School Improvement Team Membership

Transcription

1 LEA or Charter Name Moore County Schools Number: School Name Union Pines High School Number: School Address: 1981 Union Church Rd. Cameron, NC Plan Year(s): Date prepared: September 2013 Principal Signature: Local Board Approval Signature: Date Date School Improvement hip From GS 115C : The principal of each school, representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants assigned to the school building, and parents of children enrolled in the school shall constitute a school improvement team to develop a school improvement plan to improve student performance. Representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants shall be elected by their respective groups by secret ballot...parents serving on school improvement teams shall reflect the racial and socioeconomic composition of the students enrolled in that school and shall not be members of the building-level staff. Committee Position* Name Committee Position* Name Nick Capps Nichole Matthews Melonie Jones Michelle Morris Shaun Krencicki Mike Gatti Robin Lea Deonne McKinney Tracy Metcalf Katie Strickland Janet Caddell Nancy Carter Elizabeth Christensen Brian Gray James Horwath Kelly Lawton School Improvement Plan 1 of 11 12/19/13

2 School Improvement Plan School: Union Pines High School Principal: Robin Lea Pathway: Critical Element: Current Growth Stage: [X] Learning [ ] Community Future-ready Skills [ ] Beginning [X] Progressing [ ] Culture [ ] Leadership [ ] Advancing [ ] Excelling What data provides evidence of current growth stage? Current Graduation Rate Cohort 314 Graduates 287 Rate 91.4% Cohort Graduates Rate % Annual Objective: Increase the graduation rate to 93% in. School Improvement Plan 2 of 11 12/19/13

3 Create a data wall that identifies priority students based on the national at-risk for dropout indicators and progress monitor the data every 3 weeks so that individualized researchbased intervention strategies can be modified on their PEP. Dropout Prevention Graduation Coach Guidance Administration EVAAS Data National Indicators Powerschool PEP's IDI-Intervention Strategies Metcalf Krencicki Patterson Data Wall completion List of priority students March Assign identified priority juniors and seniors a staff mentor who will meet a minimum of 6 times each six week grading period so that their academic and behavioral needs can be progress monitored. Mentor/Mentee Logs Individual staff member assigned to student Identified seniors will graduate in, 2014 October April School Improvement Plan 3 of 11 12/19/13

4 Modify individualized graduation plans for 100% of our priority students including alternative pathways to academic credit so that students in danger of not graduating on time can be monitored each six weeks grading period. Guidance Administration NCVPS Credit Recovery APEX Differentiated Diploma Portfilio French Everett Patterson Burch Graduation Plans Increased academic credits for priority students Increased graduation rate March Mercer B. Thomas Implement MCS Instructional Support Model s tiered interventions to ensure lessons are differentiated with a focus on the use of Tier II and Tier III interventions for English and Math so that targeted students will receive additional support a minimum of 3 days per week. EC Dept SST IDI-Approved Intervention Strategies Reading Plus ALEKS Patterson Jones Metcalf PEP s Intervention Schedules Sample Lesson Plans October AVID Capps Aleks Data Reports April Create a "Growing to Greatness" mural to celebrate the future plans of at least 90% of our seniors so that students understand how their high school diploma leads to prosperity. Guidance NAHS Mural Senior Survey Caddell Morris Kirk Display of future plans on mural throughout the year December through School Improvement Plan 4 of 11 12/19/13

5 School Improvement Plan School: Union Pines High School Principal: Robin Lea Pathway: Critical Element: Current Growth Stage: [X] Learning [ ] Community Future-ready Skills [ ] Beginning [X] Progressing [ ] Culture [ ] Leadership [ ] Advancing [ ] Excelling What data provides evidence of current growth stage? Students Achieving the Benchmark Score indicating College Readiness All Benchmarks - 13% (13 % NC State Average) English - 42% (43% NC State Average) Algebra - 30% (30% NC State Average) Social Science - 40% (34% NC State Average) Biology - 19% (16% NC State Average) Annual Objective: Increase the percentage of students meeting all four benchmarks of ACT College Readiness to 16% or higher in order to meet the state average by. School Improvement Plan 5 of 11 12/19/13

6 Design ACT awareness trainings to be implemented in 100% of Freshman/Sophomore (PLAN) and Junior (ACT) English classes so that students understand the importance of the tests and their performance. Design faculty and parent trainings to be implemented a minimum of 3 times per school year so that there is an understanding of the purpose and how to interpret the results of the Explore/PLAN/ACT. Analyze and target specific skills needed for success on the ACT and implement appropriate ACT question stems and strategies in 100% of core content areas so that students increase performance. SIT English Dept. Guidance Dept. Guidance Dept. Administrative Team PLAN/ACT awareness training PLAN/ACT materials PLAN/ACT awareness trainings PLAN/ACT materials ACT testing data ACT strategies Counselors English Teachers Nick Capps Tracy Metcalf Tracy Metcalf Nick Capps Melonie Jones Schedule of English Awareness Classes and Agenda Schedule of faculty and parent training and agenda Brochures PLC minutes with a focus on the analysis of ACT data to target specific skills Lesson Plans that include strategies and question stems to practice identified skills October October March 2014 March 2014 Walkthroughs with a focus on effective implementation of strategies ACT Scores School Improvement Plan 6 of 11 12/19/13

7 School Improvement Plan School: Union Pines High School Principal: Robin Lea Pathway: Critical Element: Current Growth Stage: [X] Learning [ ] Community Future-ready Skills [X] Beginning [ ] Progressing [ ] Culture [ ] Leadership [ ] Advancing [ ] Excelling What data provides evidence of current growth stage? Percentage of students earning a level 4 or higher on all three components of the WorkKeys Assessment in % (66% NC State Average) Annual Objective: Increase the percentage of students earning a level 4 or higher on all three components of the WorkKeys Assessment to 46% by June of Design CTE faculty and student awareness trainings on the WorkKeys Assessment to be implemented a minimum of 6 times per school year so that faculty and students understand the purpose of the test and how to interpret the results. Administration CTE Teachers Amy Garner WorkKeys materials WorkKeys awareness training Tracy Metcalf Nick Capps Schedule of training events December School Improvement Plan 7 of 11 12/19/13

8 Analyze and target specific skills needed for success on the WorkKeys Assessment and implement appropriate WorkKeys question stems and strategies in 100% of CTE courses so that students increase performance. CTE Teachers Amy Garner WorkKeys data Learning strategies aligned to WorkKeys skills CTE Teachers Tracy Metcalf NIck Capps Walkthroughs and observations that highlight identified skills and strategies Lesson Plans highlight identified skills and strategies PLC meeting minutes highlight identified skills and strategies Design a minimum of 2 schoolwide events to increase student enrollment in all CTE completer courses so that more students take the WorkKeys Assessment and receive the NC Career Ready Certificate. Guidance CTE teachers WorkKeys materials Brochures Guidance Counselors Number of students scheduled into completer courses Number of students receiving a level 4 or above on the WorkKeys School Improvement Plan 8 of 11 12/19/13

9 School Improvement Plan School: Union Pines High School Principal: Robin Lea Pathway: Critical Element: Current Growth Stage: [ ] Learning [ ] Community Emotional Safety [X] Beginning [ ] Progressing [X] Culture [ ] Leadership [ ] Advancing [ ] Excelling What data provides evidence of current growth stage? Supportive and Caring Environment 65% of students feel safe in school 67% of students believe teachers care about them 46% of students believe the principal cares for them 15% of students believe we need to talk more about racism and other forms of discrimination Respectful and Tolerant Environment 26% of students believe teachers take students' cultural backgrounds into account when teaching 49% of students feel valued at school 76% report they are treated with respect by classmates and peers 68% report that the adults in the school treat them with respect 38% of students believe that students show respect for students who are different than themselves in gender, race, color, religion, national origin, and/or ethnic background 62% of students report that the teachers and administrators treat students of all races/ethnicities/national origins fairly 71% of students report that other students often establish friendships with schoolmates of different races, national origins, and backgrounds Understanding Bullying/Harassment 68% of students say they understand the school's anti-harassment and discrimination policies and know how to report incidents of harassment and discrimination 81% of students report that they have attended a presentation or activity at the school about bullying or harassment 58% of students say that the presentation or activity helped them understand what they can do to prevent or stop bullying or harassment 10% of students say they need additional help in understanding what they can to do prevent bullying or harassment Witnessing and Bullying/Harassment 8% of students report they have been treated badly by a teacher or administrator because of their race/ethnicity/national origin School Improvement Plan 9 of 11 12/19/13

10 13% of students report that they have witnessed another student being treated badly by a teacher or administrator because of the students' race/ethnicity/national origin 63% of students report that if they witnessed another student being harassed or discriminated against at school, they would report the incident to the appropriate school official 57% of students report that if they were harassed or discriminated at school, they would report the incident to an appropriate official 46% of students believe that the school takes complaints of harassment and discrimination seriously and responds effectively to the complaints it receives Annual Objective: Develop a climate of tolerance and respect for diversity so that 70% of students report that students at UPHS show respect for other students who are different from themselves in race, gender, color, religion, national origin, ethnic background, economic background, physical appearance, and/or disability. Create a student focus group to develop and implement a detailed survey on tolerance and respect for diversity and to progress monitor the school climate a minimum of 7 times per school year so that the administration can make changes to the school culture. Administration SIT team Student focus group Student Survey Surveys, brochures, polls Technology Shaun Krencicki Robin Lea Melonie Jones Results of student survey Student focus group meetings Implement a minimum of 3 programs per school year focused on bullying/harassment/respect for diversity so that there is a school wide awareness of the issues and an increase in tolerance and respect for diversity as measured by the second administration of the OCR survey. Administration Student Focus Group Rachel's Challenge One Man Volleyball Student Government led assemblies Robin Lea Robert Hobgood Completion of assemblies OCR Survey October School Improvement Plan 10 of 11 12/19/13

11 Support a chapter of the Students Against Destructive Decisions Club (peer to peer intervention) that will meet a minimum of 2 times per month so that students can practice positive peer pressure and role modeling to prevent destructive decisions and to promote a climate of tolerance and respect for diversity. Implement the NJROTC Suicide Prevention/Anti-Bullying/Bystander Intervention Pilot Program to assess the school's climate, increase awareness, and implement a minimum of 5 trainings per school year so that the school can address the areas of needed improvement in school climate. SADD Chapter Advisor NJROTC NJROTC Cadets Organizational materials for SADD Training courses Student surveys Keith Dangerfield Phillip Enkema Keith Dangerfield Philip Enkema Club Roster Minutes of meeting OCR Survey Survey Results Participation in training sessions September April School Improvement Plan 11 of 11 12/19/13