lea or charter name/number: guilford county schools - 410 ... · goal 4 – leadership will guide...

LEA or Charter Name/Number:

School Name/Number:

School Address:

Plan Year(s):

Date Prepared:

Committee Position* Committee Position*

Principal Teacher Representative

Assistant Principal Representative Parent Representative



Teacher Representative Student Representative

Teacher Representative






Teacher Representative Orr, Susan



Teacher RepresentativeTeacher Representative

Guilford County Schools - 410

Collins, Terri Bruffey, Connie

Local Board Approval Signature:

Date

Date

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.”

Northwest Guilford High School - 490

5240 Northwest School Road, Greensboro, North Carolina 27409

2010-12

20-Aug-10

Principal Signature:Ralph Kitley (signature on file)

Caraher, Joe Jolly, Cindy

Douglas. Kerri White-Lawrence, Vicki

8/31/2010

Name Name

Kitley, Ralph Young, Ashley

Clark, Monica

Brown, Catherine A.

Hughes, John

Davis, John

Burdzy, Diana

Edwards, Sherria

Hunter, Katrina

* Add to list as needed. Each group may have more than one representative.

Irwin, Brent

Rathbone, Sandra

Ruiz, Elsie

West, Linda

Skaggs, Julia

Northwest Guilford High School - Cover Sheet Guilford County Schools

Goal 4 – Leadership will guide innovation in North Carolina public schools.

Goal 5 – North Carolina public schools will be governed and supported by 21st Century systems.

State Board of Education Goals – Future-Ready Students for the 21st

Century

Goal 1 – North Carolina public schools will produce globally competitive students.

Goal 2 – North Carolina public schools will be led by 21st Century professionals.

Goal 3 – North Carolina Public School students will be healthy and responsible.

Northwest Guilford High School - SBE Goals Guilford County Schools

To download a short version of the Guilford County Schools (GCS) Strategic Plan 2012, go to http://www.gcsnc.com/superintendent/pdf/shortplan.pdf.

To download a complete version of the Guilford County Schools Strategic Plan 2012, go to http://www.gcsnc.com/superintendent/pdf/StrategicPlan-Final%20-

Goal 4 – Leadership will guide innovation in North Carolina public schools.

Area I - Improve Academic Achievement

Guilford County Schools Strategic Plan 2012

GCS Strategic Plan 2012:

Supports State Board of Education Goal:

GCS Strategic Plan 2012: Area II - Supportive Family and Community Involvement


Goal 1 – North Carolina public schools will produce globally competitive students.





Goal 3 – North Carolina Public School students will be healthy and responsible.



Area V - Safe Schools & Character Development


Area IV - Respectful and Responsive Service


Area III - Strategic Human Resource Management

GCS Strategic Plan 2012: Area VI - Optimal Operations

Supports State Board of Education Goal: Goal 5 – North Carolina public schools will be governed and supported by 21st Century systems.

GCS Strategic Plan 2012: Area VII - Transformational Technology


GCS Strategic Plan 2012: Area VIII - Clear Baseline and Equitable Standards


Northwest Guilford High School - GCS Strategic Plan Guilford County Schools

http://www.gcsnc.com/superintendent/pdf/shortplan.pdf





http://www.gcsnc.com/superintendent/pdf/StrategicPlan-Final - Single Pages.pdf



Recommended Data Sources for Analysis by School Improvement Teams

Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that highly qualified, well-trained teachers provide instruction and how their

assignments most effectively address identified school improvement plan priority goals. Number and percentage of teachers Non-HQT (www.ncreportcards.org -

Choose county, school, and click on Quality Teachers tab)

End-of-Grade (EOG) Results disaggregated: (www.ncpublicschools.org/accountability/reporting - Click on State Testing Results [Green Book])

End-of-Course (EOC) Results disaggregated: (www.ncpublicschools.org/accountability/reporting - Click on State Testing Results [Green Book])

School Report Card results: (www.ncreportcards.org)

Identify disaggregated data that shows groups or subgroups in need of improvement in academic performance, behavior or other areas.

Examine data from such areas as:

North Carolina Teacher Working Conditions Survey results: (http://ncteachingconditions.org)

School Demographic Information related to drop-out information and graduation rate data (http://www.ncpublicschools.org/research/dropout/reports)

School Demographic Information related to teacher attendance, teacher turnover, or challenges associated with a high percent of new and/or inexperienced

faculty (http://www.ncreportcards.org and locally-maintained data)

North Carolina Teacher Working Conditions Survey: Guide for School Improvement (To assist in conversations about improving teacher working conditions,

The New Teacher Center created a guide to support using the SIP process for understanding and improving working conditions at a school. The guide can be

downloaded as a single document or in each of its three sections. Find this document at

http://ncteachingconditions.org/sites/default/files/attachments/SchoolImprovementGuide.pdf)

Healthy Active Children Initiative (http://www.nchealthyschools.org)

Special Education Continuous Improvement Plan

Ready Schools Inventory/Ready Schools Plan (http://ncreadyschools.org)

District Data: (www.gcsnc.com)

School Demographic Information related to student discipline: (e.g. total office referrals, long- and short-term suspensions, expulsions, alternative school

placements, School Incidence Report (SIR) data, or student attendance) (http://www.ncpublicschools.org/research/discipline/reports)

Title I AYP (http://ayp.ncpublicschools.org)

Northwest Guilford High School - Recommended Data Sources Guilford County Schools

http://www.ncreportcards.org/






http://www.ncpublicschools.org/accountability/reporting












http://ncteachingconditions.org/




http://www.ncpublicschools.org/research/dropout/reports















http://www.nchealthyschools.org/




http://ncreadyschools.org/




http://www.gcsnc.com/

http://www.gcsnc.com/

http://www.ncpublicschools.org/research/discipline/reports





http://ayp.ncpublicschools.org/




Vision:

Mission:

School Vision and Mission Statements

Northwest Guilford High School will be a School of Excellence that prepares students as life-long learners and contributing members of society.

The mission of Northwest Guilford High School is to educate, motivate, and challenge all students and staff.

Northwest Guilford High School Academic Goal Statement: Northwest students will achieve 90% proficiency or better on all standardized assessments.

To lead us toward our mission, our school shares the following beliefs: Teachers, staff, administrators parents, students, and community members

share in the responsibility for providing a supporting learning environment that allows students to achieve at their maximum potential. Northwest

recognizes that all students have intellectual, physical, social, and emotional needs, and their learning will be addressed by a variety of instructional

approaches. Analysis of data, program evaluations, staff training, instructional program development, and community input are essential parts of a

successful education institution to continuously improve. Students will develop the skills and knowledge essential for gaining access to post-secondary

educational institutions, employment opportunities, and productive membership in society.

Northwest Guilford High School - Vision and Mission Statements Guilford County Schools

School Data and Summary Analysis

Use data identified on the Data Sources tab (or from other sources) as the basis for understanding the school and identifying priority

areas for improvement.

Guiding Questions: Review school data and consider a variety of perspectives including overall school/student performance, sub-group

performance, attendance, teacher satisfaction, instructional practice (from walk-throughs/observations), and student learning (also from

walk-throughs/observations as well as data).

1. What does the analysis tell you about your schools strengths?

Northwest Guilford High School demonstrates a strong commitment for providing continuous improvement efforts designed to ensure a

positive school culture and to increase student achievement. We strive to provide a learning environment that promotes academic

excellence through high expectations for all. After a review of school data, the following strengths are noted:

* In 2010, Northwest met or exceeded target goals established for the school improvement plan.

* NWGHS was designated a School of Excellence with high growth, and our ABC performance composite increased from 88.4% (2009)

to 92.5% (2010).

* Northwest improved proficiency levels in all EOC areas, and our overall proficiency rate increased from 88.1% (2009) to 93.3% (2010),

the highest proficiency rate for all GCS traditional high schools.

* The overall achievement gap between standard and honors classes was reduced from 17.2% (2009) to 8.9% (2010).

* Northwest High School's graduation rate was 93.8% for 2010.

* ISS referrals decreased from 671 (2009) to 564 (2010).

* Total discipline referrals decreased from 1443 (2009) to 1105 (2010).

Northwest Guilford High School - School Data and Summary Analysis Guilford County Schools


2. What does the analysis tell you about your schools gaps or opportunities for improvement?

Although Northwest Guilford High School is proud of the accomplishments attained last year, we recognize that we must move forward

with improvement efforts for 2010 - 2011. From our data analysis, the following opportunities for improvement are noted:

* NWGHS improved proficiency in all EOC courses in 2010. However, Algebra I proficiency remains low at 60.9% and falls below the

district proficiency level of 70.6%. NWGHS met 20 out of 21 AYP goals in 2010. To ensure continuous improvement efforts, we will

continue to stress increased achievement for all students. We will continue to provide tutorial sessions, focusing on high risk students.

Our exceptional children (EC) services team will continue working collaboratively with teachers and students to find appropriate

interventions and support for identified students. Collaborative teams will continue to meet to plan lessons, share strategies, analyze

data and coordinate plans that encourage mastery learning. By exploring and utilizing such opportunities to maximize student success,

we hope to become an Honor School of Excellence.

* Although NWGHS reached high growth status in 2010, we recognize an opportunity to stress academic growth for all students, high

achieving students as well as at risk students.

* Data analysis indicates that achievement gaps still exist between standard and honors classes. Algebra II and English 9 have

achievement gaps between standard and honors courses greater than 10 percentage points.

School Safety Program ( SSP) and Schoolwide Information Systems (SWIS) data indicate that NWGHS still needs to reduce lost

instructional time due to in-school and out-of-school suspensions (ISS/OSS) incidents. ISS constitutes approximately 73% of total 2009

- 2010 OSS/ISS incidents. OSS constitutes approximately 27% of total ISS/OSS incidents. OSS incidents increased slightly, from 201

(2009) to 210 (2010). When looking at referrals by problem area, the greatest number of referrals for 2009 - 2010 were due to

inappropriate language (176 referrals), skipping (270 referrals), and disrespect (319 referrals). Referrals for inappropriate language and

tardies increased slightly over last year. 210 students (11.09%) have 1 referral; 146 students (7.71%) have 2 - 5 referrals; 64 students

(3.38%) have 6+ referrals; 29 students (1.53%) have 9+ referrals.



Priority Goal 2: Priority Goal 2: Close achievement gaps by stressing academic growth for all students, high achieving students as well

as at risk students. Data analysis indicates that achievement gaps still exist between standard and honors classes. Algebra II and

English 9 have achievement gaps between standard and honors greater that 10 percentage points.

Priority Goal 3: Reduce lost instructional time due to ISS/OSS, focusing on ISS incidents. ISS constitutes approximately 73% of total

2009 - 2010 OSS/ISS incidents.

Priority Goal 1: Improve academic achievement by increasing proficiency levels in EOC courses. Proficiency improved in all EOC

courses for 2009 - 2010. However, the proficiency level for Algebra I (60.9%) falls below the GCS proficiency level (70.6%).

3. What data is missing, and how will you go about collecting this information for future use?

* Advanced Placement (AP) Performance Data. The school has not yet received a complete breakdown of AP results. The Curriculum

Facilitator will contact the GCS Advanced Placement Coordinator for more information.

* Disaggregated data for students with disabilities. Our Exceptional Child Services (ECS) teachers will determine disaggregatated

achievement data for identified NWGHS students, especially in the targeted areas of English 9, Algebra I and Algebra II. This data will

help determine and monitor achievement gaps in targeted courses between regular education students and students with disabilities.

4. Based upon the analysis conducted, what 2-4 priority goals emerge for the school? (Cite relevant evidence from your analysis to

support these priorities.)


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Area for improvement and supporting data (refer to #4 of School Data and Summary Analysis): Improve academic achievement

by increasing proficiency levels in EOC courses.

Target SMART* Goal:By 2011, Northwest Guilford High School will increase overall ABC proficiency rate by 1.7 percentage points,

from 93.3% to 95%.

*Specific, Measurable, Attainable/Aligned, Results-Oriented, and Timebound

9 * NWGHS will increase students proficient in Algebra I by 9.1 percentage points, from 60.9% to 70% and Algebra II will

maintain at least a 90% proficiency level as measured by EOC scores.

Priority Goal 1 and Associated Strategies

Goal 1 Improvement Strategies – Identify research-based strategies whenever possible.

Strategy 1: Strategy: Provide additional learning instruction (at least one hour per week) using before or after school tutorials

for students performing below proficiency - to be determined by departmental Extended Learning Program (ELP)

Action Steps:

1 Departments will utilize the Extended Learning Program (ELP) to provide tutorials (re-teach and re-test opportunities) for

struggling students.

2 Teachers will administer and analyze common assessments and benchmarks to determine students who have not

mastered goals and objectives.

3 PLCs will thoroughly analyze pertinent data and explore strategies to improve subject mastery.

Overall SMART* Goal:By 2012, Northwest Guilford High School will achieve Honor School of Excellence status by increasing ABC

performance composite by 2.5 percentage points, from 92.5% to 95%.

Supports this Area of the

GCS Strategic Plan: Area I - Improve Academic Achievement

8 Professional Learning Communities will evaluate impact of tutorial opportunities and determine next steps.

5 Student data tracking will be used to inform students where they stand and what areas need improvement.

6 The National Honor Society will provide peer tutoring opportunities in the media center before and after school.

7 Teachers will employ spiral teaching to encourage mastery learning.

4 Teachers will encourage students who have not mastered goals to attend tutorial sessions.

Northwest Guilford High School - Priority Goal 1 Guilford County Schools


Review frequency:

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heck

12 * NWGHS will increase students proficient in English 9 by 1 percentage point, from 94% to 95% as measured by EOC

scores.

10 * NWGHS will increase students proficient in Physical Science by 2.2 percentage points, from 90.8% to 93% as

measured by EOC scores.

11 * NWGHS will increase students proficient in Civics & Economics by 1.2 percentage points, from 93.8% to 95% as


Strategy 1:

What data will be used to determine whether the strategies were deployed with fidelity?

Quarterly

Assigned implementation team: Professional Learning Communities

QUARTER 1: Professional Learning Community (PLC) documentation; Common assessment and benchmark data analysis

QUARTER 2: PLC documentation; Common assessment and benchmark data analysis; quarterly reports

QUARTER 3: Same as Quarter 2.

QUARTER 4:

How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and summative

data as appropriate.)QUARTER 1: PLCs will monitor student participation in tutorials and will analyze data from common assessments and benchmarks to measure student

improvement.

QUARTER 2: PLCs will continue monitoring student participation in tutorials and analyzing data from common assessments, benchmarks, and

quarterly reports to measure student improvement.

QUARTER 3: PLCs will continue monitoring student participation in tutorials and analyzing pertinent data to measure student improvement.

QUARTER 4:


Priority Goal 1 and Associated StrategiesA

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QUARTER 2: Benchmark 2 data: Algebra I NWHS - 51.9, GCS - 50.7; Algebra II NWHS - 65, GCS - 57.9; English 9 NWHS - 79.8, GCS - 75; C&E

NWHS 74.1, GCS - N/A; Biology NWHS - 67, GCS - 49.4; US History NWHS - 69.4, GCS - 61.7; Physical Science NWHS - 50.9, GCS - 48

What does data show regarding the results of the implemented strategies?

QUARTER 1: Benchmark I data: Algebra I NWHS ave. - 63.3, GCS ave. - 59.1; Alg. II NWHS - 72.3, GCS - 50.9; English 9 NWHS - 73.5, GCS - 68.5;

C&E NWHS - 73.8, GCS - 73.9; Biology NWHS - 63.4, GCS - 51.6; US History NWHS - 65.2, GCS - 55.7; Physcial Science - 80.06.

QUARTER 4:

QUARTER 3:

QUARTER 4:

Based upon identified results, should/how should strategies be changed?

QUARTER 1: Current strategy will be continued. PLCs will explore strategies to encourage greater participation in tutorial opportunities.

QUARTER 2: Current strategy will be continued. Enhanced peer tutoring will be implemented befor and after school.

QUARTER 3:


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Strategy 1: Strategy: Utilize Professional Learning Communities to plan lessons, share best practices, analyze data, and

reflect on content, skills, and assessments to ensure mastery learning

Action Steps:

1. Administration will provide designated collaboration time for Professional Learning Communities (PLCs) to plan and

evaluate lessons, reflect upon pertinent data, and develop strategies that ensure mastery learning.

2. PLCs will analyze common assessments and benchmark data to focus upon growth as well as proficiency for all

students.

8. *Increase the percent of students proficient in standard Algebra II by 4.1 percentage points, from 85.9% to 90% as

measured by EOC scores

7. English teachers will explore Balanced Literacy for reading and writing skill development.

3. PLCs will identify and encourage students who need remediation to participate in tutorial opportunities.

4. C&E has implemented blended standard and honors classes to explore the benefits and/or potential challenges for

heterogeneous ability grouping.

5. NWGHS will continue Food for Thought Mondays, teacher-led information sessions, where teachers share best practice

strategies that encourage mastery learning.

6. NWGHS will provide technology training sessions for teachers in order to enhance the implementation of active learning

opportunities into instruction. Topics include Advanced PowerPoint, Gaggle, Webquests, Moodle, Wimba, etc.

Priority Goal 2 and Associated StrategiesP

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Area for improvement and supporting data (refer to #4 of School Data and Summary Analysis):Close achievement gaps by

stressing academic growth for all students, high achieving students as well as at risk students. Data analysis indicates that

achievement gaps still exist between standard and honors classes. Algebra II and English 9 have achievement gaps between

standard and honors classes greater than 10 percentage points.



Supports this Area of the

GCS Strategic Plan: Area I - Improve Academic Achievement

Target SMART* Goal:By 2011, Northwest Guilford High School will utilize all data and develop strategies that focus not only on

proficiency but also on individual student growth.*


Goal 2 Improvement Strategies – Identify research-based strategies whenever possible.



Review frequency: Quarterly

Assigned implementation team: Professional Learning Communities, Curriculum Facilitator

QUARTER 4:

How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and summative

data as appropriate.)QUARTER 1: PLCs will monitor and analyze data from EVAAS, common assessments, and benchmarks to measure student growth and improvement

efforts.

QUARTER 2: PLCs will continue monitoring and analyzing data from EVAAS, common assessments, benchmarks, and quarterly reports to measure

student growth and improvement efforts.

QUARTER 3: PLCs will continue monitoring and analyzing data from EVAAS, common assessments, benchmarks, and quarterly reports to measure

student growth and improvement efforts.

Ch

eck

What data will be used to determine whether the strategies were deployed with fidelity?QUARTER 1: PLC documentation; Walk throughs/observations by all administrators; Common assessments and benchmark data

QUARTER 2: PLC documentation; Walk throughs/observations by all administrators; Common assessments and benchmark data

QUARTER 3: Same as Quarters 1 & 2.

QUARTER 4:

9. * Determine proficiency levels of students with disabilities in targeted courses (Algebra I, Algebra II, and English 9) to

address achievement discrepancies.

10. * Increase the percent of students proficient in standard English 9 by 5.5%, from 84.5% to 90% as measured by EOC

scores.

11. *Decrease the overall achievement gap between standard and honors EOC courses by 15%, from 8.9% to 7.6% as


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Strategy 1:


Priority Goal 2 and Associated StrategiesA

ct


QUARTER 1: Current strategy will be continued. PLCs will continue to focus efforts on strategies that ensure mastery learning for all students.

QUARTER 2: The current strategy will be continued. PLCs will continue to explore and focus upon strategies that encourage mastery learning for all

students.

QUARTER 3:

QUARTER 4:


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QUARTER 1: Benchmark I data indicates that the overall gap between standard and honors courses is 17.53 percentage points. The largest gaps are

in Algebra II (23.53 points) and Biology (22.2 points). The overall score for standard English 9 is 63.6 and for standard Alg II, 60.52.

QUARTER 2: Benchmark 2 data shows the overall gap between standard and honors courses to be 19.68 percentage points. The largest gaps remain

in Algebra II (26.6 points) and Biology (25.2 points). The overall score for standard English 9 is 70.3 and for standard Alg II, 52.2.

QUARTER 3:

QUARTER 4:


Strategy 1:

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7. The guidance department will encourage Career Day guest speakers to highlight the GCS character trait that has

been most important to their success in life.

1. The administration will provide opportunities for teachers to plan and collaborate development of lessons that help to

develop student’s character.

2. The administration and faculty will promote activites to highlight the character trait of the month.

3. Teachers will distribute "Viking Cash," a part of the PBIS incentive program, to recognize and reward students who

exhibit positive behavior related to the character trait of the month.

8. Through Graduation Project research, students will be given an opportunity to explore, analyze and discuss the

character traits of a person who has made a significant impact on the world.

Strategy: Implement school-wide and classroom-level activities to support the monthly district character traits.

Action Steps:

4. Teachers will highlight people who have exhibited positive character through literacy examples to the students.

5. NWGHS will utilize the Viking Connections Advisor/Advisee program to augment discussion of character traits.

6. NWGHS will align Positive Behavior Intervention Support (PBIS) goals/expectations to the GCS character traits.

Supports this Area of

the GCS Strategic Plan:

Target SMART* Goal:By June 2011, at least 50% of students will engage in civic education, character education and service

learning through curriculum integration.

Improvement Strategies – Identify research-based strategies whenever possible.

Area V - Safe Schools and Character Development


Character Development PlanArea for Improvement:

Expand character development strategies to create learning opportunities that address the whole child.

Overall SMART* Goal:By June 2012, 100% of students will engage in civic education, character education and service learning

through curriculum integration.

Northwest Guilford High School - Character Development Plan Guilford County Schools

Character Development PlanP

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Strategy 3: Strategy: Provide opportunities for students to participate in service learning.

Action Steps:

1. The administration will provide opportunities for teachers to receive training in service learning.

2. Teachers will receive introductory training in service learning followed by monthly updates to encourage service

learning experiences within each discipline

3. Teachers may choose to participate in focused staff development (10+ hours) that will expand service learning

opportunities inside their own courses as well as aid in developing school wide service learning projects.

4. Professional Learning Communities will explore and implement opportunities to integrate service learning into the

classroom curriculum.

5 All students will participate in at least one service learning thematic unit during the 2010-11 school year.

6 The school will build new community partnerships to support service learning.

7 The OCS class will conduct a school-wide, year-long recycling program.

8. The Leadership Class will conduct a Human Relations Day to encourage an awareness of and appreciation for

diversity.

Strategy 2: Strategy: Provide opportunities for students to build and use citizenship skills.

Action Steps:

1. The administration will provide opportunities for teachers to plan, collaborate and develop lessons that will help foster

citizenship skills.

2. The Leadership Class will plan and execute activities to increase school and community citizenship awareness.

3. The Leadership Class will implement a volunteer tutoring program that will provide tutoring opportunities for area

elementary schools.

4. Social Studies teachers will provide more opportunities to highlight the roles of individual citizens and the power of

citizens working together to change their communities.

5. When possible, teachers will bring in elected officials to serve as guest speakers.

6. School clubs will be encouraged to sponsor a service project that will benefit the community.

7. NWGHS will utilize the Viking Connections Advisor/Advisee Program to encourage and develop citizenship skills that

will help build school unity.


Character Development PlanReview frequency:

Ac

t QUARTER 2: Current strategies will continue. The Leadership Class will spearhead activities and opportunities for character

development/citizenship awareness within the school.

QUARTER 3:

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k

QUARTER 4:


Quarterly

QUARTER 1: Lesson plans from Leadership Class and feedback from Viking Connections meeting indicate that activities to broaden character

development and citizenship have been implementented and that students have responded favorably.

QUARTER 2: Lesson plans from Leadership Class indicate the continuation of character development/citizenship activites within the school.

Feedback from Viking Connections indicates positive student participation in planned activities.

QUARTER 3:

QUARTER 4:

Based upon identified results, should/how should strategies be changed?QUARTER 1: Current strategies will continue. The Leadership Class will play an essential role in promoting character development activities within

the school.

Assigned implementation team: Administrators and Curriculum Facilitator

What data will be used to determine whether the strategies were deployed with fidelity?

QUARTER 1: PLC documentation; lesson plans; walk throughs/observations

QUARTER 2: PLC documentation; lesson plans; walk throughs/observations; feedback from Viking Connections and Leadership Class activities

QUARTER 3: Same as Quarter 2.

How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and

summative data as appropriate.)

QUARTER 1: The administrators and PBIS team will analyze SSP and SWIS data to determine how the initiatives have impacted student behavior.

Walk throughs and observations by administrators will indicate integration of service learning opportunities within the curriculum.

QUARTER 2: Administrators and PBIS team will continue analyzing SSP and SWIS data to determine impact of initiatives on student behavior.

Teachers will submit service learning project ideas to administrators. Walk throughs/observations will indicate integration within curriculum.

QUARTER 3: Administrators and PBIS team will continue analyzing SSP and SWIS data to determine impact of initiatives on student behavior.

Walk throughs and observations by administrators, lesson plans, and PLC minutes will indicate integration of service learning experiences.

QUARTER 4:


Character Development PlanA

ct

QUARTER 4:


Target SMART* Goal:By 2011, Northwest Guilford High School will utilize all data and develop strategies that focus not only on

proficiency but also on individual student growth.*

Goal Summary



Target SMART* Goal:By 2011, Northwest Guilford High School will increase overall ABC proficiency rate by 1.7 percentage points, from

93.3% to 95%.

Strategy: Provide additional learning instruction (at least one hour per week) using before or after school tutorials for students performing below

proficiency - to be determined by departmental Extended Learning Program (ELP) schedules. Professional Learning Communities will monitor and

evaluate ELP content and progress.

Goal 1 and Associated Strategies

Goal 2 and Associated Strategies



Strategy: Utilize Professional Learning Communities to plan lessons, share best practices, analyze data, and reflect on content, skills, and assessments

to ensure mastery learning

Strategy: Implement school-wide and classroom-level activities to support the monthly district character traits.

Strategy: Provide opportunities for students to build and use citizenship skills.

Strategy: Provide opportunities for students to participate in service learning.

Character Development Goal and Associated Strategies

Overall SMART* Goal:By June 2012, 100% of students will engage in civic education, character education and service learning through

curriculum integration.

Target SMART* Goal:By June 2011, at least 50% of students will engage in civic education, character education and service learning

through curriculum integration.

Northwest Guilford High School - Goal Summary Guilford County Schools

In accordance with General Statute § 115C-105.47 (b)(3), the school principal is responsible for restoring, if necessary, and

maintaining a safe, secure, and orderly school environment. The duties of the principal with respect to this include exhibiting

appropriate leadership for school personnel and students, providing for alternative placements for students who are seriously

disruptive, reporting all criminal acts under G.S. 115C-288(g), and providing appropriate disciplinary consequences for disruptive

students. Disciplinary action of principals will be the responsibility of the regional superintendent and ultimately the

superintendent.

Safe School Plan

Pursuant to General Statute § 115C-105.47, this Safe School Plan provides required information regarding roles and

responsibilities of district and school-level personnel with respect to establishing and maintaining a safe, secure, and orderly

school.

Name and role of person(s)

responsible for implementing this plan:Ralph Kitley

Statement of Responsibility for the School Principal

Pursuant to General Statute § 115C-105.47 (b)(5), the following procedures are used to identify and serve the needs of students

at-risk of academic failure or are engaging in disruptive or disorderly behavior, or both.

In order to assess student needs, information related to discipline and academic achievement is collected and reviewed regularly

including grades, discipline reports, surveys, dropout data, end of grade and end of course scores. The school system relies on

these and several other sources to develop services based upon information gained from various needs assessments, i.e.,

Positive Behavior Intervention Support (PBIS), Personalized Education Plan (PEP), counseling and social work referrals.

Services for At-risk Students

Statement of the Roles of Other Administrators, Teachers, and Other School Personnel

In accordance with General Statute § 115C-105.47 (b)(4), other school personnel will participate in the development and

implementation of the safe school plan. Other school personnel will report to the principal any acts of violence, bullying or

alcohol/drug offenses, serve as a role model (in preparedness and good character), and confer with student services staff when

necessary to maintain a safe, secure and orderly school environment. Disciplinary action of other school personnel will be the

responsibility of the principal.

Northwest Guilford High School - Safe School Plan (2010-12) Guilford County Schools

Safe School Plan

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Pursuant to General Statute § 115C-105.47 (b)(6), the following mechanisms are used for assessing the needs of disruptive and

disorderly students who are at risk of academic failure, providing these students with services to assist them in achieving

academically and modifying their behavior, and for removing them from classrooms when necessary.

review screening data and close case.

School staff will be provided clear guidelines regarding the use of reasonable force permissible by NC Public Schools and follow

Use of Seclusion and Restraint guidelines as outlined in North Carolina House Bill 1032 and Guilford County Board of Education

policy (http://www.gcsnc.com/policies/admin_policy/jd_eff10_10_06.htm). In order to assess student needs, the following

strategies will be implemented:

review of attendance and discipline referral reports

understanding and recognizing the cultural and ethnic diversity of the student population;

systemic observations of the students;

conferences with students and/or parents;

consultation with teachers and others who work with students;

review of student records, grades, current school work, and other existing data;

review of assessment results such as informal reading and math inventories, criterion referenced tests, Instructional

Management System assessments, End-of-Grade (EOG)/End-of-Course (EOC) tests, etc.;

receive and investigate referral,

review data and determine if intervention plan is needed,

develop intervention plan if needed,

assess outcomes of intervention plan and determine if screening is needed,

conduct screening if needed, and

(SPECIFY ANY ADDITIONAL PROCEDURES BEING USED AT YOUR SCHOOL TO IDENTIFY AND SERVE THE NEEDS OF

STUDENTS AT-RISK OF ACADEMIC FAILURE OR WHO A35ARE ENGAGING IN DISRUPTIVE OR DISORDERLY

BEHAVIOR, OR BOTH)

The Intervention Support Team (IST), whose make-up represents the diversity of the school community, works with classroom

teachers to identify students at risk of academic failure or disruptive behavior. The ISTs use a six-step process in responding to

referrals of at-risk students:

training for designated school staff in verbal de-escalation strategies and acceptable physical intervention

techniques; and

consultation with appropriate community agencies;

review/request medical and social histories including home visits.


Safe School Plan

11.

12.

1.

2.

3.

4.

5.

Guilford County Juvenile Detention Center, under the supervision of the Guilford County Juvenile Courts, employing

GCS teachers, and

A continuum of intervention programs are provided including behavior improvement classes, in-school suspension, Twilight

School (and intervention for seniors within 9 credits of graduation), and SCALE (School Community Alternative Learning

Environment) which includes the following components: (DELETE PROGRAMS NOT APPLICABLE FOR YOUR SCHOOL)

Community Service Works Alternative Education Program.

(SPECIFY ANY ADDITIONAL ALTERNATIVE LEARNING ENVIRONMENTS PROVIDED FOR YOUR STUDENTS.)

Target SMART* Goal:

Overall SMART* Goal:By 2012, NWGHS will reduce lost instructional time due to ISS/OSS by 30%, from 774 to 542

incidents as measured by SSP data.

Supports this Area of

the GCS Strategic Plan: Area V - Safe Schools & Character Development


(SPECIFY ANY ADDITIONAL MECHANISMS USED AT YOUR SCHOOL FOR ASSESSING THE NEEDS OF DISRUPTIVE

AND DISORDERLY STUDENTS WHO ARE AT RISK OF ACADEMIC FAILURE, PROVIDING THESE STUDENTS WITH

SERVICES TO ASSIST THEM IN ACHIEVING ACADEMICALLY AND MODIFYING THEIR BEHAVIOR, AND FOR REMOVING

THEM FROM CLASSROOMS WHEN NECESSARY.)

By 2011, NWGHS will reduce lost instructional time due to ISS by 10%, from 564 to 508 incidents as

measured by SSP data.

Mel-Burton School Structured Day Program, coordinated by the Guilford County Youth Focus Program, employing

GCS teachers,

In accordance with General Statute § 115C-105.47 (b)(7), the following measurable (goals) for improving school safety and order

are in place. (Copy as needed depending upon number of goals.)

Pursuant to General Statute § 115C-105.47 (b)(13a), the following services are provided to students assigned to an alternative

school or an alternative learning program.


Safe School Plan

Review frequency: Quarterly

Assigned implementation team:

1 The Positive Behavior Intervention Support (PBIS) team and administrators will determine problem behaviors

2 Administrators will identify ISS repeat offenders

Action Steps:

Strategy 1 Strategy: Provide alternative disciplinary actions for ISS infractions so that students will not lose

classroom instructional time.

3 Faculty members will employ PBIS strategies to promote a climate of greater productivity, safety, and learning.

2 The PBIS team will provide monthly updates at faculty meetings to apprise faculty of pertinent PBIS data.

8 The PBIS team will oversee the Viking Store during lunches where students may redeem Got Caught Cash.

3 When possible, administrators will assign alternative punishments for ISS repeat offenders

4 Administrators and teachers will provide timely communication with parents to address disciplinary issues,

Improvement Strategies – Identify research-based strategies whenever possible.

6 The PBIS team will identify students who receive 5 or more discipline referrals and implement interventions.

7 NWGHS will utilize PBIS incentive program (Got Caught Cash) to reward positive student behavior.

Strategy 2 Strategy: Employ Positive Behavior Intervention and Support (PBIS) strategies for teaching, reinforcing, and

rewarding desired student behaviorsAction steps:

1 The PBIS team will monitor SWIS data trends to help determine areas for improvement efforts.

4 Faculty members will promote awareness of school-wide expectations.

5 The school will align PBIS goals/expectations to GCS character traits.

Administrators and PBIS Team


Safe School PlanWhat data will be used to determine whether the strategies were deployed with fidelity?

QUARTER 1: Discipline referrals; SSP data; SWIS data



QUARTER 4:

How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and

QUARTER 4:

QUARTER 1: NWHS had 200 total discipline referrals for 1st quarter 2010 as compared to 231 for 1st quarter 2009; 76 ISS referrals in 2010

as compared to 108 in 2009; 43 OSS incidents in 2010 as compared to 49 in 2009. The majority of ISS referrals were for skipping and

disrespect.QUARTER 2: NWHS had 449 total discipline referrals for 1st semester 2010/11 as compared to 582 for 2009/10; 208 ISS referrals for 1st

semester 2010/2011 as compared to 279 for 2009/10; 118 OSS referrals for 1st semester 2010/11 as compared to 108 for 2009/10.

QUARTER 3:

QUARTER 4:


QUARTER 1: Administrators and PBIS Team will analyze SSP and SWIS data to monitor improvement efforts and guage effectiveness of

strategy.

QUARTER 2: Administrators and PBIS Team will continue analyzing and monitoring SSP and SWIS data to determine effectiveness of

strategy. Discipline data will be shared at monthly faculty meetings.

QUARTER 3: Administrators and PBIS Team will continue to analyze and monitor SSP and SWIS data to monitor effectiveness of strategy.

PBIS will continue to share pertinent data at faculty meetings.


Safe School Plan

1.

2.

3.

Operation Stop Arm is a cooperative effort between GCS and local law enforcement agencies to reduce incidents of

speeding in school zones and passing stopped school buses.


QUARTER 3:

QUARTER 4:

The City of Greensboro's Task Force against Graffiti and Gangs concentrates on reporting, recording, and removal

of graffiti.

The law enforcement officers, juvenile court counselors, and the District Attorney’s Office notify principals when

juvenile students are arrested for felonies and as the cases are adjudicated, in accordance with North Carolina

General Statues 7A-675 and 15A-505.

Pursuant to General Statute § 115C-105.47 (b)(10), identify the school's plan to work effectively with local law enforcement and

court officials.

The district’s School Safety Office serves as a liaison with local law enforcement agencies. The office is staffed by a program

administrator for school safety, a school resource officer (SRO) coordinator, and a support specialist for school safety. The

school resource officer coordinator is a Captain with the Guilford County Sheriff’s Department on contract with Guilford County

Schools. The School Safety Office routinely collaborates with the various local law enforcement agencies, not only through the

School Resource Officer program, but also various operating units within each agency, i.e., representatives of the criminal justice

system, juvenile court counselors. The school works collaborative with local law enforcement and court officials through various

programs including: (DELETE PROGRAMS NOT APPLICABLE FOR YOUR SCHOOL.)

Planned/Completed

Critical Incident training video 3-Sep-10

First Responder Training 9/18/2010

In accordance with General Statute § 115C-105.47 (b)(9), the following planned or recently completed professional development

aligns with the goals of our safe school initiative:

Professional Development

QUARTER 1: Continue current strategies with no changes.

QUARTER 2: Continue current strategies. PBIS Team and faculty will emphasize student awareness of school-wide discipline goals.


Safe School Plan4.

5.

Staff Newsletter

SROs work closely with the middle and high school Students Against Violence Everywhere (S.A.V.E.), Students

Against Destructive Decisions (SADD) chapters and the Student Mentoring Awareness Resource Teams

(S.M.A.R.T.) program to raise and maintain awareness of violence in the schools, underage drinking and the use of

illicit drugs.

Pursuant to General Statute § 115C-105.47 (b)(11), identify the district's plan to provide access to information to the school

community, parents, and representatives of the local community. (SPECIFY ANY ADDITIONAL VENUES USED BY YOUR

SCHOOL.)

Community/Parents Students Staff

Student Handbook Student Handbook

(SPECIFY ANY ADDITIONAL WAYS YOUR SCHOOL WORKS EFFECTIVELY WITH LOCAL LAW ENFORCEMENT AND

COURT OFFICIALS.)

PTA Updates, Meetings, & Newsletter

GCS Website

Homeroom Updates

Superintendent's News Briefs (weekly)

Cable Access Channel

Board of Education Meeting Materials

Connect-Ed messaging and notification

technology

Board of Education Meeting Materials


technology

Guilford County Association of Educators

(GCAE)

Student Council Updates

Faculty/Staff Meetings

GCS Website

Cabel Access Channel

E-mail Communications to all GCS

Employees from District Relations


technology

GCS Parent Academy

Student Assemblies

School Newsletter

School/District Brochures

Student Newspaper

Superintendent's News Briefs (weekly)

Cable Access Channel


410-490

2. Identify the law, regulation, or policy from which exemption is requested.

Guilford County Schools - 410

School Number(s) Request for Waiver

1. Please describe the waiver you are requesting.

We are requesting a class size waiver. Exceptions are sought for ninth

grade classes (29) and tenth-twelfth grade classes (32).

Signature of Superintendent/Designee Date

NC General Statutes Section 115C - 301©Maximum Class size and NC

General Statutes Section 115C-301 (d) Maximum Teaching Load

3. State how the waiver will be used.

The waiver will be used to provide appropriate courses for students that fall

short of local promotion standards. It will also be used for students who

need a class for graduation and the only way to get the class would be to use

the flexibility with class size.

4. State how this waiver helps achieve the specific performance goals

The waiver would promote achievement of performance goals by

guaranteeing appropriate courses and levels of courses are available for

students in emergency situations. More effective teaching and learning will

occur as the schools are able to operate the master schedule with fluidity,

moving students in and out of skill groups and classes.

(Please duplicate this sheet as needed for additional waivers.)

School-Based Management and Accountability Program

Summary of School-Based Waiver Requests

Program Years: 2010-12

LEA or Charter School Name/Number:

of 27

lea or charter name/number: guilford county schools - 410 ... · goal 4 – leadership will guide...

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