School Improvement Plan Policy 3430

School Improvement Plan Policy 3430

Purpose

ENCSD is committed to continuous school improvement to ensure high levels of academic achievement, equitable access, and a safe, inclusive environment or all students.  This plan is designed to meet the requirements of North Carolina Department of Public Instruction (NCDPI) School Improvement Planning Implementation Guide, and all relevant federal and state laws, with a focus on the unique needs of deaf and hard of hearing students, including the provision of American Sign Language (ASL) accommodations.

I. School Improvement Team (SIT)

The School Improvement Team (SIT) is responsible for developing, monitoring, and amending the School Improvement Plan (SIP).

  • The SIT must include the principal, teachers representing each school division (elementary, middle, high school), support staff, parents of enrolled students, and community members, in accordance with N.C.G.S. § 115C-105.27.
  • Teachers must be elected by their peers.  Parent representatives are selected by the school’s parent organization or, if no such organization exists, by the SIT.
  • Membership must reflect the diversity of the school community, including parents and staff who are fluent in ASL and represent the deaf community.
  • The principal will serve as chair unless the team elects another member.
  • The SIT must operate under bylaws consistent with state law, meet regularly, and maintain records of meetings.

II. Selection Procedures

  • Selections of SIT members shall occur bi-annually, prior to the start of the school year.
  • Documentation of the selection process shall be retained by the school administration.
  • Terms of service and procedures for filling vacancies must be clearly outlined in SIT bylaws.

III. Needs Assessment

The School Improvement Plan (SIP) shall be based on a comprehensive needs assessment that includes:

  • Student achievement and growth data
  • School climate and safety data
  • Stakeholder surveys (students, staff, families)
  • Teacher Working Conditions Survey
  • Equity and accessibility audits, including ASL and communication access review.

Data is disaggregated by subgroup, including disability, language preference, and other relevant demographics to identify areas for targeted improvement.

IV. Goals and Measurable Objectives

The SIP establishes clear, measurable goals aligned with State Board of Education’s mission and annual performance targets as required by G.S. § 115C-105.35:

  • Academic Achievement
    • Increase proficiency in reading, mathematics, and science as measured by state assessments and growth metrics.
    • Ensure all instructional materials and assessments are accessible in ASL and other preferred communication modes.
  • School Climate and Safety
    • Foster a safe, respectful, and inclusive environment, free from bullying and harassment.
    • Integrate positive behavioral interventions and supports (PBIS) and trauma-informed practices.
  • Equity and Access
    • Eliminate achievement gaps among student subgroups.
    • Ensure all programs, services, and communications are accessible in ASL and other formats as needed.
  • Family and Community Engagement
    • Increase family participation in school activities and decision-making.
    • Provide all communications and meetings in accessible formats, including ASL interpretation and captioning.
  • Transition and Postsecondary Readiness
    • Strengthen transition planning and services for students moving between grade levels and into postsecondary opportunities.

V. Strategies and Action Steps

  • Implement evidence-based instructional practices and interventions.
  • Ensure all staff receive ongoing professional development in:
    • Deaf education and ASL proficiency
    • Culturally responsive teaching
    • Accessibility and legal compliance (IDEA, ADA, Section 504)
  • Provide all core instruction, counseling, and extra-curricular activities in accessible communication modes, with ASL interpretation and visual supports as standard practice.
  • Develop and maintain a safe school plan, integrated into the SIP, addressing emergency preparedness and crisis response.
  • Schedule regular progress monitoring and data reviews to assess the effectiveness of strategies and make timely adjustments.

VI. Parent and Community Involvement

  • Actively engage parents and guardians in the development, review, and implementation of the SIP.
  • Offer all meetings, materials, and communications in ASL and other accessible formats upon request.
  • Establish partnerships with community organizations serving deaf and hard of hearing populations.

VII. Plan Review, Amendment, and Accountability

  • The SIP is reviewed at least annually by the SIT, with adjustments made as needed based on student performance and stakeholder feedback.
  • The plan is submitted for approval to the ENCSD Board of Trustees and posted publicly as required by N.C.G.S. § 115C-105.27 and NCDPI guidelines.
  • Progress toward goals is monitored using explicit indicators and timeframes, with data driven decision-making guiding all amendments.

VIII. Posting and Public Availability of the Plan

  • The final SIP must be posted prominently on the ENCSD website and made available in hard copy upon request.
  • All posted content must be accessible, including ASL videos, captioned materials, and translated content when necessary.
  • A summary of the plan’s goals and progress shall be shared at a public Board of Trustees meeting annually.

IX. Accountability and Monitoring

  • The principal is responsible for ensuring faithful implementation of the SIP.
  • The SIT will monitor progress through regular meetings, using established benchmarks and timelines.
  • Adjustments to the plan must be documented and submitted for approval as needed.

X. Accessibility

All components of the SIP, including instruction, meetings, and communications, are accessible in ASL and other preferred communication modes. ASL interpreters and communication access services will be provided for all policy-related proceedings, including investigations, meetings, and appeals, as required by the Americans with Disabilities Act (42 U.S.C. § 12101) and IDEA. OSHR Reasonable Accommodation Procedures shall guide implementation.

Legal References

 

  • North Carolina General Statutes, Article 8B (G.S. § 115C-105.20 et seq.)
  • G.S. § 115C-105.27 (School Improvement Plan requirements)
  • Individuals with Disabilities Education Act (IDEA), 20 U.S.C. § 1400 et seq.; 34 C.F.R. Part 300
  • Section 504 of the Rehabilitation Act of 1973, 29 U.S.C. § 794; 34 C.F.R. Part 104
  • Americans with Disabilities Act (ADA), 42 U.S.C. § 12101 et seq.
  • North Carolina Department of Public Instruction (NCDPI) School Improvement Planning Implementation Guide

This policy shall be reviewed and updated periodically to ensure continued compliance with all applicable laws, regulations, and best practices for serving deaf and hard of hearing students.

Policy