guilford county schools 2005-2008 school improvement plan ... · responsible decision making,...

DAI-F005 Created May, 2005 of 37

Guilford County Schools 2005-2008 School Improvement Plan

T. Wingate Andrews High School

Approvals

Approved by Staff:

Date of Approval by Staff: October 18, 2005 Results (% Approval): 100%

Principal’s Signature: Date: October 18, 2005 Approved By Division of Academic Improvement

Instructional Improvement Officer’s

Signature: Date: October 27, 2005

Approved by GCS Board of Education Date: Date Revised:

Principal’s Signature:

Instructional Improvement Officer’s Signature:

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TABLE OF CONTENTS Section Description Page

I Cover Page 1

Mission/Vision Statements 3-4

School Based Leadership Team (SBLT) 5-6

High Schools That Work (HSTW) 7

Southern Association of Colleges and Schools (SACS) (Middle and High Schools) 7

II School-Community Profile 8-10

III Goals, Strategies, Monitoring and Budget 11-24

• Instructional Program 11-16

• Culture for Learning 17-19

• Community Involvement 20-22

• Management 23-24

IV Other

• Safe School Plans 25-28

• Healthy Active Child Plan 29-30

• SAT Plan 31-36

• Waivers 37

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District’s Mission Statement: Students will graduate as responsible citizens prepared to succeed in higher education or the career of their choice. School’s Mission Statement: The mission of T. Wingate Andrews High School is to foster achievement in a caring environment which encourages responsible decision making, life long learning, and respect for individual and cultural diversity. To lead us toward our mission, our school community shares the following beliefs: We believe… …in establishing and maintaining a safe and orderly learning community …in providing opportunities for success for all students …in communicating high expectations to promote continual achievement by all students …all students and staff should have access to technology that will enhance teaching and learning …in involving the school, home, and community in an educational partnership …active parent involvement is essential to student achievement and success …in designing and implementing staff development to meet the needs of all school stakeholders …in using data and providing on-going analysis and evaluation of the total school Program

Mission and Vision Statements

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School’s Vision Statement: T. Wingate Andrews High School will graduate productive citizens equipped to compete in a technologically driven world. To this end, we will promote high academic achievement for all students while maintaining a safe environment that welcomes both home and community.

Mission and Vision Statements (Cont.)

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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

Monique Brooks Principal On file 10/18/2005

Bryan Johnson Assistant Principal On file 10/18/2005

Frederick Hill Assistant Principal On file 10/18/2005

Eric Hines Assistant Principal On file 10/18/2005

Lori Bolds Assistant Principal On file 10/18/2005

Sara Perkins Foreign Language On file 10/18/2005

Laura Blacksten Physical Education On file 10/18/2005

Jen Scialabba Fine Arts On file 10/18/2005

Jimmy Murray Workforce Development On file 10/18/2005

Nancy Tucker Parent On file 10/18/2005

Tatlock Lauten Science On file 10/18/2005

Tracy Gibson Parent On file 10/18/2005

Lisa Kirkley Parent On file 10/18/2005

Sarah Hicks Exceptional Children On file 10/18/2005

Frank Isley English On file 10/18/2005

Allen Wyatt Math On file 10/18/2005

Chris Shore Workforce Development On file 10/18/2005

School Based Leadership Team Members Signature Page

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Name Position or Role Signature Date

Michael Prioleau Parent On file 10/18/2005

Brenda Little Media Center On file 10/18/2005

Paulette Cushing Parent On file 10/18/2005

(i.e. Principal, Assistant Principal, Certified Staff, Classified Staff, Student, Parent or Community Member)

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HIGH SCHOOLS THAT WORK (HSTW) COMMITTEE

Name Role Phone Address

Lori Bolds Asst. Principal/Site Coordinator On file On file Pat Keefer IEC On file On file Angela White Science On file On file Melinda Galloway English On file On file Felicia Williams Counseling On file On file Diane Bellerand Curriculum Facilitator On file On file Cheryl Cox Workforce Development On file On file Ben Medlin Science On file On file Jamie McPhatter Workforce Development On file On file (i.e. Principal, Assistant Principal, Certified Staff, Classified Staff, Student, Parent or Community Member)

SOUTHERN ASSOCIATION OF COLLEGES AND SCHOOLS (SACS) STEERING COMMITTEE Name Role Phone Address

Lori Bolds Asst. Principal/ Chair On file On file Frederick Hill Asst. Principal/ Co-Chair On file On file Pat Keefer IEC On file On file Cheryl Cox Workforce Development On file On file Melinda Galloway English On file On file Jamie McPhatter Workforce Development On file On file Paulette Cushing Parent On file On file Tracy Gibson Parent On file On file Don Atkinson Dropout Prevention On file On file (i.e. Principal, Assistant Principal, Certified Staff, Classified Staff, Student, Parent or Community Member)

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T. Wingate Andrews High School is one of fourteen traditional high schools located in Guilford County. Beginning with the 2004-2005 school year, Andrews High School received the designation of magnet school. The high school is a comprehensive school with approximately 1100 students enrolled. Andrews serves over half of the students within the city of High Point, North Carolina. Our mission is to foster achievement in a caring environment which encourages responsible decision making, lifelong learning and respect for individual and cultural diversity. On the tenth day of the 2005-2006 academic year, we had 1093 students; 50.2% males and 49.8% females. Ethnically, our student population consists of 21.1% White, 67.4% African American, .09% American Indian, 4.9% Asian, 3.5% Hispanic, and 2.9% are Multi-racial. Andrews High School offers a comprehensive curriculum that provides a strong emphasis on high expectations for all students. Students may choose from a challenging curriculum. This includes College Preparatory, College Tech Prep, Honors, and Advanced Placement. Students are assisted in developing strong study and work skills, which allows them to function in both an independent and self-directed manner. Career planning with our specific Career Pathways prepares students for both post-secondary education and a career. With the addition of the magnet program, Andrews High School, now referred to as The Center for Advanced Research and Technology, affords students the ability to take a myriad of courses in areas of research and technology. Until now, Weaver Education Center was the only school in the county offering a similar course of study. The magnet program is divided into three areas of study known as clusters. They are Advanced Information Technology, Advanced Engineering Technology, and Professional Sciences. Each of these three clusters offers students possible College Preparatory and College Tech Prep graduation status. Students in certain areas of the clusters have the opportunity to continue their education after high school with free tuition at Guilford Technical Community College (GTCC) or by applying to a four-year college or university. Advanced Research and Technology strands include: Network Administration & Support Concentration, Engineering Technologies, Telecommunications & Networking Engineering Technology, Electronics Engineering Technology, Mechanical Engineering Technology, Civil Engineering / Construction Technology, and Health Sciences.

School-Community Profile

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Andrews Academy is proud to provide an exciting new opportunity for highly motivated rising ninth and tenth graders, allowing them to get a head start on reaching future goals and offering cost-free tuition their first year in college. Through a collaborative program developed by Guilford County Schools, North Carolina A & T State University, High Point University, Greensboro College, UNC-G and Guilford Technical Community College, students can begin a prescribed course of study in the ninth grade that will prepare them for college and future professions in the area of Health Sciences. Students who successfully complete course work in the area of Health Sciences can attend North Carolina A&T State University, High Point University, Greensboro College, Bennett College, UNC-G, or Guilford Technical Community College, with their first year tuition being paid by Guilford County Schools. For the 2005-2006 academic year, Andrews currently has nine students taking college courses at North Carolina A & T State University. With the 2005-2006 school year, Andrews High School re-introduced the ninth grade academy. Based on the Johns Hopkins’ Talent Development High School Model, freshman students are housed in a centralized location which allows greater teacher support and a family atmosphere. First semester, all freshmen are required to take Freshman Seminar, a course designed to help students acquire better study skills, increased organization, and time management. The goal of the ninth grade team is to provide students with skills needed to prepare them for tenth grade and beyond. Tremendous community resources and support are available to address students’ needs. The Chamber of Commerce has an Education Committee devoted to assisting Andrews’ students with job shadowing, career days, internships, and mentoring programs. Businesses and industries in the High Point area provide partnerships, incentives for achievement, volunteers for tutoring, and apprenticeship sites for students. The Communities in School (CIS) program provides assistance in creating partnerships with local businesses, government agencies, local churches and our school. The PTSA is consistent in its efforts to offer support to the school as well as incentives for all. Andrews High School is located just miles from three neighboring high schools enabling students to enroll in additional courses that are not offered at our own school. Through the Distance Learning Lab and the North Carolina Information Highway students may enroll in courses that are offered at other high schools such as Latin and German. Students also have the opportunity to take courses not offered at Andrews at the following high schools: Weaver Educational Center, High Point Central High School, and Ragsdale High School. T. Wingate Andrews High School boasts a rich tradition in both academics and athletics. In the last five years, the Speech and Debate team has placed several students to compete on the state level. Our men’s and women’s track teams have captured state championship titles. Our football team advanced to the regional and national level. Student athletes receive additional support from the Red Raider Athletic Booster Club.

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Andrews High School makes extra help available to students through tutoring, Communities in Schools, NovaNet classes, and SAT Coaching Sessions with transportation provided for students who stay after school for extra help. We also involve parents and business / industry in the school through speakers, job shadowing, PTSA, “Grad Fest” and booster clubs. Despite our many accomplishments, there are areas we are concentrating our efforts for the 2005-2006 school year. Our African American subgroup, which makes up 67% of our student body, falls below all other groups in the End-of-Course proficiency levels. Also, our average SAT score is below 1000. These are two areas were we will be providing additional support in terms of additional tutorials, peer-tutoring and one-on-one assistance. In terms of challenges, T. W. Andrews High School will continue to address the issue of setting higher expectations for all members of the learning community. We are also committed to developing a comprehensive, career guidance and counseling program involving all students and their parents and guardians. In order to enhance our school, we plan to analyze and utilize assessment data in order to guide our school improvement efforts. In November 2005, we are scheduled to have our Southern Association of Colleges and Schools (SACS) visit. The feedback received from these visits will enable us to structure our school programs as we seek to continually improve from year to year. Overall, T. Wingate Andrews High School is an educational setting that provides a nurturing environment and family atmosphere for all students. Committed to becoming a school of excellence, Andrews High School is constantly seeking ways to better meet the needs of our students.

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1: Instructional Program Goal(s):

1. To increase Andrews’ SAT performance to meet the district goal of 1011 and the state goal of 1010. 2. To increase Andrews’ performance in Advanced Placement by meeting the district’s goal of 15 AP courses. 3. To increase scores within VoCats classes. 4. To increase the number of students scoring at levels 3 and 4 on all EOC’s by 10%.

Objective(s):

• Increase the number of sections of SAT Prep courses by four. • Increase the number of student enrolled in SAT Prep courses by 40%. • Increase minority participation of Advanced Placement courses by 25%. • Increase the number of students that score 3 or better in Advanced Placement by 10% • Increase EOC composite score from 31.8% to 55%.

ACTION PLAN

2004-2005 2005-2006 2006-2007 2007-2008 Achievement Data (Related to Stated Goal) Target Results Target Results Target Results Target Results

Algebra I 15.6 20.8 Algebra 2 29.6 39.4 Geometry 18.6 24.7 English I plus writing 66.3 35.4 Physical Science 27.5 36.6

Goals, Strategies, Monitoring and Budget

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Biology 26.9 35.8 Physics NA NA Chemistry 29.4 39.1 Civics and Economics NA NA U.S. History NA NA AYP-Math All 57.1% 70.8% African- American 47.2% 52.5% White 78% 80.2% Free/ Reduced Lunch 49.7% 54.7% AYP-Reading All 27.9% 35.1% African- American 17.6% 25.8% White 49.1% 54.2% Free/ Reduced Lunch 14.6% 23.1%

Graduation Rate 96.9% 98%

2004-2005 2005-2006 2006-2007 2007-2008 Achievement Data (Related to Stated Goal) Target Results Target Results Target Results Target Results

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Strategy/Action (What will we do?) List (C) as a continuing strategy and (NI) as a new and innovative strategy.

C/NI Timeline Person(s)

ResponsibleBudget/ Source

Professional Development

Desired Outcome

Code (HSTW

or SACS)

Use SAT Coach and Prep classes to increase achievement of SAT scores on the Verbal, Written, and Math component of the SAT

C On-going SAT Prep Class Teacher TWA NA

To close the achievement gap between diverse and traditional populations on

the SAT and Improve

performance scores by 200

points

SACS/HSTW

Implementation of pacing guides and common assessments within each department for focused student/ teacher achievement

C On-going

Principal, Assistant Principal, teacher,

curriculum facilitator

NA 4X4 Block Training

Improve performance

scores on individual tests

by 20% to achieve expected

growth

SACS/HSTW

Share and analyze disaggregated EOC, VOCATS, and benchmark performance data with department chairs and the entire staff to develop strategies to improve instruction.

C On-going

Principal, Assistant Principal, teacher,

curriculum facilitator

NA STARS Team, Informational

Session

To increase student scores on all EOCs, VoCats, and Benchmarks by 20%

SACS

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Desired Outcome

Code (HSTW

or SACS)

Promote and document participation in the Extended Learning Program for remediation.

C On-going

Extended Program

Coordinator and Teachers

NA NA

Improve individual

performance of students to

meet proficiency through use of

PEPs and Individualized

Instruction

SACS

Utilize the NovaNet program to assist students in credit recovery.

C On-going Teachers, Counselors NA NA

To increase student

promotion and graduation rates

SACS/ HSTW

County-wide benchmarks will be administered after 4, 8.5, and 13 weeks and students who fail to meet benchmarks will be identified.

C On-going Guidance, Asst. Principal

Guilford County

Benchmarks NA

To improve performance on Algebra I EOC’s

by 20%

SACS/HSTW

All students scoring levels I and II on eighth grade EOG’s will be placed into Strategic Reading courses within the first semester of high school.

NI On-going Guidance Eighth grade EOG scores NA

To improve performance on English I EOCs and all literacy

efforts for success in every

content area

SACS/HSTW

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Desired Outcome

Code (HSTW

or SACS)

Implement Writing Across the Curriculum in all CTE courses via school wide written assignments/ contests and portfolio use.

C On-going

Curriculum Facilitators,

STARS team, teachers, Athletic

Coaches, and Community

Contest Sponsors

GCS/ TWA Curriculum Facilitators

To promote written

communication skills that extend beyond the high

school environment as well as increase student scores

on the 10th grade writing test by

20%.

SACS/HSTW

Use technology within all content areas to increase technology literacy and awareness.

C On-going Teachers NA NA

Increase scores of the Computer Competency Test

by 25%.

SACS/HSTW

Assign Math EOC students to the Extended Day Program based on EOC benchmark test results.

C On-going Math teachers TWA NA

Improve performance of

students on Math EOC’s by

20%

SACS

Require students to keep journals including SAT words, Math problems, and quotes of the day.

C On-going Cultural Art Teachers TWA NA

Increase written, verbal, abstract and critical skills

of students.

SACS/HSTW

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Desired Outcome

Code (HSTW

or SACS)

Develop school wide lesson plans, specific to departments, that utilize pacing guides to employ the Standard Course of Study in relationship to daily goals

C On-going Social Studies Teachers TWA N/A

To establish a base EOC score

that can be improved on

from first semester to

second semester

SACS/HSTW


2: Culture for Learning Goal(s): Provide a safe, orderly and systematic, caring school which is sensitive to the academic, social, and emotional needs of students.

Objective(s): • Increase the use of a variety of surveys by 50% to address school climate • Increase the attendance rate of students by 15%. • Decrease the total of out-of-school suspensions by 25%. • Decrease the total of in-school suspensions by 30%. • Decrease the total amount of retentions by 50%. • Decrease the total amount of drop out by 30%.

ACTION PLAN

2004-2005 2005-2006 2006-2007 2007-2008 Data (Related to Stated Goal) Results Target Results Target Results Target Results

Attendance Rate 87.8 97.9 Out-of-School Suspensions (Total) 534 347.1 In-School Suspensions (Total) 290 188.5 Retentions 88 44 Early Leavers (High School) 66 58


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Strategy/Action

(What will we do?) List (C) as a continuing strategy and

(NI) as a new and innovative strategy.


Responsible Budget/ Source


Desired Outcome

Code (HSTW

or SACS)

Address the concerns of incoming 9th grade students and parents by building upon the freshman orientation program.

C On-going

9th grade administrator, Organizational

Facilitator

TWA John

Hopkins NA

Ensure a smooth and successful transition for

incoming freshmen, into the high school community, via the Freshman Academy

and constant monitoring of

freshman by the Organizational

Facilitator.

SACS/HSTW

Establish a one on one student/ professional adult mentoring program.

NI On-going CIS, Drop Out Prevention,

Administrators

TWA CIS NA

Provide academic and emotional

support for students identified

at risk by decreasing the

student drop out rate by 30%.

SACS/HSTW

Monitor the performance of students to promote noteworthy academic success increasing matriculation into college or the workforce.

C On-going

Transition teacher, Student Support

Specialist, Guidance

Counselors

TWA NA

Review of student transcripts for

necessary adjustments

SACS/HSTW

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Strategy/Action

(What will we do?) List (C) as a continuing strategy and

(NI) as a new and innovative strategy.




Desired Outcome

Code (HSTW

or SACS)

Enforce the use of Tardy Sweeps C 2005-

2008

Assistant Principals and Teachers, and Support Staff

NA NA Reduce the number of tardies to class

by 70%. SACS

Increase monitoring of campus by use of cameras C 2005-

2008 SRO NA NA Reduce

inappropriate behavior by 70%.

SACS/HSTW

Ensure proper implementation of Crisis Plan C 2005-

2008 Assistant Principal NA Crisis Team

A safe and orderly environment 100% of the time in the event of a crisis.

SACS

Expand utilization of First Response Team C 2005-

2008 Teachers NA First Response Team

Healthy educational environment SACS

Effective and efficient use of Behavior Improvement Assistance

C 2005-2008

Behavior Improvement

Officer NA

Principal and Behavior

Improvement Officer

Achieve a safer educational

environment by reducing behavior referrals by 40%.

SACS/HSTW


3: Community Involvement Goal(s): Maintain strong family, community, cultural diversity, and business support.

• Objectives: • Increase one- way and two- way communication with families by 25%. • Develop new community and business partnership 25%. • Promote cohesiveness and unity within the school community by 70%.

ACTION PLAN

2004-2005 2005-2006 2006-2007 2007-2008 Data (Related to Stated Goal) Results Target Results Target Results Target Results

Volunteers (hours) 1700 2091 Opportunities for Parental

Dialogue/Participation 200 320

Parent-Student-School Compact (Number

Returned and Signed) 625 713


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Strategy/Action (What will we do?)

List (C) as a continuing strategy and (NI) as a new and

innovative strategy.




Desired Outcome

Code (HSTW

or SACS)

Utilize the Connect-Ed communication system C On-going Principal NA NA

Effective communication with parents at

least once a week.

SACS/HSTW

To promote positive school and community interactions through sporting events, social programs, beautification days, and tailgating.

C On-going Staff PTSA NA

Continue to build positive

relationships with community through a

minimum of 10 events per year.

SACS/HSTW

Initiate a Fall Festival that involves school community and business partners

NI On-going Staff PTSA NA

Continue to build positive

interactions and relationships with

school and business

community once a year.

SACS/HSTW

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List (C) as a continuing strategy and (NI) as a new and innovative

strategy.




Desired Outcome

Code (HSTW

or SACS)

Strengthen networks within the community to include families and businesses

C On-going Principals and staff NA In-school

Sustain and increase meaningful

partnerships by 25%.

SACS/HTWS

Staff will join and attend PTSA meeting. C On-going Principal and

Staff NA NA

Collaboration and increase of parental

and teacher partnerships by

60%.

SACS/HSTW


4: Management Goal(s): Achieve and maintain effective and efficient school operation. Increase relationship school community

• Objectives: • Increase synergy scores 80%. • Individual departments will submit goals before the start of each school year with 100% participation.

ACTION PLAN







Desired Outcome

Code (HSTW

or SACS)

Staff members will read The Seven Habits of Highly Effective People

C 2005-2008 Staff Grants In-service

training

Improve organizational trust by increasing positive survey results.

SACS/HSTW

Common planning periods for intradepartmental staff C 2005-

2008

Principal Department

Chairs Counselors

SIMS, registration

information , and test data

NA

Proper student

placement; cross-

curricular instructions

SACS/HSTW


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Desired Outcome

Code (HSTW

or SACS)

Maintaining a clean and inviting campus C 2005-

2008

Entire faculty and staff,

beautification committee

Maintenance NA

Monthly inspection of

campus utilizing school

community generated checklist

SACS/HSTW

Review of School Improvement Plan periodically/Alignment of specific and measurable goals to SIP

C 2005-2008 Departments

Standard Course of

Study, Pacing

Guide, and Lesson Plans

I-C-E (Instruction, Curriculum, Evaluation),

and In-service on Total

Instructional Alignment

Review, monitor, and

update Individual,

Departmental, and School

goals as aligned by the

State and County.

SACS/HSTW

High School: T. Wingate Andrews High School 2002-2005 School Improvement Plan

DAI-F005 Created May 2005 of 37

SAFE SCHOOLS PLAN According to NC Code 115C-105.47, each school must have a comprehensive safe schools plan. The following are components of that plan:

• Student code of conduct and designated consequences for violating the code. • Roles and responsibilities of all school personnel in maintaining a safe and orderly learning environment. • Procedures for identifying and serving the needs of students at risk of academic failure or of engaging in

disorderly or disruptive behavior. • Mechanisms for assessing the needs of disruptive and disorderly students, providing services to them and

removing them from the classroom when necessary. • Measurable objectives for improving school safety and order. • Professional development clearly matched to the objectives for improving school safety and order. • Plans to work with local law enforcement and court officials to ensure safety. • Methods of providing a safe physical environment. • Parent involvement in planning for school improvement, safety, and alternative education placements. • School conducts a needs assessment annually (from students, teachers, parents, and staff) to determine their

perceptions of school safety and climate. • School has programs, strategies and/or activities that promote good behavior/citizenship. • Strategies for maintaining safe and orderly climate, addressing the needs of students at risk, and providing

services for students assigned to alternative programs.



What will be

done?

Who will be in charge?

When will it be

done?

What are the needed resources

(including staff development)?

What are the

costs

What are success

indicators? Implement programs such as: 1) Sweep Program 2) One-on-One Tutoring 3) CIS 4) Parent calls 5) Citizen of the Month 6) Teacher and Rookie Teacher of the Month 7) Student of the Week

Teacher, support staff, students, parents, and Administrative personnel

Immediately

Responsible Discipline Process Implementation

District funds Fewer dropouts, fewer fighting incidents, fewer suspensions, fewer student conflicts thus producing students who are confident and secure in their student responsibilities.

Annually use a climate/ safety survey to gather input from students, staff, and parents.

Principal May 2006 Surveys District funds 75% positive responses on the survey

Utilize a safety/crisis plan for Fire/Tornado drills

Principal, Staff, Custodial staff

Update / Implement August 2005

Staff training regarding procedures

NA Staff/ Students knowledge of emergency plans



What will be

done?


When will it be

done?



What are the

costs

What are success

indicators? To implement “Code Red” Plan for total lock-down of school for in-house emergencies

Administration Staff, SRO

On-going Staff / Student training NA Staff / Student knowledge of how to evacuate halls

Implement strategies that will encourage responsible behavior

Administration, Staff, Student Council

August 2005 Responsible discipline training for staff

District funds Positive results of responsible discipline surveys

Utilize SSST and/or Guidance Department to address needs of students at risk of academic failure

Administration, Staff, SSST, CIS

On-going SSST Training NA Improved achievement Fewer discipline referrals Intervention Plans

Provide information to staff and parents related to gangs, drugs, weapons, etc. as it relates to safe school environment

PTSA, Administration, Staff

October 2005 Speakers from local police department

NA Parent and staff participation in information sessions



What will be

done?


When will it be

done?



What are the

costs

What are success

indicators? Offer tutoring & make-up work / make-up time during after school and Saturday sessions for academically and behaviorally at-risk students

Administration, Curriculum Facilitators, Staff

On-going Tutors Staff Volunteers

Equity funding, Small Learning Community grant, Comprehensive school Reform grant

Students meeting promotion requirements Improved achievement Fewer discipline referrals

Provide incoming 9th grade students with experiences that will enhance the transition from middle school to high school

Administration, Staff, Student Council, PTSA

9th grade School Year

Transportation, food, prizes, classroom supplies

Estimate $20,000

Observations, student feedback, discussions, and surveys

Utilize Connect Ed system to maintain communication between home / school community

Administration Weekly Connect Ed Telephone System

NA Community parental involvement in daily school operation



Action Plan for Healthy Students in Safe, Orderly and Caring Schools LEA: Guilford County Schools School: T.W. Andrews High School

Strategic Priority: Healthy Students in Safe, Orderly and Caring Schools

Strategy

Not Yet Addressed

(What is your plan?)

In Progress (Please describe.)

Need Assistance (Please describe.)

NA (Provide explanation.)

Ensure all students have recess during the school

day and that it is not taken away as punishment. Indicate if this is in progress or not yet

addressed.

T. W. Andrews High School that offers physical

education opportunities that include intramural activities for 9th grade

students.

Strategy

Yes

No

Time over 180 days

Provide physical education for every student taught by a physical

education teacher. Check the appropriate “yes” or “no” box and list the exact number of minutes in PE over the 180-day school

year.

Only ninth grade students are required to take PE. Advanced PE and weight training are elective

courses included in our schedule.

8,100 minutes are provided in a 4x4 block schedule

Provide physical activity and/or recess for every student. List the exact number of minutes provided for recess and/or physical activity

over the 180-day school year.

NA



Strategy

Not Yet Addressed

In Progress


Implement a coordinated school health program. Indicate if this is in progress or not yet addressed

by the school.

X

At Our School

In Our LEA

Unsure Need Assistance

(Please describe.)

We have a School Health Advisory Council.

Check all that apply. X

What other areas of Coordinated School Health Programs are

you working on implementing in your

school? Please explain.




T.W. Andrews High School SAT Plan 2005-06

Strategy Timeframe Person/Department Responsible

Evidence Date Verified

Comments

Media pieces for test dates with push on November and April test; announcements of parent and student nights, billboards and cable channel use

NOW-April Sonya Conway and PR department

Establish and advertise school competition for most improved scores, participation rate increase and highest scores and highest participation rate—advertise. Prizes to be given.

September 17

Sonya Conway and PR department

Incentives to be collected for use in schools

September-January

Sonya Conway and PR department

District and school websites link to SAT Coach, College Board, and gives test dates, and SAT question/problem of the day

Established July 7, 2005;

Updated September

30

Webmaster





Comments

SAT Team trained in use of correlation guide and SAT Coach; all faculty to use correlation guide

September 7-22

Triumph and district SAT Coach

Faculty trained in use of correlation guide and SAT Coach; all faculty to use correlation guide

October 3-7 Triumph and SAT Coach

New faculty trained in use of SAT essay and scoring rubric and understanding the SAT; refresher for returning faculty

September 7-22

SAT and STARS Team

Monthly SAT Champion meetings established; first meeting--expectations and use of SAT template

9/13, 10/24, 11/28, 12/19, 2/20, 4/17, 5/22

SAT Coach and IIO

School wide goal on IGP written: all faculty to use correlation guide, essay, and reading comprehension in instruction and assessment

September; On-going

Administration





Comments

Departments develop reading comprehension and essay prompts to be used in regular assessments

9/19, 10/10, 11/15, 12/12, 2/13, 3/13

District SAT Coach, Department

Chairpersons, Administration and CF

Curriculum developed and teachers trained for SAT Units

September 30

SAT Coach

Triumph will provide 4 days of support for each school

October, November, February,

March

District SAT Coach, Department Chairpersons, Admin and CF

Seniors and juniors take practice test using SAT Coach after being surveyed

September 12 and

January 31

SAT Team



Strategy Timeframe Person/Department

Responsible Evidence Date

Verified Comments

Freshmen and sophomores take practice PSAT; ID your 11th grade students who are within 10-15 points or less of the PSAT cutoff scores for special PSAT preparation. These students should take a diagnostic test and given preparation for the upcoming PSAT.

September 12, Oct 12

SAT Team

Schedule developed /implemented for English 12 and math classes to use Coach

September 12

45 min weekly

SAT Champion, English and math

departments

Schedule developed/implemented for all seniors not in English 12 for SAT Prep pull-out

September 26

45 min weekly

SAT Champion, counselors



Strategy Timeframe Person/Department

Responsible Evidence Date

Verified Comments

Coach schedule developed /implemented for English 11 and math classes to use Coach

January 23 45 min weekly


departments

Schedule developed /implemented for grades 9-10 with PSAT

September 12

Bi-weekly


departments

Athlete Study Hall for SAT

On-going AD, coaches, and SAT Champion

SAT scores and information shared with faculty after each test—dept and faculty

By: 10/24, 11/28, 12/19, 2/20, 4/17, 5/22

SAT Champion

SAT Blitz at Tier 1 schools prior to test

Oct., Nov., Dec. Feb.

District SAT Coach





Comments

Implementation of AP back mapping skills

September 26

Curriculum Division

Meet w/student focus groups after each test; pair test takers with new test takers

10/11, 11/8, 12/6, 21, 4/4, 5/9

SAT Champion, counselors,

District coach for Tier I

Faculty reviews PSAT results and adjusts instruction as needed

September 22

District coach, dept. chairs, CF, and SAT

Champion

Vertical teams discuss and address SAT

Vertical team

meeting dates--

quarterly

SAT Champion, CF, vertical team facilitators

Identify Kapplan, Princeton Review, SAT Essay trained personnel

September 9 SAT Coach

Use community outreach to support SAT, i.e., Outward Bound, community centers and churches

October 26 Gwen Willis and Terrence Young

Allocate .5 SAT Prep teacher/coach for Tier I schools

November 2 CAO



School-Based Management and Accountability Program School-Based Waiver Request for 2005-2008

LEA: Guilford County LEA Code: 41

School Code/School Name: 319/T.W. Andrews High School

Requests for Waiver 1. 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). 2. Identify the law, regulation or policy from which an exemption is requested. NC General Statues Section 115C-301 (c) 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 to accommodate students that move into our district after the first 10 days of school. Finally, the waiver will be used for students who do not meet graduation requirements, and may have to take or re-take a class. 4. State how the waiver will promote achievement of performance goals. The waiver will 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.

Waiver Requests

guilford county schools 2005-2008 school improvement plan ... · responsible decision making,...

Documents