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Our Direction

Vision:

The staff of Seawell Elementary School will provide all students with the opportunity and support necessary for achieving academic excellence and personal success by promoting equity in our programs and practices, working to eliminate the existing testing gap, and helping all students achieve at the highest possible level. Our vision would be…

All faculty and staff members demonstrating an increased understanding about the various cultures represented in our school community and around the world, and an established school climate among staff, students, and families that fosters respect for diverse cultures and beliefs.

Support for the district’s recruitment plan in order to attract teachers from diverse backgrounds and a staff that is informed of effective instructional strategies for educating all children.

Ensure that (1) appropriate levels of higher order thinking, (2) fostered collaboration, (3) effective practices and (4) assessment meet the needs of students at all levels of development while implementing the Common Core State Standards.

Implemented systematic intervention programs (MTSS and PBIS) that identify and proactively address special needs and promote positive and safe behavior.

Targeted programs for students and their families that actively engage them in cultural enrichment, promote healthy living, and foster nurturing learning environments.

Values:

We believe all children who are healthy, challenged and active can best learn and achieve in a safe and orderly environment. We also value a culturally sensitive educational setting with smaller class sizes for effective instruction and greater learning experiences.

We believe in a spiraling curriculum that develops critical-thinking and problem-solving strategies while integrating essential strands, skills, and concepts. The curriculum is delivered through research-based, developmentally appropriate practices, and differentiated instruction that support self-esteem, self-expression, and a variety of learning styles and groupings.

We believe families, students, and staff share the responsibility and accountability for emphasizing the importance of learning, instilling a love of learning, and teaching children how to take responsibility for becoming lifelong learners. Therefore, we believe our school is most effective when opportunities exist for family involvement and collaboration.

We believe students, when given responsibilities and positive reinforcement, will demonstrate respect for self and others.

We believe that in order to improve instruction, staff must be given opportunities for their continuing development by making available professional learning opportunities, given sufficient time for collaboration, and granted access to optimal resources, facilities and current technologies. Administrators will support their efforts by conducting frequent classroom visits and observations to provide feedback towards improving instruction.

Mission:

To inspire and empower lifelong learners by thinking and acting differently regarding the work that we do for students along with centering joy for all stakeholders within our learning community .

The administration, teachers, staff members, students and families will work to actualize the following:

We believe all students and stakeholders can learn; we value all stakeholders and what they bring to our school

We are committed to the work (intentional planning, data analysis with action steps, awareness of social emotional health of both students and staff members along with proactive supports) that will foster healthy social emotional health and academic excellence for all students.

Indicators Included in Our Plan:

Core Function	Effective Practice	Code	Success Indicator	Wise Ways®	Action	Resource
CSI and/or ATSI School Indicators	Provide 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 Leadership	Practice 1A: Prioritize improvement and communicate its urgency	B1.03	A 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.	View	Video	Tool
		B2.03	The school has established a team structure among teachers with specific duties and time for instructional planning.	View	Video	Tool
		B2.05	The principal focuses on building leadership capacity, achieving learning goals, and improving instruction.	View	Video
	Practice 1B: Monitor short-and long-term goals	B3.03	The principal monitors curriculum and classroom instruction regularly and provides timely, clear, constructive feedback to teachers.	View	Video	Tool
		D1.02	The LEA/School has aligned resource allocation (money, time, human resources) within each school's instructional priorities.	View
	Practice 1C: Customize and target support to meet needs	B2.01	School culture promotes and supports the physical, social, emotional, and behavioral health of all school personnel.	View
Domain 2: Talent Development	Practice 2A: Recruit, develop, retain, and sustain talent	C3.04	The LEA/School has established a system of procedures and protocols for recruiting, evaluating, rewarding, and replacing staff.	View
	Practice 2B: Target professional learning opportunities	C2.01	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.	View	Video	Tool
Domain 3: Instructional Transformation	Practice 3A: Diagnose and respond to student learning needs	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.	View
	Practice 3B: Provide rigorous evidence-based instruction	A1.07	ALL teachers employ effective classroom management and reinforce classroom rules and procedures by positively teaching them.	View	Video
		A2.04	Instructional Teams develop standards-aligned units of instruction for each subject and grade level.	View	Video
		A2.07	ALL teachers include vocabulary development as learning objectives.	View
		A4.08	ALL pre-k teachers ensure that all students are involved in activities each day that are designed to stimulate development in all domains: social-emotional, physical, approaches to learning, language, and cognitive development.	View
	Practice 3C: Remove barriers and provide opportunities	A4.16	The school develops and implements consistent, intentional, and on-going plans to support student transitions for grade-to-grade and level-to-level.	View
		A4.21	The school selects, implements, and evaluates evidenced-based programs that enhance social/emotional competency.	View
		A4.22	All teachers are responsive to students’ cultural backgrounds and incorporate culturally-relevant material in their classrooms.	View
Domain 4: Culture Shift	Practice 4A: Build a strong community intensely focused on student learning	A4.04	The school promotes social/emotional competency in school rituals and routines, such as morning announcements, awards assemblies, hallway and classroom wall displays, and student competitions.	View
		A4.06	ALL 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 goals	E1.05	The "ongoing conversation" between school personnel and parents/guardians is candid, supportive, and flows in both directions.	View	Video
		E1.06	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).	View	Video
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).	View	Video
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.	View	Video	Tool

Seawell Elementary

9115 Seawell School Road

Chapel Hill NC 27516

Phone: 9199674343

Principal: Ms. Minnie Goins

Leadership Team Members Name Position

Yolanda Grant
Stephanie Reid
Glenn Estacio
Danka Kulikowski
Roxana Rojas
Howard Shang

Teacher
Teacher
Assistant Principa...
Interim Principal
Teacher
Parent