AMO goals, EVAAL data
4) Continue to decrease full day assignment to ISS and OSS - PBIS data, discipline records
5) Continue to increase parent involvement - Blackboard ConnectEd data, Event sign in sheets, portal usage,
percent of returned report cards and progress reports

27

Priority Goal 1 and Associated Strategies

Area for improvement and supporting data:
Reading Proficiency: June 2015 data

School Goal 1:

Through implementation of best practices 55% of all students will be proficient in reading.

Supports this
district goal:

Every student in the Martin County school system will have a personalized education.

Target:
Indicator:
Milestone date:

Increase percententage of students on grade level in reading.

NC End of Grade Test - Reading
Jun-16

Plan/Do

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

Conduct valid assessments to determine growth, plan and adjust instruction for all students within CORE and
intervention, remediation settings.
Action steps:
Strategy 1: 1. Identify EOG performance level of all students
5. Focused Vocabulary instruction/Academic Vocabulary
2. Utilize LEXILE levels for reading assignments
6. Utilize scheduled computer lab time for Study Island
3. Three county CASE assessments
7. Reading elective classes for at-risk students (6,7,8)
4. Cumulative teacher test each marking period
8. Schoolwide reading/D.E.A.R. in FLEX
Implement reading strategies, programs, incentives
Action steps:
Strategy 2: 1. Schoolwide FLEX - Guided Study
2. Develop PEPs for all at-risk students
3. Implement PST interventions and strategies
4. Classroom differentiation-intervention

5. Across content reading/writing assignments

6. Schedule small class sizes for Language Arts
7. Across content use of non-fiction instructional text
8. SRA directed reading with EC Language Arts classes

Implement Professional Learning Community to enhance the teaching and learning process
Action steps:
Strategy 3: 1. PLC data meetings
2. PLC mini professional development
3. PLC departmental vertical planning meetings
4. PLC team lesson plan meetings

5. Peer classroom observations

6. Mentor for ILT
7. Team teaching/Co-teaching
8.

Professional development - Identify the professional development required to successfully implement the strategies
above.
Course name/title

Course provider

Date completed

Plan/Do

Staff person or group

How will we fund these strategies and associated professional development?

Funding source 1:
Funding source 2:
Funding source 3:
Funding source 4:
Funding source 5:

Select a funding source

Select a funding source
Select a funding source
Select a funding source
Select a funding source

Review frequency:

Quarterly

Funding amount:
Funding amount:
Funding amount:
Funding amount:
Funding amount:
Total initiative funding:

$0
$0
$0
$0
$0
$0

Assigned implementation team:

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

Check

Benchmark assessments, student progress reports and report cards, PEPs, PST minutes and individual portfolios, classroom observations, FLEX guided
study rosters and plans, PLC minutes, lesson plans, Professional Development agendas and attendance.

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

Check

Benchmarks, EOG data (growth and proficiency scores), AMO data

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

Act

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

Priority Goal 2 and Associated Strategies

Area for improvement and supporting data:
Math Proficiency: June 2015 data

School Goal 1:

Through the implementation of best practices, 50% of all students will be proficient in math.

Supports this
district goal:

Every student in the Martin County school system will have a personalized education.

Target:
Indicator:
Milestone date:

Increase the percentage of students on grade level in math.

NC End of Grade Test - Math
Jun-16

Plan/Do

Goal 2 Improvement Strategies Identify research-based strategies whenever possible.

Conduct valid assessments to determine growth, plan and adjust instruction for all students within CORE and
intervention, remediation settings.
Action steps:
Strategy 1: 1. Identify EOG performace level of all students.
5. Analyze data to target individual and group weaknesses
2. Utilize QUANTILE levels for math instruction
6. Utilize scheduled lab time for Study Island
3. Three county CASE assessments
7. Math elective class (second semester)
4. Cumulative teacher test each grading period
8. Daily cross-curricular academic vocabulary
Implement math strategies and programs
Action steps:
Strategy 2: 1. Schoolwide FLEX - Guided Study
2. Develop PEPs for all at-risk students
3. Implement PST interventions and strategies
4. Classroom differentiation-intervention

5. Across content integration of math

6. Use data to direct intervention/remediation
7
8

Implement Professional Learning Community to enhance the teaching and learning process
Action steps:
Strategy 3: 1. PLC data meetings
2. PLC mini professional development
3. PLC departmental vertical planning meetings
4. PLC team lesson plan meetings

5. Peer coaching
6. Peer observations
7. Co-teaching
8

Professional development - Identify the professional development required to successfully implement the strategies
above.
Course name/title

Course provider

Date completed

Plan/Do

Staff person or group

How will we fund these strategies and associated professional development?

Funding source 1:
Funding source 2:
Funding source 3:
Funding source 4:
Funding source 5:

Select a funding source

Select a funding source
Select a funding source
Select a funding source
Select a funding source

Review frequency:

Quarterly

Funding amount:
Funding amount:
Funding amount:
Funding amount:
Funding amount:
Total initiative funding:

$0
$0
$0
$0
$0
$0

Assigned implementation team:

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

Check

Benchmark assessments, student progress reports and report cards, PEPs, PST minutes and individual portfolios, classroom observations, FLEX guided
study rosters and plans, PLC minutes, lesson plans, Professional Development agendas and attendance.

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

Check

Benchmarks, EOG data (growth and proficiency scores), AMO data

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

Act

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

Priority Goal 3 and Associated Strategies

Area for improvement and supporting data:
Eighth Grade Science - June 2015

School Goal 1:

Through implementation of best practices, 85% of all eighth grade students will be proficient in Science

Supports this
district goal:

Every student in the Martin County school system will have a personalized education.

Target:
Indicator:
Milestone date:

Increase percentage of 8th grade students on grade level in science

NC End of Grade Science Test - Eighth Grade
Jun-16

Plan/Do

Goal 3 Improvement Strategies Identify research-based strategies whenever possible.

Conduct valid assessments to determine growth, plan and adjust instruction for all students within CORE and
intervention, remediation settings
Action steps:
Strategy 1: 1. Three county CASE assessments
5. Hands on experiments and project based learning
2. Cumulative teacher test each marking period
6.
3. Analyze data to target weaknesses
7.
4. Utilize scheduled computer lab time for Study Isl.
8.
Implement strategies and programs
Action steps:
Strategy 2: 1. Schoolwide FLEX - Guided Study
2. Extend Science class time to 70 minutes
3. Implement PST interventions and strategies
4. Utilize Discovery Ed Techbook

5. Hands on experiments and project based learning

6. Daily cross-curricular academic vocabulary
7. LearnEdNotebooks for 8th Grade Science
8.

Implement Professional Learning Community to enhance the teaching and learning process
Action steps:
Strategy 3: 1. PLC data meetings
2. PLC mini professional development
3. PLC departmental vertical planning meetings
4. PLC team lesson plan meetings

5. Peer observations
6
7.
8.

Professional development - Identify the professional development required to successfully implement the strategies
above.
Course name/title

Course provider

Date completed

Plan/Do

Staff person or group

How will we fund these strategies and associated professional development?

Funding source 1:
Funding source 2:
Funding source 3:
Funding source 4:
Funding source 5:

Select a funding source

Select a funding source
Select a funding source
Select a funding source
Select a funding source

Review frequency:

Quarterly

Funding amount:
Funding amount:
Funding amount:
Funding amount:
Funding amount:
Total initiative funding:

$0
$0
$0
$0
$0
$0

Assigned implementation team:

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

Check

Benchmark assessments, student progress reports and report cards, PEPs, PST minutes and individual portfolios, classroom observations, FLEX guided
study rosters and plans, PLC minutes, lesson plans, Professional Development agendas and attendance.

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

Check

Benchmarks, EOG data proficiency scores, AMO data

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

Act

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

Priority Goal 4 and Associated Strategies

Area for improvement and supporting data:
Decrease ISS and OSS assignments, Three year discipline data

School Goal 1:
Supports this
district goal:

Through the implementation of best practices, student assignment to full day ISS and OSS will decrease by 25%.
Select a
districtEvery student in the Martin County school system will have a personalized education.
level goal

Target:
Indicator:
Milestone date:

Decrease full day ISS/OSS

Discipline records
Jun-16

Goal 4 Improvement Strategies Identify research-based strategies whenever possible.

Plan/Do

Fully implement whole school PBIS: Positive Behavior and Intervention Support
Action steps:
Strategy 1: 1. PBIS team established
2. PRIDE lessons taught during first 3 weeks
3. Collect, review and display PBIS data
4. Mini PD for classroom management

5. Implement 3 levels of incentives and rewards

6. School/Classroom expectations
7. Update school referral system and procedure
8. Homework recovery zone

Address needs of At-risk students

Action steps:
Strategy 2: 1. Identify students with multiple referrals
2. Develop and implement behavior plans
3. Involve parent/guardian in meeting and plans
4. CFST interventions

5. Behavior Specialist interventions

6. Provide individualized incentives/rewards
7. Develop and implement alternate discipline
8. Utilize Family Wellness Center therapeutic services

Utilize Comprehensive School Counseling program and CFST

Action steps:
Strategy 3: 1. Promote social responsibility
2. Promote/Teach Character Education
3. "Salvaging Sisters" group
4. Individual and Group counseling services

5. Collaboration with various services (DJJDP, DSS, MTW

6. Student referral system
7. Fully implemented PST:Problem Solving Team
8. Collaboration with parents and service providers

Professional development - Identify the professional development required to successfully implement the strategies
above.
Course name/title

Course provider

Date completed

Plan/Do

Staff person or group

How will we fund these strategies and associated professional development?

Funding source 1:
Funding source 2:
Funding source 3:
Funding source 4:
Funding source 5:

Select a funding source

Select a funding source
Select a funding source
Select a funding source
Select a funding source

Review frequency:

Quarterly

Funding amount:
Funding amount:
Funding amount:
Funding amount:
Funding amount:
Total initiative funding:

Assigned implementation team:

Check

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

$0
$0
$0
$0
$0
$0

Check

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

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

Act

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

Priority Goal 5 and Associated Strategies

Area for improvement and supporting data:
Parent involvement and communication

School Goal 1:

SCMS will increase parent involvement through full utilization of all available communication resources.

Supports this
district goal:

Every student in the Martin County school system graduates from high school prepared for work, further
education and citizenship.

Target:
Indicator:
Milestone date:

Increase parent contact and involvement in their child's education.

Jun-15

Goal 5 Improvement Strategies Identify research-based strategies whenever possible.

Plan/Do

Increase the number of parents reached through various resources

Action steps:
Strategy 1: 1. Regularly updated school and teacher websites
2. Utilize Blackboard ConnectEd at least 1x/week
3. Utilize Powerschool Parent/Student portal
4. Utilize community organizations for advertisement

5. Update school sign weekly

6. Coordinate memos and letters with phone call
7. Develop and promote school Twitter account - remove
8. Develop and promote school Facebook account

Provide various opportunities for parents to be involved in their child's education

Action steps:
Strategy 2: 1. Open House - prior to school
2. Parent support meetings
3. College R-E-D Parent Night
4. Parent Teacher Conferences 1x/semester

5. Specialty nights - Tech Night, Academic Olympics

6. Band concerts with SCHS 2x/year
7. High School orientation night for parents and students
8. Movin' Up Night for rising 6th, 7th and 8th grade

Action steps:
Strategy 3: 1.
2.
3.
4.

5.
6.
7.
8.

Professional development - Identify the professional development required to successfully implement the strategies
above.
Course name/title

Course provider

Date completed

Plan/Do

Staff person or group

How will we fund these strategies and associated professional development?

Funding source 1:
Funding source 2:
Funding source 3:
Funding source 4:
Funding source 5:

Select a funding source

Select a funding source
Select a funding source
Select a funding source
Select a funding source

Review frequency:

Quarterly

Funding amount:
Funding amount:
Funding amount:
Funding amount:
Funding amount:
Total initiative funding:

Assigned implementation team:

Check

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

$0
$0
$0
$0
$0
$0

Check

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

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

Act

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

Title I Schoolwide Program Components

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 schoolwide program. The goals and strategies you've already developed may
fulfill many of these requirements.
Schoolwide reform strategies: Instructional strategies and initiatives in the comprehensive plan must be based on
scientifically based research, strengthen the core academic program, increase the quality and quantity of learning time,
and address the learning needs of all students in the school.

This school improvement plan

Strategy 1 X
addresses this requirement. Please
see the priority goals and strategies
Strategy 2 X
noted to the right:
Strategy 3 X

Priority
Goal 1

Priority
Goal 2

Priority
Goal 3

Priority
Goal 4

Priority
Goal 5

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

In addition to the focus on the priority goals listed in this plan, our school is addressing the need for schoolwide reform by
providing students, parents and teachers with climate and information surveys, Teacher Working Condition surveys, SRA in
the Exceptional Children's program, Study Island, Accelerated Reader, BrainPOP!, Schoolnet.

providing students, parents and teachers with climate and information surveys, Teacher Working Condition surveys, SRA in
the Exceptional Children's program, Study Island, Accelerated Reader, BrainPOP!, Schoolnet.

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 schoolwide 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
This school improvement plan
addresses this requirement. Please Strategy 1 x
see the priority goals and strategies
noted to the right:
Strategy 2 x
Strategy 3 x

Priority
Goal 2

Priority
Goal 3

Priority
Goal 4

Priority
Goal 5

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:

There is a district -wide hiring process which requires candidates for hire to be Highly Qualified. South Creek Middle
School has 100% highly qualified staff. We are committed to maintaining certified, qualified teachers in all classes.
Classroom teaching assignments are made based on certification with no exceptions.

Classroom teaching assignments are made based on certification with no exceptions.

High-quality and ongoing professional development: Teachers and other staff in schoolwide program schools must be
equipped to face the challenge of helping all students meet the States academic achievement standards. To do this, they
must be familiar with the goals and objectives of the schoolwide 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
This school improvement plan
addresses this requirement. Please Strategy 1 X
see the priority goals and strategies
noted to the right:
Strategy 2 X

Priority
Goal 2

Priority
Goal 3

Priority
Goal 4

Priority
Goal 5

Strategy 3 X
X
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:

All of our staff members are engaged in various types of staff development, both informal and formal. This year our main
professional development has been focused on continuing to improve upon strengthening our Professional Learning
Communities and building our Academic Vocabulary presentation and implementation. Each month we try to include mini
PD within PLC meetings. We work on classroom management, using Harry Wong techniques and ideas. We are building
teacher skills as they use SchoolNet, Accelerated Reader, and DiscoveryEd Techbooks. Also, we are continuing to focus
on Revised Blooms, Depth of Knowledge and HOTS questions and activities.

Communities and building our Academic Vocabulary presentation and implementation. Each month we try to include mini
PD within PLC meetings. We work on classroom management, using Harry Wong techniques and ideas. We are building
teacher skills as they use SchoolNet, Accelerated Reader, and DiscoveryEd Techbooks. Also, we are continuing to focus
on Revised Blooms, Depth of Knowledge and HOTS questions and activities.

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

This school improvement plan

addresses this requirement. Please Strategy 1
see the priority goals and strategies
noted to the right:
Strategy 2 X
Strategy 3 X

Priority
Goal 4

Priority
Goal 5

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:

Martin County Schools offers a $1,200 supplement to all teachers. ILTs are provided with an in school peer mentor.
Mentors are available to assist new teachers in becoming well adjusted to the teaching profession, our school and Martin
County LEA. New teachers to Martin County Schools who are not ILTs are also provided with an in school peer mentor.
New teachers are provided with opportunities to observe teachers in other schools, grade levels or curriculum areas. At
SCMS we pride ourselves on providing a family atmosphere for students, parents and staff.

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

This school improvement plan

addresses this requirement. Please Strategy 1
see the priority goals and strategies
noted to the right:
Strategy 2

Strategy 3

Priority
Goal 5
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:

At SCMS, we encourage parents to participate in many ways, including the Parent Support Group, Local Advisory Board,
we have parents serve on the PLC - Leadership (School Improvement Team/Title I team). Martin County Schools
schedules two Parent Teacher Conference days, one per semester. PowerSchool Parent Portal may be accessed 24/7 by
parents and students. We use our school sign, school and teacher websites, Blackboard ConnectEd and many information
memos/letters to communicate with parents. Often we communicate through partnerships with the WC Chance Alumni
Association and the West Martin Alumni Association. This year we continue to build on the use of our Facebook account,
South Creek Middle School - Parent Pride, to help reach out to parents and community members.

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
This school improvement plan
addresses this requirement. Please Strategy 1 X
see the priority goals and strategies
noted to the right:
Strategy 2 X

Priority
Goal 2

Priority
Goal 3

Priority
Goal 4

Priority
Goal 5

Strategy 3
Our school uses the following pre-school-to-elementary transition strategies, in addition to our focus on the
priority goals listed in this plan:

Our school collaborates with three feeder schools, in looking at vertical alignment across the core areas. In the spring we
invite all rising 6th grade students and their parents to an orientation and tour of the building. For our most at-risk eighth
grade students we offer a fast track program throught the Alternative School. Our eigthth grade team, data manager and
counselor work very closely with the high school during the registration process. We assist the high school in providing an
orientation night for all rising 9th grade students and their parents, usually near the end of March. We have fully
implemented the College R-E-D program, which helps students to direct their focus toward high school graduation and
attending a two or four year college. We will continue our College and Career Day Event.

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
schoolwide 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

This school improvement plan

addresses this requirement. Please Strategy 1
see the priority goals and strategies
noted to the right:
Strategy 2
Strategy 3 X

Priority
Goal 4

Priority
Goal 5

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:

Working in PLCs, teachers have developed skills of using data to adjust the teaching/learning process. Teachers and
administrators work together to provide useful data which assists in making decision for individual students as well as
groups of students. This year teachers are using a unit/chapter/6weeks benchmark to assess the learning for each marking
period. The results are then used to reteach and review content when necessary. Teachers are also using their teacher
generated benchmark to reverse plan for each marking period.

period. The results are then used to reteach and review content when necessary. Teachers are also using their teacher
generated benchmark to reverse plan for each marking period.

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
This school improvement plan
addresses this requirement. Please Strategy 1 X
see the priority goals and strategies
noted to the right:
Strategy 2 X
Strategy 3

Priority
Goal 2

Priority
Goal 3

Priority
Goal 4

Priority
Goal 5

X
X

X
X

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

All students with an IEP are provided a full education in the Least Restrictive Environment. We have a fully implemented
PST (Problem Solving Team) for students who may or may not require a EC, 504 or other services. Our daily FLEX time
(30 minutes) is structured so that students who require remediation or intervention may receive services within the school
day. We have been able to provide a math or reading remediation elective for many of our at-risk students. PEPs are for
any student who was retained, did not meet proficiency on the EOGs, or students who are not showing progress within the
classroom. Teacher develop and provide strategies for students, parents and teachers to work as a team to provide
additional steps for success. Through our College R-E-D program we are continuing a more formal peer tutoring model
within the classrooms.

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
This school improvement plan
addresses this requirement. Please Strategy 1 X
see the priority goals and strategies
noted to the right:
Strategy 2 X
Strategy 3 X

Priority
Goal 2

Priority
Goal 3

Priority
Goal 4

Priority
Goal 5

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:

The following resources are coordinated through local, state and federal funding: 1) Child and Family Support Team, 2)
Professional Development, 3) Webbased learning tools (Study Island, BrainPOP!, Accelerated Reader, KUTA, Schoolnet,
TenMarks), 4) Positive Behavior Intervention Support, 5) All Grade Leve Read - books and materials 6) Resources for
parent communication, 7) Refreshment for parent participation opportunities.

parent communication, 7) Refreshment for parent participation opportunities.

Title I Focus School Required Components

Each school identified as a Title I Focus School must develop or revise its school plan to include the following components.
This plan must be developed in consultation with parents, school staff, and the local education agency serving the school.

1. The focus school will implement interventions that are aligned to the schools needs assessment and address
subgroups gaps, ensure effective, timely assistance to specific students subgroups, and demonstrate the most
likelihood for increasing the academic performance for under-performing students subgroups.
Priority
Goal 1
This school improvement plan
addresses this requirement. Please Strategy 1
see the priority goals and strategies
noted to the right:
Strategy 2
Strategy 3
Our school will address this requirement in the following ways:

Priority
Goal 2

Priority
Goal 3

Priority
Goal 4

Priority
Goal 5

2. The focus school will implement interventions that are based on scientifically-based research and are
supported through school processes such as expanded learning time and time for teacher planning (PLCs).
Priority
Goal 1
This school improvement plan
addresses this requirement. Please Strategy 1
see the priority goals and strategies
noted to the right:
Strategy 2
Strategy 3
Our school will address this requirement in the following ways:

Priority
Goal 2

Priority
Goal 3

Priority
Goal 4

Priority
Goal 5

3. The focus school will ensure that interventions are supported through effective teacher instruction by highly
qualified staff and implement strategies to attract and retain highly qualified teachers.
Priority
Goal 1
This school improvement plan
addresses this requirement. Please Strategy 1
see the priority goals and strategies
noted to the right:
Strategy 2
Strategy 3
Our school will address this requirement in the following ways:

Priority
Goal 2

Priority
Goal 3

Priority
Goal 4

Priority
Goal 5

4. The focus school will ensure that interventions are supported by high-quality job-embedded professional
development for instructional staff to increase effective classroom teaching and learning.
Priority
Goal 1
This school improvement plan
addresses this requirement. Please Strategy 1
see the priority goals and strategies
noted to the right:
Strategy 2
Strategy 3
Our school will address this requirement in the following ways:

Priority
Goal 2

Priority
Goal 3

Priority
Goal 4

Priority
Goal 5

5. The focus school will ensure that the fidelity and effectiveness of interventions is monitored through the use
of academic assessments with teacher input with dedicated time for professional learning communities.
Priority
Goal 1
This school improvement plan
addresses this requirement. Please Strategy 1
see the priority goals and strategies
noted to the right:
Strategy 2
Strategy 3
Our school will address this requirement in the following ways:

Priority
Goal 2

Priority
Goal 3

Priority
Goal 4

Priority
Goal 5

6. The focus school will facilitate meaningful family and community engagement programs and activities that
support student learning.
Priority
Goal 1
This school improvement plan
addresses this requirement. Please Strategy 1
see the priority goals and strategies
noted to the right:
Strategy 2
Strategy 3
Our school will address this requirement in the following ways:

Priority
Goal 2

Priority
Goal 3

Priority
Goal 4

Priority
Goal 5

STEM School Attributes

Martin County District Goals and Objectives require each school to work towards becoming a STEM model school using
the NC STEM Attributes Rubric.
Students engage in regular project-based learning including integrated content area STEM subjects
Priority
Goal 1

Priority
Goal 2

Priority
Goal 3

This school improvement plan

addresses this requirement. Please Strategy 1
see the priority goals and strategies
noted to the right:
Strategy 2 X

Strategy 3 X

Priority
Goal 4

Priority
Goal 5

Our school is addressing this STEM Attribute in the following ways:

PLC teams plan together twice weekly to develop and implement cross curricular lessons, activities and projects. PLC
departmental meetings are held at least once a month to discuss strategies, resources and needs. A few of our teachers
have attended STEM training during the summer months. We hope to increase the number of teachers who will be trained.

Connections to effective in-and out-of school STEM programs including students' interactions with STEM
professionals, teachers sharing of best practices, and partnerships between the school and outside STEM-related
organizations.
Priority
Goal 1

Priority
Goal 2

This school improvement plan

addresses this requirement. Please Strategy 1
see the priority goals and strategies
noted to the right:
Strategy 2
Strategy 3 X

Priority
Goal 3

Priority
Goal 4

Priority
Goal 5

X
X
X

Our school is addressing this STEM Attribute in the following ways:

In the spring, our school will sponsor the county robotics competition, through the assistance of the county STEM
coordinator, NC A&T and several of our staff members.

Integration of technology and virtual learning including instructional tech tools, STEM tech tools, and computer
and web-based resources all with adequate IT support.

Priority
Goal 1

Priority
Goal 2

This school improvement plan

addresses this requirement. Please Strategy 1 X
see the priority goals and strategies
noted to the right:
Strategy 2 X

Priority
Goal 3

Priority
Goal 4

Priority
Goal 5

Strategy 3
Our school is addressing this STEM Attribute in the following ways:

Our science and social studies classes use Discovery Ed techbooks within the classroom setting.

The use of authentic assessments during which students demonstrate STEM skills. This also includes frequent
development and analysis of assessment strategies and the celebration of STEM work among students and
teachers.
Priority
Goal 1
This school improvement plan
addresses this requirement. Please
see the priority goals and strategies
noted to the right:

Priority
Goal 2

Priority
Goal 3

Priority
Goal 4

Priority
Goal 5

This school improvement plan

addresses this requirement. Please Strategy 1
see the priority goals and strategies
noted to the right:
Strategy 2
Strategy 3
Our school is addressing this STEM Attribute in the following ways:

Teachers' participation in STEM-based professional development both within the educational environment as well
as STEM industry or community based.
Priority
Goal 1
This school improvement plan
addresses this requirement. Please Strategy 1
see the priority goals and strategies
noted to the right:

Priority
Goal 2

Priority
Goal 3

Priority
Goal 4

Priority
Goal 5

This school improvement plan

addresses this requirement. Please
see the priority goals and strategies
noted to the right:
Strategy 2
Strategy 3 X

Our school is addressing this STEM Attribute in the following ways:

Our Administrative Intern (NELA) has provided and will continue to provide professional development opportunities for
teachers during workdays and during PLC time.

Outreach, support, and focus on underserved students, especially females, minorities, and economically
disadvantaged students as it relates to STEM course participation, STEM academic achievement, STEM skill
development, and STEM career exploration.
Priority
Goal 1
This school improvement plan
addresses this requirement. Please Strategy 1
see the priority goals and strategies
noted to the right:
Strategy 2

Priority
Goal 2

Priority
Goal 3

Priority
Goal 4

Priority
Goal 5

This school improvement plan

addresses this requirement. Please
see the priority goals and strategies
noted to the right:
Strategy 3
Our school is addressing this STEM Attribute in the following ways:

The school sponsored Robotic's club is open to all students.

The school develops a STEM plan communicated to the school, community, and businesses.
Priority
Goal 1

Priority
Goal 2

This school improvement plan

addresses this requirement. Please Strategy 1
see the priority goals and strategies
noted to the right:
Strategy 2
Strategy 3
Our school is addressing this STEM Attribute in the following ways:

Priority
Goal 3

Priority
Goal 4

Priority
Goal 5

This is still under development.

The development and implementation of STEM work-based learnng experiences and STEM-related skills for both
students and teachers.
Priority
Goal 1

Priority
Goal 2

This school improvement plan

addresses this requirement. Please Strategy 1
see the priority goals and strategies
noted to the right:
Strategy 2
Strategy 3
Our school is addressing this STEM Attribute in the following ways:

Priority
Goal 3

Priority
Goal 4

Priority
Goal 5

This is still in development.

The development of business and community partnerships for STEM-related mentorships, internships, guest
speakers, field trips, and other learning opportunities that extend beyond classroom walls.
Priority
Goal 1

Priority
Goal 2

Priority
Goal 3

Priority
Goal 4

Priority
Goal 5

This school improvement plan

addresses this requirement. Please Strategy 1
see the priority goals and strategies
noted to the right:
Strategy 2
Strategy 3
Our school is addressing this STEM Attribute in the following ways:

Our Administrative Intern (NELA) has provided several connections with comkmunity resources, including 4H and River
Guardians.

Our Administrative Intern (NELA) has provided several connections with comkmunity resources, including 4H and River
Guardians.

Alignment with students' career pathways to postsecondary programs and plan including career exploration,
industry tours, STEM guest speakers, etc.
Priority
Goal 1

Priority
Goal 2

This school improvement plan

addresses this requirement. Please Strategy 1
see the priority goals and strategies
noted to the right:
Strategy 2
Strategy 3
Our school is addressing this STEM Attribute in the following ways:

This is still in development.

Priority
Goal 3

Priority
Goal 4

Priority
Goal 5

This is still in development.

HIGH SCHOOLS ONLY-- Increase availability and participation in credit completion with postsecondary
institutions including community colleges, colleges, and/or universities.
Priority
Goal 1

Priority
Goal 2

This school improvement plan

addresses this requirement. Please Strategy 1
see the priority goals and strategies
noted to the right:
Strategy 2
Strategy 3
Our school is addressing this STEM Attribute in the following ways:

Priority
Goal 3

Priority
Goal 4

Priority
Goal 5

School STEM Planning Team

Jan Wagner, Principal
James Lee, Math teacher
Cliff Hudson, Admin Intern

Safe School Plan for South Creek Middle School

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.
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.
The grade level PLCs meet twice weekly to regularly discuss student progress. The Problem Solving Team is trained, in place and
meets on a regular basis. Students who are at-risk have established Personal Education Plans, which are reviewed regularly. The
Problem Solving Team further investigates students who are referred for academic and/or behavioral issues. At-risk students may also
be referred to the counselor and/or Child and Family Support Team. On campus and off campus services are often suggested or
arranged through CFST during team conferences. Support service staff and the administration work with students by setting goals,
developing behavior plans and providing opportunities for conferencing. South Creek Middle School collaborates with many outside
agencies to assist students and their families. These include, Family Wellness Center, DJJDP, DSS and Comprehensive Interventions.
As a final intervention, students may be referred to the Martin County Schools Success Academy for an alternative setting.

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.
Martin County Schools has high standards for student behavior and for the safety of students and staff. The Martin County Schools
Student Code of Conduct sets the standard for acceptable behaviors for students. South Creek Middle School has established a
Parent/Student Handbook which is distributed at the beginning of school to each student. The handbook explains the school
expectations, policies and procedures. Disruptive and disorderly students, who are at risk of academic faillure, receive a number of
interventions including, teacher/student conference, team conferencec administrative conference, parent conference, counseling, lunch
detention, Character Education initiatives, CFTS interventions and home visits, Positive Behavior Intervention Support, mental health
services, in school suspension (ISS), out of school suspension (OSS). These multiple interventions support the student, teacher, parent
and staff as they work to build successful and productive relationships. The relationships allow the student and teacher to build upon
the strengths of the students, while recognizing and improving upon the student's area of need.

expectations, policies and procedures. Disruptive and disorderly students, who are at risk of academic faillure, receive a number of
interventions including, teacher/student conference, team conferencec administrative conference, parent conference, counseling, lunch
detention, Character Education initiatives, CFTS interventions and home visits, Positive Behavior Intervention Support, mental health
services, in school suspension (ISS), out of school suspension (OSS). These multiple interventions support the student, teacher, parent
and staff as they work to build successful and productive relationships. The relationships allow the student and teacher to build upon
the strengths of the students, while recognizing and improving upon the student's area of need.

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.
Martin County Schools operates three programs under the Martin County Schools Success Academy. They include a short term
alternative program, a drop back in programs and a Fast Track program for academically and behaviorally at-risk eighth grade
students. At the present time South Creek Middle School has 6 students assigned to the Fast Track program. These students
participate in the NC curriculum for 8th grade.

Safety Goal 1
Supports This
District Goal:

Decrease the number of out of school suspensions (OSS) by 25%

Every student in the Martin County school system will have a personalized education.

Strategy 1.1

Fully implemented PBIS

Strategy 1.2

Clearly stated and taught school and classroom expectations

Strategy 1.3

Privide multiple interventions

Target Indicator

Discipline referrals, Incident data

Safety Goal 2
Supports This
District Goal:
Strategy 2.1
Strategy 2.2
Strategy 2.3
Target Indicator
Safety Goal 3
Supports This
District Goal:
Strategy 3.1
Strategy 3.2
Strategy 3.3
Target Indicator

Decrease the number of full day in school suspensions (ISS) by 25%

Every student in the Martin County school system will have a personalized education.
Fully implemented PBIS
Clearly stated and taught school and classroom expectations
Privide multiple interventions
Discipline referrals, ISS data
Decrease the number of students who are repeatedly assigned to ISS/OSS
Every student in the Martin County school system will have a personalized education.
Alternate discipline/interventions
Individualized behavior plans
CFST/Behavior specialist interventions

Funding Uses and Sources

Program or Strategy Being Funded

Amount of Funding

Source of Funding