Charlotte-Mecklenburg Schools: School Improvement Plan Comprehensive Data Snapshot AMO 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. 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 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 Proficiency Denominator 164 0 15 87 52 1 8 141 29 16 2
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 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
Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate and career-ready Four focus areas: College- and career-readiness Academic growth/high academic achievement Access to rigor Closing achievement gaps Goal 2: Recruit, develop, retain and reward a premier workforce Five focus areas: Proactive recruitment Individualized professional development Retention/quality appraisals Multiple career pathways 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: Family engagement Communication and outreach Partnership development Goal 4: Promote a system-wide culture of safety, high engagement, cultural competency and customer service Five focus areas: Physical safety Social and emotional health High engagement Cultural competency Customer service
Goal 5: Optimize district performance and accountability by strengthening data use, processes and systems Four focus areas: Effective and efficient processes and systems Strategic use of district resources Data integrity and use School performance improvement Goal 6: Inspire and nurture learning, creativity, innovation and entrepreneurship through technology and strategic school redesign Four focus areas: Learning everywhere, all the time Innovation and entrepreneurship Strategic school redesign Innovative new schools SMART Goal (1): Duty Free Lunch for Teachers Provide a duty-free period for every teacher on a daily basis. Strategic Plan Goal: 2, 4 Strategic Plan Area: 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 Take and pass at least 1 AP/IB/Post-Secondary class & exam Score 1550 on SAT or 22 on ACT Data Used: Master Schedule, Insight Survey, Spring CMS Staff Survey, Staff Meetings, SLT/SIP Process Strategies (determined by what data) Task Task Task (PD) Point Person Evidence of Success (Student Impact) Funding (estimated cost / source) Personnel Involved Timeline (Start—End) Interim Dates
Strategies (determined by what data) Task Task Task (PD) Person (title/name) Evidence of Success (Student Impact) Funding (estimated cost / source) Personnel Involved Timeline (Start—End) Interim Schedule 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) 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 Grade Level in Math Grades 3-5 Successful completion of Math I in grade 9 Take and pass at least 1 AP/IB/Post-Secondary class & exam Score 1550 on SAT or 22 on ACT Data Used: Insight Surveys, Bullying Reports (archives), focus group data
Strategies (determined by what data) Task Task Task (PD) Point Person Evidence of Success (Student Impact) Funding (estimated cost / source) Personnel Involved Timeline (Start—End) Interim Dates 1. Develop Bullying Response Protocol Establish Bully Liaison / 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 None Gaskins, Counselors, All Student Services personnel, Admins 1/23/15 6/11/15 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 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
Navigator Pathway: Enter Kindergarten ready Advanced Reading in K-2 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 9 Take and pass at least 1 AP/IB/Post-Secondary class & exam 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) Task Task Task (PD) Point Person (title/name) Evidence of Success (Student Impact) Funding (estimated cost / source) Personnel Involved Timeline Interim Dates Operation Graduation Counselors and other admin staff 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 extended day staff 10/30/14 1/31/15 4/15/15 6/15/15 2. Mentor Program—Matching teachers and other staff to all high-risk 4th year cohort students; require meeting no less than 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 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 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 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 ADMs) Select teachers, Admins, Counselors 1/31/15 6/30/15 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 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 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: Kindergarten ready Advanced Reading in K-2 At/Above Grade Level in Reading/Writing Grade 3 Grade Level in Reading/Writing Grade 7 At/Above Grade Level in Math Grades 3-5 Successful completion of Math I in grade 9 Take and pass at least 1 AP/IB/Post-Secondary class & exam Score 1550 on SAT or 22 on ACT Data Used: AP Performance data from College Board 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 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 None Drye, Bracey 4/30/15 7/30/15 SMART Goal (6): Garinger will achieve a school of C or higher, as measured by the NC School Accountability System (in development)
drawings for larger items (e.g. Ipods) 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 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 tutoring sessions. CC Math I teachers, Mitchell Test scores; 26% proficiency 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 multiple measures of performamce data (including common assessments), pretests; providing targeted in-class interventions and 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
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. 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) 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
Student intervention groups formed according to academic need by based upon data analysis 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 Successful completion of Math I in grade 9 Take and pass at least 1 AP/IB/Post-Secondary class & exam Score 1550 on SAT or 22 on ACT Data Used: 2014-15 EOCs, PLC and formative data, Triumph data, 4. Additional learning opportunities All PLCs and individual teachers be accountable for student learning via re-teaching, re-assessment and assigning a final value (i.e. </=84%) Extended Day tutoring (within school and school) Bundrick (AP), Mitchell (AP), Bracey (AP), Drye (Principal) PLC Leads Data-informed mastery charts through PLCs and Tutors, PLC designees X-day funds, T1 All licensed staff, APs, Deans 11/1/14 1/31/15 4/15/15 6/11/15 5. Late and make-up work Students have opportunity to turn in make-up and late work in accordance with CMS BOE policy No penalty for late or make-up work for excused absences Bundrick (AP), Mitchell (AP), Bracey (AP), Drye (Principal) PLC PLC Data Trackers, Individual teacher data trackers, PowerSchool grade reports none All 11/1/14 1/31/15 4/15/15 6/11/15