Materials - Asheboro City Schools

Transcription

ASHEBORO CITY BOARD OF EDUCATION
October 9, 2008
7:30 p.m.
Professional Development Center
Asheboro High School
Policy Committee Meeting 6:00 p.m.
Site Visit to New Alternative Program Classrooms 6:45 p.m.
I. Opening
A.
Call to Order
B.
Invocation & Pledge of Allegiance – Linda Cranford
*C.
Approval of Agenda
II. Special Recognition and Presentations
A.
Community Partner Spotlight – Job Link, Nancy Landis and Mary Garner
B.
Board Spotlight – Gear Up, April Thompson
III. Public Comments
A.
Citizens who signed up to address the Board will be called on to make comments. Each
individual speaker will be allowed 3 – 5 minutes for remarks. Issues or concerns involving
personnel matters are not appropriate for the public comment setting.
B.
High School Graduation
IV. *Consent Agenda
A.
Approval of Minutes – September 4 & 11, 2008
B.
Personnel
C.
Overnight Field Trip Request
D.
Budget Amendments – CE-01, CE-02, CO-01, CO-02, CO-03
E.
Discards
V. Information, Reports and Recommendations
A.
Summer Projects Update
B.
New Principal Evaluation Process
C.
Policy 1755/7237 – Sexual Harassment Complaint Procedure for Employees
D.
Policy 5030 – Community Use of Facilities
VI. Action Items
*A.
Continuous Improvement Plans for South Asheboro Middle, North Asheboro Middle, and
*B.
Legislative Contact – Re: Fines and Forfeitures Ruling
*C.
Technology Plan 2008-2013
*D.
City Schools Consortium Membership
*E.
Policy 1760-7280 – Prohibition Against Retaliation
*F.
Policy 7265 – Occupational Exposure to Hazardous Chemicals in Science Laboratories
VII.
Superintendent’s Report/Calendar of Events
A.
Calendar of Events
B.
Points of Pride
VIII
Board Operations/Committee Reports
A.
Board Presentations at PTO/PTA; Strategic Plan Update
IX. Adjournment
Asheboro City Schools Board of Education meetings are now paperless. All information for the board
meetings may be viewed at http://www.asheboro.k12.nc.us under Board of Education the Friday
following the board meeting.
ASHEBORO CITY BOARD OF EDUCATION
October 9, 2008
7:30 p.m.
Addendum
I.
IV.
V.
Opening
*Consent Agenda
B.
Personnel
E.
Discards
Action Items
*B.
IX.
Legislative Contact – Re: Fines and Forfeitures Ruling
Adjournment
Mission Statement
We are committed to providing quality learning
opportunities for all students in a safe and inviting
environment so that our students can become successful
lifelong learners and responsible productive citizens.
October 9, 2008
Community Partner Spotlight: Asheboro City Schools is
pleased to recognize Nancy Landis and Mary Gardner with
the Randolph County Job Link Career Center for the services
they make available to our students. They have provided
AHS students the opportunity to take the Work Keys
placement test to assess their job readiness skills. For
students that wanted to improve on these skills, Job Link
provided the Key Train tutorial. The Job Link program has
also established a “Building Futures Youth Center” to work
with potential drop outs, and recently started the Randolph
County Literacy Committee to identify areas where literacy
needs to be strengthened in our community.
Board Spotlight: April Thompson, GEAR UP Coordinator,
along with three students will share their summer enrichment
experiences at Randolph Community College and their trip
Atlanta.
Special Recognition:
2008 Summer Enrichment
Atlanta, Georgia
Summer Adventure 2008
MONDAY, June 30, 2008
Travel to Atlanta Lunch on the road
7:00 am – 1:00 pm
CNN Center Tour Time 2:10 p.m. 190 Marietta St, NW, Atlanta, GA 30303
See attached Scavenger Hunt
World of Coca Cola Tour Time-121 Baker Street NW
Atlanta, GA 30313-1807 4:00 p.m.
Parking Georgia World Congress Center -362 Jones Ave.
5:45 pm - 6:45 pm
7:30pm – 9:30 pm
Experiencing History
2:00 pm – 5:00 pm
Check into Hotel La Quinta Buckhead
2535 Chantilly Drive N.E.
Atlanta, GA 30324
Phone: (404) 321-0999
Dinner at Dave and Buster’s
2215 D&B Drive Marietta , GA 30067 770/951-5554
10:00pm – 10:30 pm
Group Session and Journal Reflections
11:00 pm – 12:00 pm
All Students in rooms
Lights Out
12:15 p.m.
TUESDAY, July 1, 2008
Good Morning
7:00 am – 8:00 pm
Continental Breakfast
9:00 am – 12:30 am
Six Flags Over Georgia
10:45 am - 12:00 pm
1 2 : 30 p m – 5 : 3 0 p m
6:30 pm – 7:15 pm
8:15 pm – 10:15 pm
Amusement Park Here we
come!
8:00 am – 9:00 am
275 Riverside Parkway
Austell, GA 30168
Lunch Break on your own at park
(Bus will have water and sandwiches available)
Pack it up and we are leaving the park
Dinner at the Hotel Pizza Hut (404)315-7488
Work on group project
All Students in rooms
1 0: 1 5 pm – 1 1 : 1 5 p m
Wednesday, July 2, 2008
Good Morning
7:00 am – 8:00 pm
Continental Breakfast
9:00 am – 11:30 am
Tour of Martin Luther King Jr. Birth Place Led by a park ranger
National Park Service
Visitors Center
450 Auburn Avenue, NE
Atlanta, GA 30312
Visit the Exhibit: Courage to Lead and Civil Rights Center (Visitors Center)
Tour of Freedom Hall and The Eternal Flame
12:00 pm - 1:00 pm
Lunch Break Varsity
61 North Avenue
Atlanta GA 30308
1:30 pm – 5:00 pm
College Tours: See attached map
Spelman College- Girls Only 1:30-2:45 p.m.
College tour and information session
350 Spelman Lane SW
Atlanta, GA 30314-4399
6:00 pm – 7:30 pm
Experiencing Leadership and Exploring College Options
8:00 am – 9:00 am
Georgia Institute of Technology -Boys Only 2:00 -3:00 p.m.
School of Polymer, Textile and Fiber Engineering: Engineer Fibers and Polymers
Address will follow:
Georgia Institute of Technology All Students Together 3:30-4:30 p.m.
Georgia Tech/Emory Center of Living Tissues: Engineering of Living Tissue Tour
The Parker H. Petit Institute is located at the following address:
Parker H. Petit Institute for Bioengineering and Bioscience Georgia Institute of Technology
315 Ferst Dr.
Atlanta, GA 30332-0363
Dinner at
Johnny Rockets
5 West Paces Ferry
Atlanta, GA 30305
404-231-5555
8:00 pm – 9:30 pm
Return to the Hotel
9:30 pm – 10:15 pm
Sharing the Experiences of the day
10:15 pm – 11:00 pm
Finishing Group Project
11:00 pm – 12:00 am
Relax with Friends
12:15 pm
Lights Out
Thursday July 3rd, 2008
9:30 am – 12:30 pm
12:30-6:30pm
Exploring Nature and
Conservation
7:15 am – 9:00 am
Good Morning and Breakfast
Load the bus
Visit to the Atlanta Aquarium for lesson Aquarium 101 and the tour
225 Baker St
Atlanta, GA 30313
(404) 581-4000
Parking:
Lunch and Travel Home
The follow up presentation and parent night will be on July 10, 2008 at 5:30 p.m. Students will share with family
members what they have learned from this experience. Students will be allowed to come to school from 1:00 p.m.5:30 p.m. to complete the project boards and to add final information. Later that evening parents will also have an
opportunity to speak with Takeila Barnes, representative from the College Foundation of North Carolina about
college preparation and financing.
2008 Summer Enrichment
RCC and GEAR UP
Summer Adventure 2008
MONDAY, June 23, 2008
Morning Meeting and Travel to RCC
9:00 am – 11:00 am
RCC Learning about Machining
11:00 am – 11:30 pm
Reflecting in Journals
11:30pm – 12:30 pm
1 : 0 0
–
3 : 3 0
p m
3 : 3 0
–
4 : 0 0
p m
Personal Challenges
8:30 am – 9:00 am
Lunch at Golden Corral and Travel to NAMS
Group Session: Who Am I?, Goal Setting, Getting to Know You Activities, Egg Physics
Collage Cut Outs, Blind Folded Trust Walk, Effective Communication, and Journal
Reflections
Clean up and prepare for the next day
Students leave for the day
4:00 pm
Tuesday, June 24, 2008
8:30 am – 9:00 am
RCC Learning about Nursing
11:00 am – 11:30 pm
Reflecting and Preparing for travel back to NAMS
11:30pm – 12:30 pm
Lunch at NAMS Subway Clean Up
12:30 – 3:30 pm
3 : 3 0
–
4:00 pm
4 : 0 0
p m
Goal Setting
9:00 am – 11:00 am
Group Session CFNC Registration, Bridges Navigation, and Learning Style Assessment,
Academics: Learning from rising sophomores, What does it take to be successful in
your first year? What is your GPA?
Small Group Discussion -Understanding Peer Pressure, What is life really like in High
School,-Being Yourself, What is your GPA, Groups, friends and Journal Reflections
Wednesday, June 25, 2008
8:30 am – 9:00 am
RCC Learning about Photography
11:00 am – 11:30 pm
11:30pm – 12:30 pm
1 : 0 0
–
3 : 3 0
p m
3 : 3 0
–
4 : 0 0
p m
Executing a Plan/Choices
9:00 am – 11:00 am
Reflecting and Preparing for travel to NAMS
Lunch at NAMS Pizza Hut
Group Session:
Philosophical Chairs, My peer group, Balancing school and friends, Survivor Tangram
Preparing for the rafting challenge ahead and Journal Reflections
4:00 pm
Thursday, June 26, 2008
Morning Meeting and Travel to U. S. National Whitewater Center
11:30 am – 1:00 am
1:00 am – 1:30 pm
1:30pm – 3:00 pm
3 : 0 0
– 5 : 0 0
5 : 0 0
p m
p m
Overcoming Fears and Team
Challenges
8:00 am – 11:00 am
All Students and Staff Rafting
Lunch Bring a Bag Lunch
Echo Caching as a group
Travel to NAMS
Friday, June 27, 2008
Morning Meeting
9:00 am – 11:00 am
11:00 am – 12:00 pm
12:00pm – 12:45 pm
1 : 0 0
–
3 : 3 0
p m
3 : 3 0
–
4 : 0 0
p m
4:00 pm
Executing a Plan and Working
Together
8:30 am – 9:00 am
CFNC/Bridges career search and presentation and the TEAM Cuisine Student Challenge
Reflecting and Preparing for Lunch made by the students
Lunch
TEAM Challenge: The College Treasure Hunt, Group Sessions,
Reflection: What is next: Where will you be in 5-10-15 years from now?
Student Survey
Picture Slide Show and Awards for Students 21st Century Scholars and Team Awards
Minutes of the Asheboro City Board of Education
September 4, 2008
5:30 p.m.
The Asheboro City Board of Education met for boardsmanship training on Thursday,
September 4, 2008, in the Professional Development Center with the following members
present:
Gidget Kidd, Chairman
Kyle Lamb
Phillip Cheek
Archie Priest, Jr.
Dr. Kelly Harris
Jane Redding
Chris Yow
Steve Jones
Joyce Harrington
Derek Robbins
Linda Cranford
The Administrator present for the training session was Dr. Diane Frost.
Dr. Doris Hayes, North Carolina School Boards Association Trainer, provided an
interactive professional development session entitled, Evaluating Your Board.
During the session the Board drafted an action improvement plan from results of a survey
taken by all members.
Dr. Hayes informed the Board they are the first board in the State of North Carolina to
complete Master Board Training III and will be recognized at the North Carolina School
Boards Association Annual Conference for Board Development on November 11, 2008.
There being no further business, the meeting adjourned at 8:30 p.m.
___________________________________
Chairman
___________________________________
Secretary
Minutes of the Asheboro City Board of Education
September 11, 2008
Policy Committee
The Policy Committee convened at 6:00 p.m. in the Professional Development Center Conference
Room with the following members present:
Derek Robbins, Committee Chairman
Gidget Kidd
Dr. Kelly Harris
Archie Priest, Jr.
Joyce Harrington
Staff members present were: Dr. Diane Frost, Dr. Dot Harper, Dr. Hazel Frick, Mike Mize and Dr.
Tim Allgood.
Chairman Robbins called the meeting to order and referred to Dr. Frick to review the agenda.
Dr. Frick reviewed Policy 7237, Sexual Harassment – Complaint Procedure for Employees. Dr. Frick
pointed out an addition to the policy as well as wording changes.
Dr. Frost and Mr. Mize reviewed Policy 5030, Community Use of Facilities. Noted additions and
revisions to the policy include restrictions of use, rules governing use of school facilities, and review of
decisions concerning use of school facilities.
Both Policy 7237 and Policy 5030 will be presented to the entire Board at its October meeting for 30day review.
Finance Committee
The Finance Committee convened at 6:45 p.m. in the Professional Development Center Conference
Room with the following participants:
Chris Yow, Committee Chairman
Jane Redding
Phillip Cheek
Archie Priest, Jr.
Kyle Lamb
Linda Cranford
Gidget Kidd
Staff member present was Dr. Diane Frost.
The meeting was called to order and the following topics were addressed:
• South Asheboro Middle School Treasurer Signature Card
• ABC Bonus Pay
• 403 B’s
Board of Education
Opening
The Asheboro City Board of Education met in regular session at 7:30 p.m. in the Professional
Development Center with the following members present:
Gidget Kidd, Chairman
Kyle Lamb
Phillip Cheek
Chris Yow
Linda Cranford
Jane Redding
Joyce Harrington
Derek Robbins
Kelly Harris
Steve Jones
Archie Priest, Jr.
Archie Smith, Jr., Attorney
Staff members present were: Dr. Diane Frost, Dr. Dot Harper, Harold Blair, Curt Lorimer, Brad Rice,
Dr. Hazel Frick, Dr. Tim Allgood, Gail Hicks, Mike Mize and Carla Freemyer.
Chairman Kidd called the meeting to order and Mr. Yow gave the invocation and led the Pledge of
Allegiance.
A motion to approve the agenda was made by Ms. Redding, seconded by Mr. Yow, and unanimously
approved by the Board.
Public Comments
Chairman Kidd opened the floor to public comments. No one signed up to address the Board.
Upon motion by Ms. Cranford, seconded by Ms. Harrington, the Consent Agenda was unanimously
approved by the Board.
Consent Agenda
The following Consent Agenda items were approved:
Approval of Minutes – August 12 & 14, 2008
Personnel
Resignations/Retirements and Separations
Name
School/Subject
Hilario, Richard
Teachey/Custodian
Shelton, Kimberly
McCrary/Teacher Assistant
Newson, Cassie
South Asheboro /Special Ed.
Tucker, Flora
Central Office/Custodian
Pickett, Shirley
South Asheboro/Cafeteria Manager
Hardin, Sandy
Lindley Park/Grade 1
Duyck, Scotty
McCrary/Media
Derrick, Patricia
Teachey/Kindergarten
Morton, Doryn
Asheboro High/Special Education
Riggan, Larry, Dr.
Asheboro High/Principal
Effective
8/25/08
9/5/08
9/19/08
9/12/08
12/31/08
1/31/09
10/3/08
1/30/09
1/31/09
4/30/09
Appointments
Name
Teague, Vickie
Hancock, Jill
Dozier, Angela
Dunn, Linda
Sheppard, Elizabeth
Sexton, Lisa
Bullins, Mary
McDonald, Lashonda
Elliott, Linda
Saunders, Elizabeth
White, Carmen
Howard, Scott
Lamb, Winfred
Spencer, Penny
Transfers
Name
Daniel, Lesha
Frazier, De-Anne
Bagley, Lois
Melberger, Jeff
School/Subject
Loflin/Custodian
North Asheboro/Teacher Assistant
Asheboro High/Special Education
South Asheboro/Curriculum Coach
South Asheboro/Data Manager/
Treasurer
McCrary/Teacher Assistant
McCrary/Nurse
Loflin/Nurse
Substitute/$69.00 per day
Substitute/90.00 per day
Substitute/90.00 per day
Substitnte/$69.00 per day
School/Subject
Lindley/Teacher Assistant to
Balfour/Teacher Assistant
McCrary/Nurse to Balfour/Nurse
North Asheboro/Nurse to
Asheboro High/Nurse
Asheboro High/Social Worker to
South Asheboro/Social Worker
Effective Date
8/5/08
8/18/08
8/21/08
8/26/08
8/29/08
9/8/08
9/16/08
9/22/08
8/25/08
8/25/08
8/25/08
8/25/08
8/25/08
8/28/08
Effective
8/18/08
8/18/08
8/18/08
8/18/08
Out-of-State Overnight Field Trip Request – Asheboro High Choruses to New York City (A copy of the
field trip request will become a part of these minutes.)
Signature Card for South Asheboro Middle – (A copy of the Signature Card Resolution will become a
part of these minutes.)
Information, Reports and Recommendations
Mr. Curt Lorimer, Director of Career/Technical Education, presented a video entitled Get a L.I.F.E.
which is a community wide dropout reduction and career awareness initiative created by The Business
& Education Committee of the Asheboro/Randolph Chamber of Commerce.
Ms. Carla Freemyer, Public Information Officer, shared information on a Be There Campaign. The
campaign is a media campaign to promote parents being involved in their child’s education.
Dr. Dot Harper, Assistant Superintendent of Curriculum and Instruction, gave an update on ACT, SAT
and Advanced Placement test results for Asheboro High School.
Dr. Hazel Frick, Director of Testing and Accountability, presented two new policies for 30-day board
review: Policy 7265, Occupational Exposure to Hazardous Chemicals in Science Laboratories – This
proposed policy provides universal precautions to be used at all times in accordance with the OSHA
standards. School system requirements are outlined. Policy 1760/7280, Prohibition against Retaliation
– This proposed policy is meant to prevent any form of reprisal, retaliation, or discrimination against
an employee that reports or intends to report a violation of federal, state, or local law.
Dr. Tim Allgood, Assistant Superintendent of Human Resources, provided an athletic update.
Asheboro City Schools sponsored over 50 teams last year. Ten of the varsity teams were recognized
by the North Carolina High School Athletic Association as scholar-athlete teams and Asheboro High
School received the Sportsmanship Award sponsored by the North Carolina High School Athletics
Association and the North Carolina Athletic Directors Association. Dr. Allgood also reported on
2008-2009 goals for coaching standards.
Dr. Allgood shared information on teacher recruitment for 2008. A total of fifty-six teachers have
been hired for the 2008-2009 school year. Thirty-nine of those teachers are from North Carolina and
seventeen are from out-of-state.
Mr. Brad Rice, Director of Support Services, presented data on school safety for the 2007-2008 school
year showing a decrease of 42% from the previous year for the number of reportable acts.
Action Items
Ms. MiMi Cooper, Health Director for Randolph County Health Department, requested the Board’s
permission to allow students of Asheboro City Schools to participate in a FluMist project. Every
student will have an opportunity, with parental permission, to receive a nasal spray for protection
against this winter’s flu. A motion was made by Mr. Jones, seconded by Ms. Harrington, and
unanimously approved by the Board to allow students of Asheboro City Schools to participate in the
FluMist project.
After a 30-day review, Dr. Hazel Frick presented the following policies for board approval: Policy
7240 – Drug Free Workplace; Policy 7250 – Smoking and Tobacco Products; Policy 7260 –
Occupational Exposure to Bloodborne Pathogens; and Policy 7300 – Staff Responsibilities. A motion
was made by Mr. Yow, seconded by Ms. Cranford, and unanimously approved by the Board to accept
the policies as presented. (A copy of the policies will become a part of these minutes.)
Superintendent’s Report/Calendar of Events
Superintendent Diane Frost provided 10-day membership information for Asheboro City Schools. The
system presently has 4,566 students in attendance, 114 more students than the Department of Public
Instruction projected. Therefore, four additional teachers will be added – two at Teachey, one at
Balfour, and one at Lindley Park.
Dr. Frost reported space at Lindley Park is an issue and would need to be considered.
Ms. Carla Freemyer shared the Calendar of Events highlighting the following: Asheboro High
Schools’ next home game on Friday, September 19 and FAN Workshops, Effective Parent/Teacher
Conferences, to be held September 22, 6:30 - 8:00 p.m. and September 23, 12:00 - 1:00 p.m.
Board Operations
Chairman Kidd indicated the North Carolina School Boards Association has requested nominees for
the Raleigh Dingman Award sponsored by the Association. A motion was made by Mr. Lamb and
seconded by Mr. Priest to nominate Chris Yow as Asheboro City Schools’ candidate for the Raleigh
Dingman Award. The Board unanimously approved the motion.
School assignments were given to board members for the 2008-2009 school year.
Members of the Board were reminded of the NCSBA Fall District Meeting to be held on Wednesday,
September 17, 4:00 to 8:00 p.m. in Burlington, North Carolina.
Adjournment
Ms. Cranford made a motion to adjourn at 9:15 p.m., seconded by Mr. Robbins.
unanimously approved the motion.
The Board
____________________________________
Chairman
____________________________________
Secretary
Asheboro City Schools
Personnel Transactions
October 9, 2008
*A. RESIGNATIONS/RETIREMENTS/SEPARATIONS
NAME
Hilario, Rocky
Bonkowski, Amanda
Van Dam, Julie
SCHOOL/SUBJECT
SAMS/Custodian (part-time)
BAL/Grade 2
CWM/Grade 5
EFFECTIVE
8/15/08
9/26/08
10/22/08
SCHOOL/SUBJECT
SAMS/Teacher Assistant
GBT/Custodian
LP/Grade 1
GBT/Kindergarten
LP/Teacher Assistant
LP/GBT/English as Second Language
CWM/Grade 5
EFFECTIVE
9/16/08
9/24/08
9/30/08
9/30/08
9/30/08
10/16/08
12/8/08
9/22/08
9/22/08
9/25/08
SCHOOL/SUBJECT
AHS/Family and Consumer Science to
CWM/Media
EFFECTIVE
TBD
*B. APPOINTMENTS
NAME
Jones, Jasmin
Dehart, Jeremy
Harvey, Katie
Tarver, Rosalind
Fenech, Ilona
Salabak, Cassandra
Gulcin, Rebecca
Griffith, Sue
McNair-Price, Destria
Christian, Kimberly
C. TRANSFERS
NAME
Holland, Laura
Personnel Transactions
October 9, 2008
Addendum
*A. RESIGNATIONS/RETIREMENTS/SEPARATIONS
NAME
Nahill, Stephanie
Derr, Jacqueline
SCHOOL/SUBJECT
DLL/Teacher Assistant
NAMS/Gifted Education
EFFECTIVE
10/17/08
1/30/09
*B. APPOINTMENTS
NAME
Church, Leigh Ann
Wilson, Jared
Park, Lisa
Perdue, Karen
Gibson, Jr., James
Dowdy, Michael
Dayton, Emily
McClelland, James
McClelland, Karen
Knighten, Joyce
SCHOOL/SUBJECT
AHS/Family and Consumer Science
EFFECTIVE
10/14/08
9/26/08
9/26/08
9/26/08
9/26/08
9/26/08
9/26/08
9/26/08
9/26/08
9/26/08
Certified Appointments
October 9, 2008
NAME
COLLEGE/DEGREE
LICENSURE
Tarver, Rosalind
Michigan State University
B: Elementary Education
Central Michigan University
M: Elementary Education
Elementary Education
Rosalind Tarver is recommended to teach kindergarten at Guy B. Teachey School. A veteran teacher,
Ms. Tarver is a native of central Michigan who moved recently to North Carolina. She began her
career teaching second grade in the Lansing school district and taught kindergarten for the past eight
years in the Detroit Public Schools.
NAME
COLLEGE/DEGREE
Gulcin, Rebecca
Baldwin-Wallace (OH) College
B: Early Childhood Education and Special Special Education
Education
LICENSURE
Rebecca Gulcin, a native of Parma, Ohio in the Cleveland area, is recommended to teach fifth grade at
Charles W. McCrary School. Ms. Gulcin will graduate in December 2008 from Baldwin-Wallace College.
She has been in Asheboro since August, completing her student teaching internship at North Asheboro
Middle School and McCrary. She has experience working with young children as a nanny and worked
several summers in a child care center.
NAME
COLLEGE/DEGREE
LICENSURE
Salabak, Cassandra
Baldwin-Wallace (OH) College
B: Early Childhood Education
English as a Second
Language
“Cassie” Salabak, a teacher at Balfour Elementary from 2005 until May 2008, is recommended to teach
English as a Second Language at Guy B. Teachey and Lindley Park elementary schools. Miss Salabak
taught second grade at Balfour School for three years before moving to Bessemer Elementary in
Guilford County Schools during the Summer of 2008. Recently she added ESL to her teaching license
and she is excited about working with English Language Learners in Asheboro.
NAME
COLLEGE/DEGREE
LICENSURE
Harvey, Katie
UNC - Greensboro
B: Elementary Education
A native of Randolph County, Katie Harvey is recommended to teach first grade at Lindley Park School.
Ms. Harvey graduated from UNC-G in December 2007 and taught at Lindley Park from January until
June 2008. She moved to Wilmington during the Summer of 2008; however, she is eager to return to
Asheboro and re-join her school family at Lindley Park.
Certified Appointments
October 9, 2008
Addendum
NAME
COLLEGE/DEGREE
LICENSURE
Church, Leigh Anne
UNC- Greensboro
B: Child and Adolescent Development
Family and
Science
Consumer
Leigh Anne Church is recommended to teach family and consumer science at Asheboro High School.
Miss Church is a “true Blue Comet” – an Asheboro native and Asheboro High graduate. She will teach
the foods courses in the Career and Technical Education (CTE) curriculum. Much of her collegiate
study was in the areas of food and nutrition and previous work experience includes the planning,
preparation, and service of meals in a bed and breakfast.
CE-01
Budget Amendment
Asheboro City Schools Administrative Unit
Current Expense Fund
The Asheboro City Board of Education at a regular meeting on the 9th day of October, 2008,
passed the following resolution.
Be it resolved that the following amendment be made to the budget resolution for the
fiscal year ending June 30, 2009.
REVENUE
2.4910.000
Fund Balance - Appropriated
$
31,360.80
$
31,360.80
$
3,197.15
563.65
27,600.00
$
31,360.80
$
9,559,100.00
EXPENDITURE
2.6580.802.411
2.6580.802.311
2.6610.002.311
Supplies & Materials
Contracted Services
Contracted Services
Total Appropriation in Current Budget
Total Increase/Decrease of above amendment
Total Appropriation in Current Amended Budget
31,360.80
$
9,590,460.80
Passed by majority vote of the Board of Education of Asheboro City on the 9th day of October, 2008.
Chairman, Board of Education
Secretary
CE-02
Budget Amendment
Current Expense Fund
REVENUE
2.3700.305
NC Medicaid Administrative
$
27,933.50
$
27,933.50
$
27,933.50
$
27,933.50
$
9,590,460.80
EXPENDITURE
2.5110.001
Regular Curricular Services
27,933.50
$
9,618,394.30
Secretary
CO-01
Budget Amendment
Capital Outlay Fund
REVENUE
4.4910.999.000
Fund Balance Appropriated
$
$
292,281.26
292,281.26
EXPENDITURE
4.9101.999.532.304
4.9101.999.532.304
4.9104.999.529.336
4.9105.999.529.320
4.9108.999.529.332
4.9116.999.524.321
4.9117.999.529.336
4.9118.999.529.304
4.9118.999.529.304
4.9122.999.524.308
4.9122.999.529.308
4.9122.999.532.308
4.9124.900.524.328
4.9124.900.529.328
4.9224.900.541.328
4.9236.999.542.312
4.9236.999.542.320
AHS - Site Improvement
AHS - Site Improvement
LP - Security Equipment
CWM - Floors
LP - Roof Repairs
DLL - Electrical
NAMS - Lockers
AHS - Food Lab
AHS - Food Lab
SAMS - Electrical
SAMS - Building Controls
SAMS - Track
GBT - Electrical
GBT - Roof Repairs
GBT - 21st Century Classrooms
BAL - 21st Century Classrooms
CWM - 21st Century Classrooms
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
2,900.00
2,145.00
17,890.00
1,696.10
6,180.00
19,840.00
25,193.50
7,000.00
4,648.00
23,960.00
2,485.00
11,780.00
3,140.00
105,800.00
46,987.08
6,966.51
3,670.07
$
292,281.26
$
1,009,000.00
292,281.26
1,301,281.26
$
Secretary
CO-02
Budget Amendment
Capital Outlay Fund
REVENUE
4.4490.999
Microsoft Settlement
$
$
78,712.74
78,712.74
EXPENDITURE
4.9236.999
Technology
$
78,712.74
$
78,712.74
$
1,301,281.26
78,712.74
1,379,994.00
$
Secretary
CO-03
Budget Amendment
Capital Outlay Fund
REVENUE
4.4490.999
GBT-PTO Technology Donation
$
$
9,442.41
9,442.41
EXPENDITURE
4.9236.999
Technology
$
9,442.41
$
9,442.41
$
1,379,994.00
9,442.41
1,389,436.41
$
Secretary
Discard Items 2008.xls
Asheboro City Schools Discard Items
Thursday, October 09, 2008
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
Item Description
Make
Overhead Projector T 13304
EIKI
Apollo
EIKI
BUHL
Apollo
3M
Dukane
Apollo
Apollo
Da-lite
BUHL
Apollo
EIKI
VCR
Magnavox
VCR
Magnavox
Filmstrip Projector - Micromatic
Dukane
Filmstrip Projector T 12459
Dukane
Filmstrip Projector
Dukane
Disk & Cassette Player
SONY
TV T 13221
Zenith
TV T 13369
Magnavox
TV
JVC
TV
Philips
TV
Destination
TV
Destination
TV cart gray metal
TV cart white w/black
Destination
TV cart white w/black
Destination
Cassette player/recorder T 13390 Audiotronics
Model
3970SWA
2000
none
121
2210
1715
28A4000
3000
3000
G-100
121
2210
3850A
VP9300AT01
VR9100
28A81C
1057104
28A81C
R2400
SM2568S
CML192C102
C-20CL5
PG2125C101
DL 31-1
DL 31-1
Serial #
5082109
96110809
5082110
9212783
517028A030504727
1113087
1964620
01050006748
04050048042
100201
9212770
517028A030504675
7210082
38705351
23957791
1672873
1057104
1531463
8128263
522-65050443
12266422
17984218
22401422
016339
015018
162
630852
FA#
8538
9197
8538
13480
none
15408
11045
none
none
1231
13476
none
10307
8366
7431
6259
none
none
8169
8280
6268
8456
6840
none
none
4820
11502
1182
1968
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
Item Description
Jet Direct connection
Printer
Printer
Printer
Printer
Printer
Printer
Printer
Monitor
Monitor
Monitor
Monitor
Monitor
Monitor
Monitor
Monitor
Monitor
Monitor
Monitor
Monitor
Monitor
Monitor
Monitor
Monitor
Monitor
Monitor
Monitor
Leg extension machine
Shoulder shrug machine
Make
H.P.
H.P.
Epson
H.P.
Lexmark
H.P.
NEC
Micron pc.
Gateway
Gateway
Gateway
Gateway
Gateway
Gateway
Gateway
Gateway
Gateway
Gateway
View sonic
Gateway
Gateway
NEC
Gateway
Gateway
Daewoo
Dell
Nautilus
Nautilus
Model
300 X
C3982A
Stylus 900
C9026A
1100
695C
870
C3150A
700 EX
EV 700
EV 500
EV 500
EV 500
EV 500
EV 500
EV 500
EV 500
EV 500A
EV 500
M 50
EV 500
EV 500
MultiSync xv15+
EV 500A
EV 500A
905D
M 992
Serial #
SG93143360
USBB083430
BGL1027033
CN46N3Y1RG
3512049
SG890101PY
613612357C
USDB026889
SSAM47000100120345
M15419562423
15009A702169
15009A711190
15017G046624
15009A685505
15009A780745
15009A743104
15009A699329
15017E223251
15009A826058
ET94680928
15009A743081
15009A700042
JC-1571VMA
15017G046623
15009A743079
GC1Z1E0587
MY04N736476032A7BFSV
FA#
13467
none
13902
none
none
1243
11895
8489
none
none
11822
11823
14343
11882
11815
11800
11811
14605
none
none
11793
11812
8869
14341
11809
none
none
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
Item Description
Leg press machine
Neck machine
Abdominal machine
Curl machine
Hip machine
Triceps machine
Lat pull machine
Squat rack machine
Leg press machine
Exercise bike
2 student chairs (orange)
Printer
overhead screen
overhead
overhead
Printer
overhead
cassette recorder
listening center connection
leap frog
leap frog
leap frog
leap frog
cart
computer cart
rug
rug
rug
rug
Make
Model
Serial #
Nautilus
Nautilus
Nautilus
Nautilus
Nautilus
Nautilus
Nautilus
FA#
9002
Schwinn
Epson
Da-lite/Beseler Porta Scribe
Hewlett Packer
Califone
Califone
Leap Frog Enterprises
P950A
G100
G100
DeskJet 810 C
G-100
5270 AV 10W
3132PLC
E18000
E18000
E18000
E18000
EJUE148986
OOOO6244
D259314
OOO10114
220805
OOOO4016
MY9CG15124MYNCG15124 13917
107872
JB961307
OOO13992
Item Description
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
rug
rug
rug
rug
desk
desk
desk
desk
desk
desk
desk
desk
desk
desk
desk
desk
desk
desk
desk
desk
desk
desk
desk
desk
glass
kitchen play set
ironing board play set
Gateway Monitor
Gateway Monitor
Make
Model
Serial #
FA#
OOOO8669
15009a119479
hde2k7038969
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
145
Item Description
Royal Monitor
Gateway Monitor
Gateway Monitor
Cassette Recorder
Cassette Recorder
Phonograph
Box of 24 Alpha Smarts
Metal Desk
Video Camera in case
Listening Center
Overhead Projector
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Cassette Recorder
Cassette Recorder
Filmstrip Projector
Overhead Projector
Television
Printer
Keyboard
Scanner with cords
VHS Videocassette Player
Make
Model
Serial #
FA#
all41746
15017e139919
qs5324702376
Audiotronics
Sharp
Califone
130A
RD-680AV
1620
513941
871221451
00002951
00004238
00003483
See attached
Panasonic
Califone
3M
Royal
Gateway
Gateway
Gateway
Gateway
Gateway
Gateway
Gateway
Gateway
Sharp
Sharp
Dukane 500
3M
Magnavox
HP
Gateway
Scan jet
Craig
AG188
1218AV-PY
56666RGL
DL-1564
500-069EV
Astro
Astro
EV500A
500-069CS
500-069EV
EV500A
EV500A
RD-676AV
RD-676AV
28A55
900AGB
CRN200RT01
C4567A
7001459
HPC71905
PT627
DOSA11137
00014689
00012867
0004500
780138
ALL41660
15009A743092
1096110633
1096110632
150176050430
15009A237142
15009AA08490
1501G050380
15017E076684
910688330
910688320
1059217
802564
22034070
SG64H1Y
Q921954344
SG93R160CN
Y30902573Y2
00014278
00014276
00013593
00006168
00006170
00003479
00009508
13009
7719
146
147
148
149
150
151
152
153
154
155
156
157
158
159
160
161
162
163
164
165
166
167
168
169
170
171
172
173
174
Item Description
Make
Keyboard
Gateway
Misc. cords, mouses, etc.
Computer Speakers (pair)
Labtech
Computer Speakers (pair)
Boston
Wooden Stand (old catalog frame)
Projector with cords
Dukane
Overhead Projector
Dukane
Cassette Recorder
Sharp
Wooden Play Cabinet
Monitor
Gateway
Memory Writer
Xerox
Sound Force Speakers
Sound Force
Printer
Lexmark
Keyboard
Hewlett Packard
Monitor
Hewlett Packard
Food Warmer
Metro
Wood Chair- Metal Legs
Student Desk
Table- Wood Legs
Teacher's Desk
Power Surge Box
Blue Cushion
Child's Rocking Chair
All Wood Desk
Model
7001628
Serial #
Q013650880
1CX800
BA265
50825PI
186736
28A7100A
28A6328
7678D
LSC9-01728A3
1837867
900456019
EV500A
6015
QS7891
Z35
15017G050430
D3858A
TW54973859
FA#
00003135
00013052
5587
14278
2934
52282142448200207
3728
5634
5234
5642
00001799
175
176
177
178
179
180
181
182
183
184
185
186
187
188
189
190
191
192
193
194
195
196
197
198
199
200
201
202
203
Item Description
Child's Desk
Child's Desk
Burgundy Chair
Child's Rocking Chair
Tricycle
Pink Cushion
Yellow Cushion
Blue Cushion
Green Cushion
Wood Table
Dry Erase Easel
Table w/ folding legs
Table
Table - Wood Legs
Table - Wood Legs
Table - Wood Legs
Table - Wood Legs
Table - Wood Legs
Table - Wood Legs
Table - Wood Legs
Table - Wood Legs
Table - Wood Legs
Child's Desk
Adult Chair (peach)
Adult Chair ( blue)
Child's Desk
Wooden Student Chair
Rolling Cabinet w/ sliding doors
set of blue metal table legs
Make
Angeles
Model
Serial #
FA#
5642
5638
8470
Silver Rider
5225
5640
5640
204
205
206
207
208
209
210
211
212
213
214
215
216
217
218
219
220
221
222
223
224
225
226
227
228
229
230
231
232
Item Description
Full length wall mirror
Blue rolling chair
All wood Chair
Blue Plastic Chair
Light Blue Chair
Mustard Colored Chair
Peach Colored Chair
Orange Chair
Orange Chair
Green Chair
Brown Padded Office Chair
Orange Chair
Student Desk
Tricycle
Health Room Bed ( no legs)
Student Desk
Green Chair
Mouse
White Wooden Table
White Wooden Table
Power Surge Box
Monitor
Computer Cart
Computer Cart
Monitor
Monitor
Speakers
Make
Model
Serial #
FA#
Griggs
87003267
Royal Seating Corp.
Brunswick
Brunswick
Brunswick
SB77GAM
Angeles
5636
2124066
2124065
561447
10996
118071
5642
Silver Rider
Brunswick
Crayola
682278
FSU6M2F7
TL-777
Gateway
Gateway
Gateway
Boston
EV700-069
EV500A
BA265
17004A998833
15017E203147
00013853
8469
8468
00012915
00014577
233
234
235
236
237
238
239
240
241
242
243
244
245
246
247
248
249
250
251
252
253
254
255
256
257
258
259
260
261
Item Description
Computer Cart
Key Board
Table
Green Chair
Green Chair
Light Blue Chair
Light Blue Chair
Light Brown Wood Chair
Light Brown Wood Chair
Dark Wood Chair
Dark Wood Chair
Orange Plastic Chair
Yellow Plastic Chair
Peach Plastic Chair
Peach Plastic Chair
Blue Cushion
Green Cushion
Child's Wooden Chair
Child's Wooden Chair
Aquarium
Wood Chair
Wood Chair
Wood Chair
Wood Chair
Fax Machine
Paper Holder
Huge Table
Make
Hatch
PC Accessories
Model
KB-5923
Serial #
FA#
00015179
N590819668
Brunswick
Brunswick
Brunswick
Brunswick
00005646
Brunswick
Brunswick
5616
3313575
3313575
Boling
87004089
Panasonic
KX-FL501
262
263
264
265
266
267
268
269
270
271
272
273
274
275
276
277
278
279
280
281
282
283
284
285
286
287
288
289
290
Item Description
Drum- Ink-Fax
Toner Cartridge
Green Plastic Chair
Green Plastic Chair
Teacher's Desk
Fax Machine
Typewriter
Wooden Coat Rack
Wood Chair-Metal Legs
Wood Chair-Metal Legs
Table - Wooden Legs
Table- Wooden Legs
Table - Wooden Legs
Overhead
Overhead
Overhead
Overhead
Monitor
Overhead
Monitor
Monitor
Monitor
Monitor
Monitor
Monitor
Monitor
Monitor
Overhead
TV/VCR
Make
Panasonic
Panasonic
Model
KX-FL501
KX-FA76
Brother
Smith-Carona
3500ML
Coronet Electric 12
Serial #
FA#
0007498
00008809
00007503
5650
EIKI
Da-lite
NEC
EIKI
Gateway
Gateway
Gateway
Panasonic
Gateway
HP
Gateway
Royal
Visual products
Symphonic
10153
4187
2840
11324
3801256
11618
14235
13284
MU108D002649
FS7248900
14236
SM84601035
14234
9120
190383
8945
Item Description
291
292
293
294
295
296
297
298
299
300
301
302
303
304
305
306
307
308
309
310
311
312
313
314
315
316
317
318
319
TV
Overhead
Overhead
TV
Monitor
Monitor
Monitor
Monitor
Monitor
Monitor
Monitor
Record Player
TV/VCR
Overhead
Overhead
Overhead
Overhead
Printer
Monitor
Printer
Overhead
Monitor
Monitor
Monitor
Monitor
Monitor
Monitor
Monitor
Monitor
Make
Model
Serial #
FA#
2572
11621
2857
2574
11174
14225
Magnavox
EIKI
Magnavox
Gateway
Gateway
HP
Royal
Gateway
Gateway
Gateway
3M
3M
3M
HP
Gateway
HP
3M
Gateway
Compaq Presario
Gateway
Royal
Gateway
Packard Bell
Campus
Gateway
THTBS01645
9132
13003
13530
15009A710407
4249
5906
2838
14976
14972
14974
13865
14039
DeskJet 810C
DeskJet 6122
MY4302B1Y5
14977
13281
728CDo2DF619
11303
9129
12641
GSMN50205534
703MX000505
8131118
Item Description
320
321
322
323
324
325
326
327
328
329
330
331
332
333
334
335
336
337
338
339
340
341
342
343
344
345
346
347
348
Printer
Monitor
Monitor
Metal shelf
10 Blue chairs (each tagged)
10 wooden chairs(each tagged)
Microscope
Microscope
Projector screen
Kids' wooden cabinet
Short blue wooden table
Wooden/metal table
Globe
Green chair
Orange chair
Wooden/metal table
Wooden table
Wooden desk
Student desk
Steel shelf
Wooden table
Printer
Film Strip Projector
Film Strip Projector
Keyboard (Computer)
Keyboard (Computer)
Monitor
overhead cart
overhead projector
Make
HP
Gateway
Gateway
Model
DeskJet 682C
Serial #
FA#
9513
14223
14222
2912
2913
11323
9021
87002801
87002924
2710
HP
Dukane
Dukane
Mitsumi
Gateway
Royal
87002851
C4565A
US693130QS
28A56B
28A56A
KPQEA4ZA
E0635045003C
Q0137A1918
DL-1654
A1141717
Da-Lite/Beseler
G-100
D
1430710
909509
9264
2522
4792
Item Description
349
350
351
352
353
354
355
356
357
358
359
360
361
362
363
364
365
366
367
368
369
370
371
372
373
374
375
376
377
Monitor
Keyboard (Computer)
Keyboard (Computer)
Monitor
Monitor
overhead projector
Map
Speakers
Printer
Monitor
Monitor
overhead projector
overhead projector
CD/Cassette Player
Pioneer CD Player
Printer
Tape Player
Printer
Printer
Printer
Alpha smart
Alpha smart
Alpha smart
Alpha smart
Alpha smart
Alpha smart
Alpha smart
Alpha smart
Alpha smart
Make
Pixie
Gateway
Micro
Gateway
Pixie
Da-Lite/Beseler
Model
PBC-1564
E0635045003C
HQKBITS9001
EV500A
PBC-1564
G-100
Serial #
FA#
VC00106
Q0144A2273
15017E196918
A1113343
D
4859
116121378
Logitech mouse
Canon
Gateway
Gateway
Dukane
Bell Howell
Sharp
CJ156037
HP
Califone
HP
Epson
Epson
Apple
Apple
Apple
Apple
Apple
Apple
Apple
Apple
Apple
BJC250
E1400
EV500A
EPT58305
19455205
15017E141010
4003
3860A
QTCD11
C4547A
3132AY
C4547A
P950A
P950A
3000
2000
2000
2000
2000
2000
2000
2000
3000
1922649
806103
80553631
3920048
SG5BA1816F
A66803
MY66Q1T504
3JU1551844
3JUE148167
ALF300001010119W
ALF2000129908682
ALF2000109703234
ALF2000099802148
ALF2000099802607
ALF2000109705019
ALF2000109702844
ALF2000109704660
ALF3000010101311W
14176
14144
9372
4202
11227
8119
15033
8466
10368
14837
13700
10710
11951
11953
10691
10674
10708
14840
378
379
380
381
382
383
384
385
386
387
388
389
390
391
392
393
394
395
396
397
398
399
400
401
402
403
404
405
406
Item Description
Alpha smart
Alpha smart
Alpha smart
Alpha smart
Alpha smart
Alpha smart
Alpha smart
Alpha smart
Alpha smart
Alpha smart
Camcorder
Cassette Player
Printer
Cutter Board
Various Mouse
Power Cords
Cartridges
Monitor
Monitor
Monitor
Monitor
Monitor
Monitor
Monitor
Monitor
Monitor
Power CD
Magnabyte
Filmstrip Viewer
Make
Apple
Apple
Apple
Apple
Apple
Apple
Apple
Apple
Apple
Apple
Panasonic
Sharp
HP
Model
2000
2000
2000
2000
2000
2000
2000
2000
2000
2000
AGI70
RD767AV
C5871A
Serial #
ALF2000109705910
ALF2000049905968
ALF2000109704042
ALF2000129908056
ALF2000109704069
ALF2000129908736
ALF2000099800692
ALF2000109704651
ALF2000109704667
ALF2000109703072
KBHD01416
660611237
ES7BE140FS
FA#
10717
12930
10748
13687
10731
13703
11989
10749
10744
10677
5126
4843
9863
Gateway
Gateway
Gateway
Gateway
Gateway
Gateway
Gateway
Gateway
Visual Sensations
Apple
Telex
Prima
500-0692V
EV500A
EV500A
700069EV
DL-1654
PBC1564
PBC1564
EV500A
15009A743099
15017E141010
15017E140996
7004A998863
1996ALL41717
1996ALL13343
JC00106
15017E196918
791197230
P132612Y857A
5020
330-TLF
14496
294458
7753
5748
407
408
409
410
411
412
413
414
415
416
417
418
419
420
421
422
423
424
425
426
427
428
429
430
431
432
433
434
435
Item Description
Filmstrip Viewer
Printer
VCR
Router
Computer Projector
Printer
VCR
VCR
Printer
Printer
Power Book 150
Speakers
Speakers
Speakers
Speakers
Speakers
Speakers
TV
Alpha smart
Alpha smart
Alpha smart
Alpha smart
Alpha smart
Alpha smart
Alpha smart
Alpha smart
Alpha smart
Alpha smart
Alpha smart
Make
Prima
HP
Sharp
Livingston
Sharp
HP
Samsung
Samsung
Epson Stylus
Epson Stylus Color
Apple
Cambridge
Cambridge
Mli
Boston
Boston
Mli
GE
Apple
Apple
Apple
Apple
Apple
Apple
Apple
Apple
Apple
Apple
Apple
Model
330-TLF
Serial #
FA#
294463
SG88IF2BP
VCA5654
OR-M
QA350B
670C
VP2504
VR5704
P950A
P950A
M2740
SB552
SB552
691PA
12707
205740057
IG01965
6AU03529
CN7BK1KORW
6VBGA07118
62LD910913
3JUE148142
3JU1213162
EE4391U236N
SW00529362014297
SW00520232036125
BA265
BA265
691PA
25GT506
129908078
99801231
129908072
119903790
99801563
129908809
99800775
99800187
129908810
99802463
99810431
10962
9229
11505
9855
8122
6364
11509
7951
199603
19956
348427803
7509
13767
13762
121176
13782
12173
12158
13785
12174
12171
436
437
438
439
440
441
442
443
444
445
446
447
448
449
450
451
452
453
454
455
456
457
458
459
460
461
462
463
464
Item Description
Alpha smart
Alpha smart
Alpha smart
Alpha smart
Alpha smart
Alpha smart
Alpha smart
Alpha smart
Alpha smart
Alpha smart
Alpha smart
Alpha smart
Alpha smart
Alpha smart
Microwave
TV Antenna
IBM Printer 6406
Monitor
VHS Tape Player
Camera Box
Box of Cables
Coffee Maker
Foghorn
Speakers
Calculator
Silent Witness Camera
Range
Dishwasher
Drop in Stove
Make
Apple
Apple
Apple
Apple
Apple
Apple
Apple
Apple
Apple
Apple
Apple
Apple
Apple
Apple
Model
99800907
99810146
98800778
99801212
99800212
99801492
99800883
89811811
99804319
99802010
99810282
9980099
99804315
99810433
84399
Serial #
FA#
12157
12155
12156
12154
12152
12153
12150
12151
12143
12140
12126
12149
12142
12128
0123276
Gateway
0015205
001020
00008072
00014567
Gateway
Sharp
7004408551002780
11D008563
V60PB10B0
GE
Thermador
MDB202RB
TMH34
8907
569608
Item Description
465
466
467
468
469
470
471
472
473
474
475
476
477
478
479
480
481
482
483
484
485
486
487
488
489
490
491
492
493
Range
Range
Sink
Sink
Microwave
Microwave
Sink
Dishwasher
Drop in Stove
Oven
Microwave
Toaster Oven
Printer
Printer
Printer
Cell Phone
File Cabinet
Spreader
Spreader
Spreader
Computer Speakers (2)
Keyboard
Cell Phone
Recorder
Recorder
Camera Box
Camera Box
Camera Box
Video Recorder
Make
GE
Model
JB526W4WH
JB526W4WH
Serial #
FT120278G
FT1200279G
Kenmore
Sharp
5658824581 9E6Z11421
Kenmore
Frigidaire
Frigidaire
Samsung
FB4219561
Epson
HP Laser Jet
HPDesk Jet 672C
FA#
200700
MW3550TM
9930
5036
725F102568
OXP0053201
VSCB218806
13972
5139
Fellows P 500-2
Fellows P 555
Fellows FS5
Mitsumi
Panasonic
Panasonic
Silent Witness
8075
8074
8073
8058
10123
494
495
496
497
498
499
500
501
502
503
504
505
506
507
508
509
510
511
512
513
514
515
516
517
518
519
520
521
522
Item Description
Video Recorder
Chair Arm
Chair Arm
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Cubicle
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Make
Silent Witness
Gateway
Dell
Dell
Unisys
Dell
View sonic
Dell
View sonic
Dell
Dell
Dell
Dell
n/a
Dell
Unisys
MGC
Dell
Dell
Dell
Unisys
Dell
Unisys
Dell
Envision
HP
HP
Model
Serial #
500-069CS
1500A503831
D1025TM
8150266
01025HTX
8035558
EVG-500-COL
477153381
D1025TM
8172965
VCDTS21445-2M
DH83501997
01226H
59119-D34B4-B8
VCDTS221445-2M
DH83502016
00770
1780R-DSDCMHH-69
D1028L
66746-J9M4R-38
01028L
66746-JBTFJ-48
E770P
MX-0832DX-47801-04B-B09U
n/a
n/a
E550
7753TPILXBA9
--455584736
556
BNJ050A13031
M770
178OR-DWRDA-C9
E550
7753TPIJSVA9
D1025TM
8150262
EVG-300-COL
455674900
D825TM
8086412
EVG-300-COL
455843664
D1028L
66746-JBTKJ-48
EN-710E
7TDN1BC742456
D8901-60S10
MY94702518
D2808
KR60608829
FA#
10127
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
n/a
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
523
524
525
526
527
528
529
530
531
532
533
534
535
536
537
538
539
540
541
542
543
544
545
546
547
548
549
550
551
Item Description
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Make
Optiquest
Dell
Proview
Dell
Envision
View sonic
Envision
No name
AOC Spec
Gateway
Gateway
AOC Spec
Gateway
Gateway
AOC Spec
AOC Spec
View sonic
Gateway
Gem
Gateway
View sonic
Gateway
AOC Spec
Gateway
Gem
Gem
Gateway
AOC Spec
View sonic
Model
VCDTS21915-SM
D10287
DV-850D
D1028L
EN710
VCDTS21445-SM
EN-710E
531XN
SPEC-SE
EV500
EV500
SPEC-SE
EV500
EV500
SPEC-SE
SPEC-SE
E55
EV500
--EV500
E771
EV500
SPEC-SE
EV500
1556
1556
500069CS
5E
455
Serial #
707004702747
84779-CO5A0
NSN
66746-JAZJW-48
7TDNIZB774038
DH83502015
7TDN17C101219
GC1X422697
P5D5070665377
15009A503830
150178075243
P5D507D666007
15009A212523
15009A503825
P5D5070667637
P5D5070667341
11VO33901179
15009A503829
E310760934
15017A059575
DH83502013
15009A504958
P5D5070667624
15009A504960
E310760934
E411240934
15009A504025
P5D5070667636
11V040301368
FA#
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
552
553
554
555
556
557
558
559
560
561
562
563
564
565
566
567
568
569
570
571
572
573
574
575
576
577
578
579
580
Item Description
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
Computer Monitor
File Cabinet
File Cabinet
Table
Printer
Desk
Oak chairs (25)
Upholstered chairs (2)
Newspaper rack (1)
Macintosh 12" RGB monitor
Make
Gateway
Gateway
NEC
GEM
GEM
AOC Spec
Sceptre
Gateway
GEM
AOC Spec
Gateway
Gateway
Gateway
Gateway
Infotel
Gateway
Gateway
Gateway
Gateway
Gateway
Model
EV500
EV500
N703
DF-556-AA
1556
SE
C562D
EV500
DF-556-AA
4V
EV500
EV500
EV500
EV500
C407D
EV500
EV500
EV500
EV500
EV500
Serial #
15009A85899491
15017A066113
2215836TA
GV25CN037007703
E310760937
P5DS070667577
NSN
15009A503835
GV25CN037007693
N4CS971018165
15009A503837
15009A503833
15009A503823
15009A697200
73TSA613772200009816
15009A503821
15009A503826
15009A503834
15009A503819
15009A693363
IBM
Apple Macintosh
40190
M1299
M1284BHOT6
FA#
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
5965
581
582
583
584
585
586
587
588
589
590
591
592
593
594
595
596
597
598
599
600
601
602
603
604
605
606
607
608
609
Item Description
Elmo Projector
Samsung TV
Macintosh LC II
Epson Color Printer
Apple LC Macintosh II
StyleWriter II Printer
Canon Printer
Brother Fax Machine
Optscan #3
View sonic E70FB
Gateway 2000 Printer
Gateway Monitor
Slide Projector
Epson Printer
Kodak Printer
HP Printer
Gateway PC
Gateway Monitor
Gateway PC
Student Desks (25)
Monitor
Monitor
Monitor
Monitor
Monitor
Monitor
Monitor
Monitor
Monitor
Make
Elmo
Samsung
Apple Macintosh
Epson
Apple Macintosh
StyleWriter
Canon
Brother
Opscan
View sonic
Gateway
Gateway
Kodak
Epson
Hewlett Packard
Hewlett Packard
Gateway
Gateway
Gateway
View sonic
Envision
Envision
Envision
Envision
View sonic
View sonic
View sonic
View sonic
Model
LR21057
3AAA
M1700
P230A
M1254
M2003
K30085
AX1350M
ML009
VCDT3223555M
500CS
EU700C
Serial #
P950A
C58494A
C4589A
Model 400
EU500A
EI400
501366
803066
FCCIDBGGM1700
CP5E781373
BCGM1254
BGGM2003
EGF93938
F51416960
3013114
25F033600940
1500CA031421
MU1704600191482
SN3107651
31VF050009
B94C4557X
89402164X
18525272
15017E20612
2015755
e70fb
eft720
eft720
eft720
eft720
e70fb
e70fb
e70fb
e70fb
26f033600934
19sghcb624398
19pg59b762540
19cg59b768276
19cg4aa850436
26f033600930
26fo40501049
26f033600941
26f040501047
FA#
00006109
00015084
00010249
00013033
00014576
610
611
612
613
614
615
616
617
618
619
620
621
622
623
624
625
626
627
628
629
630
631
632
633
634
635
636
637
638
Item Description
Make
Laminator
Laminex
Box of Keyboards, mice,and cords
Laptop
Gateway
Box of calculators
Texas Instruments
Box of mice, keyboards, cords, speakers
Monitor
View sonic
Monitor
Gateway
Monitor
Micron
Printer
HP
Printer
Epson
Camcorder
Panasonic
Camcorder
Panosonic
Personal Touch Adaptive Card
Gateway Monitor
Gateway
Royal Monitor
Royal
Califone Record Player
Califone
Reveal Speakers (pair)
Reveal
Keyboard and Microsoft Mouse
Gateway Monitor
Gateway
Dell Monitor
Dell
Gateway Monitor
Gateway
Gateway Speakers (pair)
Gateway
Gateway Monitor
Gateway
HP DeskJet 692C Printer
HP
Lexmark Printer
Lexmark
Macintosh Keyboard
Macintosh
Royal Monitor
Royal
Sharp Linytron TV
Sharp
Apollo 3000 Overhead Projector Apollo
Model
Serial #
m305crv
bgcw4071036
e70fb
2mo7lis
500dl9cs
Deskjet 693
Stylus
x14
x14
26f033600937
71671102401
15009a503649
FA#
00001859
0032906698
00009725
3iu1526711
d0sa10026
j7wa10972
00014782
23398
EV500A
1030AV
EV500A
EV500A
EV500
692C
Z53
MAC
25MT17
15017G050596
ALL41642
24487-metal tag inside
no #s found
4762
14310
9314
6652
15017G050595
14318
MX0419TG-47801-182-H09M
15009A743093
2000 # on bottom ASW0325120
15009A743103
CN78B11090
11149
2130134304
S124054L03N
7109
ALL42146 (2 ACS#s)
9300 and 9673
373852
3000
100010290
639
640
641
642
643
644
645
646
647
648
649
650
651
652
653
654
655
656
657
658
659
660
661
662
663
664
665
666
667
Item Description
Apollo Concept Overhead
Califone Recorder
HP CD Writer Plus
Gateway EV500 Monitor
Alpha Smart 2000 Keyboard
Califone Cassette Recorder
Califone Cassette Recorder
Alpha Smart 2000 Keyboard
Minolta Camera and Case
Gateway EV500A Monitor
HP Printer DeskJet 682C
Califone 1430K Record Player
Keyboards- various (14)
Computer mice- various
Computer Speakers- Various
28 KEYBOARDS
BOX 10 KEYBOARDS
BOX 10 KEYBOARDS
PRINTER
PRINTER
PRINTER
MONITOR
TYPEWRITER
Make
HP
Apollo
Califone
HP
Gateway
Alpha Smart
Califone
Califone
HP
Gateway
Alpha Smart
Minolta
Gateway
Gateway
HP
HP
HP
Califone
HP
HP
LEXMARK
SAMSUNG
CANON
Model
Serial #
682C
MY65M1T1ZW
2210 517028A020204740
1300AV
LJ7371313
8200SeriesSGO135BCNW
EV500
15017G050590
2000
3432AV
1K911102
5270AV
1D240603
682C
SG67G1H1NY
EV700
HDE2K3013252
2000 ALF2000-0198-04495
SR-T 101
Very old- Teachey
EV500A
15017G050570
500-069EV
15009A983700
682C
MY66Q1T0Q4
682C
SG67G1H1NG
682C
SG65L1B1FS
1430 AA-00840
940C
682C
Z53
U700
MX24N1F21X
US67C1B0Q3
2130133966
7508 DT17HCCR501477Y
43048
FA#
9481
14305
10594
9607
9476
14038
11254
14316
none
none
9613
9611
9615
9737
668
669
670
671
672
673
674
675
676
677
678
679
680
681
682
683
684
685
686
687
688
689
690
691
692
693
694
695
696
Item Description
Make
MONITOR
HP
BOX OF BAD POWER SUPPLIES
Printer (EC)
Lexmark
Monitor
Gateway
Record Player
Audiotronics
Headphones
None
Monitor
Gateway
Printer (EC)
Lexmark
Control Board
Packard Bell
Keyboard
Packard Bell
Printer
Epson
Overhead Projector
Elmo
Overhead Projector
No visible name
Overhead Projector
Apollo
Overhead Projector
Apollo
Overhead Projector
Apollo
Overhead Projector
Bell/ Howell
Monitor
Gateway
Keyboard
Gateway
Cart
No label
Printer
HP
Overhead Projector
Apollo
Monitor
Gateway
Monitor
Gateway
Cart
No label
Overhead Projector
Apollo
Overhead Projector
Apollo
Overhead Projector
3M
Printer
HP
Model
D2832A
Z52
EV500
328
Set of 6
EV500
Z53
----Stylus 400
HPL14
--3000
Concept
Concept
301F
EV500
----DeskJet 890C
3000
EV500
CrystalScan
--3000
3000
910
DeskJet 890C
Serial #
MY91746131
09330384118
15009A864899
NSN
NSN
15009A743084
02130137145
NSN
NSN
NSN
382480
81212150
105000336
020205018
03005404
3288046
DV15038A40190
F223435
NSN
VS7AM120KK
015003322
15009AA28162
15006A031097
NSN
10050108829
10050108668
211340039
US7AM120KN
FA#
15089
12598
1466
NFA
NFA
15550
NFA
NFA
10268
9375
11163
NFA
NFA
NFA
NFA
14810
NFA
NFA
13410
NFA
12640
NFA
NFA
NFA
NFA
NFA
NFA
Item Description
697
698
699
700
701
702
703
704
705
706
707
708
709
710
711
712
713
714
715
716
717
718
719
720
721
722
723
724
725
Monitor
Monitor
Monitor
Speakers/KB/ Mice
Overhead Projector
VCR
VCR
VCR
VCR
VCR
Overhead Projector
Overhead Projector
Monitor
Overhead Projector
Monitor
Printer
Printer
VCR
Overhead Projector
Cassette Player
Monitor
Monitor
Monitor
Printer
Projector
Printer
Monitor
Scanner
Printer
Make
Acer
Gateway
Gateway
Assorted
Buhl
Magnovox
Magnavox
JVC
Samsung
Samsung
3M
Dalite
Acer
Apollo
Acer
Epson
HP
Sharp
Elmo
Gateway
Ultra
Digiview
HP
Dukane
Lexmark
Gateway
Follett
HP
Model
34T
EV500
EV700
Serial #
M134t183511
15038A40202
17054F112450
#34 has 10 boxes to be picked up
120
81215607
--15054635
--15055675
--161K4694
--6VAK301603K
--6RBF407461
1700
1088077
P5360
9011608-00
34T
M134T189726
Concept
020205026
34T
M134T183494
Stylus 400
3JVE050008
DeskJet 890C
US7AM120K8
--324305
HPL14
382471
20205614
EV500
15017A066094
--73TSA0137723
--8TA605T3300518
DeskJet 695C
US8AM1508W
Pro7250
N81011750BBAA1045
Z45
12410658575
EV500
150094780769
P-18-12012
DeskJet 695C
US8ALIVOMG
FA#
NFA
14812
13893
11523
NFA
NFA
9451
12864
8557
15042
NFA
NFA
NFA
NFA
10279
11343
4504
NFA
NFA
NFA
NFA
NFA
NFA
NFA
NFA
7000964
NFA
12490
726
727
728
729
730
731
732
733
734
735
736
737
738
739
740
741
742
743
744
745
746
747
748
749
750
751
752
753
754
Item Description
Speakers/KB/ Mice
Overhead Projector
Monitor
Scanner
Printer
Speakers/KB/ Mice
Record Player
Volleyball Poles (2)
Volleyball Pads (4)
Volleyball Officials Stand
Volleyball Poles w/cranks (2)
Multimedia Shelf (6 shelves)
Computer table (broken rollers)
Large wooden desk
White Board
Cracked Blue Chairs (9)
Coffee Tables (2)
Pink Student desks (2)
2 easels
Green Plastic Chair
Green Plastic Chair
Green Plastic Chair
Blue Plastic Chair
Green Plastic Chair
Green Plastic Chair
Make
Assorted
Eiki
View sonic
HP
HP
Assorted
Audiotronics
(with pads)
Model
--3850A
E70
Serial #
--8348014
23B021704856
SG6AM1105G
US7CM1V03V
#65 has 4 boxes to be picked up
--NSN
In locked cage in girls upstairs locker room
In Mechanical Room 1
FA#
NFA
12569
NFA
NFA
11416
NFA
NFA
NFA
NFA
NFA
NFA
3812
Brunswick
Brunswick
Artco Bell ABC
Brunswick
Brunswick
Brunswick
2102166
349600
502563
2124259
270814
531238
4692
6814212
682277
755
756
757
758
759
760
761
762
763
764
765
766
767
768
769
770
771
772
773
774
775
776
777
778
779
780
781
782
783
Item Description
Green Plastic Chair
Glass Aquarium
Computer Speakers
Computer Keyboard
Science Kit
Discovery Kit
Chemlab /1100
Portable Range
Portable Range
Microscope
Electric 2 1/2" Door Bell
Computer Speakers
Green Plastic Chair
Table w/ metal legs ( brown top)
Table w/ metal legs ( white top)
Rocking Chair, Wood & Wicker
Table w/ pink metal legs
Legal Size Filing Cabinet
Rolling Wood Shelf (Cart)
Child's Wooden Kitchen Sink
Flannel Board
Child's Wooden Kitchen Stove
Child's Wooden Cupboard
Square Table w/ pink legs
Orange Padded Chair
Child size blue cot
Make
Model
Serial #
FA#
Brunswick
Brunswick
944
21242114
Brunswick
Brunswick
JBL
Compaq
2124215
2124018
Boreal Laboratories
Skilcraft
Broil King
Broil King
Bausch & Lomb
Trine
Juster-Multimedia
Brunswick
KU-9978
HHR
HHR
2911322810
272573
16008
Kaplan
Kaplan
Lakeshore
784
785
786
787
788
789
790
791
792
793
794
795
796
797
798
799
800
801
802
803
804
805
806
807
808
809
810
811
812
Item Description
Child size blue cot
Child's orange plastic chair
Child's green plastic chair
Pink plastic chair
Pink plastic chair
Pink plastic chair
Pink plastic chair
Pink plastic chair
Blue Plastic Chair
Blue Plastic Chair
Green plastic chair
Pink plastic chair
Light Blue Plastic Chair
Dry Erase Board
Child's Wooden Kitchen Sink
Child's Wooden Stove
Wood & Wicker Rocking Chair
Child's Wooden Refrigerator
Green plastic chair
Green plastic chair
Green Chair
Green plastic chair
Large Wooden Desk
Side Attachment for Desk
Blue Plastic Chair
Wood Book Shelf
Desk Sleeve
Green plastic chair
Make
Brunswick
Brunswick
Brunswick
Brunswick
Brunswick
Brunswick
Brunswick
Artco-Bell ABC
Artco-Bell ABC
Brunswick
Brunswick
Model
Serial #
FA#
20556318
181863
4692
4692
272559
874900
Brunswick
ABC
ABC
Kaplan
Brunswick
Brunswick
Bodi Rest
Brunswick
46673
267630
267643
Artco Bell
7501
Brunswick
272557
813
814
815
816
817
818
819
820
821
822
823
824
825
826
827
828
829
830
831
832
833
834
835
836
837
838
839
840
841
Item Description
Orange Desk Chair
Wood Chair
Computer Hutch
Small Table - Metal Legs
Large Wood Table
Pink plastic chair
Pink plastic chair
Yellow Plastic Chair
Lt. Blue Plastic Chair
Green plastic chair
Lt. Orange Plastic Chair
Rolling Desk Chair (Black)
Fraction Bars
Purple Plastic Chair
Computer Monitor
Soil Test Kit
Large Wooden Table
Large Black Board
Black Overhead Cart
Overhead Projector
Square Table
Square Table
Large Wood Computer Desk
Green Plastic Chair
Wooden Chair
Make
Model
Serial #
FA#
5653
Brunswick
Brunswick
Brunswick
Brunswick
Brunswick
Brunswick
874893
153297
62972
985913
1129089
80919
1118153
1118125
4055650
Gregson
Scott Resources
8470
Compaq
Dukane
MV540
036BA6STVQ86
510
8133
8319
210881
5057
842
843
844
845
846
847
848
849
850
851
852
853
854
855
856
857
858
859
860
861
862
863
864
865
866
867
868
869
870
Item Description
Make
Brunswick
Overhead Projector
Charles Besseler
Overhead Cart
Overhead Projector
Apollo
Math Blaster Mystery
Davidson
Math Blaster Plus
Davidson
Large Round Table
Computer Monitor
Macintosh
Printer, Personal Laser Writer 320 Apple
Chalk Board
Keyboard & Mouse
Apple
Headphones
Lakeshore
Keyboard & Mouse
Apple
Wooden Book Shelf
Printer, Personal Laser Writer 320 Hewitt Packard
Student Scope
Globe
Globe
Computer Monitor
Gateway
Item Description
Make
Monitor
Monitor
Monitor
Monitor
Monitor
Monitor
Monitor
Model
Serial #
FA#
2124017
3349
9081
9080
8403
CA502FUPIGJ
M2980
M2980
PK4430S133G
87002335
15198
C6542A
YEO711-01
Model
Royal
Gateway
Gateway
Royal
Dell
Royal
Gateway
10224
Serial #
DL1564
FA#
9316
7001377
50014301
9301
9302
70000964
Item Description
871
872
873
874
875
876
877
878
879
880
881
882
883
884
885
886
887
888
889
890
891
892
893
894
895
896
897
898
899
Monitor
Monitor
Speakers
Keyboard
Credenza
Computer Stand
Credenza
10 Gray student desks
2 Pink student desks
Stove
14 White chairs
Orange love seat
2 student desk
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
Make
Model
Pixie
Gateway
Gateway
Gateway
Serial #
FA#
PBC-1564
YE0711-01
Magic Chef
GATEWAY
GATEWAY
GATEWAY
GATEWAY
GATEWAY
GATEWAY
GATEWAY
GATEWAY
GATEWAY
GATEWAY
GATEWAY
GATEWAY
GATEWAY
GATEWAY
GATEWAY
GATEWAY
0000330
E3200
E1400
E1400
E3200
E1400
E3200
E3200
E3200
E3200
E3200
E3200
E3200
E1400
E3200
E1400
E3200
10873511
19454531
19454537
12951350
19454552
14557420
10873486
14557439
14557463
14557458
14557459
14557461
19454524
17656612
19454540
14557451
11770
14281
14300
12690
14331
13151
11753
13077
13058
13070
13081
13075
14299
13896
14296
13071
Item Description
900
901
902
903
904
905
906
907
908
909
910
911
912
913
914
915
916
917
918
919
920
921
922
923
924
925
926
927
928
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
Make
GATEWAY
GATEWAY
GATEWAY
GATEWAY
GATEWAY
GATEWAY
GATEWAY
GATEWAY
GATEWAY
GATEWAY
GATEWAY
GATEWAY
GATEWAY
GATEWAY
GATEWAY
GATEWAY
LBC
PROTEVA
PROTEVA
PROTEVA
GATEWAY
PACKARD BELL
GATEWAY
GATEWAY
GATEWAY
PROTEVA
PROTEVA
PROTEVA
COMPAQ
Model
Serial #
E3200
E1400
E1400
E3200
E3200
E3200
E3200
E3200
E3200
E3200
E3200
E1400
E3200
E1400
E3200
E1400
AOPEN CUSTOm 93908654jk
E1400
PB440A
E3400
E2000
E3000
DESKPRO
14557462
20106359
19455191
14557447
14557443
14557464
14557455
14557446
14557452
14613513
14557440
19437462
10873492
19437459
10873487
19437415
19437422
842048107
23331565
7533106
8233008
6910BW85E177
FA#
13069
14584
14158
NONE
13061
13060
13083
13068
NONE
13084
13076
14254
T-10531
14256
11747
14218
NONE
9155
9350
9341
14220
15096
10219
90381
9443
9348
9359
Item Description
929
930
931
932
933
934
935
936
937
938
939
940
941
942
943
944
945
946
947
948
949
950
951
952
953
954
955
956
957
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
UPS
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
Make
PROTEVA
APPLE
PROTEVA
GATEWAY
GATEWAY
GATEWAY
PROTEVA
Proteva
Gateway
D.A.C.TECH
Gateway
RELIALOGIC
APC
Gateway
PACKARD-BELL
Gateway
Gateway
HP
STUDENT BUILT
Gateway
Apple
Apple
Gateway
COMPAQ
COMPAQ
IBM
Gateway
Gateway
Gateway
Model
Serial #
M1254
FA#
NONE
7516
9140
LC35084WVA2
E1400
E3200
E3200
19454527
14613531
14557437
13188
13065
NONE
9098
E3200-350
?
13283200
NONE
2000
SU1400NET
E1400
A950-TWR
E3000
E3000
PAVILION 6470Z
NONE
DESTINATION
a2s6000
a2s6000
DESTINATION
9232
?
300GL
E3200
E1400
E1400
NONE
6845507 NONE
100489 NONE
QS0006115338
15461283
Y130249561
7533109 10221
7533107 10220
4590560342
NONE
20051024C
8857195 11064
E018K4ZA0012LL/A
5515
E71013HA2S6000
T8411
14071601
66028VB5P650
NONE
1502050642 NONE
23L5566
NONE
10873465 NONE
20106358 14578
20106360 14586
Item Description
958
959
960
961
962
963
964
965
966
967
968
969
970
971
972
973
974
975
976
977
978
979
980
981
982
983
984
985
986
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
Make
Proteva
Gateway
Model
Serial #
E3000
8513845
486CPU
PROTEVA
PROTEVA
PROTEVA
PROTEVA
PROTEVA
PROTEVA
PROTEVA
PROTEVA
PROTEVA
PROTEVA
PROTEVA
PROTEVA
PROTEVA
PROTEVA
PROTEVA
PROTEVA
GATEWAY
GATEWAY
GATEWAY
GATEWAY
GATEWAY
GATEWAY
GATEWAY
GATEWAY
GATEWAY
GATEWAY
E3000
E3000
E3000
E3000
E3200
E3200
E1400
E2000
E2000
E3200
8114573
7533062
7533075
8233006
10873524
10873518
19454525
8513843
8513834
10873485
FA#
9054
10960
NONE
9148
9053
9104
9142
9038
9109
9047
9457
9052
9055
9460
9039
9037
9149
9043
9151
10387
10182
NONE
10382
11854
11761
14282
10951
10959
11768
Item Description
987
988
989
990
991
992
993
994
995
996
997
998
999
1000
1001
1002
1003
1004
1005
1006
1007
1008
1009
1010
1011
1012
1013
1014
1015
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
PC
Calculator
Calculator
Calculator
Computer
Printer
7 Printer
Monitor
Monitor
Monitor
Monitor
Monitor
Monitor
Monitor
Monitor
Monitor
Monitor
Make
PROTEVA
COMPAQ
GATEWAY
GATEWAY
INFOTEL
PROTEVA
CAMPUS
PROTEVA
PROTEVA
PROTEVA
COMPUTER
GATEWAY
GATEWAY
Monroe
Monroe
Monroe
IBM AS/400e
IBM
HP
KDS
Gateway
Viewsonic
Viewsonic
Viewsonic
Gateway
Gateway
Dell
Viewsonic
Gateway
Model
DESKPRO
E2000
E2000
Serial #
FA#
9456
6925CHQD0186
8513842
7533058
50014722
10953
10180
8391
9144
MWC100838
9147
9110
9150
NONE
E3000
E3200
NONE
7533110 NONE
15208537
13318
7142
7138
11533
104YD2M
40190
VSX-7E
YE0711-01
E55
M50
E55
EV700A
EV500A
E551
E55
EV700
1742AAA23003027
MI54F17064801
11V033901194
ET94680920
11V043300024
170140119340
15017A182990
CN-095WUP46633-325-2BB8
11V033800798
D417046A0048023
5965
13404
13320
Item Description
1016
1017
1018
1019
1020
1021
1022
1023
1024
1025
1026
1027
1028
1029
1030
Monitor
Monitor
Monitor
Monitor
Monitor
Monitor
Monitor
Printer
Printer
Printer
Printer
Printer
Printer
Printer
Parker Sweeper
Make
Gateway
Viewsonic
Gateway
Gateway
Gateway
Gateway
HP
HP
HP
HP
HP
HP
Suburbanite
Model
700-069CS
E55
500-069EV
EV700
500-069EV
E500A
E3200-350
870CE
682C
694C
6122
HPLJ5
1600CM
693C
SU-80336
Serial #
17004A220792
11V043300022
15009A711123
HBE2K3020217
15009A743080
15017A183114
001328320012819
US6C51210K
SG6651H2DB
CNGB9112M
MY42K2B1XJ
MSFB306769
USB7407474
SGGA41N191
USU833360922
FA#
11801
11804
9935
Asheboro City Schools Discard Addendum
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
Item Description
TV
Monitor
Monitor
Various blinds and screens
Screen
CPU
Cart
Screen
Keyboard
Laser Disc Player
CPU
Cart
Keyboard
Screen
CPU
Keyboard
Cart
Make
Zenith
Pro Video
GE
Model
H25005
VM-2001B
27GT610
Serial #
191-23050642
9704002964
137266659
030549
8857281
007279
FA#
5769
6189
11067
11177
1086612997
FCC-CMYKPQ7119
3936947
14071602
7001242
15581
885720
CMYKOPQ7751
6676 7152
1086512995
1087913990
11068
11181
North Carolina School Executive: Principal
Evaluation Process
The following materials have been designed to guide the Principal Evaluation Process for North
Carolina’s Public School Principals. Included in this packet are the following:
♦ Introductory and Explanatory Materials
♦ North Carolina Standards for School Executives (Not included in packet for NC State Board of
Education meeting)
♦ Rubric for Evaluating Principals
♦ Summary Principal Evaluation Form
♦ North Carolina School Principal Goal-Setting Form
Introduction
The mission of the North Carolina State Board of Education is that every public school student will graduate
from high school, globally competitive for work and postsecondary education and prepared for life in the 21st
Century. This mission requires a new vision of school leadership and dictates the need for a new type of school
leader—an executive instead of an administrator. No longer are school leaders just maintaining the status quo
by managing complex operations. Like their colleagues in business, they must be able to create schools as
organizations that can learn and change quickly if they are to improve performance. Schools need principals
who are adept at creating systems for change and building relationships with and across staff. These systems not
only tap into the collective knowledge and insight they possess but also into the powerful relationships that stir
their passions for their work with children. Out of these relationships the executive must create among staff a
shared understanding for the purpose of the work of the school, its values that direct its action and commitment
and ownership of a set of beliefs and goals that focus everyone’s decision-making. This common understanding
of the school’s identity empowers them to seek and build powerful alliances and partnerships with students,
parents and community stakeholders in order to enhance their ability to produce increased student achievement.
The successful work of the new principal will only be realized in the creation of a culture in which leadership:
•
•
•
•
is distributed among all members of the school community;
consists of open, honest communication;
is focused on the use of data, teamwork, researched-based practices; and,
uses modern tools to drive ethical and principled, goal-oriented action.
This culture of disciplined thought and action is rooted in the ability of the relationships among stakeholders to
build a trusting, transparent environment that reduces stakeholders’ sense of vulnerability as they address the
challenges of transformational change.
The Purposes of the Evaluation
The principal performance evaluation process will:
• Serve as a guide for principals as they reflect upon and improve their effectiveness as school leaders;
• Inform higher education programs in developing the content and requirements of degree programs that
prepare future principals;
• Focus the goals and objectives of districts as they support, monitor and evaluate their principals;
• Guide professional development for principals;
• Serve as a tool in developing coaching and mentoring programs for principals.
Definitions
For purposes of this evaluation process, the following terms are defined below:
1. School Executives – Principals licensed to work in the state of North Carolina.
2. Self-Evaluation – Personal reflection about one’s professional practice to identify strengths and areas for
improvement conducted without input from others.
3. North Carolina School Executive Evaluation Rubric – A composite matrix of the standards, components
and elements of the North Carolina Standards for School Administrators
i. Performance Standard – The distinct aspect of leadership or realm of activities which
form the basis for the evaluation of a school executive.
ii. Performance Elements – The sub-categories of performance embedded within the
performance standard.
NC School Executives: Principals
Revised May 2008
iii. Performance Descriptions – The specific performance responsibilities embedded within
the components of each performance standard.
4. Performance Goals- Goals for improvement in professional practice based on the self-evaluation or
supervisor recommendation.
5. Data – Factual information used as the basis for reasoning, discussion or planning.
6. Artifact – A product resulting from a school leader’s work
Possible artifacts are as follows:
• School Improvement Plan – A plan that includes strategies for improving student performance,
how and when improvements will be implemented, use of state funds, requests for waivers, etc.
Plans are in effect for no more than three years.
•
School Improvement Team – A team made up of the school executive and representatives of
administration, instructional personnel, instructional support personnel, teacher assistants and
parents of children enrolled in the school whose purpose is to develop a school improvement
plan to strengthen student performance.
•
North Carolina Teacher Working Conditions Survey – A statewide survey of teacher working
conditions in five areas-time, empowerment, facilities and resources, leadership and professional
development-conducted on a biennial basis www.ncteachingconditions.org.
•
Student Achievement Data – Student achievement/testing data available from the North Carolina
School Report Card. www.ncschoolreportcard.org.
•
Student Dropout Data – Grade 9-12 students who drop out of high school.
www.ncpublicschools.org/research/dropouts/reports/.
•
Teacher Retention Data – The teacher turnover rate, including the distribution of inexperienced
teachers.
•
National Board Certified Teachers – Teachers who have earned the prestigious National Board
certification.
•
Professional Development – Staff development, based on research, data, practice and reflection
that focuses on deepening knowledge and pedagogical skills in a collegial and collaborative
environment.
•
PTSA – The school’s parent, teacher, student association or similar organization.
7. Evidence – Documents that demonstrate or confirm the work of the person being evaluated and support
the rating on a given element.
8. Summary Evaluation Form – A composite assessment of the school executive’s performance based on
the evaluation rubric and supporting evidence.
9. Performance Rating Scale – The following rating scale will be used for evaluating North Carolina
school principals:
Revised May 2008
♦ Developing: Principal did not meet standards for performance, but demonstrated adequate growth
toward meeting standards during the period of performance.
♦ Proficient: Principal demonstrated basic competence on standards of performance.
♦ Accomplished: Principal exceeded basic competence on standards for performance most of the
time.
♦ Distinguished: Principal consistently and significantly exceeded basic competence on standards of
performance.
♦ Not Evident/Not Demonstrated: Superintendent was not able to make a judgment about level of
performance because
1. The principal did not perform at a level that would provide data to demonstrate competence or
adequate progress toward achieving a “Proficient” rating, or
2. The superintendent did not have an opportunity to make such observations.
Note: If the “Not Evident/Not Demonstrated” rating is used, the superintendent must comment about
why it was used.
10. Code of Ethics for North Carolina Educators – The standards of professional conduct required of
educators. www.ncpublicschools.org/teacher_education/ethics
11. Code of Professional Practice and Conduct for North Carolina Educators – The uniform standards of
professional conduct for licensed professional educators.
www.ncpublicschools.org/teacher_education/conductcode
Evaluation Process
Principal Responsibilities:
• Know and understand the North Carolina School Executive Performance Standards.
• Understand the School Executive: Principal Evaluation Process.
• Prepare for the Pre-Evaluation Conference, including a self-evaluation, identification of performance
goals, and identifying change initiatives underway at their school;
• Gather data, artifacts, evidence to support performance in relation to standards and progress in
attaining goals.
• Develop and implement strategies to improve personal performance/attain goals in areas individually
or collaboratively identified.
• Participate in the Final Evaluation Conference.
Evaluator Responsibilities:
• Know and understand the North Carolina School Executive Performance Standards.
• Participate in training to understand and implement the Principal Evaluation Process.
• Supervise the Principal Evaluation Process and ensure that all steps in the process are conducted
according to the agreed upon process.
• Identify the principal’s strengths and areas for improvement and making recommendations for
improvement.
• Ensure that the contents of the Principal Summary Evaluation Report contain accurate information
and accurately reflect the principal’s individual performance.
Revised May 2008
Instructions for Principal Evaluation Process
The intended purpose of the principal evaluation process is to focus on formative professional development in a
collegial, non-threatening way to assess the principal’s performance in relation to the Standards for School
Executives. The principal will take the lead in conducting the evaluation process through the use of selfassessment, reflection and by gathering input from the various stakeholders with an interest in the leadership in
the school. The input and evidence gathered by the principal is not intended to become part of a portfolio.
Rather, it should provide a basis for self-assessment, goal-setting, professional development, and demonstration
of performance on specific standards. The following outlines the principal evaluation process.
Step 1: Orientation
At the beginning of the school year, the superintendent/designee conducts a group orientation with all of the
district principals. At this orientation, each principal will be provided a complete set of materials outlining the
evaluation process.
Step 2: Pre-Evaluation Planning
Principals will, individually and without input from anyone else, complete a self-assessment using NC School
Executive: Principal Evaluation Rubric. This self-assessment will serve as the basis for the preliminary goals
form, which should be completed prior to Step 3.
Step 3: Meeting with Superintendent/Designee
Principals will meet individually with the district superintendent or a designee who has been delegated this
responsibility to discuss the results of self evaluation, preliminary performance goals and the evidence and data
to be gathered for the evaluation process. The principal and superintendent will agree on the data, evidence, and
artifacts necessary to complete the evaluation process and confirm the principal’s level of performance.
Step 4: Data Collection
The principal will collect the data agreed upon in step 3. This data may include the artifacts listed for each
standard on the rubric; feedback from parents, students, and the school community; document of professional
development completed during the year; and other data to document achievement of performance goals. The
district superintendent/designee will visit the school during this period in order to observe the environment and
interact with teachers and other members of the school community.
Step 5: Prepare a Consolidated Performance Assessment
The principal will synthesize the information obtained under Step 4 in order to prepare a consolidated
assessment, or comprehensive view of performance throughout the year. This brief summary of the data and
artifacts used to judge performance should be provided to the superintendent/designee well in advance of the
performance discussion at which final performance levels will be discussed.
Step 6: Meeting Between Principal and Superintendent/Designee
The principal and superintendent/designee will meet at the school to discuss progress in completing the
evaluation process. They will discuss the self-assessment, consolidated assessment, and superintendent’s
summary evaluation of the principal, which have been prepared in advance of the meeting. Should additional
data or artifacts need to be brought into the discussion, the principal will have them readily available to share at
that time. At this meeting, the principal and superintendent/designee will agree upon performance goals and
recommendations for the Professional Growth Plan.
Revised May 2008
Rubric for Evaluating North Carolina School Executives: Principals
Standard 1: Strategic Leadership
Principals will create conditions that result in strategically re-imaging the school’s vision, mission, and goals in the 21st century. Understanding that
schools ideally prepare students for an unseen but not altogether unpredictable future, the leader creates a climate of inquiry that challenges the
school community to continually re-purpose itself by building on its core values and beliefs about its preferred future and then developing a pathway
to reach it.
a. School Vision, Mission and Strategic Goals: The school’s identity, in part, is derived from the vision, mission, values, beliefs and goals of the school,
the processes used to establish these attributes, and the ways they are embodied in the life of the school community.
Not Evident/
Not Demonstrated
Developing
Proficient
Accomplished
Distinguished
(Comment Required)
. . . and
. . . and
. . . and
□ Develops his/her own
vision of the changing
world in the 21st century
that schools are
preparing children to
enter
□ Leads and implements a □ Creates with
process for developing a
shared vision and
strategic goals for
student achievement that
reflect high expectations
for students and staff
□ Ensures that the school’s
stakeholders a vision for
the school that captures
peoples’ attention and
imagination
□ Designs and implements
identity (vision, mission,
values, beliefs and goals)
actually drive decisions
and inform the culture of
the school
□
collaborative processes
Initiates changes to
to collect and analyze
vision and goals based
data about the school’s
vision and strategic
on data to improve
progress for the periodic
goals throughout the
performance, school
review and revision of
school year
culture and school
the school’s vision,
success
mission, and strategic
goals
b. Leading Change: The principal articulates a vision, and implementation strategies, for improvements and changes which result in improved
achievement for all students.
. . . and
. . . and
. . . and
□ Maintains a focus on the
□ Identifies changes
necessary for the
improvement of student
learning
□ Systematically considers □ Adapts/varies leadership □ Is a driving force behind
new and better ways of
leading for improved
student achievement and
engages stakeholders in
the change process
style according to the
changing needs of the
school and community
□ Is comfortable with
major changes in
implementing processes
and accomplishing tasks
□ Routinely and
major initiatives that
help students acquire
21st century skills
□ Systematically
challenges the status quo
by leading change with
potentially beneficial
outcomes
systematically
communicates the
impacts of change
processes to all
stakeholders
Revised May 2008
c. School Improvement Plan: The school improvement plan provides the structure for the vision, values, goals and changes necessary for improved
Not Evident/
Not Demonstrated
Developing
Proficient
Accomplished
Distinguished
(Comment Required)
. . . and
. . . and
. . . and
□
Understands statutory
requirements regarding
the School Improvement
Plan
□ Facilitates the
collaborative
development of the
annual School
Improvement Plan to
realize strategic goals
and objectives
□ Uses the NC Teacher
Working Conditions
Survey and other data
sources to develop the
framework for the
School Improvement
Plan
□ Facilitates the successful □ Incorporates principles
execution of the School
Improvement Plan
aligned to the mission
and goals set by the
State Board of
Education, the local
Board of Education
of continuous
improvement and
creative 21st century
concepts for
improvement into the
School Improvement
Plan
□ Systematically collects,
analyzes, and uses data
regarding the school’s
progress toward
attaining strategic goals
and objectives
d. Distributive Leadership: The principal creates and utilizes processes to distribute leadership and decision-making throughout the school.
□ Seeks input from a
variety of stakeholder
groups, including
teachers and
parents/guardians
□ Understands the
importance of providing
opportunities for
teachers to assume
leadership and decisionmaking roles within the
school
. . . and
. . . and
. . . and
□ Involves
□ Ensures that parents/
□ Encourages staff
parents/guardians, the
community, and staff
members in decisions
about school
governance, curriculum
and instruction.
□ Provides leadership
development activities
for staff members
Suggested Artifacts for Standard 1:
School Improvement Plan
NC Teacher Working Conditions Survey
statements
Evidence of School Improvement Team
Student achievement and testing data
guardians, community
members and staff
members have autonomy
to make decisions and
supports the decisions
made as a part of the
collective decision
making process
□ Creates opportunities for
staff to demonstrate
leadership skills by
allowing them to assume
leadership and decisionmaking roles
members to accept
leadership
responsibilities outside
of the school building
□ Incorporates teachers
and support staff into
leadership and decisionmaking roles in the
school in ways that
foster the career
development of
participating teachers
Statement of school vision, mission, values, beliefs and goals
Evidence of stakeholder involvement in development of vision, mission, value, belief and goal
Evidence of shared decision-making and distributed leadership
Revised May 2008
Standard 2: Instructional Leadership
Principals set high standards for the professional practice of 21st century instruction and assessment that result in a no-nonsense accountable
environment. The school executive must be knowledgeable of best instructional and school practices and must use this knowledge to cause the
creation of collaborative structures within the school for the design of highly engaging schoolwork for students, the on-going peer review of this
work, and the sharing of this work throughout the professional community.
a. Focus on Learning and Teaching, Curriculum, Instruction and Assessment: The principal leads the discussion about standards for curriculum,
instruction and assessment based on research and best practices in order to establish and achieve high expectations for students.
Not Evident/
Not Demonstrated
Developing
Proficient
Accomplished
Distinguished
(Comment Required)
. . . and
. . . and
. . . and
□ Collects and
analyzes student
assessment data in
adherence with
instructional and
legal requirements
□ Provides students
access to a variety
of 21st century
instructional tools,
including
technology
□ Systematically focuses on □ Ensures that the alignment
the alignment of learning,
teaching, curriculum,
instruction, and
assessment to maximize
student learning
□ Organizes targeted
opportunities for teachers
to learn how to teach their
subjects well
of learning, teaching,
curriculum, instruction, and
assessment is focused to
maximize student learning
□ Creates a culture that it is
the responsibility of all staff
to make sure that all
students are successful
□ Ensures that students are
□ Ensures that knowledge
of teaching and learning
serves as the foundation
for the schools
professional learning
community
□ Encourages and
challenges staff to reflect
deeply on, and define,
what knowledge, skills
and concepts are essential
to the complete
educational development
of students
provided opportunities to
learn and utilize best
practices in the integrated
use of 21st century
instructional tools,
including technology, to
solve problems
b. Focus on Instructional Time: The principal creates processes and schedules which protect teachers from disruption of instructional or preparation
time.
. . . and
. . . and
. . . and
□ Understands the
need for teachers to
have daily planning
time and duty-free
lunch periods
□ Is knowledgeable
of designs for ageappropriate school
schedules which
address the learning
needs of diverse
student populations
□ Adheres to legal
□ Ensures that teachers have
requirements for planning
and instructional time
□ Develops a master
schedule to maximize
student learning by
providing for individual
and on-going
collaborative planning for
every teacher
□ Designs scheduling
processes and protocols
that maximize staff input
and address diverse
student learning needs
students
Student drop-out data
Teacher retention data
the legally required amount
of daily planning and lunch
periods
□ Routinely and
conscientiously implements
processes to protect
instructional time from
interruptions
□ Structures the school
schedule to enable all
teachers to have
individual and team
collaborative planning
time
□ Systematically monitors
the effect of the master
schedule on collaborative
planning and student
achievement
□ Ensures that district
leadership is informed of
the amounts and
scheduling of individual
and team planning time
Documented use of formative assessment instruments to impact instruction
Development and communication of goal-oriented personalized education plans for identified
Evidence of team development and evaluation of classroom lessons
Use of research-based practices and strategies in classrooms
Master school schedule documenting individual and collaborative planning for every teacher
Revised May 2008
Standard 3: Cultural Leadership
Principals will understand and act on the understanding of the important role a school’s culture plays in contributing to the exemplary performance of the
school. Principals must support and value the traditions, artifacts, symbols and positive values and norms of the school and community that result in a sense
of identity and pride upon which to build a positive future. A principal must be able to “re-culture” the school if needed to align with school’s goals of
improving student and adult learning and to infuse the work of the adults and students with passion, meaning and purpose. Cultural leadership implies
understanding the school and the people in it each day, how they came to their current state, and how to connect with their traditions in order to move them
forward to support the school’s efforts to achieve individual and collective goals.
a. Focus on Collaborative Work Environment: The principal understands and acts on the understanding of the positive role that a collaborative work
environment can play in the school’s culture.
Not Evident/
Developing
Proficient
Accomplished
Distinguished
Not Demonstrated
(Comment Required)
. . . and
. . . and
. . . and
□ Understands
characteristics of a
collaborative work
environment within the
school
□ Understands the
importance of data
gained from the Teacher
Working Conditions
Survey and other data
sources from parents,
students, teachers and
stakeholders that reflect
on the teaching and
learning environment
within the school.
□ Designs elements of a
collaborative and
positive work
environment within the
school
□ Participates in and relies
upon the School
Improvement Team and
other stakeholder voices
to make decisions about
school policies
□ Utilizes data gained
from the Teacher
Working Conditions
Survey and other sources
to understand
perceptions of the work
environment
□ Utilizes a collaborative
work environment
predicated on site-based
management and
decision-making, a sense
of community, and
cooperation within the
school
□ Monitors the
implementation and
response to school
policies and provides
feedback to the School
Improvement Team for
their consideration
□ Establishes a
collaborative work
environment which
promotes cohesion and
cooperation among staff
□ Facilitates the
collaborative (team)
design, sharing,
evaluation, and
archiving of rigorous,
relevant, and engaging
instructional lessons that
ensure students acquire
essential knowledge and
skills
□ Initiates changes
resulting from data
gained from the Teacher
Working Conditions
Survey and other sources
b. School Culture and Identity: The principal develops and uses shared vision, values and goals to define the identity and culture of the school.
. . . and
. . . and
. . . and
□ Understands the
importance of
developing a shared
vision, mission, values,
beliefs and goals to
establish a school culture
and identity
□ Systematically develops □ Establishes a culture of
and uses shared values,
beliefs and a shared
vision to establish a
school culture and
identity
collaboration, distributed
leadership and
continuous improvement
in the school which
guides the disciplined
thought and action of all
staff and students
□ Ensures that the school’s
identity and changing
culture (vision, mission,
values, beliefs and goals)
actually drives decisions
and informs the culture
of the school
Revised May 2008
c. Acknowledges Failures; Celebrates Accomplishments and Rewards: The principal acknowledges failures and celebrates accomplishments of the
school in order to define the identity, culture and performance of the school.
Not Evident/
Not Demonstrated
Developing
Proficient
Accomplished
Distinguished
(Comment Required)
. . . and
. . . and
. . . and
□ Recognizes the
importance of
acknowledging failures
and celebrating
accomplishments of the
school and staff
□ Uses established criteria □ Systematically
for performance as the
primary basis for reward
and advancement
recognizes individuals
for reward and
advancement based on
established criteria
□ Recognizes individual
and collective
contributions toward
attainment of strategic
goals
□ Utilizes recognition,
reward, and
advancement as a way to
promote the
accomplishments of the
school
□ Utilizes recognition of
failure as an opportunity
to improve
d. Efficacy and Empowerment: The principal develops a sense of efficacy and empowerment among staff which influences the school’s identity,
culture and performance.
. . . and
. . . and
. . . and
□ Understands the
importance of building a
sense of efficacy and
empowerment among
staff
□ Understands the
importance of
developing a sense of
well-being among staff,
students and
parents/guardians
□ Identifies strategies for
building a sense of
efficacy and
empowerment among
staff
□ Identifies strategies for
developing a sense of
students and
parents/guardians
School Improvement Team
□ Utilizes a variety of
activities, tools and
protocols to develop
efficacy and
empowerment among
staff
□ Actively models and
promotes a sense of
students and
parents/guardians
□ Builds a sense of
efficacy and
empowerment among
staff that results in
increased capacity to
accomplish substantial
outcomes
□ Utilizes a collective
sense of well-being
among staff, students
and parents/guardians to
impact student
achievement
Documented use of School Improvement Team in decision-making
Existence and work of professional learning communities
Teacher retention data Recognition criteria and structure utilized;
Standard 4: Human Resource Leadership
Principals will ensure that the school is a professional learning community. Principals will ensure that process and systems are in place which results in
recruitment, induction, support, evaluation, development and retention of high performing staff. The principal must engage and empower accomplished
teachers in a distributive manner, including support of teachers in day-to-day decisions such as discipline, communication with parents/guardians, and
protecting teachers from duties that interfere with teaching, and must practice fair and consistent evaluations of teachers. The principal must engage teachers
and other professional staff in conversations to plan their career paths and support district succession planning.
Revised May 2008
a. Professional Development/Learning Communities: The principal ensures that the school is a professional learning community.
Developing
□ Understands the
Proficient
Accomplished
. . . and
. . . and
□ Provides structures for,
□ Facilitates opportunities
importance of
developing effective
communities and resultsoriented professional
development
and implements the
development of effective
communities and resultsoriented professional
development
□ Understands the
□
□ Understands the school’s
At the school level, creates
and implements processes
for:
for effective professional
learning communities
aligned with the school
improvement plan,
focused on results, and
characterized by
collective responsibility
for instructional
planning and student
learning
Distinguished
Not Evident/
Not Demonstrated
(Comment Required)
. . . and
□ Ensures that professional
development within the
school is aligned with
curricular, instructional,
and assessment needs,
while recognizing the
unique professional
development needs of
individual staff members
Routinely participates in
importance of continued
professional
personal learning and
development focused on
professional
improving instructional
development
programs and practices
b. Recruiting, Hiring, Placing and Mentoring of staff: The school executive establishes processes and systems in order to ensure a high-quality, highperforming staff.
. . . and
. . . and
. . . and
need to recruit, hire,
appropriately place, and
mentor new staff
members
□ recruiting new teachers
and staff
□ Supports, mentors and
coaches staff members
who are new or
emerging leaders or who
need additional support.
□ hiring new teachers and
staff
□ placing new teachers and
staff
□ mentoring new teachers
□ Continuously searches
for staff with
outstanding potential as
educators and provides
the best placement of
both new and existing
staff to fully benefit
from their strengths in
meeting the needs of a
diverse student
population
□ Ensures that professional
and staff
development is available
for staff members with
potential to serve as
mentors and coaches
c. Teacher and Staff Evaluation: The principal evaluates teachers and other staff in a fair and equitable manner with the focus on improving
performance and, thus, student achievement.
. . . and
. . . and
. . . and
□ Adheres to legal
requirements for teacher
and staff evaluation
□ Creates processes to
provide formal feedback
to teachers concerning
the effectiveness of their
classroom instruction
and ways to improve
their instructional
practice
□ Implements district and
state evaluation policies
in a fair and equitable
manner
Student Achievement and testing data
National Board certification
Teacher professional growth plans
□ Utilizes multiple
assessments to evaluate
teachers and other staff
members
□ Evaluates teachers and
other staff in a fair and
equitable manner and
utilizes the results of
evaluations to improve
instructional practice
□ Analyzes the results of
teacher and staff
evaluations holistically
and utilizes the results to
direct professional
development
opportunities in the
school
Number of National Board Certified Teachers;
Number of teachers pursuing advanced degrees
Record of professional development provided staff
Impact of professional development on student learning
Mentor records and beginning teacher feedback
Revised May 2008
Standard 5: Managerial Leadership
Principals will ensure that the school has processes and systems in place for budgeting, staffing, problem-solving, communicating expectations and
scheduling that result in organizing the work routines in the building. The principal must be responsible for the monitoring of the school budget and the
inclusion of all teachers in the budget decision so as to meet the 21st century needs of every classroom. Effectively and efficiently managing the complexity
of every day life is critical for staff to be able to focus its energy on improvement.
a. School Resources and Budget: The principal establishes budget processes and systems which are focused on, and result in, improved student
achievement.
Not Evident/
Not Demonstrated
Developing
Proficient
Accomplished
Distinguished
(Comment Required)
. . . and
. . . and
. . . and
□ Is knowledgeable of
□ Incorporates the input of □ Designs transparent
school budget and
accounting procedures
□ Utilizes input from staff
the School Improvement
Team in budget and
resource decisions
systems to equitably
manage human and
financial resources
□
□ Ensures the strategic
allocation and equitable
use of financial
resources to meet
instructional goals and
support teacher needs
Uses feedback and data
to establish funding
to assess the success of
priorities and a balanced
funding and program
operational budget for
decisions
school programs and
activities
b. Conflict Management and Resolution: The principal effectively and efficiently manages the complexity of human interactions so that the focus of
the school can be on improved student achievement.
. . . and
. . . and
. . . and
□ Demonstrates awareness □ Creates processes to
of potential problems
and/or areas of conflict
within the school
resolve problems and/or
areas of conflict within
the school
□ Resolves school-based
□ Monitors staff response
problems/conflicts in a
fair, democratic way
to discussions about
solutions to potentially
discordant issues to
ensure that all interests
are heard and respected
□ Provides opportunities
for staff members to
express opinions
contrary to those of
authority or in relation to
potentially discordant
issues
□ Resolves conflicts to
ensure the best interest
of students and the
school result
□ Discusses with staff and
implements solutions to
address potentially
discordant issues
c. Systematic Communication: The principal designs and utilizes various forms of formal and informal communication so that the focus of the school
can be on improved student achievement.
. . . and
. . . and
. . . and
□ Understands the
importance of open,
effective communication
in the operation of the
school
□ Designs a system of
open communication
that provides for the
timely, responsible
sharing of information
to, from, and with the
school community
□ Routinely involves the
school improvement
team in school wide
communications
processes
□ Utilizes a system of open □ Ensures that all
communication that
provides for the timely,
responsible sharing of
information within the
school community
□ Provides information in
different formats in
multiple ways through
different media in order
to ensure communication
with all members of the
community
community stakeholders
and educators are aware
of school goals for
instruction and
achievement, activities
used to meet these goals,
and progress toward
meeting these goals
Revised May 2008
d. School Expectations for Students and Staff: The principal develops and enforces expectations, structures, rules and procedures for students and staff.
Not Evident/
Developing
Proficient
Accomplished
Distinguished
Not Demonstrated
(Comment Required)
. . . and
. . . and
. . . and
□ Understands the
importance of clear
expectations, structures,
rules and procedures for
students and staff
□ Understands district and
state policy and law
related to student
conduct, etc.
□ Collaboratively develops □ Communicates and
clear expectations,
structures, rules and
procedures for students
and staff through the
School Improvement
Team
□ Effectively implements
district rules and
procedures
School financial information
School safety and behavioral Expectations
enforces clear
and fair rules and
procedures for students
and staff
□ Systematically monitors
issues around
compliance with
rules and expectations.
Utilizes staff and student
input to resolve such
issues
□ Regularly reviews the
need for changes to
rules and expectations
Evidence of formal and informal systems of communication;
Dissemination of clear norms and ground rules
Evidence of ability to confront ideological conflict and then reach consensus
Revised May 2008
Standard 6: External Development Leadership
A principal will design structures and processes that result in community engagement, support, and ownership. Acknowledging that schools no longer reflect
but, in fact, build community, the leader proactively creates with staff, opportunities for parents/guardians, community and business representatives to
participate as “stockholders” in the school such that continued investment of resources and good will are not left to chance.
a. Parent and Community Involvement and Outreach: The principal designs structures and processes which result in parent and community
engagement, support and ownership for the school.
Not Evident/
Not Demonstrated
Developing
Proficient
Accomplished
Distinguished
(Comment Required)
. . . and
. . . and
. . . and
□ Interacts with, and
acknowledges that
parents/guardians and
community members
have a critical role in
developing community
engagement, support and
ownership of the school
□ Identifies the positive,
□ Proactively creates
systems that engage
parents/ guardians and
all community
stakeholders in a shared
responsibility for student
and school success
reflecting the
community’s vision of
the school
□ Implements processes
that empower
parents/guardians and all
community stakeholders
to make significant
decisions
□ Proactively develops
relationships with
parents/guardians and
the community so as to
develop good will and
garner fiscal, intellectual
and human resources
that support specific
aspects of the school’s
learning agenda
culturally-responsive
traditions of the school
and community
b. Federal, State and District Mandates: The principal designs protocols and processes in order to comply with federal, state, and district mandates.
. . . and
. . . and
. . . and
□ Is knowledgeable of
applicable federal, state
and district mandates
□ Designs protocols and
processes to comply
with federal, state and
district mandates
□ Is aware of district goals □ Implements district
and initiatives directed at
improving student
achievement.
initiatives directed at
improving student
achievement
□ Ensures compliance with □ Interprets federal, state
federal, state and district
mandates
□ Continually assesses the
progress of district
initiatives and reports
results to district-level
decision-makers.
and district mandates for
the school community so
that such mandates are
viewed as an opportunity
for improvement within
the school
□ Actively participates in
the development of
district goals and
initiatives directed at
improving student
achievement
Parent involvement in School Improvement Team
PTSA/Booster club operation and participation
Parent survey results
Evidence of business partners and projects involving business partners
Plan for shaping the school’s image throughout the community
Evidence of community support
Number and use of school volunteers
Revised May 2008
Standard 7: Micro-political Leadership
Principals will build systems and relationships that utilize the staff’s diversity, encourage constructive ideological conflict in order to leverage staff expertise,
power and influence in order to realize the school’s vision for success. The principal will also creatively employ an awareness of staff’s professional needs,
issues, and interests to build cohesion and to facilitate distributed governance and shared decision-making.
School Executive Micro-political Leadership: The principal develops systems and relationships to leverage staff expertise and influence in order to
influence the school’s identity, culture and performance.
Not Evident/
Developing
Proficient
Accomplished
Distinguished
Not Demonstrated
(Comment Required)
. . . and
. . . and
. . . and
□ Maintains high
visibility and is
easily accessible
throughout the
school
□ Is aware of the expertise,
power and influence of
staff members, and
demonstrates sensitivity to
their personal and
professional needs
□ Builds systems and
relationships that utilize
the staff’s diversity,
ideological differences and
expertise to realize the
school’s goals
□ Creatively employs an
awareness of staff’s
professional needs, issues
and interests to build
cohesion and to facilitate
distributed governance and
shared decision-making
Evidence of visibility and accessibility
Revised May 2008
Principal Evaluation Form
Name:_________________________________________________ID#______________
School:_____________________________________________School Year:__________
Evaluator:___________________________________________Title:________________
The North Carolina School Executive: Principal Evaluation is based, in part, on a formal discussion of
performance and conferences conducted on the following dates:
Site
Visit.
Dates
Conf.
Dates
Principal’s Signature
Summary Evaluation Conference Date:
Evaluator’s Signature
_____________________
In addition, observations and other relevant sources of performance may be considered in determining the
final rating for the principal.
The guiding mission of the North Carolina State Board of Education is that every public school student
will graduate from high school, globally competitive for work and postsecondary education and prepared
for life in the 21st Century. Pursuant to North Carolina Board of Education Policy, each LEA shall
provide for the evaluation of all professional employees pursuant to G.S. 115C-333.
The following rating scale will be used for evaluating North Carolina school principals:
♦ Developing: Principal did not meet standards for performance, but demonstrated adequate growth
toward meeting standards during the period of performance.
♦ Proficient: Principal demonstrated basic competence on standards of performance.
♦ Accomplished: Principal exceeded basic competence on standards for performance most of the
time.
♦ Distinguished: Principal consistently and significantly exceeded basic competence on standards
of performance.
♦ Not Evident/Not Demonstrated: Superintendent was not able to make a judgment about level of
performance because
The principal did not perform at a level that would provide data to demonstrate
competence or adequate progress toward achieving a “Proficient” rating, or
The superintendent did not have an opportunity to make such observations.
Note: If the “Not Evident/Not Demonstrated” rating is used, the superintendent must comment about
why it was used.
Revised May 2008
ated
D e ve
lopin
g
Profi
cient
Acco
mplis
he d
Distin
guish
ed
N ot o
bserv
ed/D
emon
str
Principal Summary Rating Form
Standard 1: Strategic Leadership
A.
B.
C.
D.
School Vision, Mission and Strategic Goals
Leading Change
Distributive Leadership
Overall Rating for Standard 1
A. Focus on Learning and Teaching, Curriculum, Instruction and Assessment
B. Focus on Instructional Time
A. Focus on Collaborative Work Environment
B. School Culture and Identity
C. Acknowledges Failures; Celebrates Accomplishments and Rewards
D. Efficacy and Empowerment
A. Professional Development/Learning Communities
B. Recruiting, Hiring, Placing and Mentoring of Staff
C. Teacher and Staff Evaluation
A. School Resources and Budget
B. Conflict Management and Resolution
C. Systematic Communication
D. School Expectations for Students and Staff
A. Parent and Community Involvement and Outreach
B. Federal, State and District Mandates
Standard 7: Micro-Political Leadership
A. School Executive Micro-Political Leadership
Overall Rating for this School Executive
Revised May 2008
N
Name:___________________________________School year: ______
s/Dem
o
Not O
b
ished
Distin
gu
Acco
mplis
h
Profi
Deve
lopin
g
Practices
cient
ed
STANDARD 1: Strategic Leadership.
A. School Vision, Mission and Strategic Goals: The school’s identity,
in part, is derived from the vision, mission, values, beliefs and goals of the school,
the processes used to establish these attributes, and the ways they are embodied in
the life of the school community.
B. Leading Change: The school executive articulates a vision and
implementation strategies for improvements and changes which result in improved
C. School Improvement Plan: The school improvement plan provides the
structure for the vision, values, goals and changes necessary for improved
D. Distributive Leadership: The school executive creates and utilizes
processes to distribute leadership and decision-making throughout the school.
Comments:
Evidence or documentation to support rating:
___School Improvement Plan.
___NC Teacher Working Conditions Survey.
___Evidence of School Improvement Team.
___Student achievement and testing data.
___Statement of school vision, mission, values, beliefs and
goals.
Recommended actions for improvement:
___Evidence of stakeholder involvement in development of
vision, mission, value, belief and goal statements.
___Evidence of shared decision-making and distributed
leadership.
___360 Feedback.
___
_______________________________
___
_______________________________
___
_______________________________
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A. Focus on Learning and Teaching, Curriculum, Instruction
and Assessment: The school executive leads the discussion about standards for
curriculum, instruction and assessment based on research and best practices in
order to establish and achieve high expectations for students.
B. Focus on Instructional Time: The school executive creates processes
and schedules which protect teachers form disruption of instructional or preparation
time
Comments:
___Student drop-out data.
___Teacher retention data.
___Documented use of formative assessment instruments
to impact instruction.
___Development and communication of goal-oriented
personalized education plans for identified
students.
___Evidence of team development and evaluation of
classroom lessons.
___Use of research-based practices and strategies in
classrooms.
___Master school schedule documenting individual and
collaborative planning for every teacher..
___360 Feedback.
___ ________________________________
___ ________________________________
___ ________________________________
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A. Focus on Collaborative Work Environment: The school executive
understands and acts on the understanding of the positive role that a collaborative
environment can play in the school's culture.
B. School Culture and Identity: The school executive develops
anduses shared vision, values and goals to define the identity and
culture of the school.
C. Acknowledges Failures; Celebrates Accomplishments and
Rewards: The school executive acknowledges failures and
celebrates accomplishments of the school in order to define the
identity, culture and performance of the school.
D. efficacy and Empowerment: The school executive develops a sense of
efficacy and empowerment among staff which influences the school's identity,
Comments:
Evidence or documentation to support rating: ___School
Improvement Plan.
___School Improvement Team.
___Documented use of School Improvement Team in decisionmaking.
___Existence and work of professional learning communities.
___Recognition criteria and structure utilized.
leadership.
___360 Feedback.
___ _________________________________
___ _________________________________
___ _________________________________
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A. Professional Development/Learning Communities: The school
executive ensures that the school is a professional learning
community.
B. Recuriting, hiring, Placing and Mentoring of Staff: The school
executive establishes processes and systems in order to ensure a highquality, high-performing staff.
C. Teacher and Staff Evaluation: The school executive evaluates
teachers and other staff in a fair and equitable manner with the focus
on improving performance and, thus, student achievement.
Note: If the school’s teacher turnover rate, according to the school report card, is above the state average
and/or identified as a problem in the school improvement plan, it must be addressed here along with
recommendations for improvement. If the turnover is equal to or lower than the state average, the
principal must set a goal to at least maintain that rate.
School’s Teacher Turnover Rate during previous school year:
School’s Teacher Turnover Rate for current school year:
State’s Teacher Turnover Rate for current school year:
Teacher Turnover Rate goal for next school year:
____________
____________
____________
____________
Recommendations to achieve teacher turnover goal for next school year:
Comments:
Evidence or documentation to support rating
___School Improvement Plan
___NC Teacher Working Conditions Survey
___Student Achievement and testing data
___Teacher retention data
___Master school schedule documenting individual and collaborative
planning for every teacher
___Number of National Board Certified Teachers
___Number of teachers pursuing advanced degrees, licensure,
National Board certification etc.
___Record of professional development provided staff and impact of
professional development on student learning
___Mentor records and beginning teacher feedback
___Teacher professional growth plans
___360 Feedback.
___ ________________________________
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A. School Resources and Budget: The school executive establishes
budget processes and systems which are focused on, and result in,
improved student achievement.
B. Conflict management and Resolution: The school executive
effectively and efficiently manages the complexity of human
interactions so that the focus of the school can be on improved
student achievement.
C. Systematic Communication: The school executive designs and
utilizes various forms of formal and informal communication so that
the focus of the school can be on improved student achievement.
D. School Expectations for Students and Staff: The school
executive develops and enforces expectations, structures, rules and
procedures for students and staff.
Comments:
___Master school schedule documenting individual and
collaborative planning for every teacher.
___School safety and behavioral Expectations.
___School financial information.
___Dissemination of clear norms and ground rules.
___Evidence of ability to confront ideological conflict and
then reach consensus.
___Evidence of formal and informal systems of
communication.
___360 Feedback
___ ____________________________________
___ ________________________________
___ ________________________________
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A. Parent and Community Involvement and Outreach: The
school executive designs structures and processes which result in
parent and community enggement, support and ownership for the
school.
B. Federal, State and District mandates: The school executive
designs protocols and processes in order to comply with federal, state
and district mandates.
Comments:
Evidence or documentation to support rating
___Parent involvement in School Improvement Team.
___PTSA/Booster club operation and participation
___Parent survey results.
___Evidence of community support.
___Number and use of school volunteers.
___Plan for shaping the school’s image throughout the
community.
___Evidence of business partners and projects involving
business partners.
___360 Feedback.
___ ____________________________________
___ ________________________________
___ ________________________________
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Standard 7: Micro-political Leadership
A. School Executive Micro-political Leadership: The school
executive develops systems and relationships to leverage staff
expertise and influence in order to influence the school's identity,
Comments:
___Evidence of visibility and accessibility.
leadership.
___360 Feedback.
___ ______________________________
___ ______________________________
___ ______________________________
Revised May 2008
Summary School Principal Evaluation Form
Name:_________________________________________________ID#______________
Evaluator:___________________________________________Title:________________
TARGETED AREAS FOR GROWTH AND IMPROVEMENT
The evaluator’s recommendations should be incorporated into the teacher’s goals setting process for continued improvement
the following school year.
1. Recommendation(s) for maintaining or improving teacher turnover rate for the school.
2.
3.
4.
5.
Comments:
_________________________________________________
Principal Signature
_____________
Date
_________________________________________________
Evaluator Signature
_____________
Date
Comments Attached: ____Yes
____No
_________________________________________________
Supervisor of Evaluator Signature
_____________
Date
Note: The Principal’s signature on this form represents neither acceptance nor approval of the report. It does however indicate
that the School Executive has reviewed the report with the evaluator and may reply in writing. The signature of the supervisor
verifies that the report has been reviewed and that the proper process has been followed according to North Carolina Board of
Education Policy for School Executive Performance Evaluation.
Revised May 2008
North Carolina School Principal: Summary Goal Form
Name:_________________________________________________ID#______________
INSTRUCTIONS: This goal-setting form is to be completed by the principal following the self-assessment process. The
goals, as well as activities, outcomes and time line, will be reviewed by the principal’s supervisor prior to the beginning work
on the goals. The supervisor may suggest additional goals as appropriate. It is not necessary for the principal to have a goal
for each standard.
Key
Time Line For
Activities/Strategies
Outcomes
Goal:
Measuring Goal
Standard
(Measurement):
(What you need to
Outcome
accomplish the Goal:
1.
Strategic
Leadership
2.
Instructional
Leadership
3.
Cultural
Leadership
4.
Human
Resource
Leadership
5.
Managerial
Leadership
6.
External
Development
Leadership
7.
Micro-Political
Leadership
Comments:
Principal Signature: ______________________________________________ Date _______________
Supervisor Signature _____________________________________________ Date _______________
Revised May 2008
Mid Year Evaluation Goal Progress:
The supervisor determines whether the School Executive is making acceptable progress toward goal(s) attainment within each
standard. Mark this category as (P) - progressing or (NP) - not progressing.
Goal
Standard 1:
Standard 2:
Standard 3:
Standard 4:
Standard 5:
Standard 6:
Standard 7:
P
NP
NA*
Strategic Leadership
Instructional Leadership
Cultural Leadership
Human Resource Leadership
Managerial Leadership
External Development Leadership
Micro-political Leadership
*NA: No goal established for this standard.
Plan for Improvement in the goal attainment:
Goal:
Revised Action Plan/Comment:
Goal:
Goal:
Principal Signature: ______________________________________________ Date _______________
Supervisor Signature _____________________________________________ Date _______________
Revised May 2008
PRINCIPAL EVALUATION PROCESS Asheboro City Schools TIMELINE for 2008‐09 July‐September: Self Assessment Principal completes self‐assessment process by: • Reviewing 2007‐08 data and artifacts • Reviewing school and district goals for 2008‐09 • Completing Rubric for Evaluating North Carolina Principals (p. 16‐26) Principal identifies three potential target areas for growth, one of which must be in Standard 4: Human Resource Leadership. July‐September: Goal Setting Principal drafts performance goals for three target areas for 2008‐09 using Goal Setting Form. Submit to superintendent by September 5, 2008: 1. Rubric for Evaluating North Carolina Principals self assessment (p. 16‐26) 2. Goal Setting Form (three goals, including one in Standard 4: Human Resource leadership) for 2008‐09 September: Goal Setting Conference
Principal and superintendent meet to discuss self‐assessment and finalize performance goals for 2008‐09. 1 January: Mid‐Year Assessment Conference
Principal and superintendent meet to discuss mid‐year progress in implementing professional growth plan and achieving performance goals. Superintendent completes Mid‐Year Evaluation: Progress Toward Achieving Goals form (p. 34) and shares copy with principal. June: Year‐End Assessment
Principal completes Principal Rating Form (p. 35) and writes reflective self‐
evaluation of progress toward achieving three performance goals. Principal submits these to superintendent by June 30:
1. Principal Rating Form (p. 35) 2. Self‐evaluation narrative of progress toward achieving performance goals July‐August: Year‐End Assessment Conference Superintendent completes Principal Rating Form (p. 35). Principal and superintendent meet to discuss summative evaluation. Principal brings to conference appropriate artifacts that support goal attainment. The following forms will become part of the principal’s summative evaluation and are placed in the principal’s personnel file: 1.
2.
3.
4.
Goal Setting Forms Mid‐Year Evaluation: Progress Toward Achieving Goals Principal’s self‐evaluation narrative of progress toward achieving goals Principal Rating Form (p. 35) completed by superintendent 2 PRINCIPAL EVALUATION PROCESS Asheboro City Schools GOAL SETTING FORM Goal: Standard(s) and Element(s) addressed by this goal: Actions/Strategies to meet this goal: Timeline: How will you monitor progress toward goal attainment and which artifacts will illustrate progress? What evidence will support goal attainment? Principal Signature:___________________________________ Date:_____________________________ Evaluator Signature:__________________________________ Date:_____________________________ Policy 1755/7237: Sexual Harassment Complaint Procedure for Employees
As recommended to the Board Policy Committee, September 11, 2008
This policy provides the procedure to be followed when an employee believes he/she
has been the subject of discrimination or harassment other than sexual harassment. It
clarifies that school officials must be notified by the employee in order to seek an
informal resolution or to submit a grievance in accordance with policy 1750/7220,
Grievance Procedure for Employees. Changes have been made to the policy to clarify
terms and definitions. Also included in the policy are the following:
•
Timeline for handling complaints
•
Description of the “Process for Complaint” including reporting the complaint,
investigation, investigator’s report, and appeal process.
SEXUAL HARASSMENT
COMPLAINT PROCEDURE FOR EMPLOYEES
Policy Code:
1755/7237
The board takes seriously all complaints of discrimination. Any employee with a complaint of
discrimination or harassment, other than sexual harassment, is encouraged to notify school officials
and seek either an informal resolution or submit a grievance in accordance with policy 1750/7220,
Grievance Procedure for Employees.
A.
INFORMAL RESOLUTION
The board acknowledges that reports of harassment, including sexual harassment, may be
addressed informally through such methods as conferences or mediation, and the board
encourages the use of such procedures to the extent possible. If an informal process is
used, the school official responding to the complaint must notify the complainant of his or
her option to request formal procedures at any time and must make a copy of this policy
and other relevant policies available. In addition, the school official must notify the
assistant superintendent of human resources immediately. In those circumstances where
informal procedures fail or are inappropriate or where the complainant requests formal
procedures, the complaints will be investigated promptly, impartially and thoroughly
according to the following procedure.
B.
DEFINITIONS
Alleged harasser:
complainant.
the employee, student or visitor alleged to have harassed the
Complainant: the employee complaining of being sexually harassed.
Days: the working days, exclusive of Saturdays, Sundays, vacation days or holidays, as
set forth in the aggrieved employee’s employment calendar. In counting days, the first day
will be the first full working day following receipt of the complaint. When a complaint is
submitted on or after May 1, time limits will consist of all weekdays (Monday - Friday) so
that the matter may be resolved before the close of the school term or as soon thereafter as
possible.
Investigator: the school official responsible for investigating and responding to the
complaint (which may be the director of human resources or other designated school
official).
C.
TIMELINESS OF PROCESS
BOARD OF EDUCATION POLICY MANUAL
Page 1 of 6
Policy Code:
1755/7237
The number of days indicated at each level should be considered a maximum. Every effort
should be made to expedite the process.
Failure by the official at any step to communicate a decision within the specified time limit
will permit the complainant to appeal the complaint to the next step unless the official has
notified the complainant of the delay and the reason for the delay, such as the complexity
of the investigation or report. The official will make reasonable efforts to keep the
complainant apprised of progress being made during any period of delay. Delays may not
impermissibly interfere with the exercise of any legal rights.
Failure by the complainant at any step to appeal a complaint to the next step within the
specified time limit will be considered acceptance of the decision at that step, unless the
complainant has notified the official of a delay, the reason for the delay and the official has
consented in writing to the delay.
D.
E.
GENERAL REQUIREMENTS
1.
No reprisals or disciplinary action of any kind will be taken by the board or by an
employee of the school district against any party in interest or other employee on
account of his or her filing of a complaint or participation in an investigation of a
complaint filed and decided pursuant to this policy, unless the employee reporting
the harassment or a participating employee knows or has reason to believe the
report is false or knowingly provides false information.
2.
All meetings and hearings conducted pursuant to this policy will be private.
3.
The board and school district will consider requests to hear complaints from a
group of complainants, but the board and officials have the discretion to respond to
individual complainants.
4.
The complainant may have a representative, including an attorney, at any stage of
the complaint.
5.
Should, in the judgment of the superintendent or designee, the investigation or
processing of any complaint require the absence of the complainant and/or
representative from regular work assignments, such absences will be excused
without loss of pay or benefits.
PROCESS FOR COMPLAINT
Page 2 of 6
1755/7237
Policy Code:
1.
Reporting Complaint
a.
An employee or job applicant who believes he or she has been sexually
harassed may make a complaint orally or in writing with any of the
following:
a. immediate supervisor; or
b. the assistant superintendent of human resources.
2.
b.
A complaint must be filed as soon as possible but no longer than 30 days
after disclosure or discovery of the facts giving rise to the complaint. For a
grievance submitted after 30 days which claims a violation, misapplication
or misinterpretation of state or federal law, including discrimination, the
superintendent or designee will determine whether the complaint will be
investigated after considering factors such as the reason for the delay; the
extent of the delay; the effect of the delay on the ability of the school
district to investigate and respond to the complaint; and whether the
investigation of the complaint is necessary to meet any legal obligations.
However, employees should recognize that delays in reporting may
significantly impair the ability of the school district to investigate and
respond effectively to such complaints.
c.
Any supervisor who receives a sexual harassment complaint, or has reason
to believe an employee is being sexually harassed shall notify the assistant
superintendent of human resources immediately. Any supervisor who fails
to report promptly allegations or claims of sexual harassment may be
subject to disciplinary action.
Investigation
a.
Upon receiving notification of a harassment complaint, the assistant
superintendent of human resources will authorize and supervise the
investigation of the complaint and/or investigate the complaint (hereinafter
referred to as the investigator).
b.
The investigator will impartially, promptly and thoroughly investigate the
complaint. Failure to investigate and/or address claims of sexual
harassment will result in disciplinary action. The investigator will interview
Page 3 of 6
Policy Code:
1755/7237
(1) the complainant; (2) the alleged harasser; and (3) any other persons the
investigator has reason to believe may have relevant knowledge concerning
the complaint.
3.
c.
Information will be shared only with individuals who need the information
in order to investigate and address the complaint appropriately.
d.
The investigation will review the factual information gathered through the
investigation to determine whether the alleged conduct constitutes
harassment giving consideration to all factual information, the totality of the
circumstances, including the nature of the verbal, physical, visual or sexual
conduct, and the context in which the alleged incidents occurred.
Investigator’s Report
a.
The investigator will make a written report of the findings of the
investigation. The investigator will notify the complainant of the results of
the investigation within 15 days of receiving the complaint unless additional
time is necessary to conduct an impartial, thorough investigation. The
report to the complainant will specify:
(1)
(2)
(3)
whether the complaint was substantiated;
whether the alleged harasser violated relevant law or board policy
by his or her actions (regardless of whether the complaint as
submitted is substantiated); and
if the investigator determines that sexual harassment has occurred,
the investigator also will specify:
a. reasonable, timely, effective corrective action intended to
end the harassment;
b. if needed, reasonable steps to address the effects of the
harassment on the complainant; and
c. if needed, reasonable steps to protect the complainant from
retaliation as a result of communicating the complaint.
Information regarding disciplinary action imposed on the alleged harasser
will not be given to the complainant unless the information relates directly
to the complainant (e.g., an order requiring the alleged harasser not to have
contact with the complainant).
Page 4 of 6
Policy Code:
4.
1755/7237
b.
The investigator will submit the full report and investigative findings to the
Title IX coordinator.
c.
If the corrective steps involve actions outside the scope of the investigator’s
responsibilities, the superintendent also will be notified so that responsibility
for the corrective steps can be delegated to the appropriate individual.
d.
The alleged harasser will be informed of the results of the investigation in
regard to whether the complaint was substantiated, whether the alleged
harasser violated board policy or law (regardless of whether the complaint
was substantiated), and what, if any, disciplinary actions or consequences
will be imposed upon the alleged harasser in accordance with board policy.
The alleged harasser may appeal any disciplinary action or consequences in
accordance with board policy and law.
Appeal
a.
If the complainant is dissatisfied with the investigator’s report, the
complainant may appeal the report to the superintendent. The appeal must
be in writing within five days of receiving the investigator’s report. The
superintendent may review the documents, conduct any further investigation
necessary or take any other steps the superintendent determines to be
appropriate in order to respond to the complaint. The superintendent will
provide a written response within 10 days after receiving the complaint,
unless further investigation is necessary.
b.
If the complainant is dissatisfied with the superintendent’s response, the
complainant may appeal the decision to the board within five calendar days
of receiving the superintendent’s response. The board may review the
documents, direct any further investigation be conducted before making a
determination or take any other steps the board determines to be appropriate
in order to respond to the complaint. The board will hold a hearing in
accordance with board policy 2500 upon the request of the complainant or
at the board’s discretion. The board will provide a written response within
30 days after receiving the complaint, unless further investigation is
necessary or the hearing necessitates that more time be taken to respond.
Page 5 of 6
Policy Code:
F.
1755/7237
RECORDS
Records will be maintained as required by policy 1710/4021/7230, Prohibition Against
Discrimination Harassment and Bullying.
Legal References: Title VII of the Civil Rights Act of 1964, 42 U.S.C. 2000e et seq.; Title IX of
the Education Amendments of 1972, 20 U.S.C. §1681 et seq., 34 C.F.R. pt. 106; Equal
Employment Opportunity Commission’s “Final Amendment Guidelines on Discrimination Because
of Sex”; Burlington v. Ellerth, 524 U.S. 742 (1998); Faragher v. City of Boca Raton, 524 U.S.
775 (1998); G.S. 115C-335
Cross References: Prohibition Against Discrimination and Harassment (policy 1710/4021/7230),
Sexual Harassment Defined (policy 1736/4026/7236), Grievance Procedure for Employees (policy
1750/7220), Hearings Before the Board (policy 2500)
Adopted: March 12, 1998 to become effective July 1, 1998
Updated: May 11, 1998
Administrative Procedure: None
Page 6 of 6
Policy 5030: Community Use of Facilities
As recommended to the Board Policy Committee, September 11, 2008
This policy contains detailed updates and clarifications to the use of school facilities by
community groups based on the goals of the Community Schools Act. It outlines and
explains who may use facilities and the fees that will be charged. Additionally, it
includes the process for making a request, a description of facilities available for use, a
list of rules that apply, and an explanation of the responsibility of users of school
facilities.
COMMUNITY USE OF FACILITIES
A.
Policy Code:
5030
GENERAL PRINCIPLES
The board endorses community use of facilities for purposes that contribute to the school
program, community affairs, or the goals of the Community Schools Act. The use of
school facilities by community groups should be consistent with the goals and objectives of
the board and school district and must not conflict with the educational program.
Priority for facility use will be given to community groups whose mission is similar or
complimentary to that of the school district. For-profit groups are not permitted to use
school facilities.
Use of school facilities will not be approved for activities that do any of the following:
•
•
•
•
•
violate federal, state or local laws;
violate board of education policies or regulations;
advocate imminent violence;
damage or have the potential to damage school buildings, grounds or equipment; or
conflict with school activities
The district may sponsor non-profit community groups that serve the essential mission of
the school district and help it meet its goals. Sponsorship decisions will be made on a caseby-case basis. The district shall not sponsor community groups that discriminate on the
basis of the proscribed criteria in Policy 1710, Prohibition against Discrimination and
Harassment, including Bullying and Hazing. A decision to sponsor a community group is
in the sole discretion of the superintendent.
B.
PRIORITY IN USE/FEE STRUCTURE
School-sponsored groups (such as school athletic events, school drama and choral
productions) and meetings of student organizations, including organizations permitted to
meet under the Equal Access Act, shall have first priority in the use of school facilities.
Priority in the use of school facilities and the fee structure for such groups will be in
accordance with the following user categories: Fees shall be applied uniformly to all
groups within a particular user category. Upon approval of the facility use, all users will
be required to submit the fees in advance.
1.
School sponsored groups, including student organizations; and one-time meetings
for local governmental agencies supported by tax funds of the community
(Asheboro City Council, Randolph Board of County Commissioners).
Fees: None
Page 1 of 4
5030
Policy Code:
2.
School related groups (organizations formed to support the school in some manner,
such as the PTA, PTO, teachers’ and principals’ organizations and booster clubs)
Fees: Fees for providing use of cafeteria kitchens will be charged to cover costs.
The principal may require custodial or other supervisory services at a fee.
Custodial or other supervisory services may be charged.
3.
Local government and youth organizations (includes but is not limited to scouts, 4H)
Fees: Utility Rental fees for the use of facilities may be charged. Custodial,
kitchen, and or supervisory fees will be charged.
4.
All other non-profit groups (all groups not included in the other categories)
Fees: Rental, utility, custodial, kitchen and supervisory fees will be charged.
The superintendent annually will submit changes in the amount or method of calculating
fees to be charged in accordance with this fee structure to the board for approval. The fee
schedule will be made available for inspection at the superintendent’s office as well as the
office at each school or other facility.
C. REQUESTS FOR USE OF FACILITIES
Any eligible individual or group that wishes to use a school facility must submit a request
to the principal of the school that contains the desired facility. The request must be
submitted using a written application, which will be available in the principal’s office. An
application for use of a school facility shall be filed at least two (2) weeks prior to the date
of intended use.
D. FACILITIES AVAILABLE FOR USE
The board permits eligible individuals or groups to use certain facilities in schools.
The following types of facilities are available for use at schools: auditoriums, theaters, and
multi-purpose rooms; dining areas and kitchens; designated classrooms; designated
gymnasiums; media centers; and playgrounds. Costs for using designated facilities will be
calculated in accordance with the fee structure adopted by the board.
Other school facilities may be used only in exceptional circumstances based on a justified
need and as approved by the superintendent or his/her designee. The superintendent is
authorized to determine the fees for the use of facilities in such circumstances.
Page 2 of 4
Policy Code:
5030
E. RULES GOVERNING USE OF SCHOOL FACILITIES
The superintendent will develop regulations consistent with this policy. Such regulations
will address the application process, supervision of groups using facilities, care of
facilities, prohibited conduct and other issues deemed appropriate by the superintendent. A
copy of such regulations will be furnished to all applicants at the time they receive the
facilities use application form. In addition to any regulations established by the
superintendent, users of school facilities must comply with the following rules:
1. Groups and individuals that use school facilities must comply with all federal, state and
local laws and any additional rules required by the board, superintendent or his/her
designee, or the principal.
2. Users must comply with the requirements of the Americans with Disabilities Act
(ADA) (particularly Subchapter III pertaining to Public Accomodations and Services
Operated by Private Entities) and the federal regulations that have been adopted for the
implementation of the ADA.
3. Users must comply with board policy and legal requirements regarding the use of
tobacco products in school facilities and on school grounds (see policy 5026/7250),
Smoking and Tobacco Products.
4. Users shall not consume or possess alcohol or drugs on school grounds (see policy
5025) Prohibition of Alcoholic Beverages.
5. Users shall not possess weapons or explosives while on school grounds (see policy
5027/7275, Weapons and Explosives Prohibited).
6. Users are responsible for the supervision of the activity they sponsor including the
maintenance of order and the safety and supervision of all people present.
7. Any violation by a user of the provisions of this policy or any applicable regulations
will be grounds for the suspension of the user’s privilege to use school facilities for such
period of time deemed appropriate by the principal, subject to the review of the
superintendent and board of education.
F. DAMAGES AND LIABILITY INSURANCE
Users of school facilities are responsible for all damages to school facilities, property or
equipment that occurs while the facility is being used by the group regardless of who
causes the damage. Users also are responsible for the conduct of all persons involved in
the users; activities while on school property.
Page 3 of 4
5030
Policy Code:
All users groups except school-sponsored groups must furnish a certificate of insurance for
general liability coverage with a total limit coverage of $1,000,000 per occurrence. for
each claim made with the Asheboro City Schools named as additional insured.
Alternatively, the superintendent or designee may require the user group to execute a
waiver of liability which states that no liability will attach to the board of education,
individually or collectively, for personal injury or personal property damage by reason of
use of the school property.
D.G. TERM AND ACCEPTANCE OF LEASE
The superintendent is authorized to enter into agreements with community groups for
the lease of school property for terms of one year or less. All such leases must be
reviewed and approved in advance by the board attorney. The superintendent will
inform the board of the execution of any lease at its next regularly scheduled meeting.
Leases may be renewed following the same process.
Absent unusual circumstances, leases will not be granted for a term longer than one
year. A lease for more than one year must be approved in advance by the board. In no
event will leases for longer than one year be entered into with “local government and
youth organizations” or “other non-profit groups” as defined above.
H. REVIEW OF DECISIONS CONCERNING USE OF SCHOOL FACILITIES
Any person or organization may request a review of any decision made by staff
pursuant to this policy in accordance with policy 1740/4010, Parent and Student
Grievance Procedure.
Legal References: Equal Access Act, 20 U.S.C.A. §§ 4071-4074; Americans with Disabilities
Act, 42 U.S.C. 12101 et seq. and 1281, et seq., 28 C.F.R. part 36; Community Schools Act, G.S.
115C, art. 13; 115C-524(b)
Cross References: Prohibition Against Discrimination and Harassment including Bullying and
Hazing (1710/4021/7230), Parent and Student Grievance Procedure (1740/4010), Prohibition of
Alcoholic Beverages (5025), Smoking and Tobacco Products (policy 5026/7250), Weapons and
Explosives Prohibited (5027/7275)
Adopted: April 9, 1998 to become effective July 1, 1998
Revised:
Administrative Procedure: None
Page 4 of 4
South Asheboro Middle School
2008-2009 Continuous Improvement Plan
Contents
Leadership Team Members
A.
Vision, Mission and Belief Statements
B.
School Community Profile
C.
School Results
D.
Goals and Action Plans (including Safe Schools
and Professional Development)
E.
Additional Information
Compliance Statements
Focused Intervention / Remediation Plan
Waiver Requests
Provision for Distribution of ABC Incentive
Approved by Staff
Date of Secret Ballot Election: October 2, 2008
Results For: 100%
Opposed:
0%
Date
Approved by Superintendent of Schools
Signature
Date
Approved by Board of Education
Signature
Date
Continuous Improvement and Title I Implementation Plan
2008-2009
The following team members collaborated with school staff to develop the
School Improvement Plan for our school:
Name
Signature
Role
Ann Carol Grant
_______________________________________
Principal
Brian Saunders
_______________________________________
Assistant Principal
Rob Altadonna
_______________________________________
6th grade teacher
Barry Barber
_______________________________________
Tech Facilitator
Susan Butler
_______________________________________
Exploratory Teacher
Tressa Clippenger
_______________________________________
Teacher Assistant
Erica DeCoeur
_______________________________________
8th grade teacher
Bethann Fravel
_______________________________________
7th grade teacher
Julie McNeill
_______________________________________
8th grade teacher
Nichole Smith
_______________________________________
Media Specialist
Sandra Cordero
_______________________________________
Parent
2
2008-2009
A. Vision, Mission, and Belief Statements
Our School’s
Vision
South Asheboro Middle School will be student centered, where we
maximize the potential of all as life-long learners through communication,
collaboration, high expectations and dedication.
Our School’s
Mission
The mission of South Asheboro Middle School is to provide a safe and
inviting climate in which high expectations empower all students with the
wisdom to face challenges, make positive, responsible choices, and
function successfully in society.
To lead us toward our vision and mission, our school community shares the
following beliefs:
•
•
•
•
•
•
We believe in the unique intellectual, physical, social, and emotional needs of each
student and the development of a healthy self-concept.
We believe that with the support of parents and the community we provide the best
learning experience for our students.
We believe in providing students with a variety of activities both in and outside the
classroom that complement the NC Standard Course of Study.
We believe that students should be provided with a variety of assessment
opportunities to demonstrate their achievement.
We believe that high expectations and positive discipline provide a supportive
learning environment within our school.
We believe that with guidance students can make positive and responsible choices.
3
2008-2009
B. School Community Profile
Historical Ethnicity Information (% of population, 20th school day)
Black
Asian
White
Hispanic
American Indian
Other/Multi-Cultural
Total Population
2004-05
12.4
1.7
63.3
19.5
0.1
3.0
573
2005-2006
12.0
1.8
62.0
20.7
0.2
3.2
598
2006-2007
15.08
1.97
57.81
21.72
0.18
3.23
557
2007-2008
15.6
2.0
54.9
24.0
0.0
3.7
555
2008-2009
13.58
1.89
54.53
24.53
0.0
5.47
530
2006-07
9.69
23.0
12.56
44.83
2007-08
8.8
22.9
9.5
49.4
2008-09
9.8
18.11
14.71
48.18
Historical Population Data (percentages)
Exceptional Children
AIG
Limited English Proficient
Total F/R Lunch
2004-05
9.82
27.19
7.19
47.01
2005-06
8.86
23.58
8.19
42.54
Student Attendance Data
2003-2004
2004-2005
2005-2006
2006-2007
2007-2008
Percent
95.63
95.96
95.58
95.86
95.45
4
2008-2009
Staffing Summary
2004-05
2005-06
2006-07
2007-08
95%
95%
98%
100%
Teachers “highly qualified” (classes
taught)
Teachers with advanced degrees (above
bachelors)
Teachers with NBPTS certification
Teachers trained as Mentors
21%
20%
25%
32%
7%
23%
7%
25%
2%
20%
7%
25%
Teacher Turnover Rate
2002-2003
2003-2004
9%
2005-2006
19%
2004-2005
7%
2006-2007
22.7%
2007-2008
20%
5
2008-2009
C. School Results
Promotion Percentages
2003-04
99.5%
97.6%
100%
th
6 grade
7th grade
8th grade
2004-05
99.4%
98.5%
100%
2005-2006
100%
99%
99%
2006-2007
98.9%
99.5%
100%
2007-2008
100%
98.8%
99%
Total Performance Composite
Performance Composite
03-04
04-05
05-06
06-07
07-08
87.7
86.2
72.0
75.6
73.7
End of Grade Percent Proficient by Grade
Historical
Grade
6
7
8
Grade
6
7
8
04-05
79.4
88.2
86.6
04-05
70.6
82.4
76.7
Reading
05-06
06-07
84.7
84.8
86.2
07-08
85.1
84.2
84.4
04-05
83.9
87.7
84.4
Math
05-06
06-07
70
63.7
57.5
63.4
67.3
68.9
07-08
77.4
65.8
63.5
Reading and Math
05-06
06-07
07-08
71.9
64.8
58.4
61.9
66.3
69.4
6
2008-2009
End of Grade Percent Proficient by Subgroup (Historical)
Reading
Grade
All
Am Indian
Asian
Black
Hispanic
Multi
Racial
White
Male
Female
Acad
Gifted
EC
Non EC
LEP
Non LEP
F/R Lunch
Non F/R
Lunch
Math
Grade
All
Am Indian
Asian
Black
Hispanic
Multi
Racial
White
Male
Female
Acad
Gifted
EC
Non EC
LEP
Non LEP
F/R Lunch
Non F/R
Lunch
05-06
84.7
n/a
100
66.7
69.0
6
06-07
85.1
n/a
85.7
67.7
78.0
05-06
85.5
n/a
100
62.5
89.3
7
06-07
84.2
n/a
100
69.4
70.7
05-06
87.1
n/a
75.0
74.1
75.0
8
06-07
86.3
n/a
100
56.3
82.8
100
100
71.4
85.7
100
100
94.4
83.7
85.7
93.0
84.2
86.0
88.9
84.1
86.7
93.0
81.0
88.9
93.5
87.0
87.2
90.3
83.5
87.5
100
100
100
100
100
100
50.0
87.9
33.3
90.1
70.4
>95
45.5
87.4
50.0
89.1
72.3
100
40.0
90.0
62.5
86.6
71.4
94.1
46.7
84.8
38.9
89.1
73.6
93.6
54.2
91.2
55.0
90.4
77.8
93.7
41.2
91.5
50.0
88.7
73.3
94.9
05-06
70.0
n/a
n/a
46.7
53.5
n/a
6
06-07
63.9
n/a
71.4
35.5
52.0
100
07-08
77.4
n/a
100
63.6
77.1
66.7
05-06
63.7
n/a
n/a
31.3
51.6
57.1
7
06-07
68.2
n/a
100
41.7
48.8
42.9
07-08
65.8
n/a
100
40.7
49.0
90.0
05-06
57.5
n/a
n/a
29.6
32.6
n/a
8
06-07
70.4
n/a
85.7
37.5
75.0
66.7
83.3
73.7
65.9
n/a
74.0
61.4
66.7
100
85.4
79.1
76.1
71.3
67.1
60.5
n/a
84.2
68.3
69.7
100
75.0
64.0
66.3
71.0
53.5
61.0
n/a
73.5
68.8
72.0
100
31.3
73.6
15.8
76.0
47.6
87.0
13.6
61.5
30.0
67.8
44.6
84.9
26.7
67.3
<5
68.2
42.4
77.5
20.0
64.9
22.2
72.7
41.8
90.0
29.2
61.0
13.6
62.4
34.1
74.2
17.6
70.9
50.0
71.5
50.0
82.8
07-08
07-08
07-08
07-08
63.5
n/a
100
29
45.0
60.0
78.0
64.1
61.7
7
2008-2009
Achievement Gap Data
Reading
White student
scores
compared to:
Black
Hispanic
Mathematics
White student
scores
compared to:
Black
Hispanic
2003-04
2004-05
2005-06
2006-07
2007-08
26.3
18.1
18.8
11.3
23.3
16.4
25.2
15.7
2003-04
2004-05
2005-06
2006-07
2007-08
14.5
1.2
20.6
9.7
36.7
28.2
39.7
22
36.7
23.6
End of Grade Results
Developmental Scale Score Mean
Grade
6
7
8
04-05
259.7
262.3
263.2
Reading
05-06
06-07
259.8
260.4
262.4
262.1
264.6
264.0
07-08
04-05
265.2
270.7
271.5
Math
05-06
06-07
357
355.3
359.2
360.3
359.1
361.2
07-08
358.5
358.5
361.4
8
2008-2009
Goal Summaries, Grades 6-8, Percent Correct
Gr 6
Reading
Goal 1: Cognition
Goal 2:
Interpretation
Goal 3: Critical
Stance
Goal 4:
Connections
Mathematics
Calculator Inactive
Calculator Active
Goal 1: Number
Sense
Goal 2: Geometry
and Measurement
Goal 3: Patterns
Goal 4: Data,
Probability, Statistics
Goal 5: Algebra
05-06
06-07
72.4
Gr 7
05-06
06-07
05-06
06-07
77.3
74.2
72.2
70.2
69.7
74.0
72.2
66.8
65.1
66.7
65.9
69.6
68.9
66.1
67.1
66.1
65.7
72.3
79.3
67.7
68.7
65.4
66
59.8
56.0
61.1
59.9
62.1
56.5
67.3
67.9
67.7
56.0
54.3
59.6
56.8
63.1
52
52.3
56
57.7
65.6
61.9
63.5
61.4
60.6
58.4
49.0
50.5
51.5
60.9
56.9
67.7
63.0
65.1
64.6
61.2
65.7
63.5
61.8
58.6 52.8
55.7
55.5
60.1
55.4
07-08
Gr 8
65.5
58.7
07-08
07-08
Writing
NC Writing Assessment
Grade 7
04-05
64.7
05-06
47.9%
06-07
60.8
07-08
68.2
Percent Passing, Additional Testing
Alg. 1 EOC
Computer Skills
2003-04
100
84.1
2004-05
100
87.1
2005-06
100
64.1
2006-07
94.9
74.7
2007-08
97.5
77.3
9
2008-2009
Working Conditions Survey
Information for the following table can be found at:
http://ncteachingconditions.org/reports/
In the space below, comment on 3 or more areas of strength noted in the Working
Conditions Survey for your site for 2008:
Teachers recognize the provision of the following: ample non-instructional time,
professional development opportunities, and opportunities to learn from one another.
Also noted were the tremendous improvements in the area of technology.
The teachers acknowledge that the administrators handled performance evaluations
appropriately and that they address concerns about facilities and resources.
The mentoring program drew high marks regarding the provision of support especially
within the same content areas.
In the space below, comment on 3 or more areas of possible improvement noted in the
Working Conditions Survey for your site for 2008:
Work out the challenges with technology (additional wireless capacity, improved
printers, etc.) and the need for appropriate and sufficient training in order to best utilize
technology.
Specific professional development needs include: subject area specific professional
development, opportunities to observe and be observed by mentors, and to more evenly
spread out the instructional leadership.
The need to improve the level of mutual trust between teachers and administrators was
noted as was the need for more consistent enforcement of rules and regulations.
Also noted was a lack of common collaboration time, that duties interfere with the
essential role of educating students, and that the school is a less than clean and safe
environment.
What are 2 significant changes or trends in survey results from 2006 to 2008?
The level of trust of the administration by the faculty decreased
While teachers indicated ample planning time they noted the amount of time devoted to
collaboration went down.
10
2008-2009
Student Survey Results - 2008
In the space below, comment on 3 or more areas of strength noted in the Student
Survey for your site for 2008:
Eighty-eight percent of the students indicated that teachers expected them to do their
best.
Seventy-eight percent indicated that teachers provide challenging assignments,
Seventy-eight percent indicated that school is preparing them well for their future.
Student Survey for your site for 2008:
About a third of the students indicated that lack of respect is a significant issue.
(Respect for teachers (33.3%) and respect for each other (32.7%).
Over half of the students (54.5%) indicated that the school is not a welcoming and
friendly place.
Twenty-nine percent of the students indicate that they have never been recognized for
something positive at school.
11
2008-2009
Adequate Yearly Progress
Percent of AYP Targets Met
26 of 27
24 of 27
14 of 15
25 of 29
17 of 22
2003-2004
2004-2005
2005-2006
2006-2007
2007-2008
96.3%
88.9%
93.3%
86.2%
77.3%
Targets Not Met
2005-06
Reading
6-8
Math 68
Not
Met
SWD
Black
F/R
Lunch
Confid
Interval
Black
Hispanics
F/R Lunch
Hispanics
2006-07
Safe
Harbor
0
Not
Met
SWD
SWD
Black
F/R
SWD
Confid
Interval
Black
F/R
2007-08
Safe
Harbor
LEP
Not Met
LEP
All
Black
Hispanic
SWD
F/R
Lunch
Confid
Interval
Safe
Harbor
LEP
General Conclusions
Our School Improvement Team has carefully examined the preceding data along
with other pertinent information about our school. Together, the members of our
Team have reached the following three (or more) significant conclusions about
our school and/or our school community. These conclusions may reflect areas of
celebration or areas requiring further development/improvement. These
conclusions (and the data they are based upon) are a driving force behind our
goals for the 2008-09 school year along with our intervention plan (which follows)
for 2008-09.
1. While we celebrate the improvement in the level of our sixth grade math proficiency,
we are very concerned about the decline in proficiency level among our seventh and
eighth graders. With the eighth graders in algebra being “double tested” last year
(eighth grade EOG and Algebra EOC) it is likely that the part of the 8th grade SCoS
12
2008-2009
that is not covered in Algebra 1 was part of the reason for the 6.9 percentage point
decline in proficiency.
We have noted that the goal related to geometry continues to lose ground over the
last two years (-6 points in 6th grade; -9.4 points in seventh grade). There was only
a minimal gain from 06-08 in eighth grade (+2.5) We must teach in such a way to
spiral back through the geometry concepts throughout the year to ensure solid
mastery.
2. The achievement gap between Hispanic and black students and their white
counterparts continues to be very significant. (23.6 percentage points and 36.7
percentage points respectively) District Goal last year- Decrease Hispanic/white gap
from 25% to 20%and decrease black/white gap from 36% to 25% leaving us with
gaps of 3.6% and 11.7% greater than the district’s expectation.
Related to this is that our algebra population last year was 75.6% white with the
remaining 24.4% representing the remaining nearly 50% of the overall makeup of
the grade level. As we work to establish higher expectations and provide a more
rigorous program of study for all students, including the subgroups that are not well
represented in our algebra program, the long term outcome will be a narrowing of
the achievement gap and a more balanced algebra student population.
3. While we recognize and celebrate the increase in the amount of great new
technology at SAMS we also recognize the need for better trouble shooting skills as
well as professional development to help us better infuse the technology into our
teaching repertoire.
4. Retention of quality teachers continues to be of great concern to us. The turnover
rate at SAMS over the last three years is 20.56%. This is a critical issue in that we
believe strongly that students learn best in an environment in which relationships are
developed. Constant turnover such as this weakens our ability to develop and
maintain caring relationships with our students throughout their SAMS careers. We
are greatly concerned with the newly established timeline and rules regarding
turnover and recognize that we will have one more year with a high turnover rate
due to the changes that have taken place since March 08.
The perceptions of staff and students in the Working Conditions Survey and the
Student Survey indicate that improvements are needed to our school climate to
make it a more positive environment. There exists a lack of trust and a lack of
respect among those who make up the school community. Students who feel both
welcomed and valued are more apt to want to be in school and participate in the full
program. Likewise, teachers who are valued and respected are more likely to feel a
part of a positive organization and will work harder as a part of the team to meet the
challenges and goals and will want to stay in the organization.
13
2008-2009
D. Goals and Action Plans
Goal 1: By June 2009 there will be an increase of percent correct on the Math EOG questions related
to Goal 3-Understand and use properties and relationships in geometry.
Goal 3-geometry
6th
59.6 to 65
7th
52 to 57
8th
51.5 to 57
Evidence of Need: The 2008 EOG results indicated a decrease in number correct over the last two years in grades six
and seven. Grade eight results showed only a slight improvement during the same period.
Strategic Plan Goal 1:
State Board of Education:
High Student Achievement
North Carolina Public Schools will Produce Globally Competitive Students
Action Plan:
Strategy
Time Line
Person(s) Responsible
Resources
Evaluation
1. Review of NCSCoS-MathGeometry (middle grades)
2. Develop Pacing Guide for
Math
August 2008
C. Smith, Math
Teachers
C. Smith, Math Lead
Teacher, math
teachers
Math teachers
NCSCos
Staff Development Record
SAMS Math Notebook
Completed pacing guides
SAMS Math
Notebook,
ClassScapes
Math EOG
3. Present geometry concepts
in a manner that spirals
back to include geometry
throughout the year to
ensure mastery.
AugustSeptember
2008
September
2008-June
2009
Professional Development for this Objective:
Standard Course of Study (math/geometry) review, pacing guide development, Calculator Initiative in Algebra 1,
Consultant (Linda Dunn) led sessions, Classroom Instruction That Works, Collaboration Around Student Achievement
14
2008-2009
Goal 2: By June 2009 there will be an increase of proficiency levels in mathematics amongst our Black,
LEP, and SWD students as assessed by the North Carolina End-of-Grade Test. This
increase is defined within the following table:
6th
63.6% to 69%
*
*
Black
LEP
SWD
7th
40.7% to 46%
*
*
8th
29% to 34%
*
*
*The goal in each of these subgroups will be an increase of no less that 5%.
Evidence of Need: The 2008 EOG results indicated that these populations continue to have the lowest percent of
proficient students.
North Carolina Public Schools will Produce Globally Competitive Students
Action Plan:
Strategy
Time Line
Resources
Evaluation
1. Develop and nurture
relationships through AA
and extra-curricular
activities.
2. Development and
implementation of “Math
Across the Curriculum”
August 2008June 2009
Teachers,
administrators
AA activities,
intramurals,
Annual Student Survey
September
2008-June
2009
Math Lead Teacher,
SAMS math
instructors, all
teachers
Frayer model for
vocab, Cornell notes,
Cooperative learning,
Student tutorials
(AVID), Costas Levels
of Questioning
Unit and lesson plans
15
3. Use AA time for structured
math practice 1-2 days/wk
4. Collaborate with all team
members to ensure that
modifications and
adaptations are made to
meet the individual needs
of students.
5. Review Marzano’s
instructional strategies and
their application to math
instruction
6. Work with CiS to provide
successful role models
(and possible tutoring
opportunities) for the three
target groups.
7. Use CareerStart lessons to
help make connections
and make the instruction
relevant for our sixth
graders.
2008-2009
September
Teachers,
NCSCoS,
2008-June
administrators
ClassScapes, pacing
2009
guides,
September
Teachers,
Donna Beck, Jordy
2008-June
administrators
Roman, EC Team,
2009
Pam Johnson
Math EOG
Team meeting minutes
September –
October 2008
Administrators, math
lead teacher, faculty
A Handbook for
Classroom Instruction
that Works
Training session attendance
roster and agenda
September
2008 -June
2009
Administrators, Mitzi
Cartwright,
CiS volunteers
Volunteer record
September
2008-June
2009
Sixth grade teachers
CareerStart
curriculum support
Lesson plans
Classroom Instruction That Works, Frayer Model, Cornell Notes, Costa’s Levels of Questioning, Collaboration Around
Student Achievement, Career Start Training,
16
2008-2009
Goal 3: By June 2010 the teacher turnover rate at SAMS will decrease from 20% to 15%.
Evidence of Need: Over the last three years the average turnover rate is 20.56%. The Working Conditions Survey
indicates several areas that cause teacher dissatisfaction (lack of collaboration time, lack of mutual trust between faculty
and administration, need for more balanced instructional leadership, etc.)
Action Plan:
Strategy
1. Schedule will provide for
significant blocks of
common time for
team/grade level
collaboration.
2. Regularly scheduled
discussions between
administrators and
teachers to review
victories and concerns
3. Utilize campus “experts” to
lead mini-professional
sessions
Quality Teachers, Administrators and Staff
North Carolina Public Schools will be led by 21st Century Professionals
Time Line
Person(s)
Responsible
Administration,
teachers
Resources
Evaluation
Schedule
Schedule, team and grade
level collaboration records
Principal
Time
Meeting minutes
October 2008June 2009
Administrators,
teachers
Campus “experts”
Session agendas and rosters
Professional Development for this Objective: “What Meaningful Collaboration Looks Like,” Collaboration Around
Student Achievement, Dr. Diana Moon
17
2008-2009
Goal 4: By June 2009 every teacher will have attended at least 3 professional development sessions
related to the appropriate infusion of technology into instruction and coordinated by the
technology facilitator.
Evidence of Need: The 2008 Working Conditions Survey indicates a need for additional professional development to
fully utilize the recently acquired technology. This goal also addresses requirements relate to the implementation of the
IMPACT grant.
Effective and Efficient Operations
North Carolina Public Schools Students will be Governed and Supported
by 21st Century Systems
Strategy
Time Line
1. Coordinate a program of
professional development
focused on the integration
of technology across all
curriculum areas.
2. Design and implement a
calendar of regularly
scheduled professional
development using data
gathered from teachers via
a survey conducted to
August –
October 2008
Person(s)
Responsible
Technology facilitator,
media specialist,
MTAC team,
administrators
Resources
Evaluation
Professional
Development Plan,
IMPACT records
Technology facilitator,
media specialist,
MTAC team,
administrators
Teacher Technology
Survey. Technology
professional
development sessions
Completed Teacher
Technology Survey, Calendar
of Events, Session Attendance
Records
18
2008-2009
determine prevailing
attitudes and levels of
interest toward various
educational technologies.
3. The Technology Facilitator August 2008Technology facilitator Variety of web based
Live website
will create and maintain a
June 2009
resources
web site to serve as a
repository for educational
technology professional
development tutorials,
materials, information, and
links.
Sessions as designed and implemented by the technology facilitator (SmartBoard, ClassScapes, Web 2.0, etc.)
19
2008-2009
For each statement explain how the policy is implemented or enforced.
Healthy Active Children Policy:
1. Physical activity is not denied to any student as a means of discipline, nor is physical activity used as a form of
punishment.
Physical activity is encouraged and used appropriately on this campus.
2. Each student in this school participates in an average of 150 minutes per week of physical activity and/or physical
education.
Students are engaged in physical activity through physical education classes, scheduled intramurals, and open gym
opportunities.
Pledge of Allegiance
3. Time is scheduled for school-wide recitation of the Pledge of Allegiance.
The Pledge of Allegiance is recited school-wide each morning.
4. Flags of the United States and North Carolina are displayed in this school.
Each class has both the US and NC flags and the flags are displayed appropriately throughout the campus.
20
2008-2009
Intervention/Remediation Plan
A.
Overview:
The focus at South Asheboro Middle School continues to be on teaching and learning in order to help all students experience
high levels of success. To insure that students show progress, our plan is to implement intervention strategies for at-risk
students that have not met grade level goals for academic success in mathematics. Focused intervention includes programs
to address the needs of all students including not only those scoring below grade level but also those that are already
achieving at or above grade level. The use of volunteers and tutors provides additional personnel to work with small groups
and individual students based on student needs.
B.
Target Population:
Based on End-of-Grade test results in math, identified subgroups compose the targeted population. The subgroups include
black and limited English proficient students along with students with disabilities.
C.
Measurable Intended Outcomes:
Students will have increased scores on the NC End-of-Grade test for mathematics as noted in goals one and two.
D.
Activities or Services To Be Provided:
•
•
•
•
•
•
Small group instruction
Parent and community volunteers
Peer tutors
Flexible groups based on learning needs of individual students
Differentiation of instruction
Involvement of math coach, ESL staff, and EC staff
Any student scoring below grade level on the End-of-Grade test in math will be given the opportunity to take a retest. After the
second test administration, students who still have not met grade level expectations will receive focused remediation before
their third opportunity to test.
E.
Evaluation of Results:
The results will be evaluated based on achievement gains on End-of-Grade testing in math.
F.
Budget:
Remediation funds will be used to pay additional personnel for tutorial services provided and for supplies needed
for small group sessions.
21
2008-2009
Waiver Requests
The Waiver to be Requested:
To use state funds allocated for textbooks to purchase textbooks which are not on the state-approved textbook list, should
the need present itself.
How the waiver will be used:
The textbook waiver would allow South Asheboro Middle School to purchase materials supportive of school goals and to
better meet student individual needs toward closing the Achievement Gap.
To increase the class size above 29 whenever the need arises. (G.S. 115c-301)
The waiver will be used to meet the needs of individual students and to manage student enrollment throughout the school
year.
22
2008-2009
Provision for Distribution of ABC Incentives
Incentive Pay
• Incentive awards can only be distributed to certified personnel and teacher assistants. (Legislative
mandate)
• All excess funds must revert to the State and cannot be used to purchase equipment or for staff
development. (Legislative mandate)
• The required length of employment for eligible personnel to receive an incentive award is six full
months within one fiscal year.
All itinerants who serve more than one school that meets expected or high growth will receive state
funding based on the individual’s percent of time assigned to that school.
23
North Asheboro Middle School
Contents
A.
B.
C.
D.
E.
School Results
Goals and Action Plans (including Safe Schools and
Professional Development)
Waiver Requests
Approved by Staff
Date of Secret Ballot Election: ____________
Results For: _____
Opposed:
_____
Date
Signature
Date
Signature
Date
Updated 10/2/2008 10/2/2008 2:48 PM
2008-2009
Name
Ron Coley
Shervawn Sockwell
Julia Bynum
Kerry Brooks
Matt Edwards
Boyce Goldston
Linda Hollingsworth
Kerri Lamb
Faye McLeod
Doris Neilson
Vanessa Olson
Shannon Rivers
Amy Roth
Janice Rush
Katrina Staley
Marcus Staley
April Thompson
Jay Williams
Signature
Role
Principal
Assistant Principal
8th grade
EC
ESL
Head Custodian
7th grade
AVID
Secretary
Teacher Assistant
Media Coordinator
6th grade
Literacy Coach
Counselor
PTA President
Parent
GEARUP
Tech. Facilitator
2
2008-2009
A. Vision, Mission, and Belief Statements
Our School’s
Vision and
Mission
North Asheboro Middle School will be a
school of excellence, where students are
honored, learning is valued, and our community
is dedicated to the success of all.
We are committed to cultivating the skills,
tools, and opportunities for all students to
succeed in the 21st Century.
To lead us toward our vision and mission, our school community shares the
following beliefs:
•
•
•
•
•
•
•
•
•
•
•
•
All students can learn, achieve, and succeed.
Students learn best when they have appropriate opportunities for success.
Students learn in different ways.
A safe and physically comfortable environment promotes student learning.
Positive relationships and mutual respect among and between staff and students
enhance a student’s self-esteem.
Students learn best when actively engaged in the learning process.
Each student is a valued individual with unique physical, social, emotional and
intellectual needs.
Curriculum and instruction are based on developmentally appropriate learning
activities.
Teachers, parents, and the community share the responsibility for the support of the
school’s mission.
Cultural diversity provides opportunities for understanding different people and their
cultures.
Challenging expectations increase individual student performance.
Exceptional students require special services and resources.
3
2008-2009
• B. School Community Profile
Historical Ethnicity Information (% of population, 20th school day)
Black
Asian
White
Hispanic
American Indian
Total Population
2004-05
16.9 (83)
2.9
45.2 (221)
31.3 (153)
0
3.7
491
2005-2006
17.5 (88)
2.8
41.9 (211)
33.9 (170)
0.6
3.4
504
2006-2007
17.11 (78)
2.85
39.47 (179)
35.96 (163)
0.66
3.95
456
2007-2008
14.2 (65)
1.5 (7)
37.1 (169)
41.9 (191)
0.8 (4)
4.1 (19)
455
2008-2009
AIG
Total F/R Lunch
2004-05
10.6 (52)
15.8 (78)
17.9 (88)
77.7 (381)
2005-06
13.69 (69)
14.48 (73)
15.08 (76)
63.58 (320)
2006-07
17.8 (81)
15.8 (72)
17.3 (88)
60.35 (275)
2007-08
10.3 (47)
9.4 (43)
24.2 (110)
2008-09
Student Attendance Data
2003-2004
2004-2005
2005-2006
2006-2007
2007-2008
Percent
94.9
95.33
95.2
95.8
95
4
2008-2009
Staffing Summary
Teachers “highly qualified” (classes
taught)
bachelors)
2002-2003
2003-2004
6%
2004-2005
13%
2004-05
2005-06
2006-07
2007-08
97.5%
100%
100%
100%
17%
24%
24%
24%
5%
13%
5%
24%
5%
24%
5%
24%
2005-2006
15.4%
2006-2007
6%
2007-2008
14%
5
2008-2009
C. School Results
2003-04
100%
100%
100%
th
6 grade
7th grade
8th grade
2004-05
100%
99%
98%
2005-2006
100%
100%
100%
2006-2007
100%
100%
100%
2007-2008
100%
100%
100%
03-04
82.6
04-05
84.6
05-06
68.2
06-07
71.2
07-08
End of Grade Percent Proficient by Grade
Historical
Grade
6
7
8
Grade
6
7
8
04-05
81.4
82.9
83.8
04-05
78.2
76.8
75.3
Reading
05-06
06-07
74.1
88.0
80.1
07-08
78.1
75.5
84.4
04-05
91.7
85.4
81.2
Math
05-06
06-07
60.6
60.6
53.9
61.6
55.8
69.2
07-08
53.3
55.3
57.1
Reading and Math
05-06
06-07
07-08
60
61.7
55.7
58.2
52.1
64.6
6
2008-2009
End of Grade Percent Proficient by Subgroup (Historical)
Reading
Grade
All
Am Indian
Asian
Black
Hispanic
Multi
Racial
White
Male
Female
Acad
Gifted
EC
Non EC
LEP
Non LEP
F/R Lunch
Non F/R
Lunch
05-06
74.1
*
100
55.2
71.4
100
65.4
70.2
05-06
87.4
*
100
75.8
87.5
71.4
87.9
72.2
76.3
71.4
92.2
72
84.5
100
35.7
80.3
100
66.7
76.8
52.9
85.7
69.8
Math
Grade
All
Am Indian
Asian
Black
Hispanic
Multi
Racial
White
Male
Female
Acad
Gifted
EC
Non EC
LEP
Non LEP
F/R Lunch
Non F/R
Lunch
6
06-07
78.1
05-06
60.6
*
*
40.7
53.6
07-08
7
06-07
74.8
07-08
8
06-07
84.4
100
61.5
63.06
05-06
78.6
100
100
74.2
66.1
100
90.1
85.9
89.2
83.3
90.3
72.4
79.2
85.7
89.4
76.8
80.2
100
92.6
82.7
86.4
100
66.7
91.1
100
38.5
82.5
33.3
85.0
68.2
100
65.0
83.3
100
41.2
87.9
43.8
90.0
75.7
100
69.2
75
94.0
89.3
94.4
6
06-07
61.6
*
100
46.2
57.9
7
06-07
55.8
*
100
26.9
47
8
06-07
69.2
*
100
50
55
07-08
53.3
0
100
58.8
46.9
05-06
60.6
*
85.7
37.5
52.1
07-08
55.3
0
100
52.0
64.3
05-06
53.9
*
75.0
32.8
39.0
07-08
07-08
57.1
50
0
34.8
48.6
71.4
81.0
69.5
61.1
28.6
74.5
70.7
60
58.6
51.9
55.1
61.5
71.5
64.3
60.0
66.7
79.0
55.2
0
70
57.1
53.1
27.9
71.9
54.4
57.4
60.0
80.9
66.7
66.7
77
66.7
51.3
100
28.9
69.7
28.3
70.8
50.4
100
20
61.6
47.1
66.1
51.0
100
100
24.2
66.4
18.5
66.1
45.1
100
38.5
54.9
26.7
62.4
46.7
100
100
23.9
60.3
13.7
62.4
37.4
100
11.8
71.0
18.8
75.4
54.2
100
84.5
82.0
77.1
73.2
74.9
84.7
7
2008-2009
Achievement Gap Data
Reading
White student
scores
compared to:
Black
Hispanic
Mathematics
White student
scores
compared to:
Black
Hispanic
2003-04
2004-05
2005-06
2006-07
2007-08
23.3
20.1
11.2
20.2
20.4
15.7
24.9
21.6
2003-04
2004-05
2005-06
2006-07
2007-08
9.0
8.5
2.3
13.1
35.4
24.9
38
26.2
20.9
16
End of Grade Results
Developmental Scale Score Mean
Grade
6
7
8
04-05
259.2
260.4
262.7
Reading
05-06
06-07
257.4
257.7
261.2
259.3
262.2
263.9
07-08
04-05
267.9
267.7
271
Math
05-06
06-07
353.6
354.3
357.3
356.1
357.9
360.3
07-08
352.9
357.2
359
8
2008-2009
Goal Summaries, Grades 6-8, Percent Correct
Gr 6
Reading
Goal 1: Cognition
Goal 2: Interpretation
Goal 3: Critical Stance
Goal 4: Connections
Mathematics
Calculator Inactive
Calculator Active
Goal 1: Number Sense
Goal 2: Geometry and
Measurement
Goal 3: Patterns
Goal 4: Data,
Probability, Statistics
Goal 5: Algebra
05-06
06-07
67.0
68.5
64.6
67.8
71.8
67.4
62.2
70.3
51.1
53
Gr 7
07-08
Gr 8
05-06
06-07
72
63.7
64.6
63.6
50.8
49.3
61
53.2
52
07-08
05-06
06-07
07-08
66.8
59.6
62
60.5
66.6
61.7
62.0
58.3
70.5
64.6
65.3
64.4
57.2
49.9 53.6
65.0
68.2 61.1
51.8 46.3
32.3 51.5
53.5
55.6
49.3 52.1
55.9 54
47.8
46.8
52.9 50.9
53.5 46.9
52.6 50.8
54.6 56.1
58.8
53.7
57.4 60.7
52.5 54.2
55.3
52.1
59.7 58.7
52.4 59.7
Writing
Grade 7
04-05
35.1
05-06
57.0
06-07
52.9
07-08
53.6
Percent Passing, Additional Testing
Alg. 1 EOC
Computer Skills
2003-04
100
83.5
2004-05
100
84.1
2005-06
100
85.0
2006-07
88.1
82.4
2007-08
100
73.6
9
2008-2009
•
•
•
•
80% of the staff felt that they had adequate access to appropriate instructional
supplies and resources. (3.1a)
84% of the staff recognized the effort made to assure a clean and wellmaintained educational environment. (3.1g)
89% of the staff believed that the staff was committed to helping every child
learn. (5.1b)
The Mentor program at NAMS was extremely successful as evidenced by 100%
of the mentees attributing their success to the mentoring experience. (9.6)
•
•
•
45 to 50% of the staff felt they were not involved in decision making and
not trusted to make sound decisions about instruction. (4.1 a,b)
31% of the staff stated that they did not feel there was adequate time
available to collaborate with their colleagues. (2.1b)
80% of mentees felt that they were not adequately observed by their
mentor and the same percentage did not have the opportunity to observe
their mentor. (9.5b,c)
•
•
Facilities and resources continue to fall behind the District and State norms in both
2006 and 2008.
In 2008, Leadership and Professional Development factors have shown
improvement since the 2006 survey.
10
2008-2009
In the space below, comment on 3 or more areas of strength noted in the Student
•
•
•
•
75% of students agreed that teachers provided them with challenging
assignments. (Q11)
84% of students believed that school has prepared them well for their future.
(Q15)
98% of students believed their parents care about their education. (Q30)
93% of students believed their parents think going to college is important. (Q31)
Student Survey for your site for 2008:
•
•
•
•
25% of students felt school was not a welcoming and friendly place. (Q3)
21% of students felt teachers did not care when they were absent from school.
(Q17)
44% of students felt students did not respect their teachers. (Q23)
58% of students felt students did not respect each other. (Q24)
11
2008-2009
28 of 29
23 of 29
12 of 15
20 of 29
16 of 22
2003-2004
2004-2005
2005-2006
2006-2007
2007-2008
96.6%
79.3%
80%
69%
73%
Targets Not Met
Not
Met
Reading
6-8
Hisp
LEP
SWD
Math 6-8
Hisp
LEP
SWD
2005-06
Confid
Safe
Interval
Harbor
F/R
F/R
Not
Met
0
Black
Hisp
LEP
SWD
F/R
0
Black
Hisp
F/R
2006-07
Confid
Safe
Interval
Harbor
All
LEP
2007-08
Not Met Confid
Interval
All
Hispanic
White
ED
LEP,SWD
Safe
Harbor
Black
General Conclusions
Our School Improvement Team has carefully examined the preceding data along
with other pertinent information about our school. Together, the members of our
Team have reached the following three (or more) significant conclusions about
our school and/or our school community. These conclusions may reflect areas of
celebration or areas requiring further development/improvement. These
conclusions (and the data they are based upon) are a driving force behind our
goals for the 2008-09 school year along with our intervention plan (which follows)
for 2008-09.
1. Over the past five years, our school has experienced a decline in the
number of black students (from 83 to 65) and white students (from
221 to 169), while the number of Hispanic students (from 153 to 191)
has risen. Of our 191 Hispanic students, 110 were Limited English
Proficient. Our staff’s ability to successfully teach a diverse
population led to an increase in growth.
12
2008-2009
2. Though there has been a small decrease in math percent proficient
among the white cohort (7th grade -4.5%, 8th grade -2.0%), the
closing of the achievement gap is largely due to significant growth in
our black cohort (7th grade +5.8%, 8th grade +7.9%) and our Hispanic
cohort (7th grade +6.4%, 8th grade +1.6%).
3. Although our computer skills test scores have consistently exceeded
the state averages, our scores decreased from 82.4% in 2006-2007
to 73.6% in 2007-2008.
13
2008-2009
Goal 1: Strengthen student proficiency in computer competency across the curriculum and
th
increase 8 grade computer test scores from 73.6% to 80.0% in the 2008/2009 school
year.
Evidence of Need: 2007-2008 NC Computer Skills scores
North Carolina Public School will Produce Globally Competitive Students
Action Plan:
Strategy
Time Line
Resources
Evaluation
1. Needs assessment for
staff
Aug/Sept
IMPACT Team
(creation of
document), all staff &
administration,
Outcomes of the needs
assessment.
2. Provide professional
development to address
needs revealed by the
needs assessment.
Sept-May
IMPACT Team, TF/
MC, other qualified
staff, Marty Williams,
outside agencies
(SMART, etc)
3. Increase utilization and
integration of technology
August-June
All teachers & staff
Collaboration with
technology personnel
in other system,
content of NC
Computer Skills test,
21st Century Teaching
Standards (NC
Professional Teaching
Standards)
Atomic Learning,
Smart Technologies,
Marty Williams,
IMPACT Team, other
colleagues, Linworth
Webinars
TF/MC, IMPACT
Team, Administration,
Training logs, observation of
use, lesson plans, evaluation
sheets (Plus/Delta), post
needs assessment (spring)
Formal and informal
observations, lesson plans,
14
in classroom instruction.
4. Provide opportunities for
after school activities that
promote use of media and
technology.
2008-2009
IMPACT
work samples, survey results,
Implementation plan,
peer observations.
mobile labs, teacher
computer labs, flex
lab, Marty Williams,
NC Desk, available
software, Intel website
Sept.-June
Various teachers, club Media Center, flex
sponsors,
lab, mobile labs,
administrators
Communities in
Schools
Attendance logs, work
samples
Professional Development for this Objective: Ongoing teacher training in various forms of technology, PD 360, Middle
School Conference, technology/media conferences, NCDesk Training, ClassScape training, EVAAS training, and other technology
opportunities that become available.
15
2008-2009
Goal 2: Increase the percent proficient in math in grade 6 from 53.3% to 56%, grade 7
from 55.3% to 59%, and grade 8 from 57.1% to 60% during the 2008/2009
school year.
Evidence of Need: 2007/2008 EOG and goal summary data for math.
Action Plan:
Strategy
Time Line
1. Develop a personalized
education plan for each
student deemed at risk.
Aug. – June
2. Engage students in writing
across the curriculum with
a focus on critical thinking
and problem solving skills.
Aug. – June
3. NAMS will offer before,
during, and after school
Oct. – May
Person(s)
Responsible
All teachers,
administrators, CO
staff
All teachers, students,
administrators
Resources
Evaluation
CO Staff, Guidance
Counselor
EOG assessments, student
PEP portfolios
Literacy Coach,
thinking maps,
Inspiration software,
AVID, GEAR UP, 7th
Grade Writing Coach,
Write for the Future,
Channel One,
Language Arts
teachers, Mrs.
Sockwell
All teachers, staff,
Teachers, volunteers,
parents, and students. AVID tutors, GEAR
Lesson plans, content
research projects, student
portfolios, formal and informal
observations,
Student work samples, Class
Scape and other formative
16
tutorial assistance for all
students.
4. Increase student
performance on basic
math facts across the
curriculum.
2008-2009
UP, supplemental
materials (hard and
soft copy),
Sept.- June
All teachers, students, Math Blitz,
administration,
supplemental
materials, Charlene
Smith, Linda Dunn
assessments, attendance logs,
EOG assessments.
EOG assessments, grade
level data, lesson plans,
informal observations
Professional Development for this Objective: PEP Training, I+ELL/ SIOP, EVAAS Training, Math Conference,
Partners in Mathematics Learning, AVID Path Training, PD360, Middle School Conference, content specific
training/conferences, TOT training, Raising the Achievement and Closing the Gap Conference, PTEC.
17
2008-2009
Goal 3: By June 2009, North Asheboro Middle School will aggressively seek out, develop, and
nurture family, business, and community partnerships within our neighborhood.
Evidence of Need: Continuing emphasis throughout the district and state on expanding parent/business
partnerships.
Strong Family, Business and Community Support
Leadership will Guide Innovation in the North Carolina Public Schools
Action Plan:
Strategy
Time Line
Resources
Evaluation
Establish regular parent
outreach
meetings/activities
Aug.-June
NAMS staff, parents,
students,
Community participation,
business partnerships, TWC
survey, parent surveys, parent
sign in sheets
Involve 8th grade students in
job shadowing
opportunities.
Nov. or Mar.
CTE teachers, J.
Rush, April
Thompson, Curt
Lorimer, Debra Ritter
NAMS staff, parents,
GEAR UP, AVID,
PTA, local
businesses, Connect
Ed, student packets,
clubs, school website.
Area businesses,
Exploring Career
Decisions classes,
former job shadowing
placement sheets,
area community
organizations,
CFNC.org, BLS.gov,
NC colleges and
universities
GEAR UP, AVID,
local businesses,
churches,
organizations,
Increase community
Aug. - June
partnerships to raise the
students’ awareness of the
world around them, as well
NAMS staff and
administration,
parents, students,
April Thompson
Job shadowing data/student
evaluation sheets, GEAR UP
student data
Records of correspondence,
visitors log,
18
as the opportunities
afforded them in our local
community.
2008-2009
parents, websites,
community leaders,
Leadership Randolph,
NAMS staff, PTA, test
proctors
Professional Development for this Objective: Bridges integration training, Raising Achievement and Closing the Gap
Conference, College Access Conference, professional training in interpersonal relationships, Middle School Conference, Career
Start.
. Additional Information
Healthy Active Children Policy:
1. Physical activity is not denied to any student as a means of discipline, nor is physical activity used as a form of
punishment.
Physical activity will be used as a positive reinforcement for setting patterns for healthy living. It will not be withheld as a
form of punishment.
2. Each student in this school participates in an average of 150 minutes per week of physical activity and/or physical
education.
Within Physical Education and Project Fit, students receive an average of 150 minutes of physical activity per week.
19
2008-2009
The Pledge is recited daily at the end of morning announcements.
Flags are displayed outside of the building, as well as in other locations inside the school.
2008-2009
Remediation/Enrichment Plan
A. Overview
NAMS is continuously making a positive effort to close the achievement gap and to challenge all students to reach higher
standards. We agree that children at every performance level should improve academically. Students who experience difficulty
should be helped to reach proficiency and beyond. High performing students should reach even higher levels of achievement. Our
goal is to assist all students in rising to higher levels of student proficiency.
In addition to the Learning Focused Instructional Model we are incorporating the AVID program (Advancement Via
Individual Determination) and continuing to incorporate GEARUP (Gaining Early Awareness and Readiness for Undergraduate
Programs). Our school’s focus is on learning and achievement for all students. The teachers will utilize instructional methods that
incorporate a concept-based approach to planning instruction. The NAMS faculty is participating in on-going, sustained staff
development that is research-based in order to continue fulfilling the needs of our students in all curricular areas. Much of that staff
development will be geared toward increased inclusion of technology in instruction.
.
20
2008-2009
B. Target Population
Focused intervention will be provided for all students who did not score at least a level 3 on the state’s EOG. Students will be
assessed in their language arts and math classes for adequate progress, personalized education plans will be developed and focused
intervention will be provided as needed.
NAMS will continue its efforts to close the achievement gap. A review of 2007-2008 test results shows that several subgroups
of our school population should be specifically targeted. Disaggregated data indicates that our individuals who receive free and
reduced lunch, Limited English Proficient and Students with Disabilities and Hispanic Students and continue to trail White students in
reading and math. However, for the first time our White students did not make AYP as a group. Our goals address the needs of these
students specifically, while continuing to fulfill the needs of all students in raising achievement and narrowing the gap.
C. Measurable Intended Outcomes
• The percentage of students scoring at or above grade level will increase.
• The NAMS reading and math composites will increase by at least three percentage points.
• At least 75% of our students’ parent/guardians will attend at least one parent conference for the school year.
D. Description of Activities or Services to be Provided
Intervention plans/strategies may include but are not limited to the following:
• After school teacher tutorials
• Remediation before, during, and after school
• Computer tutorials and instructional programs
• Academic recognition and incentives
• Parent/Community volunteers and partnerships
• Use of Spanish resources that coincide with standard course of study
• GEAR UP After School Action Team
• NAMS Literacy Coach
• AVID Afterhours
• Summer Enrichment and Scholarships to NC Colleges and Universities
21
2008-2009
•
•
Student Led Conferences
Math Blitz
E. Evaluation of Results
The overall evaluation of the intervention program will be student performance on all state assessments as well as ClassScape
results.
F. Budget
Our remediation funds will be used for the following:
• Hiring NAMS personnel for after school tutoring
• Providing an after school bus for tutees
• Providing tutorial personnel with instructional/diagnostic materials
22
2008-2009
Waiver Requests
To use state funds allocated for textbooks to purchase textbooks which are not on the state-approved textbook list, should
the need present itself.
The textbook waiver would allow (School Name) to purchase materials supportive of school goals and to better meet
student individual needs toward closing the Achievement Gap.
To increase the class size above 29 whenever the need arises. (G.S. 115c-301)
To allow for providing services to all our students with the current teacher allotment
23
2008-2009
Provision for Distribution of ABC Incentives
Incentive Pay
• Incentive awards can only be distributed to certified personnel and teacher assistants. (Legislative
mandate)
• All excess funds must revert to the State and cannot be used to purchase equipment or for staff
development. (Legislative mandate)
• The required length of employment for eligible personnel to receive an incentive award is six full
months within one fiscal year.
All itinerants who serve more than one school that meets expected or high growth will receive state
funding based on the individual’s percent of time assigned to that school.
24
Contents
A.
B.
C.
School Results
D.
Goals and Action Plans(including Safe Schools and
Professional Development)
E.
Waiver Requests
Approved by Staff
Date of Secret Ballot Election:
Results
For: _75__
Opposed: __0__
Date
Signature
Date
Signature
Date
Continuous Improvement Plan
2008-2009
Name
Benhart, Suzanne
Bulla, Dee
Cheek, Lisa
Davis, Brooke
Eggleston, John
Fitch, Kemper
Haywood, Mark
Humphrey, Leigh
Manning, Chandra
Moore, Jared
Neel, William
Pack, Julie
Pugh, Cathy
Reeder, Adam
Riggan, Larry
Rios, Juan
Smith, Walker
Wray, Cathy
Signature
Role
Teacher
Teacher
Social Worker
Teacher
Administrator
Administrator
Student
Teacher
Teacher
Teacher
Teacher
Administrator
Parent
Teacher
Administrator
Teacher
Teacher
Teacher
1
2008-2009
A: Vision, Mission, and Belief Statements
Our School’s
Vision
We will be a school of excellence where students are honored, learning is
valued, and our community is dedicated to the success for all.
Our School’s
Mission
We are committed to providing students with opportunities that will enable
them to become confident, self-directed, lifelong learners and productive
citizens.
To lead us toward our mission, our school community shares the following
beliefs:
♦ Student learning is the chief priority for the school.
♦ A safe and physically comfortable environment promotes student learning.
♦ Each student is a valued individual with unique physical, social, emotional, and
intellectual needs.
♦ Exceptional students (e.g. special education, limited English proficiency, gifted and
talented, etc.) require special services and resources.
♦ Positive relationships and mutual respect among and between students and staff
enhance a student’s self-esteem.
♦ Students learn in different ways and should be provided with a variety of instructional
approaches to support their learning.
♦ Students need to apply their learning in meaningful contexts.
♦ Students need to not only demonstrate their understanding of essential knowledge
and skills, but also need to be actively involved in solving problems and producing
quality work.
♦ Teachers, administrators, parents, and the community share responsibility for
advancing the school’s mission.
♦ The commitment to continuous improvement is imperative if our school is to enable
students to become confident, productive, self-directed, lifelong learners.
2
2008-2009
B. School Community Profile
Student Population Data
Historical Ethnicity Information (% of population)
2004-05
2005-2006 2006-2007
Black
13.6
13.2
14.3
Asian
2.7
2.5
2.1
White
63.7
62.2
58.8
Hispanic
27.4
19.9
22.2
American Indian
0.2
0.2
.3
2.0
1.9
2.4
Total Population
1316
1288
1309
2004-05 2005-06
9.4
10.17%
AIG
21.0
22.67%
7.8
8.54
Total F/R Lunch
32.5
37.42
2007-2008
14.1
2.06
57.06
22.90
0
3.2
1288
2006-07
8.7%
21.7%
11.4%
39.71
2007-08
9.5%
19%
15.1%
40.2%
2008-2009
15.3
2.2
54.9
24.3
.03
3
1322
2008-09
Attendance Data
Percent
95.26
95.82
95.55
96.43
95.81
94.74
2002-03
2003-04
2004-05
2005-06
2006-07
2007-08
Dropout Data
1999-00
2000-01
2001-02
2002-03
2003-04
2004-05
2005-06
2006-07
2007-08
ACS dropout
number
83
84
72
93
71
68
51
71
ACS 9-12 dropout
rate
7.6
7.3
5.9
7.1
5.5
5.3
3.9
5.1
NC 9-12 dropout
rate
6.4
5.7
5.2
4.8
4.7
4.7
5.04
5.24
3
2008-2009
Staffing Summary
Teachers “highly qualified” (classes taught)
bachelors)
2003-2004
10.5%
2004-05
2005-06
2006-07
2007-08
39.7%
100%
37%
100%
35.8%
100%
31%
5%
28%
5%
28%
5%
28%
13%
29%
2004-2005 2005-2006 2006-2007
11%
11.9%
8.2%
2007-2008
10.2%
4-Yr. Graduation Cohort Rate
S
t
u
d
e
n
t
s
e
n
t
e
r
e
d
9
t
h
g
r
a
d
e
S
t
u
d
e
n
ts
g
r
a
d
u
a
t
e
d
in
0
7
/
0
8
G
r
a
d
.
C
o
h
o
r
t
R
a
t
e
i
n
0
4
2008-2009
4
/
0
5
3
2
0
2
4
7
7
7
.
2
%
5
2008-2009
C. School Results
th
9 Grade
10th Grade
11th Grade
12th Grade
2003-04
2004-05
2005-06
2006-07
2007-08
89%
99%
97%
100%
93%
96%
98%
100%
93%
95%
97%
100%
93%
95%
99%
100%
89%
88%
90%
100%
03-04
04-05
05-06
06-07
07-08
74.7
75.2
66.8
59.14
64.8%
End of Course Tests, Percent Proficient
Algebra I
Algebra II
Biology
Chemistry
Civics & Econ
English I
Geometry
Physical Science
Physics
US History
2003-04
2004-05
2005-06
2006-07
2007-08
89.4
70.0
60.1
79.3
NA
77.6
75.1
63.7
87.5
NA
83.8
73.8
56.0
80.0
NA
81.7
66.7
63.0
96.0
NA
74.1
74.2
59.3
73.4
61.8*
79.9
73.1
54.9
90
52.7*
46.5 *
62.09*
55.3
NA
54.6
73.9*
56.1*
NA
NA
66.1
50.6
52.7*
62.6*
56.8*
64.1
75.8
68.6
51.7*
88.9*
61.3
* New state test
6
2008-2009
End of Course Percent Proficient by Subgroup
Historical
Year
All
Am
Indian
Asian
Black
Hispanic
MultiRacial
White
Male
Alg I
Alg II
Bio
02-03
03-04
04-05
05-06
06-07
07-08
02-03
87.2
89.4
83.8
74.1
46.5
50.6
73.9
70
73.8
74.2
62.9
52.7
03-04
04-05
05-06
06-07
07-08
02-03
03-04
04-05
05-06
06-07
07-08
02-03
03-04
04-05
05-06
06-07
07-08
02-03
03-04
04-05
05-06
06-07
07-08
02-03
*
*
80.0
85.7
100
75
100
71.4
78.8
77.5
79.5
72
27.7
39.5
77.4
89.3
72.5
65.4
43
44.6
*
60.0
83.3
75.0
87.5
75
66.7
55.6
53.8
40.0
48.1
40
24.2
77.8
73.7
58.6
78.4
61.4
39.3
*
42.9
100
57.1
40
100
68.8
32.0
41.9
21.7
41
21.4
456.4
28.6
29.7
41.8
43.1
32.9
50
*
60.0
*
100
75
NA
*
33.3
50
90.9
75
NA
40
66.7
100
71.4
77.8
NA
33.3
*
80.0
62.5
90.0
100
100
100
70.9
55.3
72.9
71.7
50.8
48
54.4
54
60.0
63
66.3
78
*
03-04
04-05
05-06
06-07
07-08
02-03
03-04
04-05
05-06
06-07
07-08
02-03
03-04
04-05
05-06
06-07
07-08
85.7
100
57.1
37.5
53.8
92.5
92.7
91.3
84.8
59.1
54.6
82.9
86.1
85.9
73.3
47.4
47.7
50
*
25
75
*
76.1
73
81.4
77.1
67.2
60.8
79.1
69
78.9
80.3
65.3
54.6
67
33.3
37.5
37.5
50
71.1
67
68.1
72
72.4
73.2
62.6
61
60.7
65.5
54.6
65.4
81.3
*
91.4
81.8
75
63.6
100
89.7
91.4
90.9
89.9
686.2
89.7
78.0
74.7
80.1
74.3
71
79.8
100
Chem
Eng I
59.0
60.1
56.0
59.3
55.3
62.6
69.1
79.3
80.0
73.4
NA
56.8
80.4
77.6
81.7
80
73.9
75.8
Geo
m
75.7
75.1
66.7
73.1
56.1
68.6
*
*
*
100
PhSci
Physcs
37.9
63.7
63.0
54.9
NA
51.7
100
87.5
96.0
90
NA
88.9
*
*
*
80.0
72.7
*
100
62.5
83.3
76.5
42.9
56.5
40.7
42
23.3
47.2
76.2
68.2
41.0
69.2
38.1
62.9
*
80.0
16.7
72.7
100
NA
*
36.6
35.4
53.2
43.1
NA
50
23.4
60.3
47.8
34.2
NA
41.7
20.0
79
*
100
44.4
*
82.0
79
76.3
80.3
70.5
76.8
84.5
81
76.2
80
56.1
73.3
77.5
50.0
57.1
NA
*
43.4
77.5
77.5
69.6
NA
58.3
38.1
73
69.8
57.8
NA
52.9
US
History
C & EC
52.7
66.1
61.3
61.8
54.6
64.1
62.5
*
100
100
32.4
37.1
28.3
38.5
40.3
44.8
40.3
44.6
28.6
*
25
46.2
82.1
72.2
66.9
78
69.9
70.8
57.7
62.4
100
100
NA
*
71.1
81.3
78.4
72.9
NA
61.6
73.5
76
91.4
82.5
NA
61.1
100
NA
*
*
100
0
NA
*
*
100
100
NA
*
*
80
*
0
NA
*
100
80
95.6
100
NA
84.6
100
80
94.4
100
NA
92.9
7
2008-2009
Female
02-03
03-04
04-05
05-06
06-07
07-08
02-03
03-04
04-05
05-06
06-07
07-08
02-03
03-04
04-05
05-06
06-07
07-08
02-03
03-04
04-05
05-06
06-07
07-08
AIG
EC
Not EC
81.4
92.7
91.6
74.8
48.5
53.5
100.0
69.6
71.1
68.5
69
61
51
92.9
55.6
59.7
51.2
53.4
55.8
60.2
98.6
64.8
81.8
70.1
65.8
NA
54.3
71.8
82.7
81.2
82.6
86.2
79.3
86.4
100
69.2
70
58.2
67.9
56.1
64
95.8
37.6
55.4
57.7
51.8
NA
46.2
100
*
100
100
66.7
NA
*
100
100
100
100
96.2
97.2
90.9
97.4
98.1
98.4
87.5
92.3
NA
100
100
100
100
98.5
98.4
100
75
NA
100
93.3
NA
92.9
78.3
53.3
61.1
21
*
*
80.0
83.3
40
31.8
30.0
42.3
29.4
18
*
*
*
NA
53.1
41.1
41.0
38.1
45.2
80.0
64.0
61.5
29
55.6
20.0
53.3
45.5
30.4
NA
86.8
90.9
84.4
74.2
51
74.5
63.3
66.2
65
51.6
61.1
49.5
44.1
52.1
46.2
69.6
67.3
70.7
56.8
NA
83.4
77.0
77.9
75.4
74.1
75.6
65.2
53.7
65.4
44.1
40.9
65.0
62.8
57
NA
61.3
53.1
50.7
65.4
97.4
93.9
NA
25
32
95.0
88.9
92.3
100
NA
56.6
47.1
*
-*
04-05
50.7
Grade 10
05-06
64.9
06-07
39.8
07-08
65.6
Advanced Placement Exams
2003-04
2004-05
2005-06
2006-07
2007-08
No.
Taking
Exam
% 3 or
Higher
No.
Taking
Exam
% 3 or
Higher
No.
Taking
Exam
% 3 or
Higher
No.
Taking
Exam
% 3 or
Higher
No.
Taking
Exam
% 3 or
Higher
English
14
93%
13
77%
19
58%
14
57%
12
58%
Calculus
Biology
Environment
al Science
US History
Spanish
*Art History
*English
Language
*European
History
*Governmen
t/Politics
*Econ-Micro
*EconMacro
Chemistry
Physics
18
NA
74
89%
NA
47%
24
44
NA
67%
61%
NA
21
NA
60
71%
Na
65%
19
65
NA
42%
46%
NA
42
NA
107
50%
NA
33%
19
--
74%
--
38
8
39%
13%
28
8
1
2
36%
63%
100%
100%
36
11
NA
NA
50%
64%
NA
NA
33
15
NA
NA
24%
40%
NA
NA
1
100%
NA
NA
NA
NA
1
100%
3
33%
1
100%
1
1
0
0
NA
NA
NA
NA1
NA
NA
NA
NA
1
1
0
100%
1
NA
100%
5
20%
100%
2
8
2008-2009
Environment Science alternates with Biology
* Courses taken online
Year
2002
2003
2004
2005
2006
2007
2008
Number Taking
Exam
125
78
130
132
142
153
225
% 3 or higher
43
64
62
55
60
50%
40%
Average SAT Scores
Math
Verbal
Total
Percent Tested
2003-04
504
507
1011
66%
2004-05
511
505
1016
65%
2005-06
515
508
1023
59%
2006-07
491
466
957
60%
2007-08
517
492
1009
62.3%
9
2008-2009
-At AHS the group consensus expressed the category of facilities and resources as a
definite strength. The clean environment and ready access to instructional materials,
improved communications technology, and office equipment is more than adequate for
all school employees to perform their assigned duties.
-The continual support of leadership is another strength that allows the faculty to
perform at a very high and productive level.
-AHS also values the component of professional development. The opportunity to
learn through this process allows for students to be exposed and experience many methods
and models of learning.
-The AHS faculty expressed a need to be more involved in the decision making process
of the school , classroom, and teaching issues.
- Another concern expressed in the current survey results was the time factor of
planning and collaboration. Faculty members expressed concerns in the area of
class preparation time and collaboration time with fellow faculty members.
-The AHS faculty also expressed concerns for additional professional development
time in areas regarding current school issues.
-The survey results indicated that school leadership continued to be consistent and
improved. Resources and facilities continued to be a positive factor and continued to
improve. A slight change in faculty beliefs in having a say in decision making in school
issues was evident. This decline could be attributed to a change in faculty members in
the last couple of years.
10
2008-2009
In the space below, comment on 3 or more areas of strength noted in the Student Survey for your
site for 2008:
•
Teachers expect me to do my best (Q-12). 80% Agree/Strongly Agree
•
Teachers care about me as an individual (Q-16). 62.6% Agree/Strongly Agree
•
Teachers care if I’m absent from school (Q-17). 60.8% Agree/Strongly Agree
•
If I have a problem, I have a teacher with whom I can talk (Q-18). 59.9% Agree/ Strongly
Agree
•
We have worked on building strong relationships with each individual student at AHS. The trend
is indicative of a caring, nurturing staff that is engaged in the individual success of each student.
Teachers have high expectations and goals for students learning. We are continuing to work hard
to maintain the respect, relevance and the rigor on a daily basis.
In the space below, comment on 3 or more areas of possible improvement noted in the Student
•
School is preparing me well for my future (Q-15). 67.8% Agree/ Strongly Agree
Not all students are college bound. There are students that are not planning to attend
college for whatever reason. These students need training in skills to prepare themselves
for employment upon high school graduation. We need to consider another small
learning environment for vocational trades only. (Old Balfour School).
•
I’m afraid my friends won’t like me if I do well in school (Q-29). 8.1% Agree/ Strongly
Agree
You may find students who feel peer pressure to perform at a lower level than they are capable of
due to the stigmatism of them being labeled “smart”. As professionals we should admire “smart”,
not make students feel awkward or elevated up. Possibly have staff to be more conscientious of
the adjectives they use to describe students in front of their peers. Use more describing words
such as artistic, creative, intense, laid back, funny, etc.
•
My parents care about my education (Q-30). 86.6 % Agree/Strongly Agree
We need to try to connect and involve parents more in their children’s school lives and
activities.
11
2008-2009
15 of 17
19 of 19
19 of 19
18 of 20
18 of 21
2003-2004
2004-2005
2005-2006
2006-2007
2007-2008
88.2%
100%
100%
90%
85.7
Targets Not Met
Reading
Math
Not
Met
0
0
2004-05
Confid
Safe
Interval Harbor
Hispan; 0
F/R
0
0
Not Met
2005-06
Confid
Interval
Safe
Harbor
Not Met
0
0
3
Hispanic
1
1
0
F/R
lunch
0
3
0
0
1
2006-07
Confid Safe
Interval Harbor
Not
Met
Black
Hisp.
F/R
Lunch
2007-08
Confid
Interval
Safe
Harbor
1
1
1
1
12
2008-2009
General Conclusions
Our School Improvement Team has carefully examined the preceding data along with other pertinent information
about our school. Together, the members of our Team have reached the following three (or more) significant
conclusions about our school and/or our school community. These conclusions may reflect areas of celebration
or areas requiring further development/improvement. These conclusions (and the data they are based upon) are
a driving force behind our goals for the 2008-09 school year along with our intervention plan (which follows) for
2008-09.
1. Through the work and commitment of our central office funding for 21st century classrooms, AHS received training and technology to implement interactive technology in 20 classrooms in the 07‐08 school year. This initiative has enhanced instruction, focused learning and kept students and teachers actively engaged. The success in this area continues as the IMPACT grant trains teachers and equips 40 more classrooms throughout the 08‐09 school year. We anticipate student achievement to be positively affected as instruction becomes more interactive and learning becomes more participatory throughout the building. AHS data in US History and Algebra II reflect that more school focus is needed on building capacity in students to demonstrate proficiency and growth on End of course testing. Historical data show a decline in both US History and Algebra II from 06‐07 to 07‐08 from 65.4 to 61.3 and 63.2 to 52.7 respectively. 2.
3. To ensure collaboration across the curriculum, AHS will provide planning times based on planning periods as well as departmental planning. With guidance from IMPACT, the media coordinator and technology facilitator will meet with all planning teams to encourage implementation of media and technology skills into daily curriculum. With the infusion of 4 new laptop carts and a wireless building, much more technology can be accessed and implemented into all classes. 13
2008-2009
Goal 1: By the end of the 2008-2009 school year, the percent proficient of all Alg. 2
students will increase from 52.7% to 60.7% & US History students will
increase from 61.3% to 65.3% as assessed by the NC Alg. 2 and US History
End of Course Exam.
Evidence of Need: Decline in Algebra 2 and US History composite scores.
Action Plan:
Strategy
Time Line
Alg. 2 & US History teachers
will submit new pacing guides
that denote how and when
SCOS goals and objectives
are taught.
Aug-Sept.
Person(s)
Responsible
Teachers
Alg. 2 and US History
teachers will teach SCOS
goals and objectives as
outlined in their pacing guides
August-June
Teachers
teachers will use “Classroom
Strategies that Work” # 3 & 4
August-June
Teachers
teachers will integrate
August-June
Teachers
Resources
Evaluation
SCOS
Pacing Guides
Collaboration in
Period Planning
meetings
Submission of pacing guides
and SCOS to Assistant
Principal
SCOS
Pacing Guides
Collaboration in
Period Planning
Meetings
Marzano’s book
Collaboration in
Period Planning
Meetings
Professional
Development
Walkthroughs
Classroom observations
Classroom Walkthroughs
Classroom Observations
Meeting Minutes
Classroom walkthroughs
Classroom observations
14
2008-2009
technology strategically in
their lessons
Smartboards
Laptops
Test results
teachers will post their SCOS
and pacing Guide on their
web page
August-June
Teachers
Prof. Development
Web Pages
SCOS
Pacing guides
Web Pages
teachers will use web pages
to post assignments and
communicate with students
and parents
August -June
Teachers
Web Pages
Professional
Development
Web Pages
Teach/Retest
Comparison of Test Scores
teachers will provide
reteaching/retesting for at risk
students who fail to meet
benchmark test standards
August-June
Teachers
Professional Development for this Objective: Setting up web pages, Collaboration, Period planning meetings,
Use of smartboard, Integrating technology into lessons
15
2008-2009
Goal 2: The faculty will continue the professional learning community initiative
through planning period meetings with Marzano’s Classroom Instruction
that Works, emphasizing targeted strategies.
Evidence of Need: We need a focus of curriculum development for all staff to be able to speak the same language
Quality Teachers, Administrators and Staff
North Carolina Public Schools will be led by 21st Century Professionals
Action Plan:
Strategy
Time Line
Teachers will attend planning
period meetings to collaborate
regarding Classroom
Strategies that Work
strategies 3 & 4
August-June
Person(s)
Responsible
Teachers
Resources
Evaluation
Marzano’s book
Collaboration
meetings
Meeting Minutes
Classroom Observation
Walkthroughs
Teachers will incorporate
“Reinforcing Effort & Providing
Recognition” practices in their
instruction
August-June
Teachers
Same as Above
Same as Above
Teachers will incorporate
Homework and Practice
strategies in their instruction
August-June
Teachers
Same as Above
Same as Above
16
2008-2009
Professional Development for this Objective: Collaboration in planning period meetings on Classroom
Instruction That Works
17
2008-2009
Goal 3: AHS will continue to have a comprehensive safe school plan and seek to
make all students and staff feel safe
Evidence of Need: The safety of our students will always be paramount. The strategies come from feedback
provided by student, parent, and faculty surveys.
Healthy Students in Safe, Orderly and Caring Schools
North Carolina Public School Students will be Healthy and Responsible
Action Plan:
Strategy
Time Line
Resources
Evaluation
August - June
Person(s)
Responsible
All staff
All staff will continue to
prepare for the OSHA visit to
make all rooms meet safety
standards.
All faculty will perform their
hall duties during class
change.
All faculty will have assigned
duties at strategic locations
when students are not in
class: from 7:30-3:45
OSHA workshops
Correction lists
Monthly updates from safety
committee
August – June
Faculty
Be on duty
Duty monitor
August-June
Faculty
Be on Duty
Duty Monitor
Relocation of Alternative
Learning Center
August-June
Teachers
Maintenance
Faculty
End of year evaluation by
Number of students served vs.
Last year
Drop out rate
Graduation rate
18
2008-2009
Spend staff development time talking about the importance of all being on duty.
19
2008-2009
Goal 4: AHS will continue to seek productive communication with family, business
and community.
Evidence of Need: Parent, students, and faculty conditions survey.
Strong Family, Business and Community Support
Leadership will Guide Innovation in the North Carolina Public Schools
Action Plan:
Strategy
Time Line
Person(s)
Responsible
All staff
Resources
Evaluation
AHS staff will target at-risk
students who would benefit
from 1on 1 mentoring.
Impact Community
Involvement/expand after
hours opportunities for
parents
Existing mentors and
programs will be incorporated
into Communities in Schools
effort
August - June
Generate list of
mentors
Compile a list of the most
“needy” students
August-June
Media Coordinators
and Technology
Facilitator
Media Center and
Technology
Number of users
August-June
CIS, Volunteers,
Faculty, Social
Worker
Communities in
Schools
Collaboration with
Communities in Schools
Faculty Web Pages
August-June
Faculty
Web Pages
Staff Development
Final Web Pages
Professional Development for this Objective: Collaboration planning meetings will identify at risk students that
need one on one mentoring, web page instruction
20
2008-2009
Goal 5: AHS will continue to help students become globally competitive
Evidence of Need: We must prepare our students to globally competitive. Our technology needs to continue to
stay on the cutting edge.
Effective and Efficient Operations
North Carolina Public Schools Students will be Governed and Supported
by 21st Century Systems
Action Plan:
Strategy
Time Line
Person(s)
Responsible
Gene Hamrick, Marty
Williams, MTAC,
Equip more classrooms with
21st century interactive
technology.
All of AHS wireless ready
August – Oct.
August-Sept.
Gene Hamrick
Use of 100 laptops on carts
August-June
Smartboards in every
classroom
August-Sept
Interactive Alternative School
August-June
Tech. Facilitator and
MC
MC, TF, Marty
Williams, Gene
Hamrick
Teachers
Alternative Diploma Program
August-June
Administrators
Resources
Evaluation
New interactive
technology in
classrooms
Technology
Installation/use of 21st Century
interactive technology
Laptops
Wireless available in all areas
of AHS
Teacher check out and use
Smartboards
Maintenance
Final installation of
Smartboards
Computers and nova
net and ncvps
Building, policies,
equipment
Progress of alternative school
students
Successful graduation of at
risk students and lower drop
out rate
Professional Development for this Objective: Collaborative planning meetings, Smartboard training, novanet
training, NCVPS training
21
2008-2009
E. Additional Information
We do the Pledge each day at the beginning of school.
Flags are displayed on the T.V. monitors with the Pledge. They are also in many
classrooms and in the PAC.
Intervention/Remediation Plan
A.
Overview: Beginning with the class of 2010, students must score proficient in 5 classes on the EOC
In order to graduate. Intervention/Remediation is provided for students each semester for those students who do
not score proficient.
B.
Target Population: The Asheboro High School Intervention/Remediation Plan targets students in
English 1, Algebra 1, Civics and Economics, Biology, and U. S. History who have passed the class, but who have
not scored proficient on the EOC.
C.
Measurable Intended Outcomes: A score of 3 or more on the EOC or evidence of proficiency by the
student through work samples and study habits.
D.
Description of Activities or Services To Be Provided: Intervention /Remediation is provided through
focused classroom work with classroom teachers after regular school hours to target areas where the student is
not proficient.
E.
Evaluation of Results: Results are evaluated by a committee consisting of the classroom teacher, an EC
teacher if the student is EC, an ESL teacher if the student is ESL, an assistant principal, and a central office
administrator.
F.
Budget: $2,000
22
2008-2009
Waiver Requests
We are requesting a waiver to purchase supplies, equipment and materials off state
contract when these items can be purchased cheaper than state contract prices. This will
allow us to spend our instructional equipment dollars as efficiently and effectively as
possible.
To use state funds allocated for textbooks to purchase textbooks which are not on the
state-approved textbook list, should the need present itself. The textbook waiver would
allow Asheboro High School to purchase materials supportive of school goals and to
better meet student individual needs toward closing the Achievement Gap.
Provisions for Distribution of ABC Incentives
Incentive Pay
• Incentive awards can only be distributed to certified personnel and teacher assistants.
(Legislative mandate)
• All excess funds must revert to the State and cannot be used to purchase equipment
or for staff development. (Legislative mandate)
• The required length of employment for eligible personnel to receive an incentive award
is six full months within one fiscal year.
All itinerants who serve more than one school that meets expected or high growth will
receive state funding based on the individual’s percent of time assigned to that school.
23
…the subject is excellence
Office of the Superintendent
P.O. Box 1103, Asheboro, NC 27204-1103 • 1126 S. Park St. • (336) 625-5104 • (336) 625-9238, fax
October 10, 2008
Representative Harold Brubaker
NC House of Representatives
16 W. Jones Street, Room 1229
Raleigh, NC 27601-1096
Representative Pat Hurley
NC House of Representatives
300 N. Salisbury Street, Room 607
Senator Jerry Tillman
NC Senate
300 N. Salisbury Street, Room 628
Dear Representative Brubaker, Representative Hurley, and Senator Tillman:
You may have recently read that Judge Manning of Wake County Superior Court
ruled that various state agencies owe $747 million to local school systems across
North Carolina. The judge’s ruling was a follow-up to a 2005 unanimous decision
of the North Carolina Supreme Court that those agencies had wrongly kept
administrative fines that belonged to the public schools under the State
Constitution.
The Court ordered that the funds be distributed based on each public school
system’s percentage of the overall student enrollment in North Carolina. In
addition the ruling requires that the funds be used to improve technology in our
schools.
Our county, like most others, in North Carolina is woefully behind in providing our
students the technologically based education that will be critical to helping them
compete in the 21st Century. The funds designated by Judge Manning would
help us close that gap.
Our board and the NC State School Boards Association look forward to working
with the General Assembly to devise a fair way for those funds to be repaid
An equal opportunity/affirmative action employer
within a reasonable timetable so they can be put to work for our school children
in every classroom.
To begin that process, would you please inform our board of your reaction to the
court decisions and make suggestions for how the General Assembly can move
forward to discharge its constitutional duties described by both courts?
Please find enclosed a statement made on behalf our NC Schools Boards
Association about the ruling. It includes some background on the issue. We
would look forward to the opportunity to talk with you further about this issue.
Sincerely,
Asheboro City Board of Education
Asheboro, North Carolina
Gidget Kidd, Chair
Archie Priest, Vice Chair
Phillip Cheek
Linda Cranford
Joyce Harrington
Kelly Harris
Steve Jones
Kyle Lamb
Jane Redding
Derek Robbins
Chris Yow
2
Courts Say State Owes NC Schools, Students $747
Million
It’s Time to Start Paying Up
Background
Recently North Carolina Superior Court Judge Howard Manning ruled that
various state agencies owe North Carolina’s public schools $747 million. Over an
eight-year period the money collected from state fines was by law supposed to
be given to the schools to pay for new technology in classrooms. Instead, the
money was diverted to other uses. In 2005 the North Carolina Supreme Court
unanimously ruled that under the State Constitution those funds should have
been deposited in a North Carolina Civil Penalty and Forfeiture Fund for the
exclusive use of the schools. Also, Judge Manning confirmed that those funds
must be used for computer technology in North Carolina’s school classrooms.
Now, it is up to the General Assembly to determine a way to repay those debts
over a several year period. Legislators need to be encouraged to establish a
repayment schedule starting in 2009.
How you can help
Here are some important points you may want to use in conversations with your
friends, in speeches, letters to the editor, and contacts with legislators.
•
The state courts have unanimously ruled that North Carolina state
agencies owe the schools $747 million that was diverted over eight years
from a school fund especially set up to pay for installing technology in
North Carolina classrooms.
•
The courts have said it is a violation of the state constitution and ordered
the General Assembly to pay back the funds.
•
Asheboro City Schools’ share of the $747 million would be approximately
$2,252,619, or $493.35 per student.
•
Some of the ways these funds could be used in Asheboro City Schools
are to complete our goal to equip every classroom with interactive
technology (Smart Board, laptop, document camera), upgrading computer
labs, providing laptops for teachers and students, and providing the
necessary technical support and training to effectively use these
technologies to enhance student learning.
3
•
Some in the General Assembly say the state can’t afford to repay the
schools $747 million in 2009. But the schools have said they are
agreeable to the funds being repaid over several years.
•
Improved technology in the schools is critical to North Carolina’s children
being prepared for higher education, training and competing in the 21st
century.
•
Technology gives teachers ways to open up whole new worlds to
students. Students can learn more, faster.
•
Technology gives teachers more time for one on one instruction.
•
One option for a funding source could be the state’s rainy day fund. The
schools could be repaid annually with a relatively small percentage of the
$787 million reserve.
•
Legislators, like the rest of us, need to comply with the law. No one
disputes that the funds were diverted away from classrooms. Now the
courts have unanimously said the schools should be repaid.
•
Some legislators have proposed repaying the funds out of the existing
state education budget. That’s not a repayment.
•
The Legislature needs to live up to its Constitutional obligation to the
school children of this state. It was the Legislature that passed the law
directing that the fines be put into the technology fund.
•
The 2009 Legislature needs to devise a fair and reasonable solution
schedule for repayment of the funds with new revenues, not existing
education appropriations.
4
Courts Say State Owes NC Schools, Students $747
Million
It’s Time to Start Paying Up
Background
Recently North Carolina Superior Court Judge Howard Manning ruled that
various state agencies owe North Carolina’s public schools $747 million. Over an
eight-year period the money collected from state fines was by law supposed to
be given to the schools to pay for new technology in classrooms. Instead, the
money was diverted to other uses. In 2005 the North Carolina Supreme Court
unanimously ruled that under the State Constitution those funds should have
been deposited in a North Carolina Civil Penalty and Forfeiture Fund for the
exclusive use of the schools. Also, Judge Manning confirmed that those funds
must be used for computer technology in North Carolina’s school classrooms.
Now, it is up to the General Assembly to determine a way to repay those debts
over a several year period. Legislators need to be encouraged to establish a
repayment schedule starting in 2009.
How you can help
Here are some important points you may want to use in conversations with your
friends, in speeches, letters to the editor, and contacts with legislators.
•
The state courts have unanimously ruled that North Carolina state
agencies owe the schools $747 million that was diverted over eight years
from a school fund especially set up to pay for installing technology in
North Carolina classrooms.
•
The courts have said it is a violation of the state constitution and ordered
the General Assembly to pay back the funds.
•
Asheboro City Schools’ share of the $747 million would be approximately
$2,252,619, or $493.35 per student.
•
Some of the ways these funds could be used in Asheboro City Schools
are to complete our goal to equip every classroom with interactive
technology (Smart Board, laptop, document camera), upgrading computer
labs, providing laptops for teachers and students, and providing the
necessary technical support and training to effectively use these
technologies to enhance student learning.
3
•
Some in the General Assembly say the state can’t afford to repay the
schools $747 million in 2009. But the schools have said they are
agreeable to the funds being repaid over several years.
•
Improved technology in the schools is critical to North Carolina’s children
being prepared for higher education, training and competing in the 21st
century.
•
Technology gives teachers ways to open up whole new worlds to
students. Students can learn more, faster.
•
Technology gives teachers more time for one on one instruction.
•
One option for a funding source could be the state’s rainy day fund. The
schools could be repaid annually with a relatively small percentage of the
$787 million reserve.
•
Legislators, like the rest of us, need to comply with the law. No one
disputes that the funds were diverted away from classrooms. Now the
courts have unanimously said the schools should be repaid.
•
Some legislators have proposed repaying the funds out of the existing
state education budget. That’s not a repayment.
•
The Legislature needs to live up to its Constitutional obligation to the
school children of this state. It was the Legislature that passed the law
directing that the fines be put into the technology fund.
•
The 2009 Legislature needs to devise a fair and reasonable solution
schedule for repayment of the funds with new revenues, not existing
education appropriations.
4
Educational Technology Plan: 2009-2013
• Executive Summary •
Oct. 1, 2008
Introduction
On November 3, 2008, Asheboro City Schools will submit a new educational technology
plan to be approved by the North Carolina Department of Public Instruction in accordance with
their requirements. The plan will serve as a guide as we strive to create a 21st century education
system that prepares students to excel in global skills while being taught by 21st Century
professionals in a technology-rich environment.
Vision
Asheboro City Schools will be a system of excellence where students are honored,
learning is valued, and our community is dedicated to the success of all. For this vision to be
realized in the 21st Century requires life and career skills, learning and innovation skills, core
subject knowledge, and information, media, and technology skills as defined by the Partnership
for 21st Century Skills. Asheboro City Schools will use appropriate technologies to create a
learning environment that supports research-based best instructional practices.
Goal Areas
The Asheboro City Schools Educational Technology Plan 2009-2013 has five broad goal
areas to align with the State Board of Education mission and goals to prepare Future-Ready
Students. Their revised mission and goals are:
The guiding mission of the North Carolina State Board of Education is that every public school
student will graduate from high school, globally competitive for work and post secondary
education and prepared for life in the 21st Century.
•
Goal: NC public schools will produce globally competitive students.
•
Goal: NC public schools will be led by 21st Century professionals.
•
Goal: NC public school students will be healthy and responsible.
•
Goal: Leadership will guide innovation in NC public schools.
•
Goal: NC public schools will be governed and supported by 21st Century systems.
The strategies in the Asheboro City Schools Educational Technology Plan are in these five areas
and identify specific actions for enactment. They support these goals and will lead to their
implementation in a way that is aligned with our Strategic Plan, School Improvement Plans, and
technology initiatives. The plan guides the allocation of resources and helps us leverage time and
productivity for identified priorities. The budget reflects approximate costs associated with
upgrading and maintaining current technologies as well as estimates for some new and emerging
technologies. We will continue to pursue instructional best practices and to provide the related
high-quality professional development.
VISION
Asheboro City Schools will be a system of excellence where students are
honored, learning is valued, and our community is dedicated to the success of all. For this
vision to be realized in the 21st Century requires life and career skills, learning and
innovation skills, core subject knowledge, and information, media, and technology skills
as defined by the Partnership for 21st Century Skills. Asheboro City Schools will use
appropriate technologies to create a learning environment that supports research-based
best instructional practices.
NC public schools will produce globally competitive students.
Current Situation Narrative
In Asheboro City Schools (ACS) technology is being used to support and enhance
student achievement in a variety of ways. Instructional content, delivery, assessment, and
management are being shaped by access that has improved both in quality and quantity to
interactive equipment and software and online resources. One goal in our strategic plan
is to utilize technology to enhance learning. A major initiative in this area is to equip all
classrooms with interactive technology (interactive whiteboard, document camera, and
laptop). Currently ACS has 96 interactive classrooms, 65 of which were equipped in
2007-2008. The plan is to equip 75 classrooms in 2008-2009 with the funds from the
IMPACT grant. We have 4.71 instructional computers with Internet access per student.
Every office and classroom has Internet access. We are continually expanding our
wireless access as we acquire more mobile laptop carts. Assistive/adaptive devices are
provided as needed to meet students’ needs. Areas of greatest need have been devices and
software for visually-impaired students, hearing-impaired students, and autistic students.
We are beginning to use classroom response systems for feedback, engagement, and
formative assessment. We have a 1:1 laptop initiative for the approximately 100 high
school students who attend our science focus program at the zoo.
The IMPACT grant will ensure implementation of the IMPACT model at Asheboro
High School, North Asheboro Middle School and South Asheboro Middle School. Our
goals are to have a technology facilitator at every school and to increase collaboration
and access to resources. At the elementary schools, it continues to be a challenge to fully
implement flexible access mainly due to time and personnel constraints.
To have globally competitive students, ACS must provide quality access to
technology for teaching, learning, and effective operations. ClassScape and Education
Value-Added Assessment System (EVAAS) are being used to improve formative
assessment for instruction so that teachers can readily assess the effectiveness of the
instruction and make changes as necessary to help every student be successful. The use
of digital resources such as streaming video, NC WiseOwl, and Learn NC to name a few,
is facilitated through both formal and informal professional development. Our schools
subscribe to Study Island, Education City, BrainPop, Scholastic Reading Inventory,
Accelerated Reader and other subscription-based resources. Students at Asheboro High
School have access to a distance learning lab and technology assistant so that they can
participate in iSchool, North Carolina Virtual Public School, Learn and Earn, and
NovaNet. The software program, Rosetta Stone, is used at one school as a tool for
second-language learning for staff and parents. After school tuition-based Spanish
lessons are offered for elementary students. Band and chorus students at Asheboro High
school have opportunities to travel outside the state. Various teachers at AHS organize
summer travel abroad for students. We employ teachers affiliated with Visiting
International Faculty and they provide a variety of multicultural experiences for our
students.
Our students benefit from ongoing partnerships with Randolph Community College
and the North Carolina Zoo. The Science Technology and Math Partnership (STAMP)
Grant which ended formally in 2008 has resulted in an ongoing partnership with
Asheboro City Schools Strategic Technology Plan 1
educators at Meredith College. Many businesses in our community provide support in a
variety of ways.
In Asheboro City Schools, technology permeates every area of operation. It is a focus
in our strategic plan as well as necessary tool for information, communication, data
analysis, and assessment for all goals and objectives in the plan.
NC public schools will produce globally competitive students.
Strategic Technology Plan
Strategy
Resources Needed
(Human &
Material)
Person(s)
Responsible
1.1 Continue the
IMPACT model at
AHS, NAMS, and
SAMS with focus on
collaboration to
improve
instructional
practices and
effectively use
technology
1.2 Continue
integration of
technology with
content as in the
Literacy Pacing
Guides and ACS
website resources
1.3 Model and
promote use of Big6
research process for
information literacy
Administrators
Media
Coordinators
Tech. Facilitators
CO tech. personnel
DPI media and
tech. staff
Administrators
media Coordinators
tech. Facilitators
CO tech. personnel
Cost to
maintain
technology
facilitator
positionsamount
reflected in
systems area
of plan
Local
State
Federal
Pacing guides
Web resources
Network and
Internet access
Asst. superintendent
for curriculum and
instruction,
lead teachers
$5000 for
stipends
Local
State
Federal
July 6, 2009
Big6 web
resources
Research projects
$6000 (inkind)
Local
State
Federal
Aug. 25, 2009
1.4 Utilize
technology for
formative
assessment
1. 5 Use word
processing and
online interactive
tools to facilitate the
EVAAS,
ClassScape,
classroom
response systems
Software,
hardware, Internet
access, online
writing tools
Instructional
technology lead
teacher, media
coordinators,
technology
facilitators, teachers
Administrators,
teachers, support staff
Local
State
Federal
June 11, 2009
Local
State
Federal
Sept. 2008
Principals, literacy
lead teacher, director
of instructional
improvement,
Budget
Needs
$8113 per
year
In-kind
Funding Sources
Time-line
(Proposed
Beginning &
Ending dates)
Aug. 25, 2009
June 30, 2013
August 15, 2009
June 30, 2013
June 30, 2013
June 30, 2010
Method of Evaluation
Surveys, observations,
anecdotes, demonstrated
performance
Pacing guides complete
with technology resources
integrated
Project rubrics,
observation, teacher and
student anecdotes
Data analysis from these
systems to assess
performance and adjust
instruction
Writing plan and
implementation, student
work, formative writing
assessments
writing process for
students across the
curriculum
Director of
accountability and
testing, media
coordinators,
technology
Director of
exceptional children
services,
diagnosticians
1.6 Continue to
provide/purchase
assistive/adaptive
technologies to
increase educational
opportunities for
students with special
needs
Vendors,
Exceptional
children services
personnel, web
resources
1.7 Maintain online
learning lab and
provision of a
facilitator to
annually increase
participation rate and
success rate for
students to recover
course credits and
take online AP and
college classes
1.8 Continue
implementation of
interactive classroom
program to equip
every classroom
Hardware,
software, training,
facilitator,
NovaNet
subscription,
broadband Internet
access, computer
labs
Central office
technology staff,
school administrators,
NovaNet facilitator,
director of CTE,
teachers
$70,000
Interactive
whiteboards,
laptops, document
cameras,
$300,000
1.9 Maintain 1:1
initiative at AHS
Zoo School and add
microscopes and
handhelds
2.0 Facilitate the use
of classroom
resources such as
Laptops, software,
connectivity
School and CO
administrators, CO
technology staff,
teachers, media
coordinators,
technology facilitators
Technicians, teachers,
administrators
Hardware,
broadband Internet
access, online
$10,000
Local
State
Federal
July 1, 2009
Student use of adaptive
equipment
June 30, 2013
Monitor annually
in July
Instructional
technology lead
teacher, media
Local
state
July 1, 2009
June 30, 2013
$9000
$8000 per
year for
Discovery
Federal
Local
State
July 1, 2009
Federal
Local
State
Jan. 22, 2009
Federal
Local
State
July 1, 2009
June 30, 2013
Data of students
participating in online
opportunities and success
rate
Equipment installed and
operational in all regular
classrooms
June 30, 2009
June 30, 2013
Observation,
walkthrough, lesson
plans, student
NC Wise Owl,
Curriculum
Pathways, Learn
NC, Intel Teaching
Tools, Discovery
Streaming and
resources to improve
teaching and
learning across the
curriculum and help
provide
differentiated
instruction
2.1 Increase number
of students in high
level math classes by
10%
2.2 Decrease the
grades 3-8
mathematics
achievement gap
between Black and
White students from
36 points to 15
points, and between
Hispanic and White
students from 25
points to 15 points.
2.3 Increase
effective
collaboration among
teachers, media
coordinators, and
technology
facilitators to embed
computer skills and
information skills
into project-based
learning
resources
coordinators,
technology
Streaming
Model math
lessons, math
vocabulary, online
interactivities in
math
Math lead teacher,
grade-level
planning,
formative
assessment,
Math lead teacher,
teachers,
administrators
In-kind
for curriculum and
instruction, director of
instructional
improvement,
principals, math lead
teacher, curriculum
coaches, teachers,
In-kind
Collaborative
planning time,
access to resources
Principals,
instructional
technology lead
teacher, media
coordinators,
technology
In-kind
performance
Federal
Local
State
August 25, 2009
July 30, 2010
Data analysis of numbers
of students in higher level
math classes
Federal
Local
State
August 25, 2009
EOG scores analysis
Federal
Local
State
July 1, 2009
July 30, 2010
June 30, 2013
Collaborative planning
schedules, examples of
projects, project rubrics
2.4 Increase 8th
grade computer
skills test scores by
2%
Internet access
Computer lab
CTE staff
2.5 Embed global
awareness objectives
in existing lessons to
help students
develop an
understanding of the
interconnectedness
of world economics,
politics, culture,
geography and
history
Identify and
develop global
awareness themes
Principals
CTE teachers
technology facilitator
media coordinator
teachers
Instructional
technology lead
teacher, media
coordinators,
technology
In-kind
In-kind
Federal
Local
State
July 1, 2009
Local
State
July 1, 2009
Scores on test reflect 2%
increase
June 30, 2010
June 30, 2010
Revised lesson plans with
global awareness
objectives available to
teachers
NC public schools will be led by 21st Century professionals.
Currently the focus of technology professional development in Asheboro City
Schools is collaboration so that technology is connected to content. Lead teachers in
literacy, math, and English as a Second Language are planning and delivering
professional development that includes the appropriate technology. This emphasis on
creating job-embedded technology training led us to recently remove the requirement of
separate technology credits. By embedding technology in all areas of professional
development and with the expectation for all teachers to use interactive classroom
equipment effectively, our teachers will be continually improving their technology skills.
We feel that integration of the skills for teachers will be effective and pervasive. The bar
is not being lowered; using technology effectively is essential for 21st Century teaching
and learning.
Online applications and network resources are used daily for instructional and
managerial tasks. Training for the following applications is offered as needed:
• NCWISE
• eProcurement
• online approval forms
• email
• accessing network resources
• ClassScape
Another focus is training teachers to use the interactive classroom equipment for
effective instructional practice to meet the needs of our diverse student population. Our
professional development plans include a variety of delivery methods-workshops, model
lessons, one-on-one assistance, and online resources provided by system-level and
school-level media and technology personnel.
Demonstrations and workshops are provided for administrators in the use of tools
such as EVAAS and Discovery Education Streaming so that they can monitor effective
use of these and other resources. Technology classes have been provided on Web 2.0
applications such as blogs, wikis, and podcasting.
NC public schools will be led by 21st Century professionals.
Include at least one strategy or objective that includes the following:
1. Teacher/staff skills assessment
2. Diverse training resources (local and online including
DPI resources)
3. Follow-up support
4. Local certification and professional development
Strategy
Resources Needed
(Human &
Material)
1.1 Use the National
Education
Technology
Standards for
Teachers
Assessment Model
for staff skills
assessment
1.2 Continue to offer
professional
development
through a variety of
delivery methods
(online classes,
workshops, study
groups, independent
study, professional
learning
communities, book
studies, etc.)
1.3 Continue use of
the SERVE
professional
development
Lead teachers, media
and technology
personnel
Lead teachers, media
and technology
personnel,
Curriculum
Pathways, PD 3600
eBistro, NCWiseOwl,
Person(s)
Responsible
Budget Needs
Lead teachers,
media and
technology
personnel, school
and CO
administrators
In-kind
Lead teachers,
media and
technology
personnel, school
and CO
administrators
$9500
Assistant
superintendent for
Curriculum and
Instruction, lead
In-kind
5. Ethical and professional standards
6. Evaluation of training
7. Readiness of an educator to design, implement, and
discuss assessment strategies ("assessment literacy.")
8. ***Global awareness training
Funding
Sources
Local
State
Federal
Time-line
(Proposed
Beginning &
Ending dates)
July 1, 2009
Surveys, reflective practice,
performance tasks,
observation, student work
June 30, 2011
Local
State
Federal
July 1, 2009
Evaluation of training,
observation, verbal feedback
from teachers
June 30, 2013
United Star Distance
Learning
Consortium, etc.
SERVE Evaluation
instrument
Local
State
July 1, 2009
June 30, 2011
Analysis of evaluations to
determine areas of strength
and those that need
improvement
evaluation
instrument
1.4 Continue to
develop and deliver
a collaborative
professional
development for
grade-level teams to
integrate technology,
ESL, and EC
strategies with
literacy and math
1.5 Continue focus
on effective
assessment for
instruction in
system-level
professional
development
Planning time,
professional
development
schedule, content
resources
Online assessment
resources, classroom
response systems
1.6 Provide a
template for teachers
to develop lessons
on the concepts of
global awareness,
cultural differences
and similarities.
Online resources,
global education
projects,
1.7 Maintain and
expand technology
available in
professional training
center
Professional
Development
Center, current and
new equipment,
software, online
resources,
broadband wireless
teachers, program
directors,
Asst.
Superintendent for
Curriculum and
Instruction, Lead
teachers,
compliance/
instructional
specialist
Asst.
Superintendent for
Curriculum and
Instruction, lead
teachers, media
coordinators,
technology
facilitators,
teachers
Asst.
Superintendent for
Curriculum and
Instruction, lead
teachers, media
coordinators,
technology
facilitators,
teachers
Instructional
technology lead
teacher, Finance
Director, Computer
systems specialist
In-kind
Local
State
Federal
July 1, 2009
June 30, 2011
$6000
Local
State
Federal
July 1, 2009
Agendas, schedule, planning
meetings, participant
evaluation of professional
development activities
Use statistics for sites,
meeting agendas, purchase of
classroom response systems
June 30, 2010
In-kind
Local
State
July 1, 2009
Template and accompanying
resources provided to teachers
June 30, 2010
$5000 per year
Local
State
July 1, 2009
June 30, 2011
Annual review
Current equipment
maintained, functional, and
accessible
Purchase of new
equipment/software as new
technologies emerge
1.8 Plan and
implement schoolbased professional
development
access
Computer labs,
software, broadband
access
Instructional
technology lead
teacher, media
coordinators,
technology
facilitators,
principals
In-kind
Local
State
Federal
July 1, 2009
Rosters and agendas for
training sessions, analysis of
evaluations
June 30, 2013
***Global Awareness: The recognition and understanding of interrelationships among international organizations, nation-states, public and
private economic entities, socio-cultural groups, and individuals across the globe.
NC public school students will be healthy and responsible.
Our Safe Schools Plan uses technology to for student safety in the areas of
prevention, information, communication, and incident management. The plan is posted
on our system website. The administrative leadership team is currently participating in
FEMA’s online Emergency Management Institute to ensure that standard and appropriate
protocols are in place at the system and school levels to keep our students and employees
safe.
Each school has digital security cameras and every school bus is equipped with
video cameras. These devices document what has happened on campuses and on the
school buses and serve as a deterrent to bad behavior and unsafe actions. Additionally,
bus drivers use direct connect to be able to communicate with the central office and the
schools in the event of unsafe behavior. Databases are used to track discipline incidents.
This data is used to help make strategic plans to prevent discipline infractions and reduce
unsafe behaviors. Digital cameras have been placed at every school to document any
gang activity/graffiti. They have video capability that can be used to document an
emergency scene. All school sites have a weather radio with alerts specific to our county.
An online resource, Connect-Ed, is used to notify staff, parents, and bus drivers of
unsafe weather conditions. Connect-Ed is also used to help notify drivers in the event of
missing students. Weather radios are in place at every school. Electronic scrolling
announcements, system and school websites, teacher webpages, and staff email all serve
to educate our staff, students and community and to communicate health and safety
information.
Network infrastructure is similar at all schools to ensure equitable access to
resources. Flexible access to a variety of web-based resources such as Atomic Learning,
ClassScape, email, system and school webpages, eSIS, is available to staff.
Policies on acceptable Internet use, copyright, filtering, webpage creation and
additional procedures address ethical and responsible digital citizenship. Current policies
need updating to reflect emerging technology trends. Media and technology programs in
our schools use resources such as i-Learn and i-Safe to teach students Internet safety.
Internet safety programs have been held to assist parents in understanding how to make
the Internet safe for their children. Computers, SMART Boards and document cameras
are available for regular use by DARE officers and school resource officers. Electronic
spreadsheets are utilized for Communities In Schools programs to monitor students,
mentors and their progress. AVID and Gear Up programs use technology to promote
scholarship for students.
Our child nutrition program from Sodexho provides an interactive website with
information for parents and links to a variety of sites that have information for healthy
eating and getting exercise. Parents can email a nutrition expert if they have questions or
concerns related to a proper diet. The cafeteria staff utilizes technology in meal planning,
preparation and purchase of meals. Health and physical education teachers in our system
use online resources, interactive and software programs with lessons that help students
explore and understand the importance of a healthy lifestyle. Pedometers are used in
some physical education activities. Various CTE classes educate students related to
exercise, nutrition, and health care using a variety of technology resources.
Health-related training tutorials are available to staff via our district website.
School nurses use laptops and network access to facilitate working at multiple schools. A
DVD program facilitates CPR training for staff.
NC public school students will be healthy and responsible.
1. School campus security (video, alarms, metal
detectors, etc.)
2. School bus security (video, radios, cell phones, etc.)
3. Student and Staff ID systems
4. Student Information/Tracking Systems
(SIMS/NCWISE, nutrition, etc.)
5. Internet and email filtering/security
6. Classroom telephone systems and other
communications devices
Strategy
1.1 Explore adding
GPS monitoring
systems to all school
buses to monitor
safe speeds and to be
able to locate buses
faster in the event of
an accident or
incident.
1.2 Deploy
individual student
user names for
network access at
the middle and high
schools to increase
network security and
user accountability
1.3 Maintain
electronic
surveillance at
Resources Needed
(Human &
Material)
Person(s)
Responsible
Budget Needs
7. Website use (district, school and classroom)
8. Flexible access to resources
9. Equitable access to resources
10. Ethical and personal responsibility
11. Policy and procedures to address global, ethical and
responsible use
12. Technology used to educate, monitor and maintain
healthy student lifestyles
Funding
Sources
Time-line
(Proposed
Beginning &
Ending dates)
Aug. 18. 2008
June 30, 2009
GPS service,
vendors
Dir. of Support
Services,
transportation
supervisor
$7,200 a year
Local
State
Product comparison,
affordability
Server, software,
computer technician
Computer systems
specialist,
technician, school
media and
technology
personnel
In-kind
Local
State
Federal
Implemented Aug.
25, 2008
Continue to
monitor and refine
system Aug. 25,
2009
Students able to log on and
access network resources and
storage
Reports of errors and their
resolution
Surveillance
cameras, monitors,
software
School
administrators,
maintenance, CO
$15,000 per
year
Local
State
July 1, 2009
Surveillance videos available
at time of need
June 30, 2013
schools
1.4 Maintain safety
equipment on school
buses
1.5 Continue to
improve discipline
data collection and
reporting to have
consistent reporting
among schools and
to identify
trends/issues that
need preventive
measures
1.6 Enforce staff ID
badge policy
1.7 Maintain firewall
and filtering
technologies
1.8 Maintain
classroom phone
systems and add as
needed
1.9 Maintain and
improve system and
school websites to
provide information
and resources to all
stakeholders
2.0 Continue to
increase number of
classroom teacher
websites to provide
Video cameras on
buses, tapes, bus
drivers, cell phones
NCWISE
Camera, badge
supplies, computer,
secretary, special
printer, School
Board Policy
Secure Designs
Management System
Website host,
broadband access
Website host,
broadband access
technology staff
Director of Support
Services,
transportation
supervisor
Data managers,
administrators,
Director of support
services, teachers
Dir. of support
services, secretary
$5000 a year
Local
July 1, 2009
June 30, 2013
In-kind
Local
July 1, 2009
Director of
maintenance,
computer systems
analyst
Public information
officer, school
webmasters,
administrators,
teachers
Public information
officer, school
webmasters,
administrators,
Discipline reports, data from
NCWise, data analysis
June 30, 2013
$2000 per year
Local
July 1, 2009
June 30, 2010
Computer systems
specialist
Equipment operational and
tapes available when needed
$10,000 a year
Local
State
Local
State
July 1, 2009
June 30, 2013
July 1, 2009
Observation in schools,
documentation of badges
made, digital copies on
computer
Inappropriate sites blocked,
network security maintained
Functioning phones in every
classroom
June 30, 2013
$20,000 a year
Local
State
July 1, 2009
Websites current and
accurate, feedback from users
June 30, 2013
Included in
cost above
Local
July 1, 2009
June 30, 2013
Increase in number of teacher
pages
Websites current and
accurate, feedback from users
timely information
for curricular and
management matters
2.1 Expand flexible
and equitable access
to resources, spaces,
and technology
systems to
individuals and
groups at time of
need
2.2 Model and
promote safe, ethical
responsible use of
technology
2.3 Use ConnectEd
for improved
communication and
to inform parents of
teachers
Hardware, LAN,
WAN
Online resources
such as iSafe,
information and
computer skills
curriculum, policies
and procedures
Director of
Accountability, data
managers,
Superintendent, CO
administrators,
technology staff,
media coordinators,
technology
facilitators
In-kind
System and school
administrators,
technology staff,
media coordinators,
teachers
In-kind
Public information
officer, principals
$19,000 per
year
Local
State
July 1, 2009
June 30, 2013
Local
State
July 1, 2009
June 30, 2013
Local
State
July 1, 2009
Extended access to school
technology and facilities,
increased online resources,
documents translated when
appropriate
Parent programs, lessons
plans with digital citizenship
components, observation of
ethical behavior
Log of uses and record of
messages, anecdotal data
June 30, 2013
absences/emergencies/
events
Leadership will guide innovation in NC public schools.
The Asheboro City Schools administrative team continually functions as a
learning community and is involved in activities to promote continuous improvement.
We note areas of strength to build on and target areas of concern and develop strategies
for improvement. We use a wide variety of data as we make these decisions. We have
participated in extensive training with MCREL to develop balanced leadership and
understand how to facilitate change. Our strategic plan indicates that our community and
school leaders understand that technology is integral to all that we do.
Some of the collaborative efforts that we participate in are:
• IMPACT model schools in grades 6-12
• UNITE Uganda project
• Latino Initiative Center for International Understanding
• National School Board Association
• North Carolina School Board Association
• University of North Carolina Greensboro TESOL grant
Our collaborative efforts and intentional use of the Media and Technology
Advisory Committees will increase as fully implement the IMPACT model in grades 612. The district level technology committee meets formally on a periodic basis.
Professional growth is facilitated through opportunities offered in-house and
through support for attending conferences, taking university classes, utilizing online
resources and other avenues. Subscriptions to PD 3600 and Atomic Learning are available
for online professional development. We offer stipends to teachers pursuing National
Board Certification, mentors and lead teachers. There is a culture of high expectations
that we will continue to grow and improve professionally. As stated previously,
technology is present in all that we do be it in the form of hardware, software, network
resources, online resources, or communication. Staff members are surveyed to provide
input into planning professional development that will meet their needs. Various
committees such as the school leadership teams, Superintendent’s Advisory Council, and
job-alike meetings enable employees to discuss, plan and share topics related to
professional growth needs. Annually the superintendent and the assistant superintendent
for curriculum and instruction meet with members of the school leadership teams to
promote collaboration, communication and plan for continuous improvement. Teachers
and students are encouraged to take advantage of opportunities such as Governor’s
School, the North Carolina Center for the Advancement of Teaching, ROTC trips, honors
band and chorus, Special Olympics, and yearbook training at Columbia University.
Students can participate in numerous clubs and service organizations which provide
opportunities to develop leadership skills and travel to other states.
Asheboro City Schools benefits from a number of community partnerships such as
the AHS Zoo School with the North Carolina Zoo, Meredith College’s Science
Technology and Math Partnership Project (STAMP), faith-based tutoring programs,
Student Leadership Information for Tomorrow (Student LIFT), Teacher Intern program,
Get a Life from the Chamber of Commerce, Gear Up, Advancement Via Individual
Determination (AVID), and Parents Academically Gifted Education (PAGE). Many
businesses in our community partner with us to provide resources and learning
experiences for our students.
Leadership will guide innovation in NC public schools.
Include at least one strategy or objective that includes the
following:
1. Leadership enabling teaching and learning collaborative
projects
2. Media and Technology Advisory Committee
3. Leadership communication tools and venues
Strategy
Resources Needed
(Human &
Material)
1.1 Implementing
schedules that
facilitate
collaborative
planning meetings at
IMPACT schools
1.2 Continue to
support fully
functioning MTAC’s
at IMPACT schools
Administrators,
IMPACT Guidelines
1.4 Use technologyrich tools in
professional
development
1.5 Plan, implement,
and monitor
instructional
practices that support
effective technology
use
1.6 Explore use of
collaborative tools
such as Google docs
Hardware, software,
professional
development plans,
Internet access
Hardware, software,
professional
development plans,
Internet access,
interactive
classrooms
Computer,
broadband access ,
software, online
Administrators,
IMPACT Guidelines
Person(s)
Responsible
Budget
Needs
Administrators
MTAC
tech. facilitator,
media coordinators
teachers
$5000
Administrators
MTAC
tech. facilitator,
media coordinators
teachers
Lead teachers,
tech. facilitator,
media coordinators
In-kind
Lead teachers,
tech. facilitator,
media coordinators
In-kind
Superintendent,
Assistant
superintendent for
In-kind
$5000 per
year
4. Leadership created professional growth opportunities
5. Partnerships
6. Process for addressing ongoing change
Funding
Sources
Local
State
Federal
Time-line
(Proposed
Beginning &
Ending dates)
Jan. 22, 2009
Collaborative planning
schedules
June 30, 2010
Local
State
Federal
July 1, 2011
Local
State
Federal
July 1, 2009
Local
State
Federal
July 1, 2009
Local
State
Jan. 22, 2009
Minutes from MTAC meetings
June 30, 2013
June 30, 2013
Availability of current
technology tools and
applications
Availability of plans,
classroom walkthroughs
June 30, 2013
Completion of shared
documents using online tools
June 30, 2011
and Moodle to
facilitate the work of
various teams and
committees
1.7 Continue
administrative use of
ConnectEd for
communication
1.8 Continue to
identify and connect
with community
resources to
strengthen our
schools, families,
and student
achievement
1.9 Continue high
quality professional
development for the
system
administrative
leadership team to
address change and
continuous
improvement
tools
ConnectEd
subscription, Internet
access
cur. and instruct.,
instructional
technology lead
teacher,
CO and school
administrators
Cost
included
previously
Local
State
Local
State
School-parentcommunity
communication,
parent night
programs,
transportation,
access to technology
Superintendent,
Public information
officer,
administrators,
teachers, counselors
$500 per
year
Consultants,
community partners,
university staff, inhouse expertise
Superintendent,
assistant
superintendent,
administrative
leadership team
$7000 per
year and inkind
July 1, 2009
Usage reports
June 30, 2013
July 1, 2009
Checklist that evaluates
school partnership practices
June 30, 2013
Local
State
Federal
July 1, 2009
June 30, 2013
Rosters
Plans resulting from
collaborative meetings
NC public schools will be governed and supported by 21st Century systems.
In Asheboro City Schools, we understand that technology is an essential factor
that enables employees to access, analyze, and use data to increase student achievement,
productivity and efficiency. To support those endeavors in each school and department,
Asheboro City Schools employs a computer systems analyst, instructional technology
lead teacher, and two technicians. We have employed four elementary instructional
technology facilitators for several years. In the coming school year, each of our eight
schools will have a full-time instructional technology facilitator. The media coordinators
are active and well-informed as technology leaders in their schools.
Administrators in Asheboro City Schools use technology effectively in almost
every facet of operation and support its role in instruction and management. NCWise is
utilized to the fullest extent possible. Supporting technology is a big and ongoing
challenge as the Total Cost of Ownership analysis will attest. Asheboro City Schools
uses federal, state, and local budgets to fund technology. All program areas and each
school contributes to the purchasing of equipment and instructional resources. Planning
for technology budget needs and requests is completed yearly by the central office
technology staff in cooperation with the assistant superintendent and financial director.
The superintendent and board make technology a priority in yearly goals and strategies.
Our major initiative currently is to equip each classroom with an interactive whiteboard,
document camera, and laptop. There is an application and selection process in place for
the placement of this equipment. As a system, we continually seek out grant
opportunities and in February 2008, we received a 1.2 million dollar IMPACT Grant
which will greatly assist the interactive classroom program as well as other technology
endeavors.
The Asheboro City Schools Strategic Technology Plan is monitored by the
system-level technology staff. Data is collected by various departments and at the
schools as designated in the plan. Formal monitoring of the plan is completed by the DPI
technology consultant.
Our WAN is 20 megabit fiber. Each site has a LAN that is 10/100 megabit
Ethernet. We have replaced our routers with layer 3 switches. Currently we have some
wireless access in our schools which will be expanded. Technology is used for
surveillance cameras at each school. Every school bus is equipped with video cameras.
Connect-ED is used regularly to inform parents and can be used quickly to notify parents
of emergency incidents. Server space is provided to store and share data and to manage
operational processes. We are exploring administrative use of Web 2.0 applications. We
purchase national brand computers which are Vista capable and carry extended
warranties. All servers are Dell PowerEdge servers and have been updated in last three
years (with same day warranty service). Secure Designs, a third party technology
security company, provides web and email filtering and firewall management. The email
server has been upgraded to Exchange 2007. Employees have constant access to web
email.
NC public schools will be governed and supported by 21st Century systems.
1. Policy and policy management
2. Budget
3. Personnel
4. Security
5. Administrative Applications
Strategy
Resources Needed
(Human &
Material)
Person(s)
Responsible
Budget
Needs
6. Hardware
7. Infrastructure-School Local Area Networks and District
Wide Area Networks
8. Communication and collaboration tools
Funding
Sources
1.1 Update policies,
procedures, and
guidelines regarding
ethical and
responsible use of
current and emerging
technologies
1.2 Provide a
technology facilitator
at each school
School Board
Association, policy
recommendations,
Board attorney
Director of testing
and accountability,
superintendent,
$12,000 per
year for dues
and in-kind
Local
Funding for 8
positions
$400,000 a
year
Local
1.3 Maintain
current central office
technology staff
positions
Funding for 4
positions
1.4 Explore
feasibility of
employing another
technician
Funding for position
for human
resources,
superintendent,
director of finance
for human
resources,
superintendent,
director of finance
for human
resources,
superintendent,
director of finance,
computer systems
analyst
Time-line
(Proposed
Beginning &
Ending dates)
July 1, 2009
Policies completed and
reviewed
June 30, 2013
July 1, 2009
Technology facilitator
positions maintained
June 30, 2013
$250,207 a
year
Local
State
July 1, 2009
Central office technology
positions maintained
June 30, 2013
In-kind
Local
July 1, 2011
Availability of funding for
new position
June 30, 2013
1.5 Maintain servers
and strengthen
infrastructure for
optimal Internet and
network access
1.6 Replace all
Windows 98
computers
1.7 Continue
deployment of
electronic processes
that streamline
operations
1.8 Purchase and
install a proxy server
Analysis of existing
infrastructure and
future needs
Computer systems
analyst, technicians
Computer inventory
Computer systems
$300,000
Computer script,
programmer,
determination of
processes to
automate
Vendor, hardware,
software
Computer systems
analyst, director of
finance, technician
In-kind
$5,000
Local
State
1.9 Monitor
bandwidth use and
increase as necessary
to maintain
consistent and fast
access to resources
2.0 Use firewall and
filtering for network
security
Monitoring software
Computer systems
analyst, director of
finance, technician
Computer systems
Included in
firewall cost
Local
State
Third party
management
company, firewall
equipment
Database of student
users, directions for
use, server, software
Computer systems
$10,0000
Local
State
Local
State
Fast and safe access to online
resources and applications
Computer systems
analyst, technician.
media coordinators,
technology
facilitators
In-kind
Local
State
Local
State
Student accounts created and
functioning
Budget allocations,
estimated costs of
technology
Superintendent,
director of finance,
assistant
In-kind
Local
State
Jan. 2009
Budget request completed
2.1 Deploy
individual student
user names for
network access at the
middle and high
schools to increase
network security and
user accountability
2.2 Continue annual
budget planning
process to ensure
$180,000 per
year
Local
State
Federal
State
local
Local
State
July 1, 2009
June 30, 2013
With annual
assessment
July 1, 2009
User satisfaction, bandwidth
reports, amount of down time
All Win 98 computers
replaced and database updated
June 30, 2010
Scripts written and working
July 1, 2009
Server purchased and installed
Jan. 2010
Bandwidth usage reports, user
reports
Mar. 2009
adequate technology
resources for
students and
employees
2.3 Maintain website
hosting with In10sity
In10sity, Internet
access, software
2.4 Continue to keep
school websites
updated with
important
information for
student parents, and
staff
2.5 Maintain
database of computer
equipment
Broadband Internet
access, In10sity
content management
system
2.6 Continue
utilization of
NCWise data in
multiple areas such
as reporting, datadriven decision
making, grading,
attendance, and
discipline
Broadband access,
hardware, NCWise
functionality, data
managers
Network, software,
existing database
superintendent for
curriculum and
instruction,
computer systems
analyst, instructional
technology lead
teacher
Superintendent,
finance director,
public information
officer
Public information
officer, school
webmasters,
teachers,
administrators
CO technology
staff, school
technology contacts,
principals
Director of testing
and accountability,
administrators,
teachers, data
managers
Request prepared
annually
Cost
included
previously
Local
State
$4000
yearly for
stipends to
webmasters
Local
$6000
Local
State
July 1, 2009
June 30, 2013
July 1, 2009
School websites accessible and
accurate
June 30, 2013
July 1, 2009
June 30, 2013
In-kind
Website accessible and
accurate
Local
State
July 1, 2009
June 30, 2013
Currency and accuracy of data
available for reports and
decisions for allocating
resources
NCWise reports as needed,
report cards, discipline data
analysis, attendance data
CITY SCHOOLS CONSORTIUM
Acknowledgement and Commitment
The _______________________ City Schools is a member of the City Schools
Consortium, an organization of North Carolina public school city administrative units
that provides assistance to its members in regard to issues related to city administrative
units in North Carolina. The Elkin City Schools serves as the fiscal agent for the City
Schools Consortium. The membership fee is Four Thousand Dollars (US $4,000.00). By
the execution hereof, the _______________________ City Schools acknowledges its
membership in the City Schools Consortium for the 2008-2009 school year and its
commitment to pay this membership fee to the aforesaid fiscal agent no later than
November 30, 2008. The execution and the delivery of this Acknowledgement and
Commitment have been duly authorized and approved by the ______________________
City Board of Education and the undersigned superintendent of the _________________
City Schools has been duly authorized to execute and deliver this document on its behalf.
This the ________ day of __________________ 2008.
________________________________
Superintendent
________________________________
Board Chair
______________________City Schools
Policy 1760/7280: Prohibition Against Retaliation
As recommended to the Board Policy Committee, August 14, 2008
This is a new policy that is meant to prevent any form of reprisal, retaliation, or discrimination
against an employee that reports or intends to report a violation of federal, state, or local law as
outlined in paragraph one.
The legal reference of the policy is the Sarbanes-Oxley Act that originally dealt with financial
matters. I have already researched its content and found that in this context, the Act is in
agreement with General Statute 128-85 or the “whistle-blower statute.”
PROHIBITION AGAINST RETALIATION
Policy Code:
1760/7280
The board of education prohibits and will not tolerate any form of reprisal, retaliation or
discrimination against any employee who, in good faith, has made or intends to make a report that
there has been a violation of federal, state or local law, regulation or public policy due to a practice,
policy, act or omission of the board of education, of a school district employee or of an entity/person
with whom the school district has a business relationship.
An employee who reasonably believes that any such violation exists shall file a written complaint
with the superintendent. Once a complaint is filed, the superintendent or his/her designee will
conduct a prompt and thorough investigation of the complaint. Any complaint alleging
inappropriate conduct by the superintendent should be filed with the board chair for investigation.
The board chair will report any such complaint to the board, and the board will authorize a prompt
and thorough investigation.
The provisions of this policy apply only to those situations in which an employee brings the alleged
unlawful activity, policy or practice to the attention of the board or superintendent and provides the
board or superintendent with a reasonable opportunity to investigate and correct the alleged unlawful
activity. If necessary, the superintendent or board may specify reasonable steps to protect the
complaining employee from retaliation.
The superintendent will ensure that each employee receives a copy of this policy and signs a
statement verifying his/her receipt and understanding of this policy.
Legal Reference: Sarbanes-Oxley Act, 18 United States Code § 1513(e); G.S. 128-85
Adopted:
Page 1 of 1
Policy 7265: Occupational Exposure to Hazardous Chemicals in Science Laboratories
As recommended to the Board Policy Committee, August 14, 2008
This is a new policy that provides universal precautions to be used at all times in accordance with
the OSHA standard 1910.1450, “Occupational Exposure to Hazardous Chemicals in
Laboratories.” School system requirements are outlined that include the development and
implementation of a chemical hygiene plan, list of chemicals to be discarded, labeling procedure
of hazardous chemicals, training for employees and reporting procedure of unsafe conditions, and
access to the chemical hygiene plan along with required training and annual updates.
OCCUPATIONAL EXPOSURE TO HAZARDOUS
CHEMICALS IN SCIENCE LABORATORIES
Policy Code:
7265
It is the policy of the board to comply with federal regulations and state statutes regarding
hazardous chemicals as set forth in the Federal Register, 29 CFR §1910.1450 and the North
Carolina Administrative Code, 13 NCAC 7F.0101, by attempting to limit occupational exposure
of employees to hazardous chemicals or other potentially hazardous materials that could cause
injury or death.
A.
UNIVERSAL PRECAUTIONS
Universal precautions shall be used at all times. Because few laboratory chemicals are
without hazards, the school system shall establish general precautions for handling all
laboratory chemicals. Additional precautions consistent with state and federal standards
shall be established for the handling of known hazardous chemicals and unknown
substances. The program standards for the control of hazardous chemicals as outlined in
the Occupational Safety and Health Act (OSHA) rule, “Occupational Exposure to
Hazardous Chemicals in Laboratories” (standard 1910.1450), the North Carolina
Administrative Code, and/or the most current standards available shall be followed.
B.
SCHOOL SYSTEM REQUIREMENTS
The superintendent shall ensure that:
1.
A Chemical Hygiene Plan is developed in accordance with OSHA-issued
regulations or the most current available federal and/or state standards issued and
that all elements of the Chemical Hygiene Plan are met, including, but not limited
to, standard operating procedures for handling hazardous chemicals such as the
use of personal protective equipment and hygiene practices, control measures to
reduce employee exposure to hazardous chemicals, standards for laboratory
protective equipment, identification of laboratory procedures and activities
requiring prior approval, proper employee training, and the assignment of a
Chemical Hygiene Officer;
2.
Bulk elemental mercury, chemical mercury compounds and bulk mercury
compounds are no longer used as teaching aids in science classrooms;
3.
Labels on incoming containers of hazardous chemicals are not removed or
defaced, all material safety data sheets received with incoming shipments are
maintained and readily accessible to employees, and a current inventory of
chemicals is in use and maintained;
4.
All employees are trained and apprised of the hazards of chemicals present in
their work area and understand how to report unsafe conditions and how to
perform proper cleanup;
Page 1 of 2
7265
Policy Code:
C.
5.
All employees have access to a copy of the Hazardous Chemicals Policy and
Chemical Hygiene Plan;
6.
Science laboratories comply with the OSHA Right-to-Know legislation,
bloodborne pathogens regulations (see policy 7260, Occupational Exposure to
Bloodborne Pathogens), laboratory standards as provided by the Chemical
Hygiene Plan and other safety rules and guidelines of the profession;
7.
Records are established and maintained of any measurements taken to monitor
employee exposures and any medical consultations or examinations required;
8.
The Chemical Hygiene Plan is reviewed annually by a committee appointed by
the superintendent and updated as necessary;
9.
This policy is reviewed annually and, as needed, updated annually; and
10.
A copy of the Chemical Hygiene Plan is submitted to the State Board of
Education by January 31 of each school year.
TESTING
Whenever an event takes place in the work area such as a spill, leak, explosion or other
occurrence resulting in the likelihood of a hazardous exposure, the employee exposed to
the hazard may receive a medical examination at the school system’s expense.
Legal References: 29 C.F.R. §1910.1450; G.S. 115C-47(47); 13 NCAC 7F.0101; State Board of
Education Policy HSP-F-017
Cross References: Occupational Exposure to Bloodborne Pathogens (policy 7260)
Other Resources: Safe, Orderly and Caring Schools Assessment Inventory, Safety Provisions –
Science Education (North Carolina Department of Public Instruction, Division of School
Improvement)
Adopted:
Page 2 of 2
School/Location
Events Calendar
October 2008
Date
Event
Time
Monday, October 13, 2008
Report Cards go home
Lee J. Stone Stadium
Powder Puff Football game
7:30pm
AHS/PAC
Tuesday, October 14, 2008
AHS Chorus Concert
7:30pm
Asheville, NC
October 15-17, 2008
NCSBA Annual Law Conference
Friday, October 17, 2008
AHS vs. Eastern Randolph High School (Homecoming)
7:30pm
AHS/PAC
Saturday, October 18, 2008
AHS Theatre Class presents 2 one-act plays
7:00pm
CO
PTO President's Round Table
6:30pm - 8:00pm
NAMS
BOE strategic plan update
5:30pm
BAL
6:00pm
AHS/PAC
AHS BANDORAMA
7:30pm
Friday, October 31, 2008
AHS vs. Randleman (Middle School Night)
7:30pm
Friday, November 07, 2008
AHS vs. Ragsdale (Senior Night)
7:30pm
Koury Convention Center
November 10-12, 2008
NCSBA Annual Conference
PDC
Friday, November 14, 2008
FAN workshop - Preparing your child academically for success
12noon-1:30pm
PDC
Monday, November 17, 2008
FAN workshop - Preparing your child academically for success
6:30pm - 8:00pm
American Education Week
SAMS
Tuesday, November 18, 2008
7:00pm
Loflin
Thursday, November 20, 2008
6:30pm
AHS/PAC
AHS Park Street Players present the musical Aida
7:00pm
AHS/PAC
Sunday, November 23, 2008
AHS Park Street Players present the musical Aida
2:00pm
Monday, December 01, 2008
Report Cards go home
CWM
Thursday, December 04, 2008
6:30pm
DLL
Tuesday, December 09, 2008
Senior Holiday Luncheon
12noon-2:00pm
Theatre
December 11,2008
NAMS Chorus Concert
7:30pm
AHS/PAC
December 11,2008
AHS Jazz and Percussion Concert
7:30pm
Events Calendar
October 2008
GBT
Monday, December 15, 2008
7:00pm
PDC
Wednesday, December 17, 2008
Superintendent's Holiday Luncheon
11:30am-1:00pm
AHS/PAC
Tuesday, December 16, 2008
SAMS and NAMS joint band concert
7:30pm
Lindley Park
5:30pm
AHS/PAC
AHS Winter Band Concert
7:30pm
Points of Pride
October 9, 2008
Student Achievements:
• Three AHS students attended the Middle Level Student
Council district meeting
• Fourteen students selected for the Superintendent’s Student
Advisory Council
• Four students place in the City of Asheboro’s Who Litters?
essay contest
• 64 Lindley Park students complete summer reading challenge
Staff Recognitions:
• Jennifer Smith, CO, earned Ed.S.
• Laura Trogdon, Speech Therapist, Asheboro City Schools
2008 Exceptional Children Teacher of Excellence
• Deanne Frazier, Nationally Certified School Nurse
Parent Involvement:
• FAN workshops launched
• Grade Level Parent meetings at Balfour
• Various PTO/PTA meetings held
Events bringing community into our schools:
• AHS Hall of Fame induction
• Greenhouse donation to North Asheboro Middle School
• Make A Wish Foundation
Asheboro City Schools Board of Education
Strategic Plan Update to parents
October 21, 2008 – NAMS – 5:30pm
October 23, 2008 – BAL – 6:00pm
November 18, 2008 – SAMS – 7:00pm
November 20, 2008 – DLL – 6:30pm
December 4, 2008 – CWM – 6:30pm
December 15, 2008 – GBT – 7:00pm
December 18, 2008 – LP – 5:30pm
Yet to schedule – AHS

Materials - Asheboro City Schools

Transcription

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