[Click and type your school's name]

Transcription

1 Guilford County Schools High School Improvement Plan [Click and type your school's name] Contents 1. Mission Statement Leadership Team School Community Profile Overview of School 6. Waiver Request 7. Provision for Distribution of ABC Incentives 8. Ends Indicators 9. Safe Schools Plan Comment [GCS1]: Highlighted (yellow) text indicates a comment. Comments contain instructions for filling out this form. The yellow highlighting will not show when you print. To see a comment, simply hold your mouse over a yellow area. Another option is to select Comments from the View menu. Gray areas indicate places on the page where text or numbers are to be typed. To type, click once on a gray area, and then begin typing. You will not see a cursor until after you have typed the first letter. The new letters or numbers will replace the gray area. Approvals Approved by Staff Date of Approval by Staff: [Click and type date] Principal s Signature: Approved By School Improvement Associate Superintendent s or Executive Director s Signature: Approved by GCS Board of Education Results (% Approval): [Type] Date: Date: Date: Comment [GCS2]: Remember that you are to get staff approval of the plan and that you are to have a record of the vote of approval. On this document that is to be recorded as a % of the whole staff that approved the plan. Comment [GCS3]: In connection with the Approval by School improvement, your plan is to be turned in to your School Improvement supervisor who will review and approve your plan before it is sent to the Board of Education. DAI-F003 Rev. B Page 1 of 82

2 Mission and Belief Statements School s Mission Statement: [Click and type your mission statement.] To lead us toward our mission, our school community shares the following beliefs: [Click and type your shared beliefs.] Comment [GCS4]: Double-click in the header (or choose Headers and Footers from the View menu). Click and type your school s name in the header. Click Close on the header/footer toolbar to return to the document. Comment [GCS5]: Under the beliefs statement you should augment your mission statement to reflect your commitment to meeting the No Child Left Behind mandates. DAI-F006 Page 2 of 82

3 Leadership Team Members The following team members collaborated with school staff to develop the School Improvement Plan for our school (parents must be included): Name Position or Role Signature Date [Click and type name.] [Click and type position] Comment [GCS6]: Please note it calls for the signatures of your leadership team members and that your leadership team members must include parents. Click and type in empty cells to enter the names, positions, and date of signatures for the rest of the team. Press tab to move to new cells. Do NOT press Enter. If you need more rows, choose, the Table menu -> Insert -> Rows or press tab in the last cell the table and a new row will automatically be created. DAI-F006 Page 3 of 82

4 School Community Profile A. Demographics (10 th day membership ) Ethnic Subgroups Subgroup Number of Students Percentage of Students Male Female Total Male Female African American [Type] [Type] 0!Zero Divide!Zero Divide American Indian [Type] [Type] 0!Zero Divide!Zero Divide Asian [Type] [Type] 0!Zero Divide!Zero Divide Hispanic [Type] [Type] 0!Zero Divide!Zero Divide Multiracial [Type] [Type] 0!Zero Divide!Zero Divide White [Type] [Type] 0!Zero Divide!Zero Divide Totals: 0 0 0!Zero Divide!Zero Divide Other Student Subgroups Other Subgroups Number Percent of School Population Children with Disabilities (unduplicated count) [Type]!Zero Divide Academically Gifted [Type]!Zero Divide Limited English Proficient Students (LEP) [Type]!Zero Divide Total Free and Reduced Lunch [Type]!Zero Divide Section 504 [Type]!Zero Divide Comment [GCS7]: The Demographics page will reflect the need to have baseline data for the various sub-groups you serve since under No Child Left Behind mandates, you will be expected to see that each of these sub-groups is on grade level by the specified dates in the legislation. Further, your SIP must identify sub-groups that need special attention to successfully meet the No Child Left Behind mandates. This information should mirror your 10-day membership count for Comment [GCS8]: Only enter the number of male and female students for each group. If you have no students at your school in a group, enter zero. Press tab to move to new cells. Do NOT press Enter. See the next comment to learn how to calculate the totals and percentages. Comment [GCS9]: Calculate the totals before you calculate the percentages. 1.To calculate, click once to the left of or on the gray box in the Total row or column and press the F9 key. Note: It is important to click to the left of or on the gray area but not to the right of it. Pressing tab to move to a new cell will put the cursor in the right place as well. Do this for all Totals in column D and on the Totals row. Then click once to the left of or on each the gray boxes under percentages (the ones that say!zero Divide ) and press F9.... [1] Comment [GCS10]: Type the number of students for each subgroup. Enter zero if you have no students that represent a subgroup. Comment [GCS11]: Click to the left of or on each of the gray!zero Divide boxes and press F9 to calculate the percentages. DAI-F006 Page 4 of 82

5 School Community Profile B. Student Achievement Grade Level/Test School Percent Scoring At or Above Grade Level End-of-Course Tests District Percent Scoring At or Above Grade Level State Percent Scoring At or Above Grade Level Algebra I [Type] [Type] [Type] Algebra II [Type] [Type] [Type] Comment [GCS12]: This section lists proficiency levels for the school, district and state. It begins with the school year and you will add the subsequent data at the end of the next 3 years. EOC Results List the results under each area. Data should be entered as a value (number) without the percent sign. Click in the cell and type. Press tab to move to the next cell. Do NOT press enter. Biology [Type] [Type] [Type] Chemistry [Type] [Type] [Type] ELPS [Type] [Type] [Type] English I [Type] [Type] [Type] Geometry [Type] [Type] [Type] Physical [Ty pe] [Ty pe] [Ty pe] Science Physics [Type] [Type] [Type] US Hist ory [Ty pe] [Ty pe] [Ty pe] DAI-F006 Page 5 of 82

6 School Community Profile Grade All Level/Test Algebra I [Type] Algebra II [Type] Biology [Type] Chemistry [Type] ELPS [Type] African American American Indian End-of-Course Tests Percent Proficient by Subgroup Asian Hispanic Multi- Racial White LEP Disabled Free/ Reduced Section 504 Comment [GCS13]: Endof-Grade Tests - Percent Proficient by Subgroup Chart Data for this chart are available in hard copy and on the Testing Data Tools disk. These data will be critical as you determine the sub-groups you need to target to meet the mandates set out in No Child Left Behind legislation. (You will be given a list of Free/Reduced students to help crossreference their progress.) Data should be entered as a value (number) without the percent sign. Click in the cell and type. Press tab to move to new cells. Do NOT press Enter. English I [Type] Geometry [Type] Physical [Type] Science Physics [Type] US History [Type] DAI-F006 Page 6 of 82

7 School Community Profile 10 th Grade Writing Test School N/A Guilford County N/A Comment [GCS14]: 10 th Grade Writing Test not applicable for school year. In future years, data should be entered as a value (number) without the percent sign. Click in the cell and type. Press tab to move to new cells. Do NOT press Enter. Percent Proficient on NC Comprehensive Test Reading Math Reading Math Reading Math School N/A Comment [GCS15]: NC Comprehensive Test - not applicable for school year. In future years, data should be entered as a value (number) without the percent sign. Click in the cell and type. Press tab to move to new cells. Do NOT press Enter. Guilford County N/A Course % Tested Average SAT Scores Avg. Score % Tested Avg. Score % Tested Avg. Score Math [Type] [Type] [Type] [Type] [Type] [Type] Verbal [Type] [Type] [Type] [Type] [Type] [Type] Total Score % Tested Avg. Score % Tested Avg. Score % Tested Avg. Score Comment [GCS16]: Note the percent tested and the average scores. Enter the data as a value (number), without the percent sign. To calculate totals, click once to the left of or on the gray zero in the Total Score row and press the F9 key. Note: It is important to click to the left of or on the gray zero but not to the right of it. Pressing tab to move to a new cell will put the cursor in the right place as well. DAI-F006 Page 7 of 82

8 School Community Profile Course Advanced Placement Exams # Taking Exam % Scoring 3 or Higher # Taking Exam % Scoring 3 or Higher # Taking Exam English Lit. & Composition (E-1.1) [ ] [ ] [ ] English Lang. & Comp. (E-1.1) [ ] [ ] [ ] Calculus AB (E-2) [ ] [ ] [ ] Calculus BC (E-2) [ ] [ ] [ ] Statistics (E-2) [ ] [ ] [ ] *Biology (E-4) [ ] [ ] [ ] Physics B (E-4) [ ] [ ] [ ] Physics C Mech. (E-4) [ ] [ ] [ ] Physics C Elec. & Mag. (E-4) [ ] [ ] [ ] Chemistry (E-4) [ ] [ ] [ ] Government & Politics (E-6) [ ] [ ] [ ] Additional AP Courses Offered: % Scoring 3 or Higher # Taking Exam % Scoring 3 or Higher # Taking Exam % Scoring 3 or Higher # Taking Exam % Scoring 3 or Higher Comment [GCS17]: AP Exams the number taking the exams and the percent scoring 3 or higher. Additional slots are available to fill in any AP course offered at your school that is not listed. Also note the AP course enrollment by subgroups. To enter data, click on a gray box or in an empty cell and type the number. Enter the number as a value (number) without the percent sign. Press tab or click to move to a new cell. Do NOT press enter. *Environmental Science, first offered in , alternates with Biology. Advanced Placement Course Enrollment Total All Enrolled [ ] African American American Indian Asian Hispanic Multi- Racial White LEP Disabled Free/ Reduced Section 504 DAI-F006 Page 8 of 82

9 School Community Profile C. Student Attendance Student Data Attendance Rate (Percentage) [Type] Dropout Rate (Percentage) [Type] D. Student Suspensions Grade Levels Grade 9 [Type] [Type] Grade 10 [Type] [Type] Grade 11 [Type] [Type] Grade 12 [Type] [Type] Totals: 0 0 Suspensions # of Total # of Total # of Total # of Students Incidents Students Incidents Students Incidents Students Suspensions by Subgroups Total Incidents Grade All African American Asian Hispanic Multi- White LEP Disabled Free/ Section Level/Test American Indian Racial Reduced 504 Grade 9 [Type] [Type] [Type] [Type] [Type] [Type] [Type] [ ] [Type] [Type] [Type] Grade 10 [Type] [Type] [Type] [Type] [Type] [Type] [Type] [ ] [Type] [Type] [Type] Grade 11 [Type] [Type] [Type] [Type] [Type] [Type] [Type] [ ] [Type] [Type] [Type] Grade 12 [Type] [Type] [Type] [Type] [Type] [Type] [Type] [ ] [Type] [Type] [Type] Totals: Comment [GCS18]: This section will require you to fill in only the column (contact Gwen Willis for this data). You already have the data that has to be entered. Data should be entered as a value (number) without the percent sign. Click in the cell and type. Press tab to move to the next cell. Do NOT press enter. Comment [GCS19]: This section will require you to fill in only the column. You already have the data that has to be entered. Please see your SIMS operator. Click and type the values in the cells. Click to the left of or on the gray box on the Totals Row and press F9 to calculate the totals. Comment [GCS20]: [GCS20] Click and type the values for each subgroup in the cells. If no suspensions type zero. Click to the left of or on the gray box on the Totals Row and press F9 to calculate the totals. DAI-F006 Page 9 of 82

10 School Community Profile E. Personnel Data Personnel Data Certified Staff (as of August 15 of the current year) Total Number [Type] [Type] Number with [Type] [Type] Advanced Degrees Number National Board [Type] [Type] Certified Teachers Number of Staff with [Type] [Type] Emergency Permits Number of Lateral Entry Staff [Type] [Type] Teacher Attendance Rate (Percentage) [Type] [Click and Delete] Classified Instructional Staff (as of August 15 of the current year) Total Number [Type] [Type] Comment [GCS21]: This section will call for you to enter data for both the and school years. For the school year you should have the actual data. For the school year, you should use what data you have as of August 1 The may be revised at a later date based on actual figures. Please survey your staff, check your state report card or SACS files to obtain this information. In the column, do not fill in teacher attendance rate. You may use the Governor s Report Card to retrieve some of the above information. Sadie Bryant Woods has a copy if you do not. Comment [GCS22]: Click and delete this comment and text. Do NOT enter the Teacher Attendance Rate until the end of the school year. Number with College Degree [Type] [Type] Number of Associate s Degree Number with at least 2 Years of College [Type] [Type] [Type] [Type] DAI-F006 Page 10 of 82

11 Overview of School (Using the data previously provided, develop an overview of the entire school that speaks to its strengths, weaknesses, and challenges.) [Click and type the overview.] Comment [GCS23]: This section calls for a simple narrative that, as a result of reviewing your school s data (see School Community Profile and Ends Indicators), addresses its strengths, weaknesses and major challenges. One suggested way of pulling together the major points you want to make here is to conduct a series of brainstorming sessions around the three areas (strengths, weaknesses and major challenges). Make a list in each area, consolidate items and come to consensus that what remains on your list accurately reflects the status at your school. Convert the three consolidated lists into narratives. (Don t forget your special needs students in this process.) Judie Davie said this is useful for the completion of your SACS summary. DAI-F006 Page 11 of 82

12 I. Grades 9-12 Drop-Out Prevention (Ends Policy E-1) A. Achievement Area Overview (Brief statement of special conditions to be considered in addressing this specific targeted achievement area.) [Click and type the overview.] B. Objectives (Identify the measurable and/or observable outcomes in relation to targeted achievement area. Consult state guidelines for expected annual growth.) 1. [Click and type the objectives.] Comment [GCS24]: This section gets you into the actual plan. The term targeted achievement areas refers to the areas you are expected to target in your plan. These areas are the same as the areas identified under Ends Indicators at the back of the planning document. You will find the targeted achievement areas listed throughout this section. You need to have a plan for each of these areas. Please see the exemplars included with these directions for some guidance in completing your sections A, B, & C. Included is a possible example of Drop Out Prevention. This is provided simply for your information as possible examples. Please develop Targeted Achievement Areas for your particular school. Comment [GCS25]: Insert a brief narrative that addresses any special conditions the school needs to consider as it addresses the specific Targeted Achievement Area, i.e., your school may have to make some adjustments because of the transfer of Hispanic students back to their home attendance area; high teacher turnover rate; redistricting, etc. Please be sure to list strategies and alternative assessments for you special needs students. Comment [GCS26]: Identify measurable and/or observable outcomes in relation to the Targeted Achievement Area. Objectives are also needed for any sub-group(s) needing special attention based on the data you have reviewed, i.e., African-American, Asian, etc. Note: Refer to the School Community Profile (pages 4-8) section to identify any groups that need targeting for special attention. DAI-F006 Page 12 of 82

13 C. Strategies and (Identify strategies you will use to achieve your measurable and/or observable outcomes.) SCHOOL-WIDE Strategies for 9-12 Drop-out Prevention SUB-GROUP Strategies for 9-12 Drop-out Prevention NOTE: School Improvement supervisors will review the evidence of implementation of each strategy as a part of the principal s year-end evaluation. Comment [GCS27]: Click in a cell to type a strategy or evidence. The text will wrap to the next line when the text gets to an edge. Press tab to move to a new cell. Insert or delete rows as needed. (This is done from the table menu or by pressing tab when the cursor is in the last cell in the table.) Pressing tab in the last cell of the table will automatically insert a new row. Comment [GCS28]: Strategies should identify the ways you plan to achieve the measurable outcomes in the targeted achievement area. Your strategies will be identified for both the school-wide objectives and the special sub-group objectives. The strategies should be defined clearly and in a manner that permits a determination whether or not they have been implemented. Comment [GCS29]: Evidence of Implementation please list the ways you will that strategies have been implemented. School Improvement supervisors will closely monitor each school s implementation of strategies. Special Note: Strategies should not be limited to curricular or instructional initiatives. They might, and in many instances should include, strategies that support instructional initiatives. Some areas to consider for strategic initiatives might be as follows: safe, orderly and caring schools; improving the quality of staff; building strong family, community and business ties; and effective and efficient school operations, i.e., an initiative to promote more and better communication between school personnel and Hispanic parents might be appropriate to support another initiative to improve 9 th grade reading performance of Hispanic students. DAI-F006 Page 13 of 82

14 II. Scholastic Achievement Test (SAT) (Ends Policy E-1) A. Achievement Area Overview (Brief statement of special conditions to be considered in addressing this specific targeted achievement area.) [Click and type the overview.] B. Objectives (Identify the measurable and/or observable outcomes in relation to targeted achievement area. Consult state guidelines for expected annual growth.) 1. [Click and type the objectives.] DAI-F006 Page 14 of 82

15 C. Strategies and (Identify strategies you will use to achieve your measurable and/or observable outcomes.) COURSE LEVEL Strategies for Scholastic Achievement Test (SAT) SUB-GROUP Strategies for Scholastic Achievement Test (SAT) NOTE: School Improvement supervisors will review the evidence of implementation of each strategy as a part of the principal s year-end evaluation. DAI-F006 Page 15 of 82

16 III. English I (Ends Policy E-1.1) A. Achievement Area Overview (Brief statement of special conditions to be considered in addressing this specific targeted achievement area.) [Click and type the overview.] B. Objectives (Identify the measurable and/or observable outcomes in relation to targeted achievement area. Consult state guidelines for expected annual growth.) 1. [Click and type the objectives.] DAI-F006 Page 16 of 82

17 C. Strategies and (Identify strategies you will use to achieve your measurable and/or observable outcomes.) COURSE LEVEL Strategies for English I SUB-GROUP Strategies for English I NOTE: School Improvement supervisors will review the evidence of implementation of each strategy as a part of the principal s year-end evaluation. DAI-F006 Page 17 of 82

18 IV. Advanced Placement English Language and Composition (Ends Policy E-1.1) A. Achievement Area Overview (Brief statement of special conditions to be considered in addressing this specific targeted achievement area.) [Click and type the overview.] B. Objectives (Identify the measurable and/or observable outcomes in relation to targeted achievement area. Consult state guidelines for expected annual growth.) 1. [Click and type the objectives.] DAI-F006 Page 18 of 82

19 C. Strategies and (Identify strategies you will use to achieve your measurable and/or observable outcomes.) COURSE LEVEL Strategies for AP English Language and Composition SUB-GROUP Strategies for AP English Language and Composition NOTE: School Improvement supervisors will review the evidence of implementation of each strategy as a part of the principal s year-end evaluation. DAI-F006 Page 19 of 82

20 V. Advanced Placement English Literature and Composition (Ends Policy E-1.1) A. Achievement Area Overview (Brief statement of special conditions to be considered in addressing this specific targeted achievement area.) [Click and type the overview.] B. Objectives (Identify the measurable and/or observable outcomes in relation to targeted achievement area. Consult state guidelines for expected annual growth.) 1. [Click and type the objectives.] DAI-F006 Page 20 of 82

21 C. Strategies and (Identify strategies you will use to achieve your measurable and/or observable outcomes.) COURSE LEVEL Strategies for AP English Literature and Composition SUB-GROUP Strategies for AP English Literature and Composition NOTE: School Improvement supervisors will review the evidence of implementation of each strategy as a part of the principal s year-end evaluation. DAI-F006 Page 21 of 82

22 VI. Algebra I (Ends Policy E-2) A. Achievement Area Overview (Brief statement of special conditions to be considered in addressing this specific targeted achievement area.) [Click and type the overview.] B. Objectives (Identify the measurable and/or observable outcomes in relation to targeted achievement area. Consult state guidelines for expected annual growth.) 1. [Click and type the objectives.] DAI-F006 Page 22 of 82

23 C. Strategies and (Identify strategies you will use to achieve your measurable and/or observable outcomes.) COURSE LEVEL Strategies for Algebra I SUB-GROUP Strategies for Algebra I NOTE: School Improvement supervisors will review the evidence of implementation of each strategy as a part of the principal s year-end evaluation. DAI-F006 Page 23 of 82

24 VII. Algebra II (Ends Policy E-2) A. Achievement Area Overview (Brief statement of special conditions to be considered in addressing this specific targeted achievement area.) [Click and type the overview.] B. Objectives (Identify the measurable and/or observable outcomes in relation to targeted achievement area. Consult state guidelines for expected annual growth.) 1. [Click and type the objectives.] DAI-F006 Page 24 of 82

25 C. Strategies and (Identify strategies you will use to achieve your measurable and/or observable outcomes.) COURSE LEVEL Strategies for Algebra II SUB-GROUP Strategies for Algebra II NOTE: School Improvement supervisors will review the evidence of implementation of each strategy as a part of the principal s year-end evaluation. DAI-F006 Page 25 of 82

26 VIII. Geometry (Ends Policy E-2) A. Achievement Area Overview (Brief statement of special conditions to be considered in addressing this specific targeted achievement area.) [Click and type the overview.] B. Objectives (Identify the measurable and/or observable outcomes in relation to targeted achievement area. Consult state guidelines for expected annual growth.) 1. [Click and type the objectives.] DAI-F006 Page 26 of 82

27 C. Strategies and (Identify strategies you will use to achieve your measurable and/or observable outcomes.) COURSE LEVEL Strategies for Geometry SUB-GROUP Strategies for Geometry NOTE: School Improvement supervisors will review the evidence of implementation of each strategy as a part of the principal s year-end evaluation. DAI-F006 Page 27 of 82

28 IX. Advanced Placement Calculus AB (Ends Policy E-2) A. Achievement Area Overview (Brief statement of special conditions to be considered in addressing this specific targeted achievement area.) [Click and type the overview.] B. Objectives (Identify the measurable and/or observable outcomes in relation to targeted achievement area. Consult state guidelines for expected annual growth.) 1. [Click and type the objectives.] DAI-F006 Page 28 of 82

29 C. Strategies and (Identify strategies you will use to achieve your measurable and/or observable outcomes.) COURSE LEVEL Strategies for Advanced Placement Calculus AB SUB-GROUP Strategies for Advanced Placement Calculus AB NOTE: School Improvement supervisors will review the evidence of implementation of each strategy as a part of the principal s year-end evaluation. DAI-F006 Page 29 of 82

30 X. Advanced Placement Calculus BC (Ends Policy E-2) A. Achievement Area Overview (Brief statement of special conditions to be considered in addressing this specific targeted achievement area.) [Click and type the overview.] B. Objectives (Identify the measurable and/or observable outcomes in relation to targeted achievement area. Consult state guidelines for expected annual growth.) 1. [Click and type the objectives.] DAI-F006 Page 30 of 82

31 C. Strategies and (Identify strategies you will use to achieve your measurable and/or observable outcomes.) COURSE LEVEL Strategies for Advanced Placement Calculus BC SUB-GROUP Strategies for Advanced Placement Calculus BC NOTE: School Improvement supervisors will review the evidence of implementation of each strategy as a part of the principal s year-end evaluation. DAI-F006 Page 31 of 82

32 XI. Advanced Placement Statistics (Ends Policy E-2) A. Achievement Area Overview (Brief statement of special conditions to be considered in addressing this specific targeted achievement area.) [Click and type the overview.] B. Objectives (Identify the measurable and/or observable outcomes in relation to targeted achievement area. Consult state guidelines for expected annual growth.) 1. [Click and type the objectives.] DAI-F006 Page 32 of 82

33 C. Strategies and (Identify strategies you will use to achieve your measurable and/or observable outcomes.) COURSE LEVEL Strategies for Advanced Placement Statistics SUB-GROUP Strategies for Advanced Placement Statistics NOTE: School Improvement supervisors will review the evidence of implementation of each strategy as a part of the principal s year-end evaluation. DAI-F006 Page 33 of 82

34 XII. Biology (Ends Policy E-4) A. Achievement Area Overview (Brief statement of special conditions to be considered in addressing this specific targeted achievement area.) [Click and type the overview.] B. Objectives (Identify the measurable and/or observable outcomes in relation to targeted achievement area. Consult state guidelines for expected annual growth.) 1. [Click and type the objectives.] DAI-F006 Page 34 of 82

35 C. Strategies and (Identify strategies you will use to achieve your measurable and/or observable outcomes.) COURSE LEVEL Strategies for Biology SUB-GROUP Strategies for Biology NOTE: School Improvement supervisors will review the evidence of implementation of each strategy as a part of the principal s year-end evaluation. DAI-F006 Page 35 of 82

36 XIII. Physical Science (Ends Policy E-4) A. Achievement Area Overview (Brief statement of special conditions to be considered in addressing this specific targeted achievement area.) [Click and type the overview.] B. Objectives (Identify the measurable and/or observable outcomes in relation to targeted achievement area. Consult state guidelines for expected annual growth.) 1. [Click and type the objectives.] DAI-F006 Page 36 of 82

37 C. Strategies and (Identify strategies you will use to achieve your measurable and/or observable outcomes.) COURSE LEVEL Strategies for Physical Science SUB-GROUP Strategies for Physical Science NOTE: School Improvement supervisors will review the evidence of implementation of each strategy as a part of the principal s year-end evaluation. DAI-F006 Page 37 of 82

38 XIV. Chemistry (Ends Policy E-4) A. Achievement Area Overview (Brief statement of special conditions to be considered in addressing this specific targeted achievement area.) [Click and type the overview.] B. Objectives (Identify the measurable and/or observable outcomes in relation to targeted achievement area. Consult state guidelines for expected annual growth.) 1. [Click and type the objectives.] DAI-F006 Page 38 of 82

39 C. Strategies and (Identify strategies you will use to achieve your measurable and/or observable outcomes.) COURSE LEVEL Strategies for Chemistry SUB-GROUP Strategies for Chemistry NOTE: School Improvement supervisors will review the evidence of implementation of each strategy as a part of the principal s year-end evaluation. DAI-F006 Page 39 of 82

40 XV. Physics (Ends Policy E-4) A. Achievement Area Overview (Brief statement of special conditions to be considered in addressing this specific targeted achievement area.) [Click and type the overview.] B. Objectives (Identify the measurable and/or observable outcomes in relation to targeted achievement area. Consult state guidelines for expected annual growth.) 1. [Click and type the objectives.] DAI-F006 Page 40 of 82

41 C. Strategies and (Identify strategies you will use to achieve your measurable and/or observable outcomes.) COURSE LEVEL Strategies for Physics SUB-GROUP Strategies for Physics NOTE: School Improvement supervisors will review the evidence of implementation of each strategy as a part of the principal s year-end evaluation. DAI-F006 Page 41 of 82

42 XVI. Advanced Placement Biology (Ends Policy E-4) A. Achievement Area Overview (Brief statement of special conditions to be considered in addressing this specific targeted achievement area.) [Click and type the overview.] B. Objectives (Identify the measurable and/or observable outcomes in relation to targeted achievement area. Consult state guidelines for expected annual growth.) 1. [Click and type the objectives.] DAI-F006 Page 42 of 82

43 C. Strategies and (Identify strategies you will use to achieve your measurable and/or observable outcomes.) COURSE LEVEL Strategies for Advanced Placement Biology SUB-GROUP Strategies for Advanced Placement Biology NOTE: School Improvement supervisors will review the evidence of implementation of each strategy as a part of the principal s year-end evaluation. DAI-F006 Page 43 of 82

44 XVII. Advanced Placement Chemistry (Ends Policy E-4) A. Achievement Area Overview (Brief statement of special conditions to be considered in addressing this specific targeted achievement area.) [Click and type the overview.] B. Objectives (Identify the measurable and/or observable outcomes in relation to targeted achievement area. Consult state guidelines for expected annual growth.) 1. [Click and type the objectives.] DAI-F006 Page 44 of 82

45 C. Strategies and (Identify strategies you will use to achieve your measurable and/or observable outcomes.) COURSE LEVEL Strategies for Advanced Placement Chemistry SUB-GROUP Strategies for Advanced Placement Chemistry NOTE: School Improvement supervisors will review the evidence of implementation of each strategy as a part of the principal s year-end evaluation. DAI-F006 Page 45 of 82

46 XVIII. Advanced Placement Physics B (Ends Policy E-4) A. Achievement Area Overview (Brief statement of special conditions to be considered in addressing this specific targeted achievement area.) [Click and type the overview.] B. Objectives (Identify the measurable and/or observable outcomes in relation to targeted achievement area. Consult state guidelines for expected annual growth.) 1. [Click and type the objectives.] DAI-F006 Page 46 of 82

47 C. Strategies and (Identify strategies you will use to achieve your measurable and/or observable outcomes.) COURSE LEVEL Strategies for Advanced Placement Physics B SUB-GROUP Strategies for Advanced Placement Physics B NOTE: School Improvement supervisors will review the evidence of implementation of each strategy as a part of the principal s year-end evaluation. DAI-F006 Page 47 of 82

48 XIX. Advanced Placement Physics C - Mechanical (Ends Policy E-4) A. Achievement Area Overview (Brief statement of special conditions to be considered in addressing this specific targeted achievement area.) [Click and type the overview.] B. Objectives (Identify the measurable and/or observable outcomes in relation to targeted achievement area. Consult state guidelines for expected annual growth.) 1. [Click and type the objectives.] DAI-F006 Page 48 of 82

49 C. Strategies and (Identify strategies you will use to achieve your measurable and/or observable outcomes.) COURSE LEVEL Strategies for Advanced Placement Physics C - Mechanical SUB-GROUP Strategies for Advanced Placement Physics C - Mechanical NOTE: School Improvement supervisors will review the evidence of implementation of each strategy as a part of the principal s year-end evaluation. DAI-F006 Page 49 of 82

50 XX. Advanced Placement Physics C Electricity and Magnetism (Ends Policy E-4) A. Achievement Area Overview (Brief statement of special conditions to be considered in addressing this specific targeted achievement area.) [Click and type the overview.] B. Objectives (Identify the measurable and/or observable outcomes in relation to targeted achievement area. Consult state guidelines for expected annual growth.) 1. [Click and type the objectives.] DAI-F006 Page 50 of 82

51 C. Strategies and (Identify strategies you will use to achieve your measurable and/or observable outcomes.) COURSE LEVEL Strategies for AP Physics C Electricity and Magnetism SUB-GROUP Strategies for AP Physics C Electricity and Magnetism NOTE: School Improvement supervisors will review the evidence of implementation of each strategy as a part of the principal s year-end evaluation. DAI-F006 Page 51 of 82

52 XXI. US History (Ends Policy E-6) A. Achievement Area Overview (Brief statement of special conditions to be considered in addressing this specific targeted achievement area.) [Click and type the overview.] B. Objectives (Identify the measurable and/or observable outcomes in relation to targeted achievement area. Consult state guidelines for expected annual growth.) 1. [Click and type the objectives.] DAI-F006 Page 52 of 82

53 C. Strategies and (Identify strategies you will use to achieve your measurable and/or observable outcomes.) COURSE LEVEL Strategies for US History SUB-GROUP Strategies for US History NOTE: School Improvement supervisors will review the evidence of implementation of each strategy as a part of the principal s year-end evaluation. DAI-F006 Page 53 of 82

54 XXII. EPLS (Ends Policy E-6) A. Achievement Area Overview (Brief statement of special conditions to be considered in addressing this specific targeted achievement area.) [Click and type the overview.] B. Objectives (Identify the measurable and/or observable outcomes in relation to targeted achievement area. Consult state guidelines for expected annual growth.) 1. [Click and type the objectives.] DAI-F006 Page 54 of 82

55 C. Strategies and (Identify strategies you will use to achieve your measurable and/or observable outcomes.) COURSE LEVEL Strategies for EPLS SUB-GROUP Strategies for EPLS NOTE: School Improvement supervisors will review the evidence of implementation of each strategy as a part of the principal s year-end evaluation. DAI-F006 Page 55 of 82

56 XXIII. Tenth Grade Writing (Ends Policy E-1.2) A. Achievement Area Overview (Brief statement of special conditions to be considered in addressing this specific targeted achievement area.) [Click and type the overview.] B. Objectives (Identify the measurable and/or observable outcomes in relation to targeted achievement area. Consult state guidelines for expected annual growth.) 1. [Click and type the objectives.] DAI-F006 Page 56 of 82

57 C. Strategies and (Identify strategies you will use to achieve your measurable and/or observable outcomes.) COURSE LEVEL Strategies for Tenth Grade Writing SUB-GROUP Strategies for Tenth Grade Writing NOTE: School Improvement supervisors will review the evidence of implementation of each strategy as a part of the principal s year-end evaluation. DAI-F006 Page 57 of 82

58 XXIV. Advanced Placement Government and Politics (Ends Policy E-4) A. Achievement Area Overview (Brief statement of special conditions to be considered in addressing this specific targeted achievement area.) [Click and type the overview.] B. Objectives (Identify the measurable and/or observable outcomes in relation to targeted achievement area. Consult state guidelines for expected annual growth.) 1. [Click and type the objectives.] DAI-F006 Page 58 of 82

59 C. Strategies and (Identify strategies you will use to achieve your measurable and/or observable outcomes.) COURSE LEVEL Strategies for AP Government and Politics SUB-GROUP Strategies for AP Government and Politics NOTE: School Improvement supervisors will review the evidence of implementation of each strategy as a part of the principal s year-end evaluation. DAI-F006 Page 59 of 82

60 XXV. Grades 9-12 Short-Term Suspensions (Ends Policy E-3) A. Achievement Area Overview (Brief statement of special conditions to be considered in addressing this specific targeted achievement area.) [Click and type the overview.] B. Objectives (Identify the measurable and/or observable outcomes in relation to targeted achievement area. Consult state guidelines for expected annual growth.) 1. [Click and type the objectives.] DAI-F006 Page 60 of 82

61 C. Strategies and (Identify strategies you will use to achieve your measurable and/or observable outcomes.) SCHOOL-WIDE Strategies for Grades 9-12 Short-Term Suspensions SUB-GROUP Strategies for Grades 9-12 Short-Term Suspensions NOTE: School Improvement supervisors will review the evidence of implementation of each strategy as a part of the principal s year-end evaluation. DAI-F006 Page 61 of 82

62 Waiver Requests [Click and type waiver requests. If none, click once and press delete.] DAI-F006 Page 62 of 82

63 Provision for Distribution of ABC Incentives Incentive Pay Incentive awards can only be distributed to certified personnel and teacher assistants (legislative mandate). All excess funds must revert to the State and cannot be used to purchase equipment or for staff development (legislative mandate). The required length of employment for eligible personnel to receive an incentive award is six full months within one fiscal year. All itinerants who serve more than one school that meets expectations or a school that is classified as exemplary will receive state funding based on the individual s percent of time assigned to the school. DAI-F006 Page 63 of 82

64 Ends Indicators E-1 District Mission - Students graduating as responsible citizens prepared to succeed in higher education or the career of their choice. Drop-Out Results Target Goals Prevention Percent of Guilford County Students in grades 9-12 [Type.] [Type.] [Type.] [Type.] Dropping Out of school Percent of North Carolina Students in grades 9-12 [Type.] [Type.] [Type.] [Type.] Dropping Out of school Number of Guilford County Students in grades 9-12 Dropping Out of school [Type.] [Type.] [Type.] [Type.] Number of African American Students in grades 9-12 Dropping Out of school Number of American Indian Students in grades 9-12 Dropping Out of school 6. Number of Asian Students in grades 9-12 Dropping Out of school 7. Number of Hispanic Students in grades 9-12 Dropping Out of school 8. Number of White Students in grades 9-12 Dropping Out of school 9. Number of Multi-Racial Students in grades 9-12 Dropping Out of school 10. Number of LEP Students in grades 9-12 Dropping Out of school 11. Number of Disabled Students in grades 9-12 Dropping Out of school 1 Number of Free/Reduced Students in grades 9-12 Dropping Out of school 1 Number of Section 504 Students in grades 9-12 Dropping Out of school Comment [GCS30]: This section of the planning document is what we formerly might have referred to as evaluation. You will be provided with the necessary information to complete columns that call for Results. You will have to identify the Target Goals for only. You may not have some of the sub-groups in your school and thus there will be no goal required. Where the goal for a sub-group is identical for the whole school, state it that way. Note: The state s definition of Adequate Yearly Progress (AYP) has not been determined at this time. DAI-F006 Page 64 of 82

65 Scholastic Aptitude Test Results Target Goals (SAT) Number/Average Score of [Type.] [Type.] [Type.] [Type.] Students Taking SAT 1 Number/Average Score of African-American Students taking SAT 16. Number/Average Score of American-Indian Students taking SAT 17. Number/Average Score of Asian Students taking SAT 18. Number/Average Score of Hispanic Students taking SAT 19. Number/Average Score of White Students taking SAT 20. Number/Average Score of Multi- Racial Students taking SAT 21. Number/Average Score of LEP Students taking SAT 2 Number/Average Score of Disabled Students taking SAT 2 Number/Average Score of Free/Reduced Students taking SAT 2 Number/Average Score of Section 504 Students taking SAT E-1.1 Academic Achievement - Students will be literate in reading. End-of-Course Results Target Goals English I Scores Percent of Students Scoring at Level III and IV on EOC English I Exam [Type.] [Type.] [Type.] [Type.] 26. Percent of African-American Students Scoring at Level III and IV on EOC English I Exam 27. Percent of American Indian Students Scoring at Level III and IV on EOC English I Exam 28. Percent of Asian Students Scoring at Level III and IV on EOC English I Exam 29. Percent of Hispanic Students English I Exam 30. Percent of White Students Scoring at Level III and IV on EOC English I Exam 31. Percent of Multi-Racial Students English I Exam DAI-F006 Page 65 of 82

66 End-of-Course English I Scores (continued) 3 Percent of LEP Students Scoring at Level III and IV on EOC English I Exam 3 Percent of Disabled Students English I Exam 3 Percent of Free/Reduced Students English I Exam 3 Percent of Section 504 Students English I Exam Results Target Advanced Placement English Language and Composition Exams 36. Number of Students who took Advanced Placement English Language and Composition that 37. Number of African-American who took Advanced Placement English Language and Composition that 38. Number of American Indian who took Advanced Placement English Language and Composition that 39. Number of Asian who took Advanced Placement English Language and Composition that Scored 3 or higher on AP Exam 40. Number of Hispanic who took Advanced Placement English Language and Composition that 41. Number of White who took Advanced Placement English Language and Composition that Scored 3 or higher on AP Exam 4 Number of Multi-Racial who took Advanced Placement English Language and Composition that 4 Number of LEP who took Advanced Placement English Language and Composition that Scored 3 or higher on AP Exam 4 Number of Disabled who took Advanced Placement English Language and Composition that Results Target Goals [Type.] [Type.] [Type.] [Type.] DAI-F006 Page 66 of 82

67 Advanced Placement English Language and Composition Exams (Continued) 4 Number of Free/Reduced who took Advanced Placement English Language and Composition that 46. Number of Section 504 who took Advanced Placement English Language and Composition that Results Target Goals Advanced Placement English Literature and Composition Exams 47. Number of Students who took Advanced Placement English Literature and Composition that 48. Number of African-American who took Advanced Placement English Literature and Composition that 49. Number of American Indian who took Advanced Placement English Literature and Composition that 50. Number of Asian who took Advanced Placement English Literature and Composition that Scored 3 or higher on AP Exam 51. Number of Hispanic who took Advanced Placement English Literature and Composition that 5 Number of White who took Advanced Placement English Literature and Composition that Scored 3 or higher on AP Exam 5 Number of Multi-Racial who took Advanced Placement English Literature and Composition that 5 Number of LEP who took Advanced Placement English Literature and Composition that Scored 3 or higher on AP Exam 5 Number of Disabled who took Advanced Placement English Literature and Composition that 56. Number of Free/Reduced who took Advanced Placement English Literature and Composition that Results Target Goals [Type.] [Type.] [Type.] [Type.] DAI-F006 Page 67 of 82

68 Advanced Placement English Literature and Composition Exams (Continued) 57. Number of Section 504 who took Advanced Placement English Literature and Composition that Results Target Goals E-2 Academic Achievement - Students will be mathematically proficient. End-of-Course Results Target Goals Algebra I Scores Percent of Students Scoring at Level III and IV on EOC Algebra I Exam [Type.] [Type.] [Type.] [Type.] 59. Percent of African-American Students Scoring at Level III and IV on EOC Algebra I Exam 60. Percent of American Indian Students Scoring at Level III and IV on EOC Algebra I Exam 61. Percent of Asian Students Scoring at Level III and IV on EOC Algebra I Exam 6 Percent of Hispanic Students Algebra I Exam 6 Percent of White Students Scoring at Level III and IV on EOC Algebra I Exam 6 Percent of Multi-Racial Students Algebra I Exam 6 Percent of LEP Students Scoring at Level III and IV on EOC Algebra I Exam 66. Percent of Disabled Students Algebra I Exam 67. Percent of Free/Reduced Students Algebra I Exam 68. Percent of Section 504 Students Algebra I Exam End-of-Course Results Target Goals Algebra II Scores Percent of Students Scoring at Level III and IV on EOC Algebra II Exam [Type.] [Type.] [Type.] [Type.] 70. Percent of African-American Students Scoring at Level III and IV on EOC Algebra II Exam DAI-F006 Page 68 of 82

69 End-of-Course Algebra II Scores (Continued) 71. Percent of American Indian Students Scoring at Level III and IV on EOC Algebra II Exam 7 Percent of Asian Students Scoring at Level III and IV on EOC Algebra II Exam 7 Percent of Hispanic Students Algebra II Exam 7 Percent of White Students Scoring at Level III and IV on EOC Algebra II Exam 7 Percent of Multi-Racial Students Algebra II Exam 76. Percent of LEP Students Scoring at Level III and IV on EOC Algebra II Exam 77. Percent of Disabled Students Algebra II Exam 78. Percent of Free/Reduced Students Algebra II Exam 79. Percent of Section 504 Students Algebra II Exam Results Target Goals End-of-Course Results Target Goals Geometry Scores Percent of Students Scoring at Level III and IV on EOC Geometry Exam [Type.] [Type.] [Type.] [Type.] 81. Percent of African-American Students Scoring at Level III and IV on EOC Geometry Exam 8 Percent of American Indian Students Scoring at Level III and IV on EOC Geometry Exam 8 Percent of Asian Students Scoring at Level III and IV on EOC Geometry Exam 8 Percent of Hispanic Students Geometry Exam 8 Percent of White Students Scoring at Level III and IV on EOC Geometry Exam 86. Percent of Multi-Racial Students Geometry Exam DAI-F006 Page 69 of 82

70 Advanced Placement Geometry Scores (Continued) 87. Percent of LEP Students Scoring at Level III and IV on EOC Geometry Exam 88. Percent of Disabled Students Geometry Exam 89. Percent of Free/Reduced Students Geometry Exam 90. Percent of Section 504 Students Geometry Exam Results Target Goals Advanced Placement Results Target Goals Calculus AB Exams Number of Students who took Advanced Placement Calculus AB that [Type.] [Type.] [Type.] [Type.] 9 Number of African-American who took Advanced Placement Calculus AB that Scored 3 or higher on AP Exam 9 Number of American Indian who took Advanced Placement Calculus AB that Scored 3 or higher on AP Exam 9 Number of Asian who took Advanced Placement Calculus AB that Scored 3 or higher on AP Exam 9 Number of Hispanic who took Advanced Placement Calculus AB that 96. Number of White who took Advanced Placement Calculus AB that Scored 3 or higher on AP Exam 97. Number of Multi-Racial who took Advanced Placement Calculus AB that 98. Number of LEP who took Advanced Placement Calculus AB that Scored 3 or higher on AP Exam 99. Number of Disabled who took Advanced Placement Calculus AB that 100. Number of Free/Reduced who took Advanced Placement Calculus AB that 101. Number of Section 504 who took Advanced Placement Calculus AB that DAI-F006 Page 70 of 82

71 Advanced Placement Results Target Goals Calculus BC Exams Number of Students who took Advanced Placement Calculus BC [Type.] [Type.] [Type.] [Type.] that 10 Number of African-American who took Advanced Placement Calculus BC that Scored 3 or higher on AP Exam 10 Number of American Indian who took Advanced Placement Calculus BC that Scored 3 or higher on AP Exam 10 Number of Asian who took Advanced Placement Calculus BC that Scored 3 or higher on AP Exam 106. Number of Hispanic who took Advanced Placement Calculus BC that 107. Number of White who took Advanced Placement Calculus BC that Scored 3 or higher on AP Exam 108. Number of Multi-Racial who took Advanced Placement Calculus BC that 109. Number of LEP who took Advanced Placement Calculus BC that Scored 3 or higher on AP Exam 110. Number of Disabled who took Advanced Placement Calculus BC that 111. Number of Free/Reduced who took Advanced Placement Calculus BC that 11 Number of Section 504 who took Advanced Placement Calculus BC that Advanced Placement Results Target Goals Statistics Exams Number of Students who took Advanced Placement Statistics that [Type.] [Type.] [Type.] [Type.] 11 Number of African-American who took Advanced Placement Statistics that 11 Number of American Indian who took Advanced Placement Statistics that 116. Number of Asian who took Advanced Placement Statistics that Scored 3 or higher on AP Exam DAI-F006 Page 71 of 82