Our Direction

Our vision is that all Carrboro Elementary School students obtain the academic skills and knowledge to excel while learning and growing in a culturally responsive and inclusive school community of committed and accountable educators and engaged parents.   

Carrboro Elementary School is a place where all our students and families are valued. 

We commit to educating, nourishing and investing in all our students to create lifelong learners.  

We foster an inclusive and inviting learning environment to maximize the gifts and meet the needs of each student.

We recognize the diversity of cultures, gender and histories of our Cub family by cultivating inclusive exploration, curriculum and activities. 

We believe that excellent school performance requires the flexible, creative, and efficient use of all human, material, and technological resources.

Our students help create and maintain a positive school community.

Our parents, teachers, and community strive to be vital partners in students’ achievement.
We actively partner with families and community to reach all our students with purposeful, effective, and relevant instruction that encourages lifelong learning, celebrates equity and inclusion, and promotes civic engagement at school and at home.
Core FunctionEffective PracticeCodeSuccess IndicatorWise Ways®ActionResource
CSI and/or ATSI School IndicatorsProvide supports (personnel, programmatic, financial, etc.) for instructional priorities The LEA/School has aligned resource allocation (money, time, human resources) within each school's instructional priorities.View
Domain 1: Turnaround LeadershipPractice 1A: Prioritize improvement and communicate its urgencyB1.01The LEA has an LEA Support & Improvement Team.View
B1.03A Leadership Team consisting of the principal, teachers who lead the Instructional Teams, and other professional staff meets regularly (at least twice a month) to review implementation of effective practices.ViewVideoTool
B2.03The school has established a team structure among teachers with specific duties and time for instructional planning.ViewVideoTool
Practice 1B: Monitor short-and long-term goalsB3.03The principal monitors curriculum and classroom instruction regularly and provides timely, clear, constructive feedback to teachers.ViewVideoTool
D1.02The LEA/School has aligned resource allocation (money, time, human resources) within each school's instructional priorities.View
D1.03The principal provides optimum conditions for the Leadership Team to make decisions and act on their decisions.View
Domain 2: Talent DevelopmentPractice 2A: Recruit, develop, retain, and sustain talentC3.04The LEA/School has established a system of procedures and protocols for recruiting, evaluating, rewarding, and replacing staff.View
Practice 2B: Target professional learning opportunitiesC1.01The LEA/School directly aligns professional development with classroom observations (including peer observations) to build specific skills and knowledge of teachers.ViewVideoTool
C1.02The principal plans opportunities for teachers to share their strengths with other teachers.ViewVideo
C2.01The LEA/School regularly looks at school performance data and aggregated classroom observation data and uses that data to make decisions about school improvement and professional development needs.ViewVideoTool
C2.03The LEA/School provides all staff high quality, ongoing, job-embedded, and differentiated professional development.ViewTool
Domain 3: Instructional TransformationPractice 3A: Diagnose and respond to student learning needsA4.01The school implements a tiered instructional system that allows teachers to deliver evidence-based instruction aligned with the individual needs of students across all tiers.View
A4.02Teams of special educators, general education teachers, and related service providers meet regularly to enhance/unify instructional planning and program implementation for students with disabilities.ViewTool
A4.03Instructional teams utilize student learning data to determine whether a student requires a referral for special education services.ViewVideo
Practice 3B: Provide rigorous evidence-based instructionA1.06ALL teachers provide sound instruction in a variety of modes: teacher-directed whole-class; teacher-directed small-group; independent work; computer-based.ViewVideoTool
A1.07ALL teachers employ effective classroom management and reinforce classroom rules and procedures by positively teaching them.ViewVideo
A2.04Instructional Teams develop standards-aligned units of instruction for each subject and grade level.ViewVideo
A2.05ALL teachers develop weekly lesson plans based on aligned units of instruction.ViewVideo
A2.22All teachers and teacher teams plan instruction based on the aligned and expanded curriculum that includes rich reading, writing, memorization, and vocabulary development.View
A2.25The teacher builds students’ ability to use a variety of learning tools.View
Practice 3C: Remove barriers and provide opportunitiesA4.16The school develops and implements consistent, intentional, and on-going plans to support student transitions for grade-to-grade and level-to-level.View
Domain 4: Culture ShiftPractice 4A: Build a strong community intensely focused on student learning The LEA has an LEA Support & Improvement Team.View
A4.05ALL teachers teach and reinforce positive social skills, self-respect, relationships, and responsibility for the consequences of decisions and actions.View
A4.06ALL teachers are attentive to students' emotional states, guide students in managing their emotions, and arrange for supports and interventions when necessary.View
Practice 4C: Engage students and families in pursuing education goalsE1.03ALL teachers systematically report to parents/guardians the student's mastery of specific standards-based objectives.ViewVideoTool
E1.06The school regularly communicates with parents/guardians about its expectations of them and the importance of the curriculum of the home (what parents can do at home to support their children's learning).ViewVideo
E1.09The school provides parents/guardians with practical guidance to maintain regular and supportive verbal interactions with their children, to establish a quiet place for children's studying at home, and to model respectful and responsible behaviors. ViewVideo
E1.10The school provides parents/guardians with practical guidance to encourage their children's regular reading habits at home.ViewVideo
NC SBE Goal 1:Eliminate opportunity gaps by 2027 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.View
NC SBE Goal 2:Improve school and district performance by 2027 The school regularly communicates with parents/guardians about its expectations of them and the importance of the curriculum of the home (what parents can do at home to support their children's learning).ViewVideo
NC SBE Goal 3:Increase Educator preparedness to meet the needs of every student by 2027 The LEA/School regularly looks at school performance data and aggregated classroom observation data and uses that data to make decisions about school improvement and professional development needs.ViewVideoTool
 The LEA/School provides all staff high quality, ongoing, job-embedded, and differentiated professional development.ViewTool





Carrboro Elementary
400 Shelton St.
Carrboro NC 27510
919-968-3652
Principal: Mr. Jordi Roman
  • Christine Fulch
  • Jordi Roman
  • Jessica Bigelow
  • Maria Gonzalez
  • Emily Moorman
  • Luis Muñoz Cardona
  • Sharon Prince
  • Kim Winslow
  • Parent
  • Principal
  • Teacher
  • Parent
  • Teacher
  • Teacher
  • Paraprofessional
  • Assistant Principa...