LEA or Charter Name/Number: Randolph County School System
School Name/Number:Hopewell Elementary School/329 School Address: 6294 Welborn Road Trinity, NC 27370 Plan Year(s): 2014-2016 Date Prepared: August 2015 Principal Signature:__________________________________________________________________________________ Local Board Approval Signature: _______________________________________________________________________
School Improvement Team Membership
From GS §115C-105.27: “The principal of each school, representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants assigned to the school building, and parents of children enrolled in the school shall constitute a school improvement team to develop a school improvement plan to improve student performance. Representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants shall be elected by their respective groups by secret ballot....Parents serving on school improvement teams shall reflect the racial and socioeconomic composition of the students enrolled in that school and shall not be members of the building-level staff.”
Committee Position* Name Committee Position* Name
Principal Sharon Harper Teacher Representative Kim Johnson
Assistant Principal Representative Maria Broos Teacher Representative Darlene Wyatt
Leadership Chairman Laura Leonard Teacher Representative Erin Stolpe
Guidance Leslie Lomax Teacher Representative Michelle Hedrick
Teacher Assistant Representative Tamara Barnes Teacher Representative Christy Allen
Teacher Assistant Representative Sharon Myers Teacher Representative Ashley McLeod
Media Cathy Wray EC Representative Jayna Patterson
Parent Suzanne Bugg
* Add to list as needed. Each group may have more than one representative.
Hopewell Elementary School
School Improvement Plan
Path to Pride Strategic Goals
xInstructional program that supports academic growth
☐Fiscal responsibility
☐Recruit and retain highly qualified staff
☐Maintain efficient operations
☐Effective public relations
Strategic Focus:
xAll students can learn
☐All students will be taught in a safe and nurturing environment
xAll students deserve a teacher who is qualified and well-prepared
xAll students deserve access to instructional resources managed in a fiscally responsible manner
xAll stakeholders share the responsibility and accountability for student learning
Current Level of Performance (Data Summary): Based on Reading 3d, EOY proficiency on TRC and Fountas and Pinnell was 48% in Kindergarten, 35% in 1st grade, 62% in 2nd grade, 73% in 3rd grade, 76% in 4th grade, 71% in 5th grade, Overall K-5 on TRC proficiency was 61.77% and proficiency for K-3 was 54.66%. EOG proficiency was 67% in 3rd grade, 72% in 4th grade, 64% in 5th grade, overall average in grades 3-5 of 68%
Annual Goal: 75% of K-3 students will be proficient on the TRC and Fountas and Pinnell benchmark by the end of the 2015-2016 school year. 75% of the students in grades 3-5 will be proficient on the ELA EOG in 15-16.
Action Steps/Strategies Implementation Monitoring Completion
Team Members Resources/Professional Development Needed
Persons Responsible
Evidences Reporting Timeframe
Target Date
Next Steps
Provide small group reading instruction on a student’s instructional level for all students at least three times a week and for at-risk students four times a week.
Classroom teachers
Jan Richardson Steps to Guided Reading book, guided reading texts
Principal, Asst Principal, Lead Teacher
Lesson Plans Ongoing June 2016
Provide reading instruction for students who are significantly below grade level for 20 minutes a day five times a week in K-3. 4th and 5th grade
Interventionists, Reading Specialists
Leveled Literacy intervention kits (LLI); SOAR program
Interventionists, Classroom Teachers, Principal, Asst Principal
Lesson Plans, Attendance Logs
Ongoing June 2016
students will meet 45 minutes a day twice a week.
Use Achieve 3000 with 4th and 5th grade students for at least 45 minutes a day twice a week.
4th and 5th grade classroom teachers
Achieve 3000, laptops and/or computers
4th and 5th grade classroom teachers, Principal, Lead Teacher
Student Lexile Levels
Monthly June 2016
Use 50% of remediation and enrichment daily block to focus on literacy instruction.
Classroom Teachers
Instructional activities based on Common Formative assessment data and/or DIBELS, TRC and/or Fountas and Pinnell and/or Schoolnet
Classroom Teachers, Principal, Asst Principal, Lead Teacher
Lesson Plans Ongoing June 2016
Provide staff development in Letterland, Engaging Students with Poverty in Mind, and student created rubrics
Classroom Teachers
Letterland materials/training, Engaging Students with Poverty in Mind books
Classroom Teachers, Principal, Lead Teacher
Attendance logs, Lesson Plans
October 2015
March 2016
Implement a research-based phonetics program (Letterland) 30 minutes daily in grades K-1
Classroom Teachers (K-1), Letterland Representative
Letterland materials/training
Classroom Teachers, Principal, Lead Teacher
Lesson Plans, Attendance logs
October 2015
June 2016
Provide all K-5 teachers with additional support during guided reading instruction daily
Classroom Teachers, Teacher Assistants, Interventionists
Guided reading books, Literacy center activities
Classroom Teachers, Principal
Lesson Plans Ongoing June 2016
Provide EC students with research based reading instruction at least 3 times a week, using either SRA, Wilson or comprehension strategies
EC teachers SRA materials, Wilson materials
EC Teachers, Principal
Lesson Plans, Attendance Logs
Ongoing June 2016
School Improvement Plan
Hopewell Elementary
Path to Pride Strategic Goals
X Instructional program that supports academic growth
☐Fiscal responsibility
☐Recruit and retain highly qualified staff
☐Maintain efficient operations
☐Effective public relations
Strategic Focus:
X All students can learn
☐All students will be taught in a safe and nurturing environment
☐All students deserve a teacher who is qualified and well-prepared
X All students deserve access to instructional resources managed in a fiscally responsible manner
X All stakeholders share the responsibility and accountability for student learning
Current Level of Performance (Data Summary): In 2015, EOG Math proficiency in 3rd grade was 84%, 4th grade was 82% and 5th grade was 77%. Overall Math proficiency on the 2015 EOG was 81%.
Annual Goal: In K-2, 85% of our students will be proficient in their understanding of numeration. In 3-5, increase overall proficiency on the EOG to 85%.
Action Steps/Strategies Implementation Monitoring Completion
Team Members Resources/Professional Development Needed
Persons Responsible
Evidences Reporting Timeframe
Target Date Next Steps
Integrate Mental Math in Math instruction at least 10-15 minutes daily.
Classroom Teachers
Mental Math in the Primary Grades, Mental Math in the Middle Grades
Classroom Teachers, Principal, Asst Principal, Lead Teacher
Lesson Plans Ongoing June 2016
Provide problem based instruction and/or differentiated math stations for students at least four times a week.
Classroom Teachers
Math Stations, Investigations
Classroom Teachers, Principal, Asst Principal, Lead Teacher
Lesson Plans, EOG scores, teacher created assessments
Ongoing June 2016
Provide staff development in Cognitively Guided Instruction and Classroom Discussions: Using Math Talk to Help Students Learn
Ana Floyd, Lead Teacher
Cognitive Guided Instruc. & Classroom Discussions: Use Math Talk to asst. Students Learn
Principal, Assistant Principal, Lead Teacher
Attendance Logs, Sample CGI problems, Lesson Plans
September 2015
April 2016
School Improvement Plan
Hopewell Elementary
Path to Pride Strategic Goals
X Instructional program that supports academic growth
☐Fiscal responsibility
☐Recruit and retain highly qualified staff
☐Maintain efficient operations
☐Effective public relations
Strategic Focus:
X All students can learn
☐All students will be taught in a safe and nurturing environment
☐All students deserve a teacher who is qualified and well-prepared
☐All students deserve access to instructional resources managed in a fiscally responsible manner
☐All stakeholders share the responsibility and accountability for student learning
Current Level of Performance (Data Summary): 2015 EOG Science proficiency was 86%.
Annual Goal: Increase proficiency (scoring a level 3 or higher) on the 2015-2016 Science EOG to 90%.
Action Steps/Strategies Implementation Monitoring Completion
Team Members Resources/Professional Development Needed
Persons Responsible
Evidences Reporting Timeframe
Target Date Next Steps
Integrate hands-on activities from the TASC kits, AIMS or other resources into instruction biweekly.
Classroom Teachers, Science Lab Instructor
TASC kits, AIMS activities
Science lab instructor
Lesson Plans ongoing June 2016
Provide opportunities for students to utilize technology for at least 50% of instructional time.
Classroom Teachers, Computer Lab Assistant
Laptops, Netbooks, Nooks, Desktops, Smartboards
Classroom teachers
Schedules for labs, Lesson Plans
ongoing June 2016
School Improvement Plan
Hopewell Elementary
Strategic Focus:
☐All students can learn
☐All students will be taught in a safe and nurturing environment
☐All students deserve a teacher who is qualified and well-prepared
☐All students deserve access to instructional resources managed in a fiscally responsible manner
X All stakeholders share the responsibility and accountability for student learning
Path to Pride Strategic Goals
☐Instructional program that supports academic growth
☐Fiscal responsibility
☐Recruit and retain highly qualified staff
☐Maintain efficient operations
X Effective public relations
Current Level of Performance (Data Summary): Based on the 2014-2015 Needs Assessment document, it was noted that more information needed to be shared with stakeholders and support staff.
Annual Goal: Increase communication with stakeholders and all staff about student learning data and needs
Action Steps/Strategies Implementation Monitoring Completion
Team Members Resources/Professional Development Needed
Persons Responsible
Evidences Reporting Timeframe
Target Date Next Steps
Increase communication and opportunities for stakeholders’ participation and engagement in the school
All staff Newsletters Principal, Assistant Principal
Newsletters, Phone Call
Ongoing June 2016
Update data quarterly in an effort to refine strategies within the School Improvement Plan
All staff Data, including Schoolnet, TRC levels, etc.
Principal, Assistant Principal
Quarterly Data Review
Ongoing June 2016
Maintain Google Doc that includes all pertinent academic data, including Reading levels, etc. that will be used to determine instructional changes
Classroom teachers, EC teachers, Interventionists
Google Doc Any relevant data
Principal, Assistant Principal
Google Doc Ongoing June 2016
During bimonthly Vertical Planning Meetings, support staff will meet with classroom teachers to exchange, share and discuss student data and needs
All Data Principal, Assistant Principal
Attendance logs
Ongoing June 2016
Hopewell Elementary School
School Improvement Plan
Path to Pride Strategic Goals
☐Instructional program that supports academic growth
☐Fiscal responsibility
X Recruit and retain highly qualified staff
☐Maintain efficient operations
☐Effective public relations
Strategic Focus:
☐All students can learn
☐All students will be taught in a safe and nurturing environment
X All students deserve a teacher who is qualified and well-prepared
☐All students deserve access to instructional resources managed in a fiscally responsible manner
☐All stakeholders share the responsibility and accountability for student learning
Current Level of Performance (Data Summary): Currently, we are providing 1 hour and 10 minutes of planning time within the instructional day, with an additional 20 minutes being provided after school instructional hours.
Annual Goal: Provide certified teachers with protected time to plan instruction, analyze data and meet with grade level Professional Learning Communities (PLCs)
Action Steps/Strategies Implementation Monitoring Completion
Team Members Resources/Professional Development Needed
Persons Responsible
Evidences Reporting Timeframe
Target Date Next Steps
Utilize Teacher Assistants to provide 25 min/daily duty free lunch and/or planning for teachers
Teacher Assistants
Teacher Assistants, Principal
Duty Free Schedule
Ongoing June 2016
Align master schedule to provide duty free instructional planning for 45 mins/daily
Extracurricular Support Staff
Extracurricular Support Staff, Principal
Specialists Schedule
Ongoing June 2016
School Improvement Plan
Hopewell Elementary
Strategic Focus:
☐All students can learn
☐All students will be taught in a safe and nurturing environment
☐All students deserve a teacher who is qualified and well-prepared
☐All students deserve access to instructional resources managed in a fiscally responsible manner
X All stakeholders share the responsibility and accountability for student learning
Path to Pride Strategic Goals
☐Instructional program that supports academic growth
☐Fiscal responsibility
☐Recruit and retain highly qualified staff
☐Maintain efficient operations
X Effective public relations
Current Level of Performance (Data Summary): Twenty percent of the students enrolled in our 2015-16 fifth grade are considered at-risk due to Performance, attendance, or emotional issues.
Annual Goal: By June 2016, all schools in RCSS will complete exploration, consensus, and readiness assessments with their staffs in order to determine their school’s needs for the implementation of MTSS. All schools will be able to identify the ways in which they meet the unique and diverse learning needs of all students in their schools within the MTSS framework.
Action Steps/Strategies Implementation Monitoring Completion
Team Members Resources/Professional Development Needed
Persons Responsible
Evidences Reporting Timeframe
Target Date Next Steps
Complete the readiness
assessment for MTSS that will
be provided to schools by the
District MTSS Team
School-based
MTSS Team
Readiness assessment
provided by District
MTSS Team
School-
based MTSS
Team
Completion of
readiness
assessment
according to
district
timeline
2015-16
school year
June 2016 Use information
from the readiness
assessment for
MTSS team
discussions
Explore the MTSS framework
throughout the 2015-16 school
year
School-based
MTSS Team
Monthly information
provided in RCSS
curriculum newsletter
Principal
and school-
based MTSS
Team
Completion of
readiness
assessment
according to
district
timeline
2015-16
school year
June 2016 Identify times in
the school master
schedule that can
be used for
interventions
Generate a list of at-risk 5th grade students to be shared with the middle school counselor
School
Counselor,
5th Grade Teachers
Create an at-risk document to identify at-risk 5th graders. Data sources needed to create the at-risk document include: academic, behavioral, discipline, and social/emotional data
School
Counselor,
School
Administrat
ors, 5th
Grade
Teachers
Complete list of at-risk 5th graders
3rd quarter 2015-16
June 2016 Identify at-risk rising 4th grades graders
Checklist of State-required On-going Operational Activities
All Schools
Does this school:
☐Implement strategies for improving performance of all students?
☐Implement instructional practices designed to improve academic performance of students at-risk of academic failure or dropping out?
☐Plan use of staff development funds?
☐Plan for use of assessments to monitor student progress?
☐Provide daily duty-free lunch to teachers?
☐Provide at least five hours of planning time for teachers each week?
☐Implement strategies for involving parents and the community in the educational program?
☐Amend the School Improvement Plan when one or more AMO targets is missed in the same subject area for two consecutive years?
K – 8 Schools Only
Does this school:
☐Provide 30 minutes of daily physical activity to meet Healthy Active Children requirements?
Any required components not included as part of a school’s 3-5 School Improvement Plan goals may be placed in an appendix.
School-based Management and Accountability Program Summary of School-based Waiver Requests
Program Years 2014 – 2016
School Name: Hopewell Elementary
School Numbers(s)
Request for Waiver
329 1. Please describe the waiver you are requesting.
Hopewell Elementary School is requesting to waiver for teacher assistants “primarily assigned” to K-3 to Kindergarten through third grade classroom be utilized to provide services to support the whole school. The definition of “primary assignment” will be a minimum of 51% of the school day.
2. Identify the law, regulation, or policy from which exemption is required.
G.S. 115C-301(g)
3. State how the waiver will be used.
Teacher assistants will be assigned to upper grade classrooms to provide instructional assistance.
4. State how this wavier helps achieve the specific performance goals.
Teacher assistants moving to upper grades during the instructional day will provide assistance with small group instruction in the area of guided reading, math, and /or remediation and enrichment.
(please duplicate this sheet as needed for additional waivers)
Signature of Superintendent/Designee:_________________________________________________________ Date:_____________________________
Safe School Plan for Hopewell Elementary School
Pursuant to General Statute §115C-105.47, this Safe School Plan provides required information regarding roles and responsibilities of district and school-level personnel with respect to establishing and maintaining a safe, secure, and orderly school.
Name and role of person(s) responsible for implementing this plan: Sharon Harper, Principal
Statement of Responsibility for the School District Superintendent
In accordance with General Statute §115C-105.47 (b)(2), the district superintendent is responsible for coordinating adoption and implementation of this plan, evaluating the principal's performance with respect to school safety, monitoring and evaluating implementation of this plan at the school-level, and coordinating with local law enforcement and court officials as appropriate.
In the event the district superintendent fails to fulfill these responsibilities as required by state law, the following disciplinary consequences may occur: (INSERT APPROPRIATE INFORMATION HERE)
The Resonsibility of the Superintendent. It is the responsibility of the Superintendent to: - Coordinate the adoption and implementation of the local plan for maintaining safe and orderly schools - Create a system to evaluate principals' performance regarding school safety - Create a system to monitor and evaluate the implementation of safety plans at each school in the system - Coordinate with local law enforcement and court officials appropriate aspects of implementation of the plan. If the Superintendent fails to carry out the before mentioned responsibilities, he may be subject to disciplinary action including a reprimand in his personnel file or withholding of the superintendent's salary or both.
Statement of Responsibility for the School Principal
In accordance with General Statute §115C-105.47 (b)(3), the school principal is responsible for restoring, if necessary, and maintaining a safe, secure, and orderly school environment. The duties of the principal with respect to this include exhibiting appropriate leadership for school personnel and students, providing for alternative placements for students who are seriously disruptive, reporting all criminal acts under G.S. 115C-288(g), and providing appropriate disciplinary consequences for disruptive students.
In the event the school principal fails to fulfill these responsibilities as required by state law, the following disciplinary consequences may occur: (INSERT APPROPRIATE INFORMATION HERE)
The Responsibility of the Principals. The principal of each school is responsible for restoring, if necessary, and maintaining a safe, secure, and orderly school environment. The principal shall: - Exhibit appropriate leadership for school personnel and students - Provide for alternative placements to students who are seriously disruptive - Report all criminal acts under General Statute 115C-288 - Provide appropriate disciplinary consequences for disruptive students. If the Principal fails to carry out the before mentioned responsibilities, the principal shall be subject to disciplinary action including a reprimand in the principal's personnel file and disciplinary proceedings under General Statute 115C-325.
Statement of the Roles of Other Administrators, Teachers, and Other School Personnel
In accordance with General Statute §115C-105.47 (b)(4), other school personnel are tasked as follows with restoring, if necessary, and maintaining a safe, secure, and orderly school environment:
Assistant Principal(s): Maria Broos
Teachers: All certified staff
Teacher Assistants:
Other School Staff: Office personnel, Guidance Counselor, Media Specialist
Services for At-risk Students
Pursuant to General Statute §115C-105.47 (b)(5), the following procedures are used to identify and serve the needs of students at-risk of academic failure, or of engaging in disruptive or disorderly behavior, or both.
1. Safe Schools survey is conducted annually. 2. Connors Comprehensive Behavioral Rating Scale is used by teachers to assess the social/emotional needs of the students. It is also used as a screening tool for referrals to outside agencies. 3. Social Workers and Student Advocates carry a 15 student case load (rotating) throughout the school year. Data is gathered throughout the school year that will support the prevention strategies and interventions used to help the student become more successful in the school setting. 4. Social workers, school nurses, school counselors, psychologists, speech therapists, occupational and physical therapists and other support staff observe students; conduct appropriate assessments and conference with students, parents, and other school staff. 5. Teachers and administrators observe students, review student’s academic, discipline, attendance and test data in addition to conferencing with students and parents. IEP’s and Section 504 plans are also evaluated.
6. Administrators, teachers and support staff work cooperatively with community agencies such as court counselors and mental health counselors in assessing and meeting the needs of students. 7. Central office staff coordinates student surveys and program evaluations/reports for in-school suspensions, out-of-school suspensions, bus suspensions, dropout prevention, Safe and Drug-Free Schools, and School Crime and Violence. 8. Testing and Accountability department evaluates school system data and provides disaggregated data and longitudinal data to all schools. Testing and Accountability and Instructional departments assist school staff in interpreting and analyzing data. 9. Individual School Improvement teams review all data (discipline, attendance, academic, etc.) to assess student needs.
Pursuant to General Statute §115C-105.47 (b)(6), the following mechanisms are used for assessing the needs of disruptive and disorderly students who are at risk of academic failure, providing these students with services to assist them in achieving academically and modifying their behavior, and for removing them from classrooms when necessary.
1. Teachers and parents refer students to school administrators. 2. Student referrals are made to site based committees, such as School Improvement, MTSS Committee, Guidance Counselor. 3. Student referrals are made to support staff (e.g., school counselor, social worker, psychologist, speech therapist, or nurse). 4. Parent, community volunteers, mentors, teachers, support staff refer students for academic remediation (before, during, and after school) for students performing below grade level or at risk of performing below grade level. Referrals are made for academic remediation through Early Intervention Reading, and MTSS committee. 5. Test data are used to determine which students are in danger of non-promotion. 6. Central Office administrators notify school based staff about at-risk students. 7. Student’s academic and behavioral progress is monitored through daily activities, interim reports, and report cards. 8. Schools communicate between and among attendance areas when at-risk students transfer within the county district. 9. Behavioral contracts are used to maintain standards and expectations for students who have had discipline problems. 10. Administrators and teachers conference with students who are having academic and behavioral difficulties at school. 11. Non-certified staff members notify administrators, counselors, and teachers about who are having academic and behavioral problems. 12. School Resource Officers refer students to administrators and county agencies. 13. Discipline reports are used to keep track of students who are disruptive. 14. Referral to community support services (e.g., mental health, social services, and Community in Schools) are made as necessary.
15. Student attendance data is monitored to track student absences. Students who have attendance problems are referred to the school social worker and then to Truancy Court. 16. Student nurses and school social workers work with families of students that have health and/or attendance issues. 17. Substance Abuse and Family Education (SAFE) programs provide assistance to students with drug, alcohol, and substance abuse problems. 18. Second Step Curriculum is used in Kindergarten through Second grades as prevention to aggression. 19 Connors Comprehensive Behavioral Rating Scale is used by teachers to assess the social/emotional needs of the students. It is also used as a screening tool for referrals to outside agencies. 20. RTi committees and Section 504 committees identify and recommend strategies to help exceptional children and 504 students achieve academic and developmental goals and objectives. 21. Personalized Education Plans (PEP) are written for all students that are achieving below grade level. 22. School Improvement Teams develop the School Improvement Plan and Remediation Plan that identifies specific strategies to meet the needs of their individual school population.
Pursuant to General Statute §115C-105.47 (b)(13a), the following services are provided to students assigned to an alternative school or an alternative learning program.
Middle School students are provided an educational alternative from 8:00 a.m. - 3:05 p.m. High School students are provided an educational alternative setting from 8:00 a.m. - 3:05 p.m. During this alternative setting, students are provided assistance with their class
work, and have to complete an character education program. Before students are placed back into the regular education setting, they must complete all classwork and the character education program. Also, students assigned to the Juvenile Day Treatment Program, after
transported from the schools to the center on a daily basis.
In accordance with General Statute §115C-105.47 (b)(7), the following measurable (goals) for improving school safety and order are in place. (Copy as needed depending upon number of goals.)
Goal 1:
In an effort to maintain the student's safety during afternoon dismissal, van riders and bus riders will be loaded in separate areas on the school grounds.
Target: Provide a safe and orderly afternoon dismissal
Indicator: Safer dismissal procedure creating fewer discipline issues in the afternoon
Milestone Date: Aug-15
Goal 2: To elect 3 bus ambassadors for each bus
Target: Assist bus drivers in monitoring student behavior and report students who do not adhere to warnings
Indicator: To decrease the inappropriate behavior on the bus resulting in fewer bus discipline referrals
Milestone Date: School year 2015-2016
Goal 3 To provide heightened supervision across campus utilizing student safety patrol
Target: Campus supervision
Indicator: Students' arrival and dismissal in a safe and orderly manner
Milestone Date: School Year 2015-2016
In accordance with General Statute §115C-105.47 (b)(8), the following measures are used to determine the effectiveness of the school's efforts to assist at-risk students, including effectiveness of procedures adopted under G.S. 115C-105.48 (Alternative Learning Programs).
Goal 4: Provide small group interventions for at-risk students
Target: At-risk students
Indicator: Remedial programs, co-teaching, Wheatmore and Trinity High School interns, UNC-G Interns
Milestone Date: School Year 2015-2016
Goal 5: To provide monetary support for low socio-economic students
Target: At-risk students
Indicator: Back Pack Pals, Christmas support, provide funds to support student's individual needs
Milestone Date: School year 2015-2016
In accordance with General Statute §115C-105.47 (b)(9), the following planned or recently completed professional development aligns with the goals of our safe school initiative:
Professional Development Planned/Completed
Critical Response Video
August 20-October 24, 2015
Blood Borne Pathogen, A and First Aid Training
Sexual Harassment Video
Review of Emergency Flip Chart
Food Allergies Training
Asthma and Diabetes Training
Pursuant to General Statute §115C-105.47 (b)(10), identify the district's plan to work effectively with local law enforcement and court officials.
Maintain the Sheriff's Department as a community partner as it continues to provide six SRO's (School Resource Officer) at each of the six traditional high schools - Continue to contract one SRO (School Resource Officer) for each of the six middle schools - Continue to contract one SRO (School Resource Officer) for the one sixth grade school - Two SRO's (School Resource Officers) are assigned to Randolph Community College, which also serve our Randolph County Early College High School - Protocol is set up with juvenile court counselors for information sharing when juveniles are arrested - Collaborative planning and support from area Mental Health Agencies - Collaborative with county agencies to provide day sentencing and day treatment services - Maintain the Sheriff's Department as a community partner as it continues to provide one full time and one part-time DARE Officer to work with our seventeen elementary schools, two full-time CARE Officers, and four trained Gang Resistance Education and Training (GREAT) to work with our six middle schools.
Pursuant to General Statute §115C-105.47 (b)(11), identify the district's plan to provide access to information to the school community, parents, and representatives of the local community.
The RCS Website will be widely used to communicate - Individual schools and departmental websites will also provide safety updates and vital information - District Safety Meetings will be held quarterly to give updates training and other information - Each school will set up their own safety meetings.
Funding Uses and Sources – At-risk and Alternative Learning Schools and Programs
Program or Strategy Being Funded Amount of Funding
Source of Funding