58
School Improvement Plan 2014-2015
SIP Template
School Improvement Plan
2014-2015
2013-2014 through 2014-2015
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 26, 2014
Final Copy Due: October 24, 2014
Garinger High School Contact Information
School:
Garinger High School
Courier Number:
397
Address:
1100 Eastway Drive
Phone Number:
980-343-6450
Charlotte NC 28205
Fax Number:
980-343-1475
Learning Community
Northeast, Garinger Feeder Pattern
School Website:
Schools.coms.k12.nc.us/garingerHS/Pages/Default.aspx
Principal:
Mike Drye
Learning Community Superintendent:
Charity Bell
Garinger High 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
Mike Drye
Assistant Principal Representative
Karen Mitchell
9/10/14
Teacher Representative (ESL)
Chavonya Jeter
9/10/14
Teacher Representative (ELA)
Kathryn Watson
9/10/14
Teacher Representative (EC)
Tamika Jackson
9/10/14
Teacher Representative (SS)
Brian Berlin
9/10/14
Teacher Representative (Science)
Nemal Patel
9/10/14
Teacher Representative (Math)
Andrew Pinckney
9/10/14
Teacher Representative (CTE)
Sherry Lassiter-McCullers
9/10/14
Inst. Support Representative
Glenn Shelton
9/10/14
Electives
CPT Elmore Brown
9/10/14
Electives
CSM Jacqueline Thomas
9/10/14
Classified Staff
Warren Stukes
9/17/14
Classified Staff
Myra Dorsey
9/17/14
Parent Representative
Jenita Hooks
10/14/14
Parent Representative
Basheem Bey
10/14/14
Parent Representative
Rhonda Nash
10/14/14
Parent Representative
Rev. Elbert Ray Whitehead
10/14/14
Parent Representative
Michael Plott
10/14/14
Parent Representative
Janice Clawson
10/14/14
Parent Representative
Tara Prince
10/14/14
Parent Representative
Cardelia Burton
10/14/14
Parent Representative
Nina McReed
10/14/14
Vision Statement
District: CMS provides all students the best education available anywhere, preparing every child to lead a rich and productive life.
School: Garinger prepares all students to be successful in their future endeavors of choice, regardless of background, circumstance, or prior experience.
Mission Statement
District: The mission of CMS is to maximize academic achievement by every student in every school.
School: The mission of Garinger is to prepare, empower, and expect every student to be productive and successful citizens in the future global economy.
Garinger Shared Beliefs
2014-2015 Garinger High School School Improvement Plan Report
39
All students are (and should be) lifelong learners
The school community benefits from diverse backgrounds
All students can grow academically at high levels
Our staff is capable of providing a rigorous education for all students
A safe environment is crucial to an effective instructional and learning environment.
The school- and larger CMS-community are invested in the success of Garinger High School
The ability to read, write, and communicate--critically and wellis the single-most important academic skill students will ever learn
Positive parental involvement is crucial and beneficial to the overall success of students
Disadvantaged populations, especially English Language Learners and Exceptional Children, can grow academically at similar rates to non-disadvantaged students.
The use of instructional data, on a regular and on-going basis, greatly enhances the effectiveness of instruction and learning.
Garinger SMART Goals
Garinger will increase the 4-year cohort graduation rate to 90% in 2014-15.
Garinger will achieve a school grade of C or higher, as measured by the NC School Accountability System (in development)
Garinger will increase our ACT proficiency rating to 30% in 2014-15.
Garinger will increase SAT participation by 50% over 2013-14 and composite score by 50 points over 2013-14
Garinger will decrease the suspension rate as percentage of student body by 5% from 2013-14 levels
Garinger will increase the AP enrollment, percentage of students actually taking AP test, and average performance on test (1-5 scale)
Garinger will establish and enhance a staff culture of collective responsibility, trust, and efficacy that supports a focus on instructional improvement and improved student achievement.
Garinger will nurture a safe learning environment for all students, staff, and visitors that supports student learning through high behavioral and academic expectations.
Attendance and Suspensions Summary: 2012-2013
Total Enrolled
Perfect Attendance
Has an Absence
Excused Absences
Unexcused Absences
ISS
OSS
N
%
N
%
N
%
N
%
N
%
N
%
N
%
School Total
Female
635
47.1
29
4.6
606
95.4
385
60.6
585
92.1
94
14.8
101
15.9
Male
713
52.9
43
6.0
670
94.0
380
53.3
653
91.6
169
23.7
184
25.8
Total
1,348
100.0
72
5.3
1,276
94.7
765
56.8
1,238
91.8
263
19.5
285
21.1
Race
African American
Total
754
55.9
43
5.7
711
94.3
441
58.5
687
91.1
194
25.7
205
27.2
American Indian
Total
235
17.4
13
5.5
222
94.5
127
54.0
217
92.3
37
15.7
42
17.9
Asian
Total
125
9.3
5
4.0
120
96.0
62
49.6
117
93.6
3
2.4
6
4.8
More Than One
Total
124
9.2
4
3.2
120
96.8
77
62.1
120
96.8
16
12.9
17
13.7
Pacific Islander
Total
1
0.1
0
0.0
1
100.0
0
0.0
1
100.0
1
100.0
0
0.0
White
Total
109
8.1
7
6.4
102
93.6
58
53.2
96
88.1
12
11.0
15
13.8
Ethnicity
Hispanic
Total
393
29.2
18
4.6
375
95.4
214
54.5
368
93.6
55
14.0
61
15.5
Non-Hispanic
Total
955
70.8
54
5.7
901
94.3
551
57.7
870
91.1
208
21.8
224
23.5
EC Category
AIG
Total
25
1.9
2
8.0
23
92.0
12
48.0
23
92.0
4
16.0
7
28.0
Non-EC
Total
1,151
85.4
62
5.4
1,089
94.6
660
57.3
1,055
91.7
224
19.5
234
20.3
SWD
Total
172
12.8
8
4.7
164
95.3
93
54.1
160
93.0
35
20.3
44
25.6
LEP Status
LEP
Total
307
22.8
25
8.1
282
91.9
151
49.2
276
89.9
33
10.7
41
13.4
Non-LEP
Total
1,041
77.2
47
4.5
994
95.5
614
59.0
962
92.4
230
22.1
244
23.4
McKinney Vento
No
Total
1,329
98.6
72
5.4
1,257
94.6
753
56.7
1,219
91.7
253
19.0
275
20.7
Yes
Total
19
1.4
0
0.0
19
100.0
12
63.2
19
100.0
10
52.6
10
52.6
504 Plan
No
Total
1,329
98.6
69
5.2
1,260
94.8
754
56.7
1,223
92.0
255
19.2
280
21.1
Yes
Total
19
1.4
3
15.8
16
84.2
11
57.9
15
78.9
8
42.1
5
26.3
Garinger High Assessment Data Snapshot
Attendance and Suspensions Summary: 2013-2014
Total Enrolled
Perfect Attendance
Has an Absence
Excused Absences
Unexcused Absences
ISS
OSS
N
%
N
%
N
%
N
%
N
%
N
%
N
%
School Total
Female
618
46.1
19
3.1
599
96.9
414
67.0
576
93.2
87
14.1
90
14.6
Male
722
53.9
34
4.7
688
95.3
447
61.9
658
91.1
128
17.7
148
20.5
Total
1,340
100.0
53
4.0
1,287
96.0
861
64.3
1,234
92.1
215
16.0
238
17.8
Race
African American
Total
711
53.1
30
4.2
681
95.8
462
65.0
649
91.3
150
21.1
167
23.5
American Indian
Total
258
19.3
8
3.1
250
96.9
165
64.0
239
92.6
28
10.9
33
12.8
Asian
Total
130
9.7
8
6.2
122
93.8
76
58.5
118
90.8
4
3.1
6
4.6
More Than One
Total
115
8.6
4
3.5
111
96.5
78
67.8
111
96.5
14
12.2
15
13.0
Pacific Islander
Total
3
0.2
0
0.0
3
100.0
2
66.7
3
100.0
1
33.3
1
33.3
White
Total
123
9.2
3
2.4
120
97.6
78
63.4
114
92.7
18
14.6
16
13.0
Ethnicity
Hispanic
Total
433
32.3
15
3.5
418
96.5
275
63.5
404
93.3
53
12.2
52
12.0
Non-Hispanic
Total
907
67.7
38
4.2
869
95.8
586
64.6
830
91.5
162
17.9
186
20.5
EC Category
AIG
Total
23
1.7
0
0.0
23
100.0
18
78.3
23
100.0
2
8.7
4
17.4
Non-EC
Total
1,150
85.8
51
4.4
1,099
95.6
720
62.6
1,058
92.0
184
16.0
190
16.5
SWD
Total
167
12.5
2
1.2
165
98.8
123
73.7
153
91.6
29
17.4
44
26.3
LEP Status
LEP
Total
326
24.3
19
5.8
307
94.2
201
61.7
292
89.6
43
13.2
38
11.7
Non-LEP
Total
1,014
75.7
34
3.4
980
96.6
660
65.1
942
92.9
172
17.0
200
19.7
McKinney Vento
No
Total
1,311
97.8
51
3.9
1,260
96.1
836
63.8
1,207
92.1
206
15.7
229
17.5
Yes
Total
29
2.2
2
6.9
27
93.1
25
86.2
27
93.1
9
31.0
9
31.0
504 Plan
No
Total
1,303
97.2
51
3.9
1,252
96.1
838
64.3
1,199
92.0
209
16.0
227
17.4
Yes
Total
37
2.8
2
5.4
35
94.6
23
62.2
35
94.6
6
16.2
11
29.7
Paste desired SIP data reports from Principal Portal here. Please note that 2012-13 data is currently not available.
Charlotte-Mecklenburg Schools: School Improvement PlanComprehensive Data SnapshotAMO Target Summary 2013-2014
Garinger High School
Reading
ALL
AMIN
ASIA
BLCK
HISP
MULT
WHTE
EDS
LEP
SWD
AIG
Participation Denominator
348
2
43
161
127
5
10
313
95
36
7
Participation Percent
93
0
95
91
93
0
0
94
91
94
0
Participation Status
Not Met
Insuf.
Met
Not Met
Not Met
Insuf.
Insuf.
Not Met
Not Met
Not Met
Insuf.
Proficiency Denominator
282
2
32
133
104
3
8
260
64
32
7
Proficiency Percent
23.4
0
6.3
24.8
26.0
0
0
23.1
1.6
9.4
0
Goal Percent
57.1
42.2
68.1
39.9
46.8
59.5
67.4
42.4
14.5
22.6
93.5
Proficiency Status
Not Met
Insuf.
Not Met
Not Met
Not Met
Insuf.
Insuf.
Not Met
Not Met
Met/CI
Insuf.
Math
ALL
AMIN
ASIA
BLCK
HISP
MULT
WHTE
EDS
LEP
SWD
AIG
Participation Denominator
348
2
43
161
127
5
10
313
95
36
7
Participation Percent
89
0
77
91
91
0
0
91
77
92
0
Participation Status
Not Met
Insuf.
Not Met
Not Met
Not Met
Insuf.
Insuf.
Not Met
Not Met
Not Met
Insuf.
Proficiency Denominator
276
2
29
127
107
3
8
255
58
30
7
Proficiency Percent
11.2
0
0
7.1
15.9
0
0
11.8
0.0
3.3
0
Goal Percent
44.6
36.2
66.7
28.5
36.6
44.3
53.6
32.0
14.8
18.7
84.0
Proficiency Status
Not Met
Insuf.
Insuf.
Not Met
Not Met
Insuf.
Insuf.
Not Met
Not Met
Not Met
Insuf.
Science
ALL
AMIN
ASIA
BLCK
HISP
MULT
WHTE
EDS
LEP
SWD
AIG
Participation Denominator
229
0
22
129
64
1
12
189
48
21
3
Participation Percent
79
0
0
76
86
0
0
80
65
0
0
Participation Status
Not Met
~
Insuf.
Not Met
Not Met
Insuf.
Insuf.
Not Met
Not Met
Insuf.
Insuf.
Proficiency Denominator
164
0
15
87
52
1
8
141
29
16
2
Proficiency Percent
30.5
0
0
35.6
25.0
0
0
31.9
0
0
0
Goal Percent
55.9
0
73.0
37.7
46.1
57.2
65.5
41.7
15.4
27.9
89.8
Proficiency Status
Not Met
~
Insuf.
Met/CI
Not Met
Insuf.
Insuf.
Not Met
Insuf.
Insuf.
Insuf.
Current Year EOC
ALL
AMIN
ASIA
BLCK
HISP
MULT
WHTE
EDS
LEP
SWD
AIG
Participation Denominator
978
6
104
481
345
14
28
875
263
105
15
Participation Percent
96
0
99
96
95
0
0
96
96
95
0
Participation Status
Met
Insuf.
Met
Met
Met
Insuf.
Insuf.
Met
Met
Met
Insuf.
ACT
ALL
AMIN
ASIA
BLCK
HISP
MULT
WHTE
EDS
LEP
SWD
AIG
Participation Denominator
246
0
26
136
70
1
12
199
50
25
2
Participation Percent
92
0
0
94
90
0
0
96
90
0
0
Participation Status
Not Met
~
Insuf.
Not Met
Not Met
Insuf.
Insuf.
Met
Not Met
Insuf.
Insuf.
Proficiency Denominator
214
0
21
120
62
1
9
180
39
20
2
Proficiency Percent
19.2
0
0
20.8
12.9
0
0
17.8
0.0
0
0
Goal Percent
62.7
0
74.7
40.1
49.8
64.0
74.7
45.5
16.2
24.7
95.0
Proficiency Status
Not Met
~
Insuf.
Not Met
Not Met
Insuf.
Insuf.
Not Met
Not Met
Insuf.
Insuf.
ACT WorkKeys
ALL
AMIN
ASIA
BLCK
HISP
MULT
WHTE
EDS
LEP
SWD
AIG
Participation Denominator
11
0
1
6
3
0
1
6
1
1
0
Participation Percent
0
0
0
0
0
0
0
0
0
0
0
Participation Status
Insuf.
~
Insuf.
Insuf.
Insuf.
~
Insuf.
Insuf.
Insuf.
Insuf.
~
Proficiency Denominator
6
0
1
2
3
0
0
4
0
1
0
Proficiency Percent
0
0
0
0
0
0
0
0
0
0
0
Goal Percent
70.6
0
76.6
55.5
68.7
0
0
62.1
0
36.7
0
Proficiency Status
Insuf.
~
Insuf.
Insuf.
Insuf.
~
~
Insuf.
~
Insuf.
~
Math Course Rigor
ALL
AMIN
ASIA
BLCK
HISP
MULT
WHTE
EDS
LEP
SWD
AIG
Proficiency Denominator
315
2
29
176
87
6
15
246
44
17
8
Proficiency Percent
87.0
0
0
85.8
87.4
0
0
88.2
77.3
0
0
Goal Percent
95.0
95.0
95.0
95.0
95.0
95.0
95.0
95.0
89.7
83.7
95.0
Proficiency Status
Not Met
Insuf.
Insuf.
Not Met
Not Met
Insuf.
Insuf.
Not Met
Not Met
Insuf.
Insuf.
Graduation Rate
ALL
AMIN
ASIA
BLCK
HISP
MULT
WHTE
EDS
LEP
SWD
AIG
Standard (4-Year)
87.6
0
0
87.7
85.9
0
0
87.2
90.0
66.7
0
Extended (5-Year)
94.6
0
0
93.3
94.2
0
0
95.0
84.8
73.0
0
Status
Met
Insuf.
Insuf.
Met
Met
Insuf.
Insuf.
Met
Met
Not Met
Insuf.
Charlotte-Mecklenburg SchoolsSchool Improvement PlanREADY EOY Assessment Proficiency Summary
Garinger High School
Assessment
Subgroup
2013-2014
2012-2013
% GLP
% CCR
% GLP
% CCR
EOC Biology
All
40.8
27.9
26.6
40.8
27.9
26.6
EOC English II
All
31.3
19.7
25.5
31.3
19.7
25.5
EOC Math I
All
27.8
15.7
8.1
27.8
15.7
8.1
EOC Composite
All
32.8
20.6
19.4
32.8
20.6
19.4
School Composite
All
32.8
20.6
19.4
32.8
20.6
19.4
Charlotte-Mecklenburg Schools: School Improvement Plan
Staff Profile
Garinger High
Certified And Administrative Staff
Number of Years Experience for Teachers (in CMS only)
Position Title
Count
0-3
3-5
5-7
7-10
10-15
15-20
20+
N
%
N
%
N
%
N
%
N
%
N
%
N
%
Total
121
52
47.7
11
10.1
10
9.2
8
7.3
12
11.0
8
7.3
8
7.3
Principal, Senior High
1
Assistant Principal, Sr High 1
3
Dean Of Students
3
Facilitator, Hs Instructional/
1
Facilitator, Technology
1
Teacher, 9-12 English
17
Teacher, Physical Education
6
Teacher, EC General Curriculum
8
Teacher, Biology
5
Teacher, EC Spec Behav Spt-SC
1
Degrees Held By Teachers
a
Highly Qualified Teachers
Teacher, Math - 9Th Grade Only
3
Teacher, 9-12 Math
11
Highly Qualified
Not Highly Qualified
Bachelor's
Advanced
Teacher, ROTC
4
N
%
N
%
N
%
N
%
Substitute, Certified Teacher
2
68
62.4
41
37.6
62
56.9
47
43.1
Teacher, Social Studies
13
Teacher, 9-12 Science
8
Teacher, CTE Business Educatio
8
Teacher, EC Spec Acdemic Curic
3
Coord, CTE Car Dev
1
Teacher, CTE Health Occupation
1
Teacher, Bilingual / ESL
7
Teacher, CTE Technology Educat
1
Teacher, 7-12 Art
3
Teacher, History
1
Social Worker, McKinney Vento
1
Teacher, Secondary Dance
1
Coor, CTE HS Inst
1
Teacher, Spanish
2
Teacher, Chemistry
1
Teacher, French
1
Teacher, 7-12 Band
1
Teacher, Chinese
1
Garinger Profile
Garinger is the oldest continuously operating high school in Charlotte. Beginning as Charlotte High School, then becoming Central High School (on the current CPCC campus), Garinger moved to its current location in 1958. Garinger was once the largest and arguably one of the most successful high schools in North Carolina. It unique architecture was featured in National Geographic Magazine in 1962. Garinger has a long and proud history, but the economic profile and demographic makeup of the campus and surrounding community has changed markedly over the past 40 years or so. Garinger has also undergone several major organizational shifts in the past decade, from a comprehensive high school to five smaller schools-within-a-school, and back to the single comprehensive high school it is today. We offer a comprehensive Credit Recovery Program that operates continuously throughout the year, allowing students to recover classes at their own pace. Distinctive in the past year is the emergence and formation of the Garinger Education Foundation, born of the 50th reunion of the class of 1963. In less than 1 year the Foundation sponsored the first round of 15 Foundation Scholarships, and has pledged to fund 15 more each year, renewable, until 60 scholars from four graduation years are on scholarship at any given time. The Foundation has also begun a mentoring program for all new Garinger teachers.
Components of a Title I School
1. All Title I schools must complete a comprehensive needs assessment that drives all aspects of school operations.
a. Poverty and Demographic Data- Garinger consists of 1,778 students. Major racial groups represented are: African-American (49.7%), Asian (8.5%), Multi-Racial (8.6%), and White (9.6%). Regarding ethnicity, 37.9% now identify as Hispanic. Male students (957) represent 53.8% of the student body population. Female students (821) represent 46.2% of the student body population. LEP data is still pending, but our population is approaching ELL, with almost 400 served in the ESL program. (exact data pending).
b. Personnel Data- See Table on Page 8 (just above). At this point, 56.9% of the teaching population Meet Highly Qualified status, with 43.1% Non Highly Qualified Staff ; however, this will adjust monthly as NCDPI issues new teaching licenses for our significant number of beginning teachers. There are approximately 6 National Board Certified Teachers.
c. Staff Development- Staff Development is created in order to meet the needs of the staff. Each staff member completed a Needs Assessment Survey in which they selected areas in which they believe they need professional development. Administration and the SLT then analyze the survey data and create a professional development plan for Garinger High School. The Professional Development plan was created in order to differentiate trainings for teachers who are on different levels professionally, assist teachers in aligning with Common Core and assists teachers in becoming more reflective through a deeper understanding of the North Carolina Teacher Evaluation. Our Professional Development will focus on deeper understanding of student-friendly objectives and CCSS/ES, differentiation, effective assessments, rigor and relevance in the classroom, tracking and data walls, how to interpret data and Literacy across the Disciplines.
2. School reform strategies must be implemented to address the identified needs.
a. Low performing areas and strategies- Students who are currently enrolled in English II, Biology and Algebra I will participate in before and after school tutoring provided by classroom teachers, as well as during Wildcat Period, a 40-minute intervention/enrichment time that will be integrated into the daily bell schedule (2nd semester, 2014-15). In an effort to increase academic achievement teachers will participate in weekly ongoing professional development (PLCs) that encourage differentiation, team teaching collaboration, common assessments (pre and post), and Common Core and Smarter Balanced Assessment practices. Teachers will conduct data chats within their professional learning community about low -performing students.
b. Procedures to identify low performing students- In an effort to increase academic achievement school wide we will
implement school wide policies in order to monitor student learning. This includes common assessments across all content areas as well as school wide common planning and a 70/30 grading policy. Each team will participate in monitoring data and using data to guide instruction. Each content professional learning community will develop student learning objectives that identify instructional gaps. Garinger will implement school wide academic support systems including comprehensive exam reviews, before and
after school tutorials and our advisory program to implement academic support strategies. Beyond monthly progress reports, student progress will be assessed with work products and in-class achievement data on a quarterly basis.
c. Strategies to decrease the achievement gap- Students will participate in focused tutoring opportunities after school, as well as
during Wildcat Period (2nd semester). Students will be selected based on teacher recommendation, previous EOC scores (September 2014 release), CMS at-risk indicator (pending), Graduation Cohort Data, progress reports and report cards. Tutoring will be provided by teachers whose instructional approaches are researched-based. In an effort to support the High School Graduation Cohort, a team of designated individuals will conduct monthly check-ins.
d. Extended Day Opportunities: All staff will utilize all available assessment data and assessments to re-teach and re-assess
fundamental literary and math concepts for students have not reached mastery. Based on availability of funding Title I tutors
will be hired. Title I tutors will regularly collaborate with the core teachers during regularly scheduled teacher planning.
Collaboration among the teachers and tutors will continue as the tutors become regular participants and contributors within the
standing Language Arts and Mathematics Professional Learning Communities to monitor the overall performance of the
targeted students, and serve as an integral part of the teams that identify additional strategies to support the students. Tutors will
work directly with students during scheduled class times in individual and in small group sessions.
e. Minority, poverty and Language Limited Students- Our intervention team members meet weekly in order to discuss
students who are academically and socially struggling. The committee consists of teachers who know the students, counselors, social workers and administrators. The goal of the committee is to discuss ways in which to address the issues of each student brought to the team. The Intervention Team is also responsible for periodically reviewing data (progress reports, report cards, conference with current teachers, track graduation rate, etc.) for students who have been identified as at-risk through the CMS portal. LEP teachers meet twice a month as a PLC in order to discuss student progress. The LEP teachers are available to assist regular education teachers in order to assist with offering strategies to assist LEP students. ACCESS data helps LEP teachers determine whether students will be removed from the LEP program. Several teachers from each content area are attending SIOP training. The LEA Coach who is training teachers on SIOP training is also available to assist teachers during planning.
We are continuously trying to close the achievement gap. We are constantly collaborating, building partnerships and
purchasing resources that aid in closing the achievement gap. Our LEA Coachers, Academic Facilitators and teachers are constantly planning and attending professional developments that address differentiation, common assessments and Common Core Standards.
3. All instructional staff, including paraprofessionals must be highly qualified according to the criteria set by NCLB.
Garinger instructional staff are comprised of highly qualified teachers in their professional areas, school counselors, a data analyst, an instructional accountability facilitator, and a new teacher academy director, among others. Staff members who are not Highly Qualified receive support from school-based staff and the district Human Resources department in the areas of monitoring for additional coursework in specified content areas and making sure all staff maintain HQ status. Most Non-HQ staff are simply awaiting current licensure by NCDPI. In the event a class of students is being taught by a non-HQ teacher, letters are distributed to inform parents of the status of the teachers. It is the goal of school leadership to maintain a highly qualified staff that receives professional development on highly effective strategies that are proven effective for student learning, specifically students from economically disadvantaged backgrounds who possess academic deficits.
4. There must be high quality and ongoing professional development for staff to address the needs of the school.
Teachers completed a Needs Assessment survey. Based upon teacher needs our ongoing staff professional development plan is created. Differentiated PD sessions are held every other Wednesday after school, as well as during planning periods as necessary. PLCs meet twice weekly per subject area. In order to assist teachers in teaching and addressing needs of Garinger students, teachers participate in professional development activities that deepen their understanding of the schools initiatives and how they align with the Common Core and the North Carolina Teacher Evaluation. Teachers collaborate with peers, instructional leaders, and administrators in order to establish a deeper understanding of student-friendly objectives and the Common Core Standards and Essential Standards. Professional Development consists of training on differentiation, effect assessments, rigor and relevance in the classroom, tracking and data walls, how to interpret data and literacy across the disciplines. Best practices are shared during teachers common planning time. The Administrative team completes mini-observations to monitor implementation of best practices. PD offerings are constantly evaluated and refined based upon current needs and requests.
5. There must be strategies in place to recruit highly qualified teachers and place them in areas of greatest need.
Garinger has developed a New Teacher Academy that is supported by our New Teacher Academy Director as well as the entire administrative team. Weekly (1st two months), then monthly targeted professional development is provided for our new teachers coupled with regular mini-observations with written and face-to-face feedback. Based on EOC results and EVAAS results teachers have been strategically placed in the content area in which they are most successful. Teachers are also encouraged to participate in the Fit and Green Initiative. The Dr. Oz Initiative (HealthCorps) addresses stress and teacher recognition. In order to recruit teachers we work closely with the VIF and Teach For America offices to hire the best candidates. The recruitment of teachers is facilitated in collaboration with the CMS Human Resources department. Job vacancies are posted by the school, and highly qualified candidates are screened through the MyApp 2.0 system. HR recruiters work with the administration team to identify the best possible candidates.
6. Parent involvement is a critical and integral part of day-to-day operations in a Title I school.
There will be a focused effort to elicit support from student families through the family involvement plan which outlines increased opportunities for parental involvement in school activities and student academic progress. The school uses feedback from parents via district and school surveys, responding to parent requests from phone calls, conferences, and online feedback emails to continue to improve relations between the school and parent community. Parents are involved with giving input on the Parent Involvement Policies and Compacts. A special effort is made to accommodate non-English speaking parents by translating Connect-ED messages, flyers, and parent night activities. We have also targeted preferences toward multi-lingual proficiencies in our hiring practices. Parents of students with special needs are kept abreast of opportunities for transition fairs, work, and educational endeavors. Parent workshops sponsored in collaboration with Parent University are conducted in order to inform parents of upcoming initiatives, testing dates and information, and viable information about their childs success. We have also hired two Title I Family School Advocates to facilitate community and family involvement, with specific efforts toward vertical articulation between Garingers and our feeder elementaries and middle schools. Further, we have entered into partnerships with several local community and gardening groups to provide opportunities for parental involvement in those efforts. Finally, we are harnessing the natural interest in our sporting events and other activities (e.g. reinstating Ms. Garinger Pageant, re-dedication ceremony for renovated gymnasium) to solicit parental input and involvement. We have also re-started our Garinger PTA, which had been dormant since 2008. We will actively recruit membership throughout this school year.
7. Strategies are in place to aid in the transitions between academic grade levels, as well as school levels, i.e., pre-school to kindergarten, elementary to middle school, and middle school to high school. The school improvement plan supports the regular education program by providing specific measures of support to students of all levels. As a comprehensive high school, our partnerships and global emphasis includes preparation for all students. The focus on global awareness and college-readiness provides students with quality instruction, based on 21st century standards and global competencies. We have a Carolina College Advising Corps staffer, who meets with students periodically to discuss college and scholarship requirements, as well as facilitating SAT registration and college tours. Students who have recently transitioned from Middle School meet with counselors who ensure that they are taking the correct courses and to periodically monitor their social growth. When transitioning from high school to post-secondary life, students are equipped with critical thinking and problem solving skills, communication and collaboration abilities, and information and technology literacy. Students are also provided with services from two Communities in Schools counselors.
8. Teachers are actively involved in the use of assessments and instructional decisions are driven by data analysis.
Garinger has created a testing master calendar which helps keep teachers informed on district testing, state and national testing and midterm and final exams. Teachers have also been provided a copy of Garinger Accountability Program document. This lets teachers know testing procedures and requirements. Teachers and their respective PLCs have created common assessments, based on Next Generation Standards, for all content areas during common planning time. They use data trackers to disaggregate assessment data. Each team has created an assessment bank where members can choose valid items to be used on common assessments. An assessment planning guide is used to establish guidelines for rigorous, relevant assessments. After reviewing data, teachers develop strategies to re-teach objectives that were not mastered. All professional learning communities respond with appropriate interventions when students do not succeed based upon data.
9. Title I schools develop specific instructional activities for students identified with the greatest needs.
Garinger personnel incorporate the use of Data Trackers to monitor student progress as well as assist in the Data Wise process. Collecting, analyzing, and applying data is a research-based strategy that is proven to improve student achievement. Additionally, we use the RTI (Response to Instruction) model through DataWise to identify students who need additional support and intervention. Through the use of a PEP (Personalized Education Plan), students who are currently below grade level in reading and math, as identified by EOG and EOC scores, are identified and monitored through the PEP process. PEPs set out specific educational goals in all subject areas, with primary focus being reading and math. Parents are kept fully informed of the process through an initial letter and quarterly progress updates and contacts. Another research-based instructional strategy being used to improve student achievement is a continued focus on staff PLCs. With imbedded collaboration and reflection, PLC focuses at Garinger include differentiation of instruction for learning styles and ability levels; new teacher induction; new teacher evaluation; global leadership; and literacy. For our students, we will utilize the in-class model, Intervention Team and Student Support Staff. EC and LEP students who are struggling are continuously monitored by their case manager, inclusion teachers and LEP teachers. Each PLC is responsible for having chats about individual students on their case loads progress. Students will receive additional services such as after-school and intervention-period tutoring, Title I tutor assistance and extended day services.
10. Title I schools coordinate and integrate resources and services from federal, state, and local sources.
Garinger partners with various community agencies to enhance student school experiences. Local churches, Communities in Schools, Leadership Charlotte, New Leaders for New Schools and other organizations work with the school to increase parent involvement, engage students in the learning environment, and enhance school cultural awareness (Latin American Coalition, World View, Charlotte Refugee, Studio 345, Bahailu Academy, CMS Nutritionists, and Shamrock Drive Development Association). We will also maintain and develop our partnerships with World View, The Light Factory, 100 Gardens, Friendship Gardens, and others.
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
SMART Goal (1):Duty Free Lunch for Teachers
Provide a duty-free lunch period for every teacher on a daily basis.
Strategic Plan Goal:
2, 4
Strategic Plan Focus Area:
Recruitment, Retention, Social/Emotional Health, Customer Service (teachers)
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:
Master Schedule, Insight Survey, Spring CMS Staff Survey, Staff Meetings, SLT/SIP Self-Evaluation Process
Strategies (determined by what data)
0. Task
0. Task
0. Task (PD)
Point Person
(title/name)
Evidence of Success
(Student Impact)
Funding
(estimated cost / source)
Personnel Involved
Timeline
(StartEnd)
Interim Dates
Schedule duty-free lunch periods
Principal, Mike Drye
SLT Chair
No student impact (to our knowledge); 90 minutes of uninterrupted planning for teachers w/3rd planning
None
SLT, all administrators
Carry out schedule:
Teachers are scheduled for duty-free lunch, every day.
Teachers with 3rd period planning have 25 minutes of duty, but are assigned no duty otherwise during school day, resulting in no reduction of 90 minutes planning (total minimum)
Principal Drye
SLT Chair Berlin
No student impact (to our knowledge); 90 minutes of uninterrupted planning for teachers w/3rd planning
none
11/1/14
1/31/15
4/4/15
6/20/15 (after each quarter)
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:
2,4
Strategic Plan Focus Area:
Recruitment, Retention, Social/Emotional Health, Customer Service (teachers)
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:
Insight Survey, Spring CMS Staff Survey, Staff Meetings, SLT/SIP Self-Evaluation Process
Strategies (determined by what data)
0. Task
0. Task
0. Task (PD)
Point Person
(title/name)
Evidence of Success
(Student Impact)
Funding
(estimated cost / source)
Personnel Involved
Timeline
(StartEnd)
Interim Dates
Schedule daily planning for 90 minutes
Teachers have duty-free planning, every day, resulting in maximum planning time for each teacher (minimum of 450 minutes/week; when added to 20 minutes each morning, teachers actually have possible 550 minutes planning time each week.
Principal, Mike Drye
High academic growth (EVAAS, WorkKeys, Elements, other measures as available)
None
All
11/1/14
1/31/15
4/4/15
6/20/15 (after each quarter)
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:
2, 3, 4
Strategic Plan Focus Area:
Recruitment, Professional Development, Retention, New Career Pathways, Leadership
Development, Partnership Development, Physical Safety, Social and Emotional Health, High
Engagement, Customer Service, Cultural Competency
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:
Insight Surveys, Bullying Reports (archives), focus group data
Strategies (determined by what data)
0. Task
0. Task
0. Task (PD)
Point Person
(title/name)
Evidence of Success
(Student Impact)
Funding
(estimated cost / source)
Personnel Involved
Timeline
(StartEnd)
Interim Dates
1. 1. Develop Bullying Response Protocol
Establish Bully Liaison / Bully-prevention protocol
After admin investigation and dispensation, follow-up counseling sessions w/counselor and/or family advocate (home visits)
Family Advocate Percell Gaskins; Counseling Lead, Giovanni Glover
Reduced instances(%) of bullying form submissions (14-15 over 13-14)
None
Gaskins, Counselors, All Student Services personnel, Admins
1/23/15
6/11/15
1. Establish Making it Better student/staff team
Establish Making it Better student team
Develop schedule of events (monthly) to raise awareness and prevent instances of bullying
Gaskins, Family Advocate; CIS personnel; Counselors
Reduced instances of bullying form submissions (14-15 over 13-14); Reduced reports of harassment referrals
None
Gaskins, all student services personnel, Counselors
1/23/15
6/11/15
1. Increase opportunities for students to engage in physical/health activities at school.
Weekly yoga session opportunities
Monthly cooking challenge opportunities
Robyn Joseph, MGR coordinator
Increased participation rates in sports; PE Improvement data (PLC) over semester; Improvement in PT scores (Cadet Challenge, JROTC)
None
Robyn Joseph, CPT Brown, PR Staff, JROTC staff
1/23/15
6/11/15
4. Expand School Health Team
Pursue Silver rating for school health team
Seek outside partnerships to bring in health opportunities for students
Expand partnership with Friendship Garden
Diane Lancashire, PE Tchr
Repeat Bronze award for healthy schools in 2014-15; work toward Silver recognition
Undetermined
Diane Lancashire
1/23/15
6/11/15
5. Ongoing tracking/follow-up with bullying/harassment referrals
Monitor (minimum monthly) students who have been accused of bullying behaviors
Analyze discipline data for potential geographic hotspots
Deploy supervisory resources to hotspots.
Giovanni Glover, Lead Counselor; Karen Mitchell, AP
Decreased absenteeism, increased perception of positive learning environment (qualitative perceptions- and quantitative (absenteeism attributed to bullying
None
Counselors (chair-Glover); Karen Mitchell, AP; Admin
1/23/15
6/11/15
SMART Goal (4):
Garinger will increase the 4-year cohort graduation rate to 90% in 2014-15.
Strategic Plan Goal:
1, 2, 3, 4, 5, 6
Strategic Plan Focus Area:
College and Career Readiness, Academic Growth/High Academic Achievement, Access to
Rigor, Retention, Family Engagement, Communications, Partnership Development, Physical
Safety, Social and Emotional Health, High Engagement, Customer Service,
Competency, Effective & Efficient Processes and Systems, Strategic Management of District
Resources, Data Integrity and Utilization, School Performance Improvement, Effective &
Efficient Processes and Systems, Strategic Management of District Resources, Data Integrity
and Utilization, School Performance Improvement
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:
4-year Cohort Graduation Rate, class matriculation data, teacher turnover & disproportionate
amount of inexperienced teachers, 2013-14 state testing data
Strategies (determined by what data)
2. Task
2. Task
2. Task (PD)
Point Person
(title/name)
Evidence of Success
(Student Impact)
Funding
(estimated cost / source)
Personnel Involved
Timeline
(StartEnd)
Interim Dates
1) Operation Graduation
Counselors and other adminstaff will meet with each senior (or 4th-year cohort member) by October 30 to review remaining steps for graduation
Follow-up meeting by February 15 (Jan 31 for students in danger of not graduating)
G. Glover
(lead
counselor), Sharon Bracey, Dean;
Mike Drye,
Principal
4-year Cohort Graduation
rate, cohort matriculation
rate,
Extended
Day
funding,
Credit
Recovery
Funding,
Title I
Counselors,
admins,
Credit
recovery
staff,
extended
day staff
10/30/14
1/31/15
4/15/15
6/15/15
2. Mentor ProgramMatching
teachers and other staff to all
high-risk 4th year cohort students;
require meeting no less than every 2 weeks
Tomeka Barbour, teacher
Karen Mitchell, AP
4-year graduation rate of no less than 90% in 2015
None
All teachers and staff
10/30/14
1/31/15
4/15/15
6/30/15
3. Weekly attendance checks,
w/corresponding personal voice
contact w/students for each
absence past 5
Social Worker, Attendance
Secretary,
Counselors,
Admins
Parent Advoc.s
Reduced number of
students requiring recovery
for course credit; decreased
automatic failure rate due to
absenteeism
None
All
teachers,
admin staff
10/30/14
1/31/15
4/15/15
6/30/15
1. Parent/Teacher conference for
each student not passing at
mid-term; School will initiate
request for conference.
Academic
Facilitators,
classroom
teachers
Reduced failure rate for
students whose parents
attended a conference
None
All licensed staff
Within two
weeks of
mid-term
fall and spring
5. Create recovery blocks during each period for students to recover previously failed credit during the school day
Karen Mitchell, AP; Sharon Bracey, AP
# courses recovered each semester, mid-year promotions due to recovery
None (re-purposed ADMs)
Select teachers, Admins, Counselors
1/31/15
6/30/15
6. Establish Twilight Academy for extremely at-risk students
Apply for DPI seat-time waiver
Hire coordinating teacher and instructional staff
Develop instructional program
Identify and enroll students
Karen Mitchell, AP
Increased graduation rate (90%); decreased suspensions (for non-attendance
Title I & Credit Recovery funds
Mitchell, Select teachers, counselors, all admins
12/1/14
2/1/15
3/1/15
4/1/15
5/1/15
6/10/15
7/1/15
8/1/15
SMART Goal (5):
Garinger will increase the AP enrollment, percentage of students actually taking AP test,
and average performance on test (1-5 scale) by 10% overall in the 2014-15 school year.
Strategic Plan Goal:
1,2
Strategic Plan Focus Area:
College and Career Readiness, Professional Development
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
|X| Score 1550 on SAT or 22 on ACT
Data Used:
AP Performance data from College Board
Strategies (determined by what data)
3. Task
3. Task
3. Task (PD)
Point Person
(title/name)
Evidence of Success
(Student Impact)
Funding
(estimated cost / source)
Personnel Involved
Timeline
(StartEnd)
Interim Dates
1.Increased and REQUIRED
teacher involvement in class
registration process
(recommendations)
Sharon Bracey
(AP), G. Glover
(Counselor), M.
Drye (Principal)
Increase AP Enrollment
None
Admins,
counselors,
AP teachers
Ongoing, 4/30/15
6/30/15
7/30/15
2. AP instructional/certification
training for large cadre of teachers
(target-2 per course)
Sharon Bracey (AP), Mike Drye (Principal)
Increased AP offerings, flexibility of master schedule
Title I for T training ($500 per course)
Drye, affected teachers
Summer 2015
3. Schedule AP class
progressions to facilitate
students taking multiple AP
classes at once, as well as pre-
requisites that will give
opportunities for preparation for AP-level work
Sharon Bracey (AP), Drye (Principal)
Increase number of students taking multiple AP courses, increased performance on AP tests
None
Drye, Bracey
4/30/15
7/30/15
SMART Goal (6):
Garinger will achieve a school grade of C or higher, as measured by the NC School
Accountability System (in development)
Strategic Plan Goal:
1, 4, & 5
Strategic Plan Focus Area:
College and Career Readiness, Academic Growth/High Academic Achievement, Access to
Rigor, Closing Achievement Gaps, Physical Safety, Social and Emotional Health, High
Engagement, Customer Service, Cultural Competency Effective & Efficient Processes and
Systems, Strategic Management of District Resources, Data, Integrity and Utilization, School
Performance Improvement, Disproportionality
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:
NC Ready Profile
Strategies (determined by what data)
3. Task
3. Task
3. Task (PD)
Point Person
(title/name)
Evidence of Success
(Student Impact)
Funding
(estimated cost / source)
Personnel Involved
Timeline
(StartEnd)
Interim Dates
1.Increase 4-year cohort graduation rate by all
of the above
Principal Drye, AP Bracey, AP Mitchell
Graduation rate of 90% or higher
Extended Day funds, T1 funds
All
6/30/15
2. Increase attendance for, and performance on ACT statewide administration (3/3/14)
providing all 11th graders 30 hours of practice on Triumph Learning before test;
create incentive program to reward each student that attends, in addition to drawings for larger items (e.g. Ipods)
John Lester, All staff
Increase attendance for, and performance on ACT statewide administration (3/15) (95% attendance)
District level
All
3/10/15
6/30/15
3. Increase SAT and ACT average scores
provide all 11th and 12th graders with 10 targeted Triumph practice hours the monthbefore their test.
All Staff
Test scores; High Growth (EVAAS) on ACT
District Level
All
1/31/15
6/11/15
4. Increase performance in CC Math I EOC testing
regularly tracking multiple measures of performance data (including common assessments), and pretests;
providing targeted in-class interventions and after-school tutoring sessions.
CC Math I teachers, Karen Mitchell
Test scores; 26% proficiency (Level 3 & 4); high growth (EVAAS)
Title I funds, extended day funds
All
1/31/15
6/11/15
5. Increase performance in Biology I EOC testing
regularly track multiple measures of performamce data (including common assessments), pretests;
providing targeted in-class interventions and after-school tutoring sessions.
CC Bio I
Teachers,
Casimir Bundrick
(AP)
Test Scores; high growth (EVAAS); 38% proficiency (Level 4 & 5)
Title I funds, extended day funds
All
1/31/15
6/11/15
6. Increase performance in English II EOC testing
regularly track multiple measures of performamce data (including common assessments) & pretests;
providing targeted in-class interventions and after-school tutoring sessions.
CC English II
teachers,
Facilitators,
Sharon Bracey (AP)
Test Scores; high growth (EVAAS); 30% proficiency (Level 4 & 5)
Title I funds, Extended Day Funds
All
1/31/15
6/11/15
SMART Goal (7):
Garinger will establish and enhance a staff culture of collective responsibility, trust, and efficacy that supports a focus on instructional improvement and improved student achievement.
Strategic Plan Goal:
1, 2, 4
Strategic Plan Focus Area:
Academic growth/high academic achievement, individualized professional development, retention/quality appraisals, physical safety, social and emotional health, high engagement
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:
Beacon Initiative Feedback from SchoolWorks
Strategies (determined by what data)
3. Task
3. Task
3. Task (PD)
Point Person
(title/name)
Evidence of Success
(Student Impact)
Funding
(estimated cost / source)
Personnel Involved
Timeline
(StartEnd)
Interim Dates
Working definitions of collective responsibility, trust, and efficacy will be created through various interactions with staff (surveys, focus groups)
Berlin, T. Jackson
Reach consensus on definitions and incorporate those definitions into staff culture in order to more effectively work together to help students achieve
(none)
All
11/12/14 to 12/5/12
School climate monitoring (feedback loop) throughout school year
Jeter
By establishing a benchmark through an initial culture survey, a team established by Ms. Jeter will monitor and enhance school climate through the end of the school year
(none)
All
12/5/14 to 6/11/15
SMART Goal (8):
Nurture a safe learning environment for all students, staff, and visitors that supports student learning through high behavioral and academic expectations.
Strategic Plan Goal:
1, 2, 4,
Strategic Plan Focus Area:
Academic growth/high academic achievement, retention/quality appraisals, physical safety, social and emotional health, high engagement, cultural competency, customer service
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:
Beacon Initiative Feedback from SchoolWorks
Strategies (determined by what data)
3. Task
3. Task
3. Task (PD)
Point Person
(title/name)
Evidence of Success
(Student Impact)
Funding
(estimated cost / source)
Personnel Involved
Timeline
(StartEnd)
Interim Dates
Revise school communication plan in order to more effectively communicate messages to internal and external stakeholders while maximizing instructional time
Bundrick, N. Patel
Increase in instructional time during the school day by minimizing need for announcements, increased parent turnout at school events
(none)
All
11/20/14 to 6/30/15
Revisit and refine professional development schedule with intentional and differentiated professional development opportunities for all educators
Bracey
Increase in relevance of professional development for staff members (survey results), greater satisfaction of PD topics, greater implementation of PD strategies in classrooms
(none)
All
11/13/14 to 6/30/15
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
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:
2014-15 EOCs, PLC and classroom-level formative data, Triumph data,
Strategies (determined by what data)
3. Task
3. Task
3. Task (PD)
Point Person
(title/name)
Evidence of Success
(Student Impact)
Funding
(estimated cost / source)
Personnel Involved
Timeline
(StartEnd)
Interim Dates
1. Common assessments
Pre- and post- assessments created in School Net (when available) in PLCs aligned to objectives/taught standards
All PLCs design and administer uniform major assessments, organized by student by objective by standard (NCSCOS or CCSS)
Bundrick (AP), Mitchell (AP), Bracey (AP), Drye (Principal)
Data-informed student performance improvement;
Semi-weekly (minimum) data mtgs at PLC level; individual data chats between each teacher and respective administrator;
None
All, PLCs, APs, Deans, Tech Facilitator
11/1/14
1/31/15
4/15/15
6/11/15
2. Data disaggregation
Monitoring student achievement by objective;
Develop ongoing intervention schedule within PLC class structure
Bundrick (AP), Mitchell (AP), Bracey (AP), Drye (Principal)
Data-informed student performance improvement; Semi-weekly (minimum) data mtgs at PLC level; individual data chats between each teacher and respective administrator;
None
All, PLCs, APs, Deans, Tech Facilitator
11/1/14
1/31/15
4/15/15
6/11/15
3. Flexible grouping
PLCs meet twice weekly; once to plan aligned lessons, once to analyze student performance data
PLCs develop intra-team intervention plan after each major assessment (minimum twice quarterly)
Student intervention groups formed according to academic need by based upon data analysis
Bundrick (AP), Mitchell (AP), Bracey (AP), Drye (Principal)
PLC Leads
Data-informed student performance improvement; scores on common assessments;
None
All, PLCs, APs, Deans, PLC Leads, Tech Facilitator
11/1/14
1/31/15
4/15/15
6/11/15
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
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:
2014-15 EOCs, PLC and classroom-level formative data, Triumph data,
4. Additional learning opportunities
All PLCs and individual teachers shall be accountable for student learning via re-teaching, re-assessment and assigning a final value (i.e.
