NC Definition & Pathways to a Ready School

Listed below is the definition and pathways to a ready school as approved by both the NC Ready Schools Taskforce and the NC State Board of Education.

Definition

A ready elementary school provides an inviting atmosphere, values and respects all children and their families, and is a place where children succeed. It is committed to high quality in all domains of learning and teaching and has deep connections with parents and its community. It prepares children for success in work and life in the 21st century.

Pathways to Ready Elementary Schools

  1. Children succeed in school  The school sets high expectations for all students and facilitates healthy growth and development in five domains suggested by the National Educational Goals Panel: physical well-being; social relationships and emotional development; learning approaches that incorporate cultural aspects of learning styles; use of language; and cognition, general knowledge, and problem solving. Children acquire culturally relevant knowledge and skill sets necessary and valuable to the functioning of a modern economy.
  2. A welcoming atmosphere  The school projects an open, child focused, welcoming atmosphere characterized by friendliness, respect, high teacher and staff morale, and the use of appropriate discipline. The building and grounds are inviting and developmentally appropriate. Children’s work is prominently displayed and bulletin boards contain family oriented material.
  3. Leadership  School leaders believe that all children can learn, teachers and staff can develop professionally, and all schools can meet or exceed State performance standards. The principal possesses the skill sets necessary for leading effectively and creating a learning community. The school connects with and garners support from the superintendent, school board, and the NC Department of Public Instruction. In turn, the superintendent, school board, and the NC Department of Public Instruction provide a coherent and appropriate set of policies and regulations.
  4. Connections to early care and education and across grades  There is ongoing communication and coordination between early care and education (ECE) and elementary school teachers for quality assurance from pre-K through grade 3. Standards and curriculum are aligned between ECE and the school at the local, district, and state levels. The school participates in or provides a number of transition experiences for children entering pre-k or kindergarten such as school and home visits, staggered entry, and orientation sessions for children and families. Assessment data are obtained from ECE providers in order to plan and individualize children’s learning.  In addition, curriculum, instruction, and assessment are aligned and integrated within a classroom, within a grade level, and across grade levels.
  5. Connects culturally and linguistically with children and families  The school seeks to help children from all circumstances and backgrounds succeed. The school uses a culturally appropriate curriculum to enhance learning. Children and families are encouraged to share their backgrounds and experiences with other children and families.
  6. Partners with Families  The school communicates and partners with all families in a wide range of activities from providing information to engaging parents in policy and decision making. Outreach strategies are implemented to ensure that families of diverse populations are welcome to participate in all school-related activities.
  7. Partners with the community  The school functions as a community center drawing children and families from surrounding neighborhoods for multiple activities and purposes. It partners with the community to provide opportunities and services to children and families such as health screening and health services, courses in the English language, courses in other languages, and instruction in GED preparation, computers, and parenting.
  8. Uses assessment results  The school uses assessments, both formal and informal (daily interactions with the child, communications with parents), to plan and tailor instruction to individual needs. There are strategies in place to improve test scores and reduce achievement gaps. The school ensures that assessments are reliable, valid, individual and developmentally and culturally appropriate.
  9. Quality Assurance  The school strives to grow by following a written improvement plan that includes a strategy for maintaining its mission and goals over time. It supports staff in professional development and consults with educational and non-educational experts for staff training and quality assurance. Leadership uses data and research on effective practices for decision-making.

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