School Improvement Plan - Charlotte-Mecklenburg Schoolsschools.cms.k12.nc.us/hardinguniversityHS/Documents/Harding_SIP… · Facilitator, Academic Sec T1 1 Facilitator, Math - Title

School Improvement Plan

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: October 3, 2016 Final Copy Due: October 18, 2016

2016-2017 {Harding University High School} School Improvement Plan Report

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{ Harding University High School } Contact Information

School: Harding University High School

Courier Number: 405

Address:

2001 Alleghany Street Phone Number:

(980) 343-6007

Charlotte, NC 28208 Fax Number:

(980) 343-1767

Learning Community

BEACON School Website:

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

Principal: Eric Ward

Learning Community Superintendent: Kondra Rattley

{ Harding University High School } 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 Eric Ward [email protected] 9/22/16

Assistant Principal Representative DeShay Everett [email protected] 9/22/16

Assistant Principal Representative Annissa Johnson-Anthony [email protected]

9/22/16

Assistant Principal Representative Andrea Foggie [email protected]

9/22/16

Teacher Representative Leiasierra Grigg [email protected] 9/22/16

Inst. Support Representative Falisa Hankins [email protected] 9/22/16

mailto:[email protected]


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Teacher Assistant Representative Susan Demarco [email protected]

9/22/16

Parent Representative Takisa Cowley [email protected]

9/22/16

Parent Representative Roberta Norman

[email protected]

9/22/16

Parent Representative Stephanie Palmer

[email protected]

9/22/16

Parent Representative Cory Boxill

[email protected]

9/22/16

Parent Representative 9/22/16

Vision Statement

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

productive life.

School:

Harding University High School where each person affiliated with our school is a valued, needed member of the

RAM community. Every RAM is responsible for promoting positive learning opportunities in a caring, equitable

manner. This environment will enable all to develop academic, emotional, and social potential thus be empowered

to assume responsible citizenship in our local, national, and global communities. To this end, we value

achievement, respect and concern for others, affiliation and pride, diversity, equity and opportunity,

communication, safety and order, collaboration, responsibility and accountability, and trust as cornerstones of our

learning community.

Harding University prepares all students to be successful in their future endeavors of choice, regardless of

background, circumstance, or prior experience.







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Mission Statement

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

School: Our central purpose is to create a mission focused learning environment that fosters the highest commitment to

build cohesive teams rooted in analytical and critical thinking. Our teams will meet and exceed professional standards of

teaching and learning practices, valuing the creation of new knowledge and faithful replication of best instructional

practices. Thus, providing a learner-centered educational environment the absorption of knowledge and perfection of

skills providing our staff with build their capacity as instructional leaders in the classroom and students with the tools

required to graduate with a meaningful diploma. With a meaningful diploma our students will be equipped to succeed in

either a post-secondary educational environment, a military environment, or within the workplace.

{Harding University High School} Shared Beliefs

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 Harding University High School

The ability to read, write, and communicate--critically and well—is 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

{Harding University High School} SMART Goals

An instructional professional learning community that meets regularly, share expertise and values, work collaboratively

to improve teaching skills and plans instruction for the appropriate levels of intellectual, physical, social and emotional


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development of students. The instructional group will continually questions, re-evaluate, refine and improves teaching

strategies and knowledge based on current and informal data and/or assessments.

Harding University will retain high quality teachers and build the capacity of teachers in years one – three. Harding will improve teaching performance by increasing the retention of promising beginning teachers; promoting the personal and professional wellbeing of beginning teachers; and satisfying mandated requirements for induction and/or licensure.

Harding University High School will have a safe and orderly environment where staff and students follow agreed upon

procedures and rules as measured by safe school audit scores of at least a 95% and a 25% reduction in student

incidents compared to 2015 – 2016.

{Harding University High School} Assessment Data Snapshot

Paste desired SIP data reports from Principal Portal here. Insert other related data points pertinent to your

school here.


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School Composite

# Assessments

Administered % Tested # Level I % Level I # Level II % Level II # Level III

% Level

III # Level IV

% Level

IV # Level V

% Level

V

# Level

III/IV/V

% Level

III/IV/V

# Level

IV/V

% Level

IV/V

901 91.3 406 45.1 225 25.0 88 9.8 169 18.8 13 1.4 270 30.0 182 20.2

Biology

# Assessments


% Level

III # Level IV

% Level

IV # Level V

% Level

V

# Level

III/IV/V

% Level

III/IV/V

# Level

IV/V

% Level

IV/V

163 93.1 50 30.7 41 25.2 20 12.3 48 29.4 4 2.5 72 44.2 52 31.9

English II

# Assessments


% Level

III # Level IV

% Level

IV # Level V

% Level

V

# Level

III/IV/V

% Level

III/IV/V

# Level

IV/V

% Level

IV/V

359 92.2 154 42.9 99 27.6 28 7.8 77 21.4 1 0.3 106 29.5 78 21.7

Math I

# Assessments % Tested # Level I % Level I # Level II % Level II # Level III

% Level # Level IV

% Level # Level V

% Level # Level % Level # Level % Level


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Administered III IV V III/IV/V III/IV/V IV/V IV/V

379 89.7 202 53.3 85 22.4 40 10.6 44 11.6 8 2.1 92 24.3 52 13.7

School EOC Composite

# Assessments


% Level

III # Level IV

% Level

IV # Level V

% Level

V

# Level

III/IV/V

% Level

III/IV/V

# Level

IV/V

% Level

IV/V

901 91.3 406 45.1 225 25.0 88 9.8 169 18.8 13 1.4 270 30.0 182 20.2

Graduation Dashboard

CMS 2015 - 2016 Graduation Rate

CMS Target

87.0%

CMS District

89.6%

Beacon LC

80.7%

Harding University HS

75.8%


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Harding University High


9

Certified And Administrative Staff

Position Title Count

Total 127

Principal, Senior High 1

Assistant Principal, Middle Sc 1

Assistant Principal, Sr High 1 3

Dean Of Students 1

Facilitator, Technology 1

Facilitator, Academic Sec T1 1

Facilitator, Math - Title I 1

Facilitator, HS Instr Acct 1

Teacher, CTE Health Occupation

1

Teacher, Physical Education 7

Teacher, Bilingual / ESL 5

Teacher, 9-12 Math 14

Teacher, CTE Technology Edu 3

Lead Teacher International Bac 1

Teacher, 9-12 English 16

Coordinating Teacher, EC Proc- 1

Teacher, EC General Curriculum 10

Number of Years Experience for Teachers (in CMS only)

0-3 3-5 5-7 7-10 10-15 15-20 20+

N % N % N % N % N % N % N %

64

56.1

20

17.5

5

4.4

9

7.9

6

5.3

8

7.0

2

1.8

Degrees Held By Teachers

Bachelor's Advanced

N % N %

75

65.8

38

33.3

a Highly Qualified Teachers

Highly Qualified Not Highly Qualified

N % N %

67

58.8

47

41.2


10

Substitute, Certified Teacher 6

Teacher, CTE Business Educatio

6

Coord, CTE Car Dev 1

Coach, TI New Tchr Support 1

Teacher, 9-12 Science 9

Coor, CTE HS Inst 1

Teacher, EC Spec Acdemic Curic

2

Teacher, Chemistry 1

Teacher, Physics 1

Teacher, French 2

Teacher, ROTC 2

Teacher, Social Studies 10

Teacher, Spanish 3

Teacher, 7-12 Art 3

Teacher, CTE Marketing 3

Teacher, History 1

Teacher, Math - 9Th Grade Only 2

Teacher, Biology 2

Teacher, 7-12 Band 1


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Teacher, 7-12 Choral Music 1

Teacher, CTE Carpentry 1


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{Harding University High School} Profile

This narrative should include a description of student and staff demographics, recent achievement(s), and staff

qualifications.

a. Poverty and Demographic Data-Harding University High School consists of 1,664 students. Major ethnic groups represented are: African-American-955 (57.4%), Hispanic 580-(34.9%), American Indian 8-(.5%), Asian 52-(3.1%) Multi-Racial 30-(1.8%), and White 39-(2.3%). Male students (871) represent 52.3% of the student body population. Female students (793) represent 47.7% of the student body population. LEP data shows that 1/5 of our population is ELL, with 334 students identified as Limited English Proficient.

b. Personnel Data- See Table beginning on Page 9. At this point, 58.8% of the teaching population Meet Highly Qualified status, with 41.2% Non-Highly Qualified Staff; however, this will adjust monthly as NCDPI issues new teaching licenses for our significant number of beginning teachers. 33.3% of the teachers hold advance degrees and currently 56.1% of the teaching staff are novice teachers with 0-3 years of experience.

c. Staff Development- Staff Development was 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. The facilitators then took the data from the survey and created a professional development plan for Harding

University 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 language objectives, unpacking the CCSS/ES, differentiation,

effective assessments, rigor and relevance in the classroom, data driven instruction, and Literacy across the Disciplines.


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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: Recruitment, Professional Development, Retention, New Career Pathways, Leadership Development.

Data Used: Master schedule with duty-free lunch periods for every teacher

Strategies (determined by what data)

Task

Task

Task (PD)

Point Person (title)

Evidence of Success (Student Impact)

Funding (estimated cost / source)

Personnel Involved

Timeline (Start—End)

Interim Dates

1. Create a master schedule that includes a duty free lunch period for every teacher.

Strategic planning

Climate/culture team promotes duty-free lunch for teachers (PD).

Assistant Principal Johnson- Anthony

Results of PLCs and PD sessions as evidenced by sign-in sheets, agendas and notes.

None Admin

August 2016 June 2017

2. Creation of duty/supervisor roster.

Administered at the beginning of school year and semester

Assistant Principal Everett

Results of school safety audits

None Admin



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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: Recruitment, Professional Development, Retention, New Career Pathways, Leadership Development.

Data Used: Master schedule with duty-free lunch periods for every teacher; PLC minutes


Task

Task

Task (PD)




Personnel Involved


Interim Dates

1. Creation of a master schedule that allows content teachers to plan together

PLC meetings

Unit planning sessions

Assistant Principal Johnson-Anthony

All common assessments. Growth is shown in EOC, MSL, ACT, and SAT results PLC minutes

None Admin Teachers PLC Leads


2. Creation of instructional excellence team.

PLC expectations

Best practices

Assistant Principal Johnson-Anthony

All common assessments. Growth is shown in EOC, MSL, ACT, and SAT results. PLC minutes.

None Admin Teachers PLC Leads


3. Utilize academic facilitators

Provide training

Coverage when needed

Academic/Planning support

Academic Facilitators

All common assessments. Growth is shown in EOC, MSL, ACT, and SAT results. PLC minutes

None Admin Facilitators Teachers



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PLC Leads

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: Harding University High School will promote a positive climate that ensures a safe and secure environment, appropriate school facilities, and effective programs and services to enhance teaching and learning.

Strategic Plan Focus Area: Our plan of focus includes approaching each incident with a timely, sensitive and proactive response by accessing all school and community supports such as Behavior Management Technicians, School Resource Officers and our school’s first responder team.

Data Used: Incident reports and health incident report


Task

Task

Task (PD)




Personnel Involved


Interim Dates

1. Bully Liaison / Bully-prevention

Felicia Fluid James LaChapelle

Data collected and students tracked with decreased incidents of bullying incidents

$0 Listed August 2016 June 2017

2. Character Education

Counselors Organized programs with 9th

to 12th grade students. They will completed activities and presentations quarterly.



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3. Healthy Active Child 30 min.

Charmagne Flagg

HAC scheduled into the instructional day and participated in by all students


4. School Health Team Shay Heyward, Social Worker Leigh Barnhill, Nurse

Data collection of decreased health incidents


SMART Goal (4): An instructional professional learning community that meets regularly, shares expertise and

values, work collaboratively to improve teaching skills and plans instructional for the

appropriate levels of intellectual, physical, social and emotional development of students. The

instructional group will continually questions, re-evaluate, refine and improves teaching

strategies and knowledge based on current and informal data and/or assessments.

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: End of year data from school report


Task

Task

Task (PD)




Personnel Involved


Interim Dates


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1. Create a Unit and Daily plan template that includes the backwards design model and includes a measurable essential question and at least three assessment prompts.

Provide Professional Development that clearly defines what is expected when unpacking standards, alignment of strategies and data analysis.

Administration Teacher Leaders

Planning of scaffolded lessons as evidenced by plans in the GoogleDrive. Student test scores on Beacon Benchmark assessments

Scope and Sequence document and CC Standards.

August 2016-ongoing

2. Provide PLC protocols for governing PLCs with a focus on the Big 3 areas (Biology, English II and Math I) and the first phase group for the 2016-2017 school year English I, World History, Earth and Environmental, Civics and Economics, and Math II.

Utilize the coaching model to ensure that all teachers have access to a coach who can assist them with areas of development in content knowledge in alignment with the differentiated teacher need.

Establish PLC expectations

Administration and Facilitators, PLC Lead Teacher

PLC norms, agendas, data chat minutes, and notes. Improved student grades Increase of student passing rates Improved AMO scores

PLC Handbook and protocol for assessing the meetings.

August/Sept 2016 Weekly checks by Admin and Facilitators


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for Harding University High School

Establish a structure for recording PLC norms, agendas, and minutes.

Establish the administrative schedule to ensure an administrator is present in every PLC meeting to ensure that the appropriate supports and resources are deployed to assist as needs arise.

3. Utilize student data trackers (Mastery Connect and SchoolNet) that lends itself to strong data chats using Bambrick model. (admin assigned to plc, number of visitors, facilitator plan with PLC lead to help with facilitation, Bambrick assessment rubric used and next steps)

Exemplars Scripted the why to share

with teams Created a run of show of

the process Include re-teaching

strategies

Administration, Content Teachers and Facilitators

Data chat meeting minutes. Scores on Beacon Benchmarks and common assessments.

Mastery Connect, SchoolNet Data tracking sheet and exempliars created by the team using the Bambrick model.

Aug. 2016-ongoing based on assessment calendar


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Using extensive Data analysis create RtI plans for Tier 1, Tier 2 and Tier 3 interventions using a rubric.

4. Establish an effective

administrator/facilitator/dean support structure to ensure consistency of feedback in planning, walk-throughs, coaching sessions and observations/evaluations and to support continued growth for Biology, English II, Math I, English I, World History, Earth and Environmental, Civics and Economics, and Math II PLCs.

Administration, Content Teachers and Facilitator

Data collected through walkthrough and lesson plan feedback googleforms. Beginning teacher coaching team meeting notes and data from coaching conversations.

Google Drive Documents Feedback Protocols.

September 2016-ongoing Weekly conversation with PLC and facilitators

SMART Goal (5): Harding University will retain high quality teachers and build the capacity of teachers in years one – three. Harding will improve teaching performance by increasing the retention of promising beginning teachers; promoting the personal and professional wellbeing of beginning teachers; and satisfying mandated requirements for induction and/or licensure.

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

Strategic Plan Focus Area: Proactive recruitment, Individualized professional development and Leadership development

Data Used: Teacher working conditions survey


Task

Task

Task (PD)




Personnel Involved


Interim Dates


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1. Train New Teacher Support Team on Onboarding and methods of support. -Design New Teacher Orientation -Assign and Train Mentors on Collaborative Coaching Methods and Onboarding.

New Teacher Coaching Team

Increased teacher retention and proficiency on teacher evaluation.

Onboarding checklist

August - ongoing

2. Survey Teachers on Professional Development Needs and Design a Professional Development Schedule.

Assistant Principal Foggie

Survey results from GoogleDrive and the aligned PD plan.

Google drive document

August - September 15, 2016

3. Provide Professional Development that is needs based, train teachers during whole group and PLC sessions, follow-up and extend during new teacher meetings and assess implementation on a 6 – 8 week rotation.

Administration Facilitators Teacher Leaders

Results of walkthrough observations for “look fors” from each PD session.

Professional Development Calendar

September 2016 – ongoing

4. Provide Teachers with a Support Coach that conduct non-evaluative walkthroughs and work with teachers on developing their craft through individual coaching meetings, modeling and team teaching activities. Walkthrough focus areas are: -Classroom Culture -Instruction and Rigor

New Teacher Support Coach- Bell

Data collected from walkthroughs and coaching conversations. Notes and agendas from coaching team meetings.

Walk-through Rubrics Coaching Feedback Documentation

August 2016 – ongoing


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(Differentiation) -Learners and Relevance

SMART Goal (6): Harding University High School will have a safe and orderly environment where staff and

students follow agreed upon procedures and rules as measured by safe school audit scores of

at least a 95% and a 25% reduction in student incidents compared to 2015 – 2016.

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

Strategic Plan Focus Area: Physical safety, Social and emotional health, High engagement, and Cultural competency

Data Used: Discipline data report, audit report, attendance data


Task

Task

Task (PD)




Personnel Involved


Interim Dates

1. Monitor established rules and

procedures that promote a positive school culture climate (discipline, transition, during class movement, bell to bell teaching)

Administration Faculty Advisory Committee to revisit the discipline matrix each quarter to determine efficacy and needed changes (if any). School leadership team to address trends from observations and

Professional Development materials for Capturing Kids Hearts

Aug – June


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walkthroughs and include strategies for improving culture in monthly PDs.

2. Monitor internal school classroom management and adherence to the discipline matrix.

Conduct walkthroughs on classroom culture and adherence to school expectations.

Behavior Support Team

Data on referrals submitted in EdClick Data on consequences assigned in EdClick and Powerschool Data on behaviors observed from classroom observations.

Monitoring checklist EdClick intervention and referral documentation

Aug – ongoing

3. Develop and monitor Character Education protocol and activity for students placed in ISS prior to reentering the classroom. Assign students to mentoring programs: Mentor 2.0 Do it For the Hood

Administration BMTs ISS Facilitators

Case managers/program managers tracking of data for students in each program (including attendance, discipline, and grades).

EdClick Form and Re-entry plans

Aug – ongoing

4. Quarterly data meetings to review discipline data to address positive student behavior and areas of improvement. Provide incentives and

Parental Involvement Team CIS Student

Attendance data from Powerschool/Portal Tardies tracked from EdClick

Incentives Certificates Entertainment Refreshmen

October 2016 January 2017 March 2017


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positive reinforcement for staff and students adhering to the school norms. Academic success will be acknowledged systematically to support an academic culture. Honor Roll Celebration Rammy Awards

Student tardies will be monitored by teachers and support staff to intervene early when students are absent. The Attendance team will develop a weekly process to address students with chronic absenteeism.

Referral to Intervention Team

Develop attendance contract

Reward incremental success

Services Social Worker

Teacher leadership team to plan celebrations and incentives for positive student behaviors (sign in for parents in attendance to track parent engagement)

ts

5.Develop and implement an attendance monitoring process that begins with data entry and concludes with student intervention. Design a process map for tracking students with attendance issues

Attendance Sec. CIS Student Services Social Worker

Notes from attendance committee and intervention team meetings. Spreadsheet of students referred for attendance violations by teachers.

Tracking systems Process Map and Intervention supports

September 2016- ongoing


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and ensuring of what should happen at each number of absences, who should do it, when, and how to document.

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:


Task

Task

Task (PD)




Personnel Involved


Interim Dates

1. Common assessments Pre- and post- assessments created in SchoolNet aligned to objectives

Leiasierra Grigg – Testing Facilitator

Increased assessment scores, improved grades Student test scores will reflect progress in the assigned standards/objectives. Mastery (or near-mastery) of an objective, depending on student growth from assessment to assessment; tracked within program/site Data-Tracker excel form in

Mastery Connect Schoolnet

September 2016- January 2017, January 2017- June 2017 August-June (one common assessment per unit, 2 per quarter)


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Google

Data disaggregation Process of monitoring student achievement by objective in order to facilitate remediation/intervention plans (i.e. RTI)

Compare test scores to Smart Goal, compare class data and strategies across PLC Data will be analyzed and interventions will be created for students below mastery on specific objectives. Retest Policy: complete form, attend tutoring, complete different assessment with same standards/objectives Differentiated groups based on content ability levels; Remediation, re-looping based on data taken from Google Forms, Canvas, Mastery Connect, Exit Tickets, and Analysis of Formal Test Data. Differentiated groups based

Mastery Connect Schoolnet


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on content ability levels; Remediation, relooping based on data taken from Google Forms, Canvas, Exit Tickets, Analysis of Formal Test Data.

3. Flexible grouping Process of grouping students according to academic need by objective

Classrooms are set up into groups of 4-5, students can be arranged in groups based on needs. Students should be participating in language objective activities and responding to assessment prompts.

Students will grow from grouping that meets their needs.

Notes in lesson plans, classroom set-up/lay out, discussions/notes from Monday Data Chats; prepared stations and activities in planning

Students with higher needs will receive one on one support; Scaffolding will be put in place for students of all abilities

Mastery Connect

September 2016- January 2017, January 2017- June 2017

August-June (after diagnostic assessment)

PLC Data chat Mondays following assessments


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IEP’s 504’s, Differentiated strategies Learning styles

Differentiated groups based on content mastery. Improved student achievement as shown in retesting data

Khan Academy Tutoring Logs

TenMarks* Zillion

Late and make-up work School expectations for

holding students accountable for completing assignments

Students will have 5 days after they are absent to complete missing work, grades for late assignments go down after 5 days. As a result of this policy, student grades should improve.

Students will be held accountable for following school expectations of late and makeup work.

Students have 5 school days to complete and submit late work, unless previously arranged with

Castle Learning


August-


29

teacher

Students will lose 5 points per late date until it gets to 60% and is turned in by the end of the quarter.

Students have 5 days from the time they are absent to complete any missing assignments; Once those days have been exhausted, students receive 5 pts off per day from the assignment, with the maximum being a 60%

Grade reporting: Set expectations for the

timeliness of recording grades in PowerSchool (initial grades and final grades after retest if applicable)

Student grades will be updated in PowerSchool at least every 2 weeks. Progress reports will be distributed mid-quarter (9/27-28, 12/5-6, 2/27-28, 5,17-18)

All teachers will turn in grades by set deadlines.

Grades for assignments posted within 10 days of being assigned/collected

Powerschool



30

Grades due on Friday of every week. Conference with students on regular basis to check performance. Screen shots of teachers completed gradebook every 3 weeks. Grades will be updated at least once/week; final grades after retest will be posted 3-4 days after the retest.

Additional learning opportunities:

Process of holding students accountable for learning via re-teaching, re-assessment and assigning a final value (i.e. 84%)

Students who fall under 75% mastery will be allowed to reassess through after school tutoring, completing work for review/re-looping and retesting on the material.

Students will be held accountable for showing improvement after re-teaching.

Students will track their own data using online platform and in personal folders and tracking sheets

Student will have the ability to schedule time with

Castle Learning


August-June (after diagnostic assessment)

Data days for students following data chats with PLC


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teacher to reteach and retest based on problem areas.

Students must stay extra outside of normal class hours with the teacher at least once to review material in order to earn the opportunity to retest

Students must stay extra outside of normal class hours with the teacher at least once to review material in order to earn the opportunity to retest

{Harding University High School} - 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]


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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.

Approval of Plan

Committee Position Name Signature Date

Principal

Assistant Principal Representative

Teacher Representative

Inst. Support Representative

Teacher Assistant Representative


33

Parent Representative





Quarter 2 Review


Principal






34






Quarter 3 Review


Principal






35






Quarter 4 Review


Principal






36




