School Improvement Plan 2015-2016schools.cms.k12.nc.us/myersparkHS/Documents/School...2015-2016...

School Improvement Plan

2015-2016 2015-2016 through 2016-2017

School Improvement Plans remain in effect for two years, but a School Leadership Team may amend as often as necessary or appropriate.

Draft Due: September 28, 2015 Final Copy Due: October 26, 2015

2015-2016 Myers Park HS School Improvement Plan Report

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{School Name} Contact Information

School: Myers Park HS

Courier Number: 466

Address:

2400 Colony Rd.

Phone Number: 980-343-5800

Charlotte, NC 28209

Fax Number: 980-343-5803

Learning Community

Central School Website:

http://schools.cms.k12.nc.us/myersparkHS/Pages/Default.aspx

Principal: Mark Bosco

Learning Community Superintendent: Tara Sullivan

Myers Park HS School Improvement Team Membership From GS §115C-105.27: “The principal of each school, representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants assigned to the school building, and parents of children enrolled in the school shall constitute a school improvement team to develop a school improvement plan to improve student performance. Representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants shall be elected by their respective groups by secret ballot....Parents serving on school improvement teams shall reflect the racial and socioeconomic composition of the students enrolled in that school and shall not be members of the building-level staff.”

Committee Position Name Email Address Date

Elected Principal Mark Bosco [email protected] Aug. ‘13

Assistant Principal Representative Justin Holt [email protected] Aug ‘13

Teacher Representative Elizabeth Neaverth [email protected] Sept. ‘15

Inst. Support Representative Elizabeth Nielsen [email protected] Sept ‘13

Teacher Representative Samantha Gleiser [email protected] Sept ‘13

Teacher Representative Mimi Pickens [email protected] Sept ‘13

Teacher Representative Deleisha Webb-Smith [email protected] Sept. ‘15

Teacher Representative Maria Dominguez [email protected] Sept ‘13

Teacher Representative Jeremy Amidon [email protected] Sept ‘14


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Teacher Representative Sandra Kindell [email protected] Sept ‘15

Teacher Representative Deborah Byrd [email protected] Sept. ‘13

Teacher Representative Amber Dowdy [email protected] Sept. ‘15

Teacher Representative Amanda Roberts [email protected] Sept. ‘15

Parent Representative Brian Bedrick [email protected] 14/15

Parent Representative Martin Godwin [email protected] 14/15

Parent Representative Linda Blum [email protected] 14/15

Parent Representative Scott Shipp [email protected] ‘11/12

Parent Representative Quinn Davidson [email protected] 14/15

Parent Representative Susan Ferone [email protected] ‘13/14

Parent Representative Susan Anderson [email protected] ‘11/12

Parent Representative Linda MacDonald [email protected] 14/15

Parent Representative Jeffrey Barnes [email protected] 14/15

Vision Statement

District: CMS provides all students the best education available anywhere, preparing every child to lead a rich and

productive life.

School: Myers Park High School exists to inspire in its students a passion for learning and a

commitment to personal integrity and academic excellence. Students will be empowered to become

self-confident, creative, socially responsible, and globally aware.

Mission Statement

District: The mission of CMS is to maximize academic achievement by every student in every school.

School: We, the students, parents, staff and community of Myers Park High School, will inspire all

students to experience success.


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Myers Park HS Shared Beliefs • Providing all the students with the opportunity to perform

to their fullest potential and ensuring that there is no

discernable difference between the achievement levels of

students by race, gender or economic level

• Placing a principal with strong leadership and

management skills as the key instructional leader in the

school

• Ensuring that an effective teacher instructs each class

• Building the capacity of our personnel through meaningful

professional development, particularly with an emphasis on

cultural development

• Operating effectively and efficiently with fiscal

accountability

• Educating all students in safe and orderly environments

conducive to learning

• Giving all students access to a well-rounded, rigorous

curriculum that is research-based and data driven

• Securing and allocating adequate resources according to

the needs of the child

• Partnering with parents and the community in maximizing

student learning

• Embracing our community’s diversity and using it to

enhance the educational environment

• Basing our educational culture on merit and individual

achievement

• Preparing all students to be successful in institutions of

higher learning or the workforce

Myers Park HS SMART Goals

• Provide a duty-free lunch period for every teacher on a daily basis. • Provide duty-free instructional planning time for every teacher under G.S. 115C-105.27 and -301.1, with the goal of

proving an average of at least five hours of planning time per week, to the maximum extent that the safety and proper

supervision of students may allow during regular student contact hours.

• Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and harassing behaviors.

• Myers Park HS will increase the overall graduation rate to 95% by the end of the 2015-16 school year.

• Myers Park HS will achieve expected growth or better on End of Course Exams (Biology, Math I, and English II)

amongst all subgroups by the end of the 2015-16 year with composite proficiency to exceed 80%.


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• Myers Park HS will achieve 85% overall ‘positive’ score amongst teachers, students, and parent/community members

on CMS and MPHS surveys by the end of the 2015-16 school year.

• Myers Park HS will maintain a three year strategic plan to address the needs such as technology, construction and

physical plant, school culture, etc.

• Myers Park HS will increase Equity and Access for all students; measured by an increase in enrollment and proficiency

of students across subgroups in rigorous coursework (ie. Honors, MYIB/IB, and AP).


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Myers Park HS Assessment Data Snapshot

Reading ALL AMIN ASIA BLCK HISP MULT WHTE EDS LEP SWD AIG

Participation Denominator 734 2 37 178 71 15 431 250 34 52 181

Participation Percent 97 0 97 95 94 0 98 95 91 96 99

Participation Status Met Insuf. Met Met Not Met Insuf. Met Met Not Met Met Met

Proficiency Denominator 683 2 34 154 62 15 416 219 26 47 180

Proficiency Percent 72.0 0 58.8 36.4 46.8 0 90.6 32.4 0 23.4 97.8

Goal Percent 61.9 48.6 71.7 46.6 52.7 64.0 71.0 48.8 24.0 31.2 94.2

Proficiency Status Met Insuf. Not Met Not Met Met/CI Insuf. Met Not Met Insuf. Met/CI Met

Math ALL AMIN ASIA BLCK HISP MULT WHTE EDS LEP SWD AIG



Participation Status Met Insuf. Met Not Met Not Met Insuf. Met Not Met Not Met Not Met Met


Proficiency Percent 69.1 0 0 31.7 34.0 0 89.9 32.3 0 21.4 98.3

Goal Percent 50.8 43.3 70.4 36.4 43.7 50.5 58.8 39.6 24.3 27.7 85.8

Proficiency Status Met Insuf. Insuf. Met/CI Met/CI Insuf. Met Not Met Insuf. Met/CI Met


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Science ALL AMIN ASIA BLCK HISP MULT WHTE EDS LEP SWD AIG



Participation Status Met ~ Insuf. Met Met Insuf. Met Met Insuf. Met Met


Proficiency Percent 70.7 0 0 34.0 43.8 0 83.6 30.6 0 0 94.7

Goal Percent 60.8 0 76.0 44.6 52.1 62.0 69.3 48.2 24.8 35.9 90.9

Proficiency Status Met ~ Insuf. Not Met Met/CI Insuf. Met Not Met Insuf. Insuf. Met

Current Year EOC ALL AMIN ASIA BLCK HISP MULT WHTE EDS LEP SWD AIG



Participation Status Met Insuf. Met Not Met Not Met Met Met Not Met Not Met Not Met Met

ACT ALL AMIN ASIA BLCK HISP MULT WHTE EDS LEP SWD AIG



Participation Status Not Met ~ Insuf. Not Met Not Met Insuf. Met Not Met Insuf. Not Met Met


Proficiency Percent 82.6 0 0 44.2 46.7 0 96.6 42.1 0 0 98.4

Goal Percent 66.9 0 77.5 46.8 55.4 68.0 77.5 51.6 25.5 33.1 95.0

Proficiency Status Met ~ Insuf. Met/CI Met/CI Insuf. Met Not Met Insuf. Insuf. Met


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ACT WorkKeys ALL AMIN ASIA BLCK HISP MULT WHTE EDS LEP SWD AIG



Participation Status Met ~ Insuf. Insuf. Insuf. ~ Insuf. Insuf. Insuf. Insuf. Insuf.


Proficiency Percent 80.6 0 0 0 0 0 0 0 0 0 0

Goal Percent 73.9 0 79.2 60.4 72.2 0 80.5 66.3 32.7 43.7 95.0

Proficiency Status Met ~ Insuf. Insuf. Insuf. ~ Insuf. Insuf. Insuf. Insuf. Insuf.

Math Course Rigor ALL AMIN ASIA BLCK HISP MULT WHTE EDS LEP SWD AIG


Proficiency Percent 93.8 0 91.7 83.4 89.1 0 98.9 85.6 71.9 0 100.0

Goal Percent 95.0 95.0 95.0 95.0 95.0 95.0 95.0 95.0 90.8 85.5 95.0

Proficiency Status Met/CI Insuf. Met/CI Not Met Not Met Insuf. Met Not Met Not Met Insuf. Met

Graduation Rate ALL AMIN ASIA BLCK HISP MULT WHTE EDS LEP SWD AIG

Standard (4-Year) 94.6 0 90.0 94.0 82.3 0 97.0 89.6 75.6 77.4 100.0

Extended (5-Year) 91.9 0 88.9 84.0 78.3 0 97.0 80.2 69.7 60.0 98.8

Status Met Insuf. Met Met Met Insuf. Met Met Met/I Met/I Met


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Myers Park HS Profile

School and Community: Since 1951, Myers Park High School has inspired in its students a passion for learning

and a commitment to personal integrity and academic excellence. Students are empowered to become self-

confident, creative, socially responsible, and globally aware. With a 62-acre campus and 13 individual buildings,

students are able to learn in an environment similar to a small college. The campus is centered around a

quadrangle, commonly known as the "quad". Myers Park is one of the public high schools in the Charlotte-

Mecklenburg School system. The 2015-2016 enrollment is 2900+ students, making Myers Park one of the largest

high schools in North Carolina. In the graduating class of 2015, 94% of its students went on to pursue their

education after high school: 81% attended a four-year college or university, 13% went on to a community or

technical college, and 6% joined the work force or military. Myers Park utilizes A-day/B-day, 4X4, and hybrid

schedules where all students attend four, ninetyminute classes every day. The school mascot is the Mustang. Its

official colors are kelly green and white. Myers Park is fully accredited by the Southern Association of Colleges

and Schools. Newsweek and The Washington Post have ranked Myers Park as one of America’s Best High

Schools. Myers Park is home to the first public International Baccalaureate Diploma Program (IB) in North

Carolina and first Middle Years Program (MYP) in the US. The Student Body The composition of the student

body has an international flavor with over 30 countries represented in the school population. Myers Park

embraced a diverse student population that is 62% white, 25% African American, 9% Hispanic, 3% Asian, and 3%

other. Thirty-two percent of the student body receives free or reduced lunch.

The Faculty: Myers Park offers a comprehensive array of support services and resources designed to help all

students succeed. The highly qualified faculty consists of one hundred and sixty-one teachers, one principal,

four assistant principals, two dean of students, an International Baccalaureate Coordinator, seven counselors, an

EC Compliance Coordinator, a social worker, a nurse, an Instructional Accountability Coordinator, two CTE


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Career Development Coordinators, and one media specialist. The Student Support Services Department includes

the following part-time staff members: a psychologist and a speech/language pathologist.

Curriculum and Extra-Curricular Programs: Each student is recognized as an individual with an array of interests,

talents, and needs. Advanced Placement (AP), International Baccalaureate (IB), and Honors courses are offered in

most academic areas. General courses and remedial instruction are also available. In addition, the curriculum

provides broad vocational offerings, including Career/Technical Education, an Occupational Diploma,

apprenticeships, career intern programs, and the Occupational Course of Study for Exceptional Education

students. Art, photography, chorus, theatre, orchestra, marching band, debate, journalism, culinary arts, and

JROTC are strong components of Myers Park’s curriculum. Academic excellence, athletic development,

community service, and creative pursuits come together to strengthen the whole student. A large variety of clubs

are available to students. Myers Park supports 34 junior varsity and varsity sports for men and women. More

than one-third of the student body participates in the athletic program.


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Strategic Plan 2018: For a Better Tomorrow

Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready Four focus areas:

I. College- and career-readiness II. Academic growth/high academic achievement

III. Access to rigor IV. Closing achievement gaps

Goal 2: Recruit, develop, retain and reward a premier workforce Five focus areas:

I. Proactive recruitment II. Individualized professional development

III. Retention/quality appraisals IV. Multiple career pathways V. Leadership development

Goal 3: Cultivate partnerships with families, businesses, faith-based groups and community organizations to provide a sustainable system of support and care for each child Three focus areas:

I. Family engagement II. Communication and outreach

III. Partnership development

Goal 4: Promote a system-wide culture of safety, high engagement, cultural competency and customer service Five focus areas:

I. Physical safety II. Social and emotional health

III. High engagement IV. Cultural competency V. Customer service

Goal 5: Optimize district performance and accountability by strengthening data use, processes and systems Four focus areas:

I. Effective and efficient processes and systems II. Strategic use of district resources

III. Data integrity and use IV. School performance improvement

Goal 6: Inspire and nurture learning, creativity, innovation and entrepreneurship through technology and strategic school redesign

Four focus areas: I. Learning everywhere, all the time II. Innovation and entrepreneurship

III. Strategic school redesign IV. Innovative new schools


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SMART Goal (1): Duty Free Lunch for Teachers

Provide a duty-free lunch period for every teacher on a daily basis.

Strategic Plan Goal: Goal 2: Recruit, develop, and retain a premier workforce.

Strategic Plan Focus Area: Retention

Data Used: MPHS Teacher Survey

Strategies (determined by what data) • Task

• Task

• Task (PD)

Point Person (title/name)

Evidence of Success (Student Impact)

Funding (estimated cost / source)

Personnel Involved

Timeline (Start—End)

• Interim Dates

1. Develop duty roster that protects teacher lunch as well as maintains appropriate level of supervision.

AP/ Perkins Minimal safety disruptions at common times as well as staff satisfaction reflected in surveys.

None

Admin Team Faculty

August thru June

2. Utilize Administrators, CSAs, SRO for lunch coverage.

Administrators Minimal safety disruptions at common times as well as staff satisfaction reflected in surveys.

None Admin Team Faculty

August thru June


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SMART Goal (2): Duty Free Instructional Planning Time

Provide duty-free instructional planning time for every teacher under G.S. 115C-105.27 and -301.1, with the goal of proving an average of at least five hours of planning time per week, to the maximum extent that the safety and proper supervision of students may allow during regular student contact hours.

Strategic Plan Goal: Goal 2: Recruit, develop, and retain a premier workforce.

Strategic Plan Focus Area: Retention, Professional Development, Leadership Development

Data Used: Safety Audits, Teacher Surveys


• Task

• Task (PD)




Personnel Involved


• Interim Dates

1. Develop duty roster that protects teacher planning as well as maintains appropriate level of supervision.

AP/ Perkins Minimal safety disruptions at common times as well as staff satisfaction reflected in surveys.

None Admin Team Faculty

Quarterly Review

2. Utilize support staff in key areas for supervision.

AP/ Holt 100% on Safety Audits None SRO, CSAs, Deans, APs

Quarterly Review


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SMART Goal (3): Anti-Bullying / Character Education

Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and harassing behaviors.

Strategic Plan Goal: Goal 4: Promote a system-wide culture of safety, high engagement, customer service, and

cultural competence.

Strategic Plan Focus Area: Physical Safety, Social and Emotional Health

Data Used: Reduced numbers of suspensions, Student Surveys


• Task

• Task (PD)




Personnel Involved


• Interim Dates

1. Bully Liaison / Bully-prevention

• Provide mediation • Enforce Discipline Matrix

AP/ Holt and Perkins Deans/ Freeland and Guice

Student altercations reduced

None Admin team Counselors and CIS Staff

Quarterly Reviews

2. Character Education

• Utilize Love and Logic training

• Parenting with Love and Logic

Dean of Students/ Guice

Reduced number of referrals as behavior management practices are adopted

None Partnership with Teen Health Connection

Quarterly Reviews


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3. Healthy Active Child 30 min.

• Freshman in PE • Upper level PE electives • Allow quad access @

lunches

Athletic Director, PE Department Chair/ Lewis

Completion of Graduation requirements in Health/PE

None PE Department

Semester Reviews

4. School Health Team • Provide access for student

Health needs

Nurse Lattimore

Comply with Health regulations

None Nurse, First Responders

Semester Reviews

SMART Goal (4): Myers Park will increase the overall graduation rate from 94.4% to 95% by the end of the 2015-16 school year.

Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st century learning environment

for every child to graduate career and college ready.

Strategic Plan Focus Area: Academic Growth/High Academic Achievement

Data Used: Graduation Cohort


• Task

• Task (PD)




Personnel Involved


• Interim Dates

1. Expand the availability and access to support to students failing classes.

• Develop quick intervention system for students exhibiting behavior challenges that impede learning.

APs/ Holt, Perkins Deans/Guice,

-decrease in retention rate (down to 10%) - increase in attendance rate for at risk students - decrease in student referrals/lockouts

N/A

Faculty Counselors

Progress Reviews 11-30 1-30 3-15


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• Expand network of community supports.

• Utilization of tracking systems as well as department grading practice to track students into appropriate interventions to achieve proficiency

• Case Manage most at risk students

• Implement at risk Freshman Support System.

Freeland Communities in Schools, RMFY, other agencies Admin Team

2. Expand the availability of Myers Park Credit Recovery options for students who have failed classes

• Develop a system for identification of students in need.

• Increase home-school connections.

• Expand the Afternoon Academy and APEX in house capacity

AP/Davis/Freeland Counselors

Credit Recovery and Graduation Cohort Increase in mid semester promotion Increase in number of students participating (on time) Increase in number of credits recovered by 10%

APEX Credit Recovery funds

Staff as Credit Recovery teachers

Review after each session

3. Expand teacher access to Professional Development geared toward the growth of all students

• Adopt common practices within grading procedures to reach below grade level

AP/Andrews Department

Decrease in retention rates to 10% Increased participation rates

$3,000 in PD monies Donated

Faculty Admin Team

Evaluations from each PD session


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learners (utilize Literacy teacher, and SIOP strategies)

• Technology training opportunities (Gaggle, Edmodo)

• Common Core (literacy) training focused on increasing rigor and relevance in standard courses

• Student Behavior management training

colleagues Tech Facilitator/ Bombien Teen Health Connections and Staff (Love and Logic)

in non-required trainings. Decrease in suspensions. Decrease in Lockout Attendance.

programming from Center for Intentional Leadership

Review @semester break and EOY

4.

SMART Goal (5): Myers Park High School will achieve expected growth or better on End of Course Exams (Biology, Common Core Math I, and English II) amongst all subgroups by the end of the 2014-15 school year, with composite proficiency to exceed 80%.

Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st century learning environment

for every child to graduate career and college ready.

Strategic Plan Focus Area: Closing Achievement Gaps

Data Used: EOC Data


• Task

• Task (PD)




Personnel Involved


• Interim Dates


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1.Monitor teaching and learning in classroom to provide support to teachers and students

• Increased use of walkthroughs and regular monitoring

• Increased use of teacher coaching to improve instruction

• Increase use of Student Intervention Team

Principal/Bosco Admin Team

Increase in teacher rated accomplished by 10% this year Increase in student intervention team referrals by 25% - Use of CIS and Social Worker, BSTs Increase in walkthroughs in EOC classes and provide immediate feedback

None Admin Team Dept Chairs Teachers

Quarterly checks to review # of walkthrough 10-23, 1-20, 3-24 Weekly reviews during admin meetings

2. Strengthen and streamline the PLC process to ensure all teachers are participating in key components

• Create common culture geared toward participatory leadership and culture

• Increased transparency between administration and PLCs

• Increased emphasis on shared accountability toward SMART goals

• Common Core standard implementation

• Assessment evaluation (common assessments) with

Admin Team and ILC SLT reps

Increase in PLC participation to 100% Increase in student performance on formatives (depends on PLC subject) PLCs will accomplish 80% of SMART goals

None Admin Team Dept Chairs Teachers

Review end of quarter Monthly Department Chair meetings Weekly minutes review


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PLCs

3. Increase use of external resources to improve student learning

• Expanding community menu of services

• Expanding Partnership with Center for Intentional Leadership to improve student, teacher, and administrative leadership

Admin Team AP/Holt CIS/Weinstein Deans/ Guice and Freeland

Increase CEUs earned by 10% Increase teacher and student survey reports of satisfaction to 90% Increase use of external resources by 10%

None (donated)

Admin Team PD Coordinator (Andrews/ Davis)

Review at end of each semester Quarterly Teacher & Student Surveys

4.

SMART Goal (6): Myers Park High School will achieve 85% overall ‘positive’ score amongst teachers, students, and parents/community members on CMS and MPHS surveys by the end of the 2015-16 school year.

Strategic Plan Goal: Goal 4: Promote a system-wide culture of safety, high engagement, customer service, and

cultural competence.

Strategic Plan Focus Area: Customer Service

Data Used: CMS Surveys, MPHS Surveys, Teacher Working Condition Surveys


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• Task

• Task (PD)




Personnel Involved


• Interim Dates

1.Establish new focus and attitude about accountability for all throughout the school

• Establish clear expectations for all classifications of employees

• Utilize participatory leadership model to incorporate greater staff involvement in school improvement process

• Establish and monitor customer service expectations for all employees

• Surveys will be deployed to evaluate parent and students attitudes regarding issues like administration, teachers, customer service, etc.

Admin Team APs/ Andrews, Davis

Surveys biannually to assess trends in opinion. Use of CMS survey data to benchmark.

None

Admin Team Faculty

Insight Survey Winter and Spring

2.Expand community connections to create true partnerships within the MPHS community

• Utilize parental connections to guest lecturers, speakers,

Principal/Bosco Thomas/IB

Increase in community forums and meetings to 10 per year

PTSO funding as required

Admin Team

Jan. 2016 District


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artists to enhance learning • Connect with area houses of

worship to expand mentoring, tutoring, and other support opportunities for struggling students

• Create regular meet and greet opportunities with parents and other stakeholders through PTSO

• Advertise the need for volunteers and mentors in the school

• Develop the regular use of “One Book” to connect the school community with external service projects

• Establish relationship with resources in at risk neighborhoods

Speakers Forum AP/Holt Deans/Freeland, Guice CIS/Weinstein

Increase in volunteer hours to the school Increased positive media measured by parent survey PTSO Database

Credit Recovery funding for staffing of Community Centers

Teacher Leaders Community Members

Parent Surveys, October and in Spring


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SMART Goal (7): Myers Park High School will develop a three year strategic plan to address needs such as technology, construction, and physical plant, school culture, etc.

Strategic Plan Goal: Goal 6: Inspire and nurture learning, creativity, innovation and entrepreneurship through the expansion of strategic school design.

Strategic Plan Focus Area: Innovation and Entrepreneurship

Navigator Pathway: � Enter Kindergarten ready � Advanced Reading in K-2 � At/Above Grade Level in

Reading/Writing Grade 3 � At/Above Grade Level in

Reading/Writing Grade 7

� At/Above Grade Level in Math Grades 3-5

� Successful completion of Math I in grade 9

X Take and pass at least 1 AP/IB/Post-Secondary class & exam

� Score 1550 on SAT or 22 on ACT

Data Used: CMS Surveys, MPHS Surveys, Teacher Working Condition Surveys, Technology Plan


• Task

• Task (PD)




Personnel Involved


• Interim Dates

1.Complete survey of staff, students, parents, community members

• Parent survey of staff, students, parents, community members

• Staff survey administered and analyzed

• Student meetings for additional feedback

• Parent Coffees quarterly

Principal/Bosco AP/Holt PTSO SLT

Participation rates above 50% on all surveys

PTSO funding for materials and meeting spaces $1000

Admin Team Teachers Staff Parents

Coffees and community meetings throughout the year Surveys of students and staff quarterly


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2.Technology needs assessment and plan will be developed.

• Create technology task force • Utilize new technology

Facilitator for improvement of current systems

• Budget for increased needs • Evaluate use of personal

technology in class • Plan for BYOT initiative

Tech Facilitator/ Bombien API/Andrews AP/ Davis

Involvement of community members in development of plan will make up 25% of the committee Increase in budgeting for technology by 25% by year’s end.

PTSO $3000

Tech Coordinator Admin Team Faculty

Quarterly Assessment of progress

3. Conduct a construction and physical plant needs assessment and subsequent plan

• Utilize previous resources in preparing for construction needs

• Work cooperatively with CMS Planning and Bldg Svcs to partner in design of new buildings

• Identify additional physical plant needs, beautification needs, for continuous improvement

Principal/Bosco PTSO

Transition to construction Parent and Student Surveys will indicate satisfaction with plan Involvement of external partners on planning committee will be 25%

None

Admin Team PTSO Interested Faculty

Reviews made following establishment of construction plans End of Semester & Year reviews Parent Coffees and Community Forums


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SMART Goal (8): • Myers Park HS will increase Equity and Access for all students; measured by an increase of 5% in enrollment and proficiency of students across underrepresented subgroups in rigorous coursework (ie. Honors, MYIB/IB, and AP).

Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready

Strategic Plan Focus Area: Access to rigor, Closing achievement gaps

Navigator Pathway: � Enter Kindergarten ready � Advanced Reading in K-2 � At/Above Grade Level in

Reading/Writing Grade 3 � At/Above Grade Level in

Reading/Writing Grade 7

� At/Above Grade Level in Math Grades 3-5

X Successful completion of Math I in grade 9

X Take and pass at least 1 AP/IB/Post-Secondary class & exam

X Score 1550 on SAT or 22 on ACT

Data Used: Suspension reports from school as well as loaded information from the CMS Portal


• Task

• Task (PD)




Personnel Involved


• Interim Dates

1. Establish firm partnership with feeder middle schools to strengthen 9th grade transition. Continue with support in “Freshman Academy.”

AP/Holt with Feeder School Admin/Counselors 9th Grade Dean/ Freeland

Reduction in 9th grade retention and discipline issues Increase in Honors/MYIB participation

None Admin, Counselors, 9th grade teachers

December, February, May meetings with 8

th graders

June and August “Freshman Academy mtgs”

2. Identify, promote, and support Myers Park students with readiness and aptitude for upper level courses. Use test data as well as leverage teacher knowledge of student readiness.

APs/Holt, Davis Testing Coordinator/ Beyer Counselors and Teachers

Increase of >5% in student enrollment and proficiency across subgroups in rigorous coursework.

None Admin, Teachers, Counselors

Mid Sept. Mid Dec. Mid Feb. Mid May.


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3. Provide access in terms of technology and skill support to students taking newly rigorous coursework. - in community - during summer - second semester in school support program (AVID like model)

API/Andrews Tech facilitator/ Bombien APs for Outreach CIS/ Weinstein MCV Social Worker/Webb-Smith

Presence of teacher and technological support in communities (Grier Heights Community Center) or programs targeted after school or in summer for skill development.

Credit Recovery funding for teachers in skill support programs (@ Community level & summer)

Admin Teachers Support Personnel

4.Develop and message culture and climate of equity and access at Myers Park

• Utilize literacy training to promote equity and access

• Implement Student Leadership groups to provide diverse student role models

• Pipeline program for Standard or Honors level students to prepare for AP courses by 11th grade

API/Andrews for literacy PD Literacy Facilitator/ Nielsen Dream Team, SGA, NHS, Honor Council, PRIDE club Academic Facilitator/ Marsh

Student surveys will reflect positive trend Increase enrollment by 5% in more rigorous courses Provide summer support programs (ex. college essay writing, Pre-AP expectations) as well as second semester

IB and PTSO monies as needed

Admin Team SGA Center for Intl Leadership At-risk counselor Weinstein

Survey results Quarterly November, March, June


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Mastery Grading Procedures Plan – Required for All Schools

Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready.

Strategic Plan Focus Area: Academic growth/high academic achievement

Data Used: Progress reports, EOC scores, EVAAS growth


• Task

• Task (PD)




Personnel Involved


• Interim Dates

1. Common assessments • At minimum, 2-3 common

formal assessments are given and are aligned to content standards.

• PLC leaders will facilitate weekly meetings that focus on concepts of backward design and data analysis

•

Departments and PLCs developed policies

Targeted attention toward teaching practice resulting in improved student performance

N/A Admin, SLT, ILC, and PLCs

Quarterly and at Semester break

2. Data disaggregation • Process of monitoring student

achievement by objective in order to facilitate remediation/intervention plans (i.e. RTI)

• Students will analyze data to

Departments and PLCs developed policies

Use of Department interventions result in more students meeting proficiency targets


Quarterly and at Semester break


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improve performance and set goals

• Assessment data is analyzed to determine effectiveness of assessment questions

• Teachers will communicate with parents regarding skills that are not mastered

3. Flexible grouping • Process of grouping students

according to academic need by objective

• Tutoring built into master document

• Strategic scheduling based on EOG test scores by academic facilitators for Foundations classes

PLCs Improved interventions and student performance


Ongoing in classrooms, PLCs

4. Additional learning opportunities

• Process of holding students accountable for learning via re-teaching, re-assessment.

• Prior to any re-test, teachers will provide students with an opportunity to attend a tutorial and then demonstrate proficiency or mastery

• The re-test or alternative assessment grades may

Departments and PLCs – developed policies





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replace the original grade

5. Late and make-up work • School expectations for

holding students accountable for completing assignments

• Arrangements for completing the work should be made within five school days of the student’s return to school

• Departments establish tiered penalties for students not meeting five day late work policy.

• If the student was present in the class on the due date, the work may be given less credit.

See attached Schoolwide policy below




Grading Procedures for 2015-16

Guiding Principles:

1. The purpose of collecting grades is to assess students’ proficiency and level of mastery of content and skills, AND to assess learning.

a. A consensus on mastery levels and proficiency levels is needed, starting at a departmental level.

2. All assignments must be recorded as collected in Powerschool and grades entered into Powerschool in a timely manner.

3. Late work and make up work procedures must be aligned to the CMS Board Policy IKB-R:

a. A student who misses homework assignments or other assignments or due dates because of absences, whether excused or

unexcused, must be allowed to make up the work. Arrangements for completing the work should be made within five school days of

the student’s return to school. Arrangements should include a schedule for completion of the work. The student must initiate the

contact with the teacher.


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b. All departments will outline the process of intervention for students failing to show proficiency. This includes the process by which

homework and other assignments could be accepted, even when turned in after the designated due date. These student

interventions will be transparent (shared with students and parents, Administration, and Department colleagues). Credit for late

work should be awarded according to the following guidelines:

i. If the student was present in class on the due date, the work may be given less credit as agreed upon within departments;

ii. If the student was not present in class on the due date because of an excused absence, full credit shall be given for the

completed work (as long as it is handed in on the next class meeting);

iii. If the student was not present in class on the due date because of an unexcused absence, the work may be given less credit

as agreed upon by departments.

4. For students that fail to meet proficient achievement targets, teachers will use the process outlined within the department to allow students

to demonstrate proficiency within the curriculum. This should include multiple interventions used by all teachers, as outlined in

department’s proficiency process.

5. Prior to any re-test, teachers will provide students with an opportunity to attend a tutorial and then demonstrate proficiency or mastery by

procedures outlined in each department. The re-test or alternative assessment grades may replace the original grade (better or worse) if so

outlined in the department’s intervention process.. In an effort to embrace college readiness, the retesting procedure will be decided by

departments for AP and IB students.

6. Graded assignments should be aligned with content standards. Providing students extra credit or grades for bringing in canned goods,

classroom materials, or parent signatures does not support student mastery learning principles.

7. Teachers will make considerations on flexibility and differentiation for all students, including for example, students/families with limited

financial resources (i.e., use of computer at home and costly materials for projects).

8. Honor Code consequences will be handled in accordance with both the Rights and Responsibilities Handbook as well as in collaboration from

the Honor Council created and led by our National Honor Society.

9. Grades should not be used in a punitive manner to address misbehavior.

Percentage Breakdown: Departments implement consensus combination of 70/30, 60/40, 50/50 for different levels

Class work/Informal Assessments/Homework

Class work includes a variety of assignments such as warm-ups,

notebook checks, group work, homework, in-class tasks, minor quizzes

Formal Assessments

Formal assessments may include a variety of assignments such as

unit tests, major quizzes, comprehensive writing assignments, and


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and class participation. Class participation rubric must be approved by

the department.

**The recommendation is to maintain an average minimum of 12 class

work/informal/homework grades per quarter for classes that meet daily

and 6 for classes that meet on alternating days.

projects. Project rubrics must be approved by the PLC. These should

be shared with the department to ensure continuity for course

progression.

**The recommendation is to maintain an average minimum of 3-4

formal assessment grades per quarter for classes that meet daily and

2 for classes that meet on alternating days.

A. Final Exams will count as 25% of a student’s grade.

GRADING PRACTICES FOR EC STUDENTS

The Exceptional Children (EC) Department is providing written guidance on several issues regarding grading practices and requirements for

students with disabilities. Please disseminate and review this information with all general education and Exceptional Children staff in your

school.

1. What is the Individual Education Program (IEP) Team required to do if a student with a disability is failing a grade or course?

The IEP Team is required to convene in order to review, and if necessary, to revise a student’s IEP whenever a student is failing a subject(s) or

class(es) to address any lack of expected progress in the general curriculum. This allows parents and students to be apprised of any difficulties

the student may be experiencing in the general education classroom and/or special education program. New or additional interventions or

strategies may be implemented to improve student performance. Implementation of new strategies or interventions are not disability or

content-specific, but should be developed in light of the student’s overall needs stemming from their disability.

2. Do federal or state laws provide guidance on how to grade students with special needs?

Federal and state special education regulations are largely silent on the topic of assigning a grade. Charlotte Mecklenburg Schools has a Board

of Education policy that addresses grading of all students. This policy outlines appropriate grading policies and grading scales for schools.

Although students with disabilities may require accommodations and modifications to their grades, IEP Teams cannot provide an


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accommodation or modification that is in violation of Board policy (i.e., using a different grading scale or using a different type of grade).

Teachers should maintain written documentation to support grades earned for all students.

3. What role should a student’s score(s) on the EOG/EOC assessment(s) play in their final grade?

Report cards represent an opportunity to evaluate students across three areas: the work they produce, the process through which they

complete their work, and the effort they put into their assignments. Standardized testing generally measures the amount of course or

academic content retained or produced and so it is in many ways incomplete. It is quite likely that the student is learning more than is

measured solely by the EOG/EOC assessment(s). The report card provides a place to communicate this fact to parents and students. The only

exception to this response would be the requirement that students need to pass the EOC test to pass an EOC class in high school. During the

2011-2012 school years, high school students following the Occupational Course of Study will take EOCs for English I, Algebra I, and Biology.

For these tests, the State Board of Education (SBE) has waived the SBE policy requiring an EOC to count 25 percent of the student's final grade.

4. Is there anything wrong with grading all the students in a class the same way?

Students with disabilities are entitled to special accommodations and modifications due to their special needs. A “one size fits all” answer is

inappropriate for grading just as it is for educational placement decisions or decisions about instructional approaches. Students with disabilities

should not only be assessed grades in relation to their peers; they should also be assessed based on progress while taking into account special

needs related to their disability.

5. When students with disabilities are in a co-taught class, who is responsible for assigning their grades? Who is accountable for their

performance on high stakes tests?

The general education teacher is the teacher of record for the entire class. Both teachers share responsibility for all the students in their co-

taught class and should collaborate on all areas of instruction.

6. How do teachers document on the PowerSchool Report Card that a student’s grade is modified?

The PowerSchool report card comment field includes the following comment for teachers to use on report cards for students with disabilities

when appropriate. Based on academic level and IEP accommodations Teachers should continue to maintain on-going communication with

parents to provide EC specific information. If you have additional questions, please contact: Patrice Simon at 980-343-2643 or

[email protected] Stacie Levi at 980-343-6164 or [email protected]


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Myers Park HS - 600 Waiver Requests

Request for Waiver

1. Insert the waivers you are requesting

• Maximum Teaching Load and Maximum Class Size (grades 4-12) [required for all schools with grades 4-12]

2. Please identify the law, regulation or policy from which you are seeking an exemption.

• 115C-301 (c and d) Maximum Teaching Load and Maximum Class Size [required for all schools with grades 4-12]

3. Please state how the waiver will be used.

• Class size will be adjusted to address student individual instructional needs through flexible grouping of students in the

most effective utilization of teaching teams. Maximum teaching load will be used to allow teachers in specific areas of

the curriculum to teach students designated for specific skill needs and to address the large number of students

requesting elective classes.

4. Please state how the waiver will promote achievement of performance goals.

• This waiver will allow more flexibility in grouping students to meet their abilities and needs and thus should enhance their achievement on the performance goals.


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Approval of Plan

Committee Position Name Signature Date

Principal Mark Bosco

Assistant Principal Representative Justin Holt

Teacher Representative Elizabeth Neaverth

Inst. Support Representative Elizabeth Nielsen

Teacher Representative Samantha Gleiser

Teacher Representative Mimi Pickens

Teacher Representative Deleisha Webb-Smith

Teacher Representative Maria Dominguez

Teacher Representative Jeremy Amidon

Teacher Representative Sandra Kindell

Teacher Representative Deborah Byrd

Teacher Representative Amber Dowdy

Teacher Representative Amanda Roberts

Parent Representative Brian Bedrick

Parent Representative Martin Godwin

Parent Representative Linda Blum

Parent Representative Scott Shipp


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Parent Representative Quinn Davidson

Parent Representative Susan Ferone

Parent Representative Teresa Rhyne

Parent Representative Susan Anderson

Parent Representative Linda MacDonald

Parent Representative Jeffrey Barnes


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Quarter 2 Review


Principal

Assistant Principal Representative

Teacher Representative

Inst. Support Representative

Teacher Assistant Representative

Parent Representative






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Quarter 3 Review


Principal











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Quarter 4 Review


Principal










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