comprehensive needs assessment school: cary hs school

School Improvement Plan

Comprehensive Needs AssessmentSchool: Cary HSPlan Year 2014-2016

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DataComponents Areas of Strengths Areas of Concern

Stud

ent

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Compared to other WCPSS schools with similar demographics our testscores are higher as measured by EOC’s and State Common Exams. Growth amongst most subgroups as measured by EOCs and StateCommon Exams. ACT scores are higher than the Wake County average in all areasexcept writing. High growth on ABCs.

Overall student growth 2013 - 2014 is 17.63% (exceeds growth) andis one of the highest in the district.

Falling graduation rate (especially from 2011 - 2014)

LEP student performance on State mandated test is lower than othersubgroups.

African American students had the lowest achievement behind LEPstudents.

Inst

ruct

iona

lPr

actic

es/S

trat

egie

s Availability of purposeful professional development resources. Functioning PLTs with SMART goals that drive their work. Overall teachers demonstrate mastery of best practices such asdifferentiation, formative assessments, and the use of technology intheir classrooms.

Despite implementation of current best practices, many studentsare not taking ownership of their learning experience at Cary High. A lack of belief that time spent with PLT will save time for teachersoverall. Inconsistencies with technology being available and working to beimplemented effectively.

Staf

f and

Stud

ent

Dem

ogra

phic

s Test scores compare well to other schools especially among our freeand reduced lunch population. Diverse student population

Diversity of staff does not match diversity of school. 4% non-attendance rate.



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DataComponents Areas of Strengths Areas of Concern

Perc

eptio

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Students feel safe in their school and feel their teachers have theirbest interests in mind. School diversity High response rate on the TWC survey Strong two way communication between the school and thecommunity.

Student leadership was voted as one the best assets to Cary HighSchool.

Students agreed that curriculum learned at Cary High is useful afterthey graduate.

Consistency of enforcement of rules for all students. School cleanliness Overcrowding in school/classes 18% of students reported that teachers never help set learninggoals for individual students. Bullying has been reported as an issue among students.

Prog

ram

After School Assistance Program (ASAP) has strong attendance andtutor/student ratios. SMART lunch allows for PLTs to meet during the school day. Teacherfind they are more on task and efficient during this time. Our intervention program is monitoring students and interveningeffectively.

SMART lunch attendance data. ASAP needs to reach more students who are falling behind in theirclasses.



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Priority Concerns Root Causes(with evidence) Solutions

Inconsistent graduation rates in the 5 year cohortfrom 2006-2010.

Graduation rate vacillates from 2006-2010 (84.2%,81.6%, 86.5%, 81.4%). Students do not feel astrong enough connection to the school.

Improve participation in SMART Lunch and bettertrack Smart Lunch attendanceImplement Recovery Contracts for students withfailing gradesStudents will participate in goal setting activitiesquarterly

Students lack ownership for their learning andoverall success in school.

18% of students say teachers do not help them setlearning goals for themselves.

Create a goal setting document for students tocomplete quarterly

PLTS are sometimes used for tasks that are notassociated with common planning, looking atformative assessment and student achievementdata, and sharing best practices.

22% of teachers on staff do not feel that timespent with their PLT will save them time overall.

Refocus the job of PLTsCreate common planning time for teachers whoteach similar coursesAdditional Professional Development aimed atimproving instructionClassroom Learning Walks

Data SummaryDescribe your conclusionsGraduation Rates are a priority concern that can be addressed through strategic work in PLTs and by creating a culture where the entire staff helpsstudents take ownership of their learning and overall success at CHS. By working together students and staff can create a positive school climate andculture.


Membership of School Improvement TeamSchool: Cary HSPlan Year 2014-2016Principal: Jacob BryantDate: Aug - 2013

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SIP Team MembersName School Based Job Title

1 Anderson, Marsha School Improvement Chair2 Ashburn, Seth School Improvement Chair3 Atkinson, Celia School Improvement Chair4 Blackburn, Lisa Teacher5 Boshoff, Amanda Assistant Principal6 Brown, Ellen Instructional Support Personnel7 Bryant, Jacob Principal8 Carreno, Mary Teacher9 Clayton, Virginia School Improvement Chair10 Cooper, Janice School Improvement Chair11 Crooks, Joanne Teacher12 Diane Dulaney Parent13 Duncan, JoAnn School Improvement Chair14 Flood, Lynn School Improvement Chair15 Glendenning, Kurt Teacher16 Gressett, Wendy Teacher17 Hayes, Steve Assistant Principal18 Loughridge, Morgan School Improvement Chair19 McCullough, Douglas School Improvement Chair20 Mills, Brad Teacher21 Nunn, Amanda School Improvement Chair22 Rabe, Wendy School Improvement Chair23 Rock, Keisha Assistant Principal24 Smith, Brett Assistant Principal25 Ward, Vickie School Improvement Chair26 White, Eric School Improvement Chair27 Woods, Jamal Assistant Principal28 York, Carol School Improvement Chair29 Young, Jeremy Teacher


Mission, Vision and Value StatementsSchool: Cary HSPlan Year 2014-2016Date: Mar - 2012

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Mission Statement:In a global community, Cary High School, will educate responsible life-long learners who:• Demonstrate excellence• Think critically• Practice democratic ideals as model citizens• Respect themselves and others

Vision Statement:Cary High School’s highest aim is to provide a stimulating environment, which encourages excellence inboth academic and non-academic endeavors for all stakeholders. CHS is a vital component of aprogressive and diverse community that demonstrates its commitment to education through vigoroussupport of the total school program. This attractive, safe, well-equipped facility reflects the pride of thecommunity where students, educators and parents feel ownership.CHS is a place where students want to be. With the pursuit of knowledge as their goal, motivatedstudents are eager participants in their learning. Students feel comfortable in self-expression and openinquiry. They develop intellectually and personally through academic achievement and throughcontributions to the school and community in a wide variety of extra-curricular activities.Accessible and approachable teachers are knowledgeable professionals. Highly trained in a variety ofinstructional techniques, they meet the diverse needs of all students inside and outside the classroom. As leaders, they serve as role models of excellence. Led by a highly visible, receptive administrativeteam, the school staff is committed to upholding high expectations, treating all people fairly andpromoting learning for all.Parents accept an active role in the education of their children and encourage their growth. As partnersin the educational process, parents embrace lifelong learning.

Value Statement:1. We will maintain high expectations for all students.2. We will provide an environment that encourages and stimulates life-long learners.3. We will provide a positive, safe and stimulating environment.4. We will recognize and respect the worth, dignity and diversity of all individuals.5. We will share with the students, parents and community the responsibility to educate all students.6. We will provide a quality education for all students.7. We will provide learning opportunities that address the diverse needs of all students.8. We will seek creative and effective methods to motivate students.9. We will create strategies that hold students accountable for their decisions and actions.10. We will mentor students with chronic absenteeism to increase their attendance rates and academicperformance.


Summary of Goals, Key Processes and Action StepsSchool: Cary HSPlan Year 2014-2016LEA: Wake County (920)

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School Goal By June 2016, the promotion rates per grade level willincrease by 5% or more in all subgroups, therby increasingthe 4-year graduation rate to 88% or more.

Goal Manager Jacob BryantStrategic Objective Learning and Teaching

State Board of Education Goal Globally Competitive StudentsData Justification for Goal Based onComprehensive Needs Assessment

Graduation rate data

1 Key Process Teachers will utilize research-based instructional practices aimed atachieving our overall school improvement goal.

Process Manager Amanda BoshoffCompletion Date Aug - 2016

Restrainers It is hard to monitor whether or not teachers are using research-based bestpractices. Our learning walks will try to provide ways to monitor.

Resources PLT survey, Duty-Free Lunch and Planning, school wide PD, Learning walktraining and implementation.

Measurable ProcessCheck(s)

We will review of PLT meeting agendas and minutes, classroom "learningwalk" data, SMART lunch attendance data, the results of a PLT survey, andthe students on our D/F list. We will monitor data quarterly to track thefidelity of action step implementation and its impact on studentachievement.

1 Action Step Teachers will participate in professional developmentbased on strategies that will be used in theirclassrooms.

Timeline From 8/2014 To 6/2016

2 Action Step Faculty will participate in high functioning PLTs thatare focused on: student learning outcomes, formativeassessment data, sharing best practices, and studentprogress monitoring.


3 Action Step Create common planning periods for teachersteaching classes with high failure rates.


4 Action Step Implement a recovery contract for all students thatearn an "F" on their quarterly report card.


5 Action Step Track attendance data at SMART lunch sessions forstudents on grade recovery contracts.




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6 Action Step Facilitate effective teacher training during monthlystaff meetings.


7 Action Step Create and train a staff team to conduct classroomlearning walks to observe teaching best practices atCary High


8 Action Step Implement a system of classroom learning walks withthe faculty.


2 Key Process Students will be active participants in their learning and take ownership oftheir own success.

Process Manager Jacob BryantCompletion Date Aug - 2016

Restrainers External influences on students, students who have not yet experiencedsuccess academically often lack the confidence to take ownership of theirlearning.

Resources SMART lunch, After school assistance program, extra curricularactivities/school clubs, student goal setting, grade contracts, Delta club-which is an intervention based club that helps students meet goals andprovides a staff "coach" or mentor.


The staff at Cary High will consider attrition/promotion data, report carddata, attendance data, SMART lunch attendance, student achievementdata, and the D/F list to find students who may be falling behind. We willmonitor data quarterly to track the fidelity of action step implementationand its impact on student achievement.

1 Action Step We will create a reflection and goal setting documentfor all students.


2 Action Step All students will complete the reflection and goalsetting document each quarter.


3 Action Step Students will participate in a SMART lunch activity ata minimum of once per week.


3 Key Process Students and staff will work together to create a positive school climateand culture.



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Process Manager Jacob BryantCompletion Date Aug - 2016

Restrainers Many student we want more positive involvement from often cannot attendextra curricular activities.

Resources We will roll out an informative staff newsletter, club and other studentgroup marketing efforts, Cary's "gang green" spirit club


We will implement the staff newsletter, monitor teacher working conditionssurvey results and a student survey.

1 Action Step A regular staff newsletter will be published to informstaff of significant events.


2 Action Step Students and staff will meet weekly in a commonarea to informally share small victories from theweek.


3 Action Step Increase efforts in promoting staff and studentinvolvement in clubs, sports, and spirit opportunities.


4 Action Step Increase student participation in the "Gang Green"school spirit club.


5 Action Step Provide students and staff with transportation to andfrom away sporting events at least one time persports season.


6 Action Step We will create an "open house" for club recruitmentduring SMART lunch the first three weeks of theschool year. We will advertise heavily that this isgoing on to start the school year.



Waiver RequestSchool: Cary HSPlan Year 2014-2016

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Date May - 2014Waiver Requested N/A How will this waiver impact school improvement?N/APlease indicate the type of waiver: StatePlease indicate the policy to be waived N/A


Summary Sheet of Professional Development ActivitiesSchool: Cary HSPlan Year 2014-2016School Year: 2014-2015

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Development Activities for Topic: Participants: Goal Supported: Supporting Data:EffectiveTeachingPractices

ClassroomTeachers

By June 2016, the promotionrates per grade level willincrease by 5% or more in allsubgroups, therby increasing the4-year graduation rate to 85% ormore.

22% of teachers on staff do notfeel that time spent with their PLTwill save them time overall.

IntegratingTechnology intoInstruction

ClassroomTeachers


Overall feel from staff thatinconsistencies with theavailability of technology andwith technology actually workingis what keeps them fromeffectively implementingtechnology in their classrooms.

MotivatingStudents

All Cary HighSchool Staff


18% of students reported thatteachers never help set learninggoals for individual students.

Graduation rate vacillates from2006-2010 (84.2%,81.6%, 86.5%,81.4%). Students do not feel astrong enough connection to theschool.


Summary Sheet of Professional Development ActivitiesSchool: Cary HSPlan Year 2014-2016School Year: 2015-2016

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Development Activities for Topic: Participants: Goal Supported: Supporting Data:PLTs and Tier 1 InstructionThe Skills of CWRA with a focus oncross-curricular writingTechnology"Instructional Tights" withBeginning TeachersHEROETF and Effective TeachingCommunityEd Plan ~ Early Warning SystemData AnalysisTier 1 Instruction (The SkillfulTeacher and Teach Like aChampion)TIPS Problem - SolvingICEL/RIOT matrix for InterventionTeamICEL/RIOT whole staffThe Ten-Minute Inservice: 40Quick Training Session that BuildTeacher Effectiveness

Technology TeamBeginning TeachersAdmin TeamMTSS TeamPLTsCHS StaffIntervention Team

PLTs and Tier 1 Instruction• Key Process 1 - Effective TeachingPractices (Action Steps 1, 2, 3)The Skills of CWRA with a focus oncross-curricular writing• Key Process 1 - Effective TeachingPractices (Action Steps 1, 2, 6)Technology• Key Process 1 - Effective TeachingPractices (Action Steps 1, 6, 7)• Key Process 2 - StudentEngagement

"Instructional Tights" with BeginningTeachers• Key Process 1 - Effective TeachingPractices (Action Steps 1, 2, 6, 7)• Key Process 2 - StudentEngagement• Key Process 3 - Student and StaffInvolvementHERO• Key Process 2 - StudentEngagement and OwnershipETF and Effective TeachingCommunity• Key Process 1 - Effective TeachingPractices (Action Steps 1, 2, 6, 7)• Key Process - Student EngagementEd Plan ~ Early Warning System• Key Process 1 - Effective TeachingPractices (Action Steps 1, 6)• Key Process 2 - StudentEngagement (Action Step 3)Data Analysis• Key Process 1 - Effective TeachingPractices (Action Steps 1, 6)Tier 1 Instruction (The SkillfulTeacher and Teach Like a Champion)• Key Process 1 - Effective TeachingPractices (Action Steps 1, 4, 6)• Key Process 2 - StudentEngagementTIPS Problem - Solving• Key Process 1 - Effective TeachingPractices (Action Steps 1, 4, 6)ICEL/RIOT matrix for InterventionTeam• Key Process 1 - Effective TeachingPractices (Action Steps 1, 4, 5, 6)ICEL/RIOT whole staff• Key Process 1 - Effective TeachingPractices (Action Steps 1, 4, 6)The Ten-Minute Inservice: 40 QuickTraining Session that Build TeacherEffectiveness • Key Process 1 - Effective TeachingPractices (Action Steps 1, 6)

Beliefs Data, PLT Survey Results,School Level Surveys, TWC,Report Card Data


Intervention Planning MatrixSchool: Cary HSPlan Year 2014-2016School Year: 2014-2015

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Reading Math Behavior

Data Decision Process for Entry and Exit

• To determine school need, CHS will utilizedata including but not limited to EVAAS, EOC,NCFE, Retention, CTE Post-Assessment,benchmarks, common formativeassessments, Achieve 3000, ALEKS, andcommon teacher-created summativeassessments.• In order to identify the students who arenot achieving at benchmark, standardizedbenchmarks and other common formativeassessment data will be collected by PLTs.• CHS has numerous strategic and intensiveinterventions for students at-risk. Entry andexit strategies have been developed for each. ⚬ ALC: Students may be placed in theALC for both disciplinary and academicconcerns. ALC placements are not to exceed45 days, and protocols for entry and exit areestablished through the Intervention Team. ⚬ Recovery Labs: Students in need ofcredit recovery may be admitted throughintervention team protocols to the CHSrecovery labs, where they can recovercredits for previously failed courses. Recovery options are also available duringsummer school, which has been a historicallysuccessful program at CHS, recovering over120 credits annually. ⚬ During the 2013-2014 school year, CHSimplemented the Summer Impstitute toserve at-risk rising 9th graders. Studentsparticipated in an intensive 8 week course inwhich they earned a Freshman Seminarcredit. CHS is continuing to work inconjunction with the Office of StudentPerformance and Evaluation services toenhance this program and collect authenticdata to drive the direction of the program. Students are identified for this program byAdministrators and counselors at feedermiddle schools.• Student identification data for interventionsis collected on an ongoing basis by all schoolstakeholders. Teachers, counselors, parents,etc. may identify students who are thenreferred through the CHS academic referralprocess to the intervention team, who willimplement student- appropriateinterventions.

• To determine school need, CHS will utilizedata including but not limited to EVAAS, EOC,NCFE, Retention, CTE Post-Assessment,benchmarks, common formativeassessments, Achieve 3000, ALEKS, andcommon teacher-created summativeassessments.• In order to identify the students who arenot achieving at benchmark, standardizedbenchmarks and other common formativeassessment data will be collected by PLTs.• CHS has numerous strategic and intensiveinterventions for students at-risk. Entry andexit strategies have been developed for each. ⚬ ALC: Students may be placed in theALC for both disciplinary and academicconcerns. ALC placements are not to exceed45 days, and protocols for entry and exit areestablished through the Intervention Team. ⚬ Recovery Labs: Students in need ofcredit recovery may be admitted throughintervention team protocols to the CHSrecovery labs, where they can recovercredits for previously failed courses. Recovery options are also available duringsummer school, which has been a historicallysuccessful program at CHS, recovering over120 credits annually. ⚬ During the 2013-2014 school year, CHSimplemented the Summer Impstitute toserve at-risk rising 9th graders. Studentsparticipated in an intensive 8 week course inwhich they earned a Freshman Seminarcredit. CHS is continuing to work inconjunction with the Office of StudentPerformance and Evaluation services toenhance this program and collect authenticdata to drive the direction of the program. Students are identified for this program byAdministrators and counselors at feedermiddle schools.• Student identification data for interventionsis collected on an ongoing basis by all schoolstakeholders. Teachers, counselors, parents,etc. may identify students who are thenreferred through the CHS academic referralprocess to the intervention team, who willimplement student- appropriateinterventions.

• In order to identify students for behavioralinterventions, a variety of data, including butnot limited to classroom referrals, ISS/OSSdata, ALC placement data, and lunch andafterschool detention data is collected andanalyzed.• Interventions offered may include ALCplacements, referral to programs such asYLearning, Graduate!, alternative schoolssuch as Mary Phillips. In some circumstances,students are identified for Behavioral Supportservices through Special Education Services.



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Intervention Structure

SMART Lunch Tutoring• Students may receive scheduled orimpromptu services through SMART Lunchtutoring and intervention programs on adaily/bi-weekly basis from specific disciplines.SMART Lunch Recovery• Students may utilize the Credit RecoveryLab during SMART Lunch in order to recovercredits without impacting their regularcourse schedule.After School/Early Morning AssistanceProgram• Students may take advantage of smallgroup/individual tutoring every morningbefore school or twice a week afterschool.Alternative Learning Center• Students admitted to the ALC will receivesmall group support intended to keepstudents on track. Credit recovery optionsmay also be available in addition tocompletion and support with scheduledcoursework.Graduate!• Hispanic students at-risk may be identifiedfor support offered through the Graduatesupport. This program also offers parenteducation systems, to increase parentalinvolvement and support.Summer Impstitute• Students who are slated to be 8th graderetainees by CHS feeders are offered anintensive 8 week Freshman Seminar focusedon Math and Reading intervention & skills.PALS/In-Class Resource Co-Teaching• Core courses with 12 or more studentsreceiving Special Ed. Services are providedwith an ICR teacher to assist in in-classinterventions.ESL Academy• Students identified as being in the countryfor the first year are served through the ESLAcademy and receive extra support throughESL Services.Credit Recovery Lab Placements• Students may be scheduled for a recoverylab placement during one of their classperiods. During this time, they can recoverup to two courses that they have previouslypassed portions of in the past. Success isdependent upon student work-ethic andself-discipline.Freshman Seminar• 9th Grade Retainees have been identifiedfor a Freshman Seminar class that will have acurriculum piece that will teach strategies foracademic success in addition to reinforcingmath and ELA skills.

SMART Lunch Tutoring• Students may receive scheduled orimpromptu services through SMART Lunchtutoring and intervention programs on adaily/bi-weekly basis from specific disciplines.SMART Lunch Recovery• Students may utilize the Credit RecoveryLab during SMART Lunch in order to recovercredits without impacting their regularcourse schedule.After School/Early Morning AssistanceProgram• Students may take advantage of smallgroup/individual tutoring every morningbefore school or twice a week afterschool.Alternative Learning Center• Students admitted to the ALC will receivesmall group support intended to keepstudents on track. Credit recovery optionsmay also be available in addition tocompletion and support with scheduledcoursework.Graduate!• Hispanic students at-risk may be identifiedfor support offered through the Graduatesupport. This program also offers parenteducation systems, to increase parentalinvolvement and support.Summer Impstitute• Students who are slated to be 8th graderetainees by CHS feeders are offered anintensive 8 week Freshman Seminar focusedon Math and Reading intervention & skills.PALS/In-Class Resource Co-Teaching• Core courses with 12 or more studentsreceiving Special Ed. Services are providedwith an ICR teacher to assist in in-classinterventions.ESL Academy• Students identified as being in the countryfor the first year are served through the ESLAcademy and receive extra support throughESL Services.Credit Recovery Lab Placements• Students may be scheduled for a recoverylab placement during one of their classperiods. During this time, they can recoverup to two courses that they have previouslypassed portions of in the past. Success isdependent upon student work-ethic andself-discipline.Freshman Seminar• 9th Grade Retainees have been identifiedfor a Freshman Seminar class that will have acurriculum piece that will teach strategies foracademic success in addition to reinforcingmath and ELA skills.

Alternative Learning Center• Students admitted to the ALC will receivesmall group support intended to keepstudents on track. Credit recovery optionsmay also be available in addition tocompletion and support with scheduledcoursework.In School Suspension• ISS will be utilized as a last resort prior toassigning OSS suspension. Students assignedto ISS have access to teachers and allnecessary academic coursework.



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Instruction

• In order to ensure that instructionaldecisions and planning are not in isolation,CHS has mandated protected PLT timeduring SMART Lunch. PLTs meet to planinstruction, participate in kid talk, andanalyze data from common formativeassessments to guide future instruction.• Attempts are made to strategicallyschedule courses to ensure that academiclevel sessions are kept at moderate to lownumbers. During the 2014-2015 school year,Math I and Earth Science teachers have beengiven a common planning period toencourage collaboration.• Opportunities will be scheduled this year aspart of the school professional developmentoffering for horizontal and vertical planningmeeting that will take place on Early Releasedays within specific disciplines.

• In order to ensure that instructionaldecisions and planning are not in isolation,CHS has mandated protected PLT timeduring SMART Lunch. PLTs meet to planinstruction, participate in kid talk, andanalyze data from common formativeassessments to guide future instruction.• Attempts are made to strategicallyschedule courses to ensure that academiclevel sessions are kept at moderate to lownumbers. During the 2014-2015 school year,Math I and Earth Science teachers have beengiven a common planning period toencourage collaboration.• Opportunities will be scheduled this year aspart of the school professional developmentoffering for horizontal and vertical planningmeeting that will take place on Early Releasedays within specific disciplines.

Assessment and Progress Monitoring

• In order to ensure student success andprogress, school stakeholders will regularlyparticipate in progress monitoring ofstudents requiring intervention. ⚬ Data collected will include summativeinformative classroom assessments, failure &retention rates, credit recovery progress inGradPoint, and graduation progress.• In the ELA discipline, Achieve 3000 andother benchmark programs will be utilized tomonitor Lexile scores and literacy progress.

• In order to ensure student success andprogress, school stakeholders will regularlyparticipate in progress monitoring ofstudents requiring intervention.• Data collected will include summativeinformative classroom assessments, failure &retention rates, credit recovery progress inGradPoint, and graduation progress.• In the Math discipline, teachers will utilizecommon benchmarks and software programsincluding ALEKS to remediate and assessstudents’ content knowledge.

• BIP Progress Monitoring• ALC Data• ISS/OSS Data

Curriculum/Resources

Evidence based materials used to supportintervention.• Achieve 3000• Silent Sustained Reading• SIOP Instruction• Thinking Maps• Study Island• Rosetta Stone for ELL• CMAPP• ELA-focused Curriculum Assistance

Evidence based materials used to supportintervention.• ALEKS• Study Island• CMAPP• SIOP• Centers Based Learning• Math-focused Curriculum Assistance

Evidence based materials used to supportintervention.• PBIS Strategies• ALC• Behavior Intervention Plans



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Reading Math BehaviorData DecisionProcess for Entry andExitInterventionStructureInstructionAssessment andProgress MonitoringCurriculum/Resources

comprehensive needs assessment school: cary hs school

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