Goal 1:  By June 2026, East Clayton Elementary School will increase overall academic proficiency in reading, math, and science from 53.8 percent to 58.8 percent. Reading will increase from 50.4 percent to 55.4 percent. Math will increase from 57.2 percent to 62.2 percent. Science will increase from 50.6% to 60%.

Goal 2:  By June 2026, East Clayton Elementary will improve the overall proficiency of students in the following subgroups by five percentage points; SWD from 19.6 percent to 24.6 percent.

Indicator A4.01 The school implements a tiered instructional system that allows teachers to deliver evidence-based instruction aligned with the individual needs of students across all tiers.

1. Provide embedded instructional planning and coaching support by adding an instructional coaching position. (K-2, 3-5). (Title I)

2. Utilize the use of high-yield instructional strategies in the classroom through vertical professional development.  (WICOR).

3. Organize the culture and systems of the school by focusing goals and actions with the AVID college and career framework.  

4. Utilize a PLC lesson planning tool to target increased intentionality in the use of the curriculum materials and evidence-based interventions.

5. Provide target tutors in each grade-level to work with students at the Tier 2 and Tier 3 level.  (Title I) 

6. Utilize the PLC process to create a high-quality core and respond to data through differentiated FLEX time.  

Indicator B3.03 The principal monitors curriculum and classroom instruction regularly

1. Disaggregate data to identify learning trends of our at risk subgroups (SWD).

2. Monitor student performance through checkpoints aligned to priority standards.  

3. Use and monitor pre-assessments and formative assessments to gauge student performance and accelerate learning.  

Indicator D1.02 The LEA/School has aligned resource allocation within the instructional priorities.  

1. Create a master schedule to protect the Core for Students with Disabilities.

2. Utilize Spire and Number Worlds curriculum to support IEP goals.  

3. Disaggregate data to study growth data for Students with Disabilities (SWD).  

Goal 3: By June 2026, East Clayton Elementary will increase the teacher/staff school climate survey from 80 percent to 90 percent by improving the overall quality of communication and collaboration among all stakeholders through improved capacity and infrastructure around MTSS supports for academics, behavior, and attendance.

Indicator A4.01 The school implements a tiered instructional system that allows teachers to deliver evidence-based instruction aligned with the individual needs of students across all tiers.

1. Improve the visibility and consistency of the school-wide matrix for rules and procedures. (STRONG)

2. Define and improve upon grade level procedures to create uniformity across the school.  

3. Start the school day with a STRONG pledge to enforce school-wide expectations.  

4. Use a STRONG mantra as a call and response protocol throughout the school.  

5. Implement a discipline flow-chart for clarity and consistency.  

6. Create and Implement an MTSS flow-chart to improve the clarity of the problem solving process.  

7. Create a Behavior and Attendance Team of Support (BATS) to respond to behavior and attendance concerns.  

8. Grade levels and support personnel meet monthly for problem solving meetings to respond to student needs in a timely manner.    

Indicator E1.06  The school regularly communicates with parents about its expectations of them and the importance of the curriculum of the home.

1. Provide regular opportunities for family conferences to review data and progress of each student (2 times per year).  (Title I)

2. Develop a school-wide family communication plan to include the use of binders, folders, and student planners.  (Title I)

3. Provide family events to support the cultural inclusiveness of the school.  (Title I)

4. Create a universal template for grade levels to send monthly to families.  

School Safety: In accordance with § 115C-105.27(b)(2), a plan to address school safety is housed in our district’s Emergency Management Plan platform. For inquiries, feel free to contact charlesferrell@johnston.k12.nc.us.

 *You may obtain more information on the School Improvement Plan by going to Indistar and entering the username and password GuestS16589

Goal 1:  By June 2026, East Clayton Elementary School will increase overall academic proficiency in reading, math, and science from 53.8 percent to 58.8 percent. Reading will increase from 50.4 percent to 55.4 percent. Math will increase from 57.2 percent to 62.2 percent. Science will increase from 50.6% to 60%.

Goal 2:  By June 2026, East Clayton Elementary will improve the overall proficiency of students in the following subgroups by five percentage points; SWD from 19.6 percent to 24.6 percent.

Indicator A4.01 The school implements a tiered instructional system that allows teachers to deliver evidence-based instruction aligned with the individual needs of students across all tiers.

1. Provide embedded instructional planning and coaching support by adding an instructional coaching position. (K-2, 3-5). (Title I)

2. Utilize the use of high-yield instructional strategies in the classroom through vertical professional development.  (WICOR).

3. Organize the culture and systems of the school by focusing goals and actions with the AVID college and career framework.  

4. Utilize a PLC lesson planning tool to target increased intentionality in the use of the curriculum materials and evidence-based interventions.

5. Provide target tutors in each grade-level to work with students at the Tier 2 and Tier 3 level.  (Title I) 

6. Utilize the PLC process to create a high-quality core and respond to data through differentiated FLEX time.  

Indicator B3.03 The principal monitors curriculum and classroom instruction regularly

1. Disaggregate data to identify learning trends of our at risk subgroups (SWD).

2. Monitor student performance through checkpoints aligned to priority standards.  

3. Use and monitor pre-assessments and formative assessments to gauge student performance and accelerate learning.  

Indicator D1.02 The LEA/School has aligned resource allocation within the instructional priorities.  

1. Create a master schedule to protect the Core for Students with Disabilities.

2. Utilize Spire and Number Worlds curriculum to support IEP goals.  

3. Disaggregate data to study growth data for Students with Disabilities (SWD).  

Goal 3: By June 2026, East Clayton Elementary will increase the teacher/staff school climate survey from 80 percent to 90 percent by improving the overall quality of communication and collaboration among all stakeholders through improved capacity and infrastructure around MTSS supports for academics, behavior, and attendance.

Indicator A4.01 The school implements a tiered instructional system that allows teachers to deliver evidence-based instruction aligned with the individual needs of students across all tiers.

1. Improve the visibility and consistency of the school-wide matrix for rules and procedures. (STRONG)

2. Define and improve upon grade level procedures to create uniformity across the school.  

3. Start the school day with a STRONG pledge to enforce school-wide expectations.  

4. Use a STRONG mantra as a call and response protocol throughout the school.  

5. Implement a discipline flow-chart for clarity and consistency.  

6. Create and Implement an MTSS flow-chart to improve the clarity of the problem solving process.  

7. Create a Behavior and Attendance Team of Support (BATS) to respond to behavior and attendance concerns.  

8. Grade levels and support personnel meet monthly for problem solving meetings to respond to student needs in a timely manner.    

Indicator E1.06  The school regularly communicates with parents about its expectations of them and the importance of the curriculum of the home.

1. Provide regular opportunities for family conferences to review data and progress of each student (2 times per year).  (Title I)

2. Develop a school-wide family communication plan to include the use of binders, folders, and student planners.  (Title I)

3. Provide family events to support the cultural inclusiveness of the school.  (Title I)

4. Create a universal template for grade levels to send monthly to families.  

School Safety: In accordance with § 115C-105.27(b)(2), a plan to address school safety is housed in our district’s Emergency Management Plan platform. For inquiries, feel free to contact charlesferrell@johnston.k12.nc.us.

Goal 1:  By June 2026, East Clayton Elementary School will increase overall academic proficiency in reading, math, and science from 53.8 percent to 58.8 percent. Reading will increase from 50.4 percent to 55.4 percent. Math will increase from 57.2 percent to 62.2 percent. Science will increase from 50.6% to 60%.

Goal 2:  By June 2026, East Clayton Elementary will improve the overall proficiency of students in the following subgroups by five percentage points; SWD from 19.6 percent to 24.6 percent.

Indicator A4.01 The school implements a tiered instructional system that allows teachers to deliver evidence-based instruction aligned with the individual needs of students across all tiers.

1. Provide embedded instructional planning and coaching support by adding an instructional coaching position. (K-2, 3-5). (Title I)

2. Utilize the use of high-yield instructional strategies in the classroom through vertical professional development.  (WICOR).

3. Organize the culture and systems of the school by focusing goals and actions with the AVID college and career framework.  

4. Utilize a PLC lesson planning tool to target increased intentionality in the use of the curriculum materials and evidence-based interventions.

5. Provide target tutors in each grade-level to work with students at the Tier 2 and Tier 3 level.  (Title I) 

6. Utilize the PLC process to create a high-quality core and respond to data through differentiated FLEX time.  

Indicator B3.03 The principal monitors curriculum and classroom instruction regularly

1. Disaggregate data to identify learning trends of our at risk subgroups (SWD).

2. Monitor student performance through checkpoints aligned to priority standards.  

3. Use and monitor pre-assessments and formative assessments to gauge student performance and accelerate learning.  

Indicator D1.02 The LEA/School has aligned resource allocation within the instructional priorities.  

1. Create a master schedule to protect the Core for Students with Disabilities.

2. Utilize Spire and Number Worlds curriculum to support IEP goals.  

3. Disaggregate data to study growth data for Students with Disabilities (SWD).  

Goal 3: By June 2026, East Clayton Elementary will increase the teacher/staff school climate survey from 80 percent to 90 percent by improving the overall quality of communication and collaboration among all stakeholders through improved capacity and infrastructure around MTSS supports for academics, behavior, and attendance.

Indicator A4.01 The school implements a tiered instructional system that allows teachers to deliver evidence-based instruction aligned with the individual needs of students across all tiers.

1. Improve the visibility and consistency of the school-wide matrix for rules and procedures. (STRONG)

2. Define and improve upon grade level procedures to create uniformity across the school.  

3. Start the school day with a STRONG pledge to enforce school-wide expectations.  

4. Use a STRONG mantra as a call and response protocol throughout the school.  

5. Implement a discipline flow-chart for clarity and consistency.  

6. Create and Implement an MTSS flow-chart to improve the clarity of the problem solving process.  

7. Create a Behavior and Attendance Team of Support (BATS) to respond to behavior and attendance concerns.  

8. Grade levels and support personnel meet monthly for problem solving meetings to respond to student needs in a timely manner.    

Indicator E1.06  The school regularly communicates with parents about its expectations of them and the importance of the curriculum of the home.

1. Provide regular opportunities for family conferences to review data and progress of each student (2 times per year).  (Title I)

2. Develop a school-wide family communication plan to include the use of binders, folders, and student planners.  (Title I)

3. Provide family events to support the cultural inclusiveness of the school.  (Title I)

4. Create a universal template for grade levels to send monthly to families.  

School Safety: In accordance with § 115C-105.27(b)(2), a plan to address school safety is housed in our district’s Emergency Management Plan platform. For inquiries, feel free to contact charlesferrell@johnston.k12.nc.us.