lea or charter name/number: guilford county schools ...2014/03/02 · by 2010-2011, all students...

LEA or Charter Name/Number:

School Name/Number:

School Address:

Plan Year(s):

Date Prepared:

Committee Position* Committee Position*

Principal

Curriculum Facilitator

Teacher Representative- Elementary

Teacher Representative- Middle

Teacher Representative- High School Language

Teacher Representative-High School Content

Inst. Support Representative- Support Team

Inst. Support Representative- Classified

Parent Representative

Local Board Approval Signature:

Date

Date

Jake Henry

Guilford County Schools - 410

Susan Buchholtz

School Improvement Team Membership

From GS § 115C-105.27: “The principal of each school, representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants

assigned to the school building, and parents of children enrolled in the school shall constitute a school improvement team to develop a school improvement plan to improve student

performance. Representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants shall be elected by their respective groups

by secret ballot....Parents serving on school improvement teams shall reflect the racial and socioeconomic composition of the students enrolled in that school and shall not be

members of the building-level staff.”

Doris Henderson Newcomers School 410-398

2010-12

8/5/2010

Principal Signature:8/26/2010

Vanina Hackett

Carmen Brown

Esther Gray

Leisa Huddleston

Raycia Evans

Name Name

Jeff Joyce

Shelli Craig

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

Doris Henderson Newcomers School - Cover Sheet Guilford County Schools

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

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

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

Century

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

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

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

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

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

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

Area I - Improve Academic Achievement

Guilford County Schools Strategic Plan 2012

GCS Strategic Plan 2012:

Supports State Board of Education Goal:

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


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





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



Area V - Safe Schools & Character Development


Area IV - Respectful and Responsive Service


Area III - Strategic Human Resource Management

GCS Strategic Plan 2012: Area VI - Optimal Operations

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

GCS Strategic Plan 2012: Area VII - Transformational Technology


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


Doris Henderson Newcomers School - GCS Strategic Plan Guilford County Schools

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





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



Recommended Data Sources for Analysis by School Improvement Teams

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

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

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

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

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

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

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

Examine data from such areas as:

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

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

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

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

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

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

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

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

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

Special Education Continuous Improvement Plan

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

District Data: (www.gcsnc.com)

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

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

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

Doris Henderson Newcomers School - Recommended Data Sources Guilford County Schools

http://www.ncreportcards.org/






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












http://ncteachingconditions.org/




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















http://www.nchealthyschools.org/




http://ncreadyschools.org/




http://www.gcsnc.com/

http://www.gcsnc.com/

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





http://ayp.ncpublicschools.org/




Vision:

Mission:

School Vision and Mission Statements

To inspire hope in Newcomers through challenging academics and language learning, by honoring all cultures and heritages, and introducing

Newcomers to a new cultural environment

To prepare all Newcomers for successful transition into American schools, culture, and beyond.

Doris Henderson Newcomers School - Vision and Mission Statements Guilford County Schools

We need more short term data relative to how students are progressing throughout the year. In high school we have our ESL Progress

test given at the beginning of they year, semester, and end of year. In grades 3-8 we assess students using the Fountas and Pinnell

Benchmark Reading Assessment 3 times a year. All students receive the W-APT screener upon enrollment at the WIDA ACCESS test

in March. We need to know how students are progressing throughout each quarter. Teachers will create more frequent interim

assessments that measure student learning based on what was taught and report those findings to students and families through

interim progress reports each quarter.

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

According to our school wide needs assessment teachers indicated a need for more professional development in the area of

documenting and using results of assessments on an ongoing basis. While we are meeting our target goals and exceeding the state

AMAO, we feel we need an emphasis on more frequent formative assessment of student learning to inform our planning on a daily

basis. A more explicit curriculum with clear learning outcomes and a continuum of vocabulary is needed. Currently we do not have a

systematic plan of knowing what students have learned on a weekly basis.

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

School Data and Summary Analysis

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

areas for improvement.

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

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

walk-throughs/observations as well as data).

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

As an annual measurable achievement objective (AMAO), North Carolina ESL students must demonstrate progress on the required state identified English language proficiency test (WIDA). Progress is defined as improving at least one proficiency level in at least one of the subtests of reading, writing, speaking, or listening. Students who have spent a minimum of 6 months at our school are meeting and exceeding that goal. They have grown an average of 1.8 levels in listening, 1.2 in speaking, and 1.5 in reading and writing. In addition, students in grades 3-8 spent a minimum of 6 months at our school last year grew an average of 2 grade levels in reading as measured by the Fountas and Pinnel Benchmark Reading Assessment. Students in high school grew and average of 17.6% on the Newcomers High School pre/post assessment aligned with our ESL curriculum. According to the teacher working conditions survey teachers feel our school is a collaborative environment. Teachers indicated they feel valued and are involved in

Doris Henderson Newcomers School - School Data and Summary Analysis Guilford County Schools

School Data and Summary Analysis

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

support these priorities.)

Priority Goal 2:

Priority Goal 3:

Priority Goal 4:

Priority Goal 1: All students must grow a minimum of one level in all categories of the WIDA language assessment.

Doris Henderson Newcomers School - School Data and Summary Analysis Guilford County Schools

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Area for improvement and supporting data (refer to #4 of School Data and Summary Analysis): Student growth on the WIDA

Language Assessment.

Target SMART* Goal:By 2010-2011, all students attending our school for a minimum of 6 months will grow at least 1 proficiency

level in listening, reading, writing, and speaking on the WIDA language assessment.

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

Priority Goal 1 and Associated Strategies

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

Strategy 1: Strategy: Creation of an explicit curriculum by level (elementary, middle, and high school) with clear learning

outcomes and a continuum of vocabulary aligned to the WIDA standards.

Action Steps:

1 Monthly PLC meetings during the instructional day will allow teams across departments to collaborate and create monthly

plans.

2 A continuum of vocabulary by level (elementary, middle and high) will be created. This will be aligned to WIDA standards

and divided into two categories 1. Basic English/Content Words and 2. Sight words.

3 Vocabulary guides will be created for home practice with parents, guardians and siblings. Guides will include words to be

learned during specific dates and will be translated into our main languages.

Overall SMART* Goal:By 2011-2012, all students attending our school for a minimum of 6 months will grow at least 1 proficiency

level in listening, reading, writing, and speaking on the WIDA language assessment.

Supports this Area of the

GCS Strategic Plan: Area I - Improve Academic Achievement

5 Formative assessments aligned to the curriculum and expected outcomes will be created so teachers can assess how well

students are learning in more frequent intervals.

6 Progress reports aligned to the curriculum will be created to inform students and parents about what students are

expected to know and do and how they are progressing to meet these goals. They will be translated in main languages.

4 Assessment for learning training will be provided by a team of teachers for all faculty. Trainings will focus on aligning

assessments with the created curriculum to understand if students are learning and how to better meet learning goals.

Doris Henderson Newcomers School - Priority Goal 1 Guilford County Schools

Priority Goal 1 and Associated Strategies

Review frequency:

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Strategy 2:

5 High school will double block students with the highest literacy needs. 3 hours of uninterrupted instruction in language

and literacy development during 1st and 2nd period will be provided daily.

8 Implement an art literacy integration plan for our middle school students. Our art teacher will work with middle school

teachers to integrate the arts in the language development curriculum.

9 Training will be provided to all faculty to ascertain what is different about teaching reading to English language learners.

This training will help teachers align instruction to the learning needs of students.

10 Training will be provided to teachers on the backgrounds and cultures of the students in our school. This training will help

teachers align instruction to the backgrounds of students.

4 Middle and Elementary teachers will provide a daily intervention program for at least 30 minutes for students in need of

extra small group support.

Strategy: Instruction and Interventions will be delivered to students according to their individual area of need and

will be on-going.

Action steps:

1 High School students will be assessed and placed into ESL and reading classes by language proficiency. Grouping will be

flexible as students progress in the language.

2 Middle and elementary classes will include a reading block following the balanced literacy model: whole group teacher

modeling and shared instruction, small group guided reading by instructional level, and independent reading.

3 Flexible guided reading groups will be used in elementary and middle school to be able to teach students at their

instructional level. Groups will shift as often as possible based on assessment data.

6 The reading specialist will provide small group interventions to struggling students of all ages. Referrals will be made by

teachers.

7 Flexible math grouping will be used at the elementary level to provide instruction at the student levels.

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

Quarterly

Assigned implementation team: Leadership Team

QUARTER 1: Curriculum plans for September/October, vocabulary continuum for September/October, progress reports, home vocabulary guide for

October, samples of formative assessments, high school schedule, classroom walkthroughs, intervention schedule and list.

QUARTER 2: Curriculum plans for Nov./Dec/Jan, vocabulary continuum for Nov./Dec/Jan, progress reports, home vocabulary guide for Nov./Dec/Jan,

samples of formative assessments, high school schedule, classroom walkthroughs, intervention schedule and list.

QUARTER 3: Curriculum plans for Jan/Feb/Mar, vocabulary continuum for Jan/Feb/Mar, progress reports, home vocabulary guide for Jan/Feb/Mar,

samples of formative assessments, HS schedule, classroom walkthroughs, intervention schedule and list.


Priority Goal 1 and Associated StrategiesA

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QUARTER 2: HS ESL finals indicate 14% avg. growth. . Students in intervention grew 29%. Most F and P scores for middle and elem indicate

students are on target to grow 1.5-2 reading levels at year's end. We still have many students below grade level in need of intervention.

QUARTER 4:

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

data as appropriate.)QUARTER 1: Curriculum plans must align with vocab continuum, assessments, progress reports and what was observed during class walk-throughs.

Interventions must be based on assessments and observations and should be aligned with needs on those assessments.

QUARTER 2: Curriculum plans must align with assessments, progress reports and what was observed during class walk-throughs. Interventions must

be based on assessments and aligned with needs on those assessments. F and P data, High school ESL exam data.

QUARTER 3: Curriculum plans for Jan/Feb/Mar, vocabulary continuum for Jan/Feb/Mar,, progress reports, home vocabulary guide for Jan/Feb/Mar,

samples of formative assessments, HS schedule, classroom walkthroughs, intervention schedule and list.

QUARTER 4:

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

QUARTER 1: Curriculum plans for ESL do align to WIDA, vocabulary and assessments. Common assessments indicate most students are

progressing in curriculum. Students not scoring well receive remediation in small groups, with volunteers or are referred for interventions.

QUARTER 4:

QUARTER 3:

QUARTER 4:

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

QUARTER 1: No changes recommended at this time

QUARTER 2: Reschedule HS students based on their final scores, MS classes will be restructured by ability group, we will continue reading

interventions-Read Spc and CF push into middle literacy block, triple does HS students, double dose lowest elem, no double block in HS.

QUARTER 3:


Strategy 1:

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

Action Steps:

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

develop students’ citizenship skills.

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

develop student’s character.

2. The administration and teachers will recognize students and staff who exhibit outstanding behavior related to the

character trait of the month on a monthly basis. 2

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

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

Action Steps:

Supports this Area of

the GCS Strategic Plan:

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

learning through curriculum integration.

Improvement Strategies – Identify research-based strategies whenever possible.

Area V - Safe Schools and Character Development


Character Development Plan

Area for Improvement:

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

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

through curriculum integration.

Doris Henderson Newcomers School - Character Development Plan Guilford County Schools

Character Development Plan

Review frequency:

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Quarterly



QUARTER 1: Ambassador list, PLC meeting minutes, lesson plans of literacy examples, examples of service learning projects happening in the

school.

QUARTER 2: Ambassador list, PLC meeting minutes, lesson plans of literacy examples, examples of service learning projects happening in the

school.

QUARTER 3:Ambassador list, PLC meeting minutes, lesson plans of literacy examples, examples of service learning projects happening in the

school.

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

summative data as appropriate.)

QUARTER 1: If the above mentioned activities are taking place the goal will have been met.

QUARTER 2: If the above mentioned activities are taking place the goal will have been met.

QUARTER 4:

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

Action Steps:

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

2. All students will participate in one service learning project during the 2010-11 school year.

3. Build new community partnerships to support service learning.

Strategy 2:

2. Student Ambassadors will buddy with new students to welcome them on orientation day.

3. The Pledge of Allegiance will be recited daily during morning announcements. Teachers will instruct students about

the Pledge and its meaning in class.


Character Development PlanA

ct QUARTER 2: none at this time

QUARTER 3: none at this time

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QUARTER 4:


QUARTER 4:

QUARTER 1: We have several service learning projects underway, our ambassadors are welcoming new students, and teachers are discussing

character models with students as they read texts.

QUARTER 2: We have completed service learning projects in conjunction with SEMS and NWMS, our ambassadors are welcoming new students,

and teachers are discussing character models with students as they read texts.

QUARTER 3:

QUARTER 4:


QUARTER 1:

QUARTER 3: if the above mentioned activities are taking place the goal will have been met.


Goal Summary

Overall SMART* Goal:By 2011-2012, all students attending our school for a minimum of 6 months will grow at least 1 proficiency level in

listening, reading, writing, and speaking on the WIDA language assessment.

Target SMART* Goal:By 2010-2011, all students attending our school for a minimum of 6 months will grow at least 1 proficiency level in

listening, reading, writing, and speaking on the WIDA language assessment.

Strategy: Creation of an explicit curriculum by level (elementary, middle, and high school) with clear learning outcomes and a continuum of

vocabulary aligned to the WIDA standards.

Goal 1 and Associated Strategies

Strategy: Instruction and Interventions will be delivered to students according to their individual area of need and will be on-going.

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

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

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

Character Development Goal and Associated Strategies

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

curriculum integration.

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

through curriculum integration.

Doris Henderson Newcomers School - Goal Summary Guilford County Schools

Safe School Plan

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

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

school.

Name and role of person(s)

responsible for implementing this plan:Jake Henry, Principal

Statement of Responsibility for the School Principal

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

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

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

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

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

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

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

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

referrals of at-risk students:

Services for At-risk Students

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

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

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

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

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

responsibility of the principal.

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

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

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

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

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

superintendent.

Doris Henderson Newcomers School - Safe School Plan (2010-12) Guilford County Schools

Safe School Plan1.

2.

3.

4.

5.

6.

7.

8.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

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

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

BEHAVIOR, OR BOTH)

receive and investigate referral,

review data and determine if intervention plan is needed,

develop intervention plan if needed,

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

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

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

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

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

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

review screening data and close case.

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

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

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

strategies will be implemented:

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

conduct screening if needed, and

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

systemic observations of the students;

conferences with students and/or parents;

consultation with teachers and others who work with students;

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

techniques; and

review of attendance and discipline referral reports

consultation with appropriate community agencies;

review/request medical and social histories including home visits.


Safe School Plan

11.

12.

1.

2.

3.

4.

5.

Overall SMART* Goal: By 2012 we will have no more than 6 occurrences of OSS for fighting.

Supports this Area of

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

By 2011 we will have no more than 8 occurrences of OSS for fighting.

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

GCS teachers,

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

GCS teachers, and

Community Service Works Alternative Education Program.

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

Target SMART* Goal:

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

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

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

THEM FROM CLASSROOMS WHEN NECESSARY.)

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

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

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


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

school or an alternative learning program.

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

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


Safe School Plan

Review frequency:

QUARTER 1: Behavior management plans on file, classroom walkthroughs of teachers teaching behavior plan, expectations clearly posted in

all rooms, observations of student behavior aligned to plan, number of office referrals.

QUARTER 2:

QUARTER 3:

QUARTER 4:

1 Train on school-wide behavior management plan at August 20 staff meeting

2 Update Common Area Procedure posters to hang in hallways- hallway, breakfast, noise level

Action Steps:

5

3 Homeroom teachers train students on common area expectations and procedures

4

Strategy: Individual teachers create and implement classroom behavior management plans

Improvement Strategies – Identify research-based strategies whenever possible.

Strategy 1 Strategy: Implement School Behavior Management Plan

3 Teachers create clear procedures for their classroom

4 Teachers teach students all aspects of the classroom behavior management plan by August 27.

6 Expectations and procedures will be clearly posted in all rooms

7

2 Teachers create a clear expectations for student behavior in their class

1 Teachers turn their behavior management plan to the principal by September 3.

5 Teachers re-teach expectations and procedures throughout the quarter to ensure understanding.

Strategy 2

Action steps:

Quarterly

8




Safe School Plan

QUARTER 4:

QUARTER 1:

QUARTER 2:

QUARTER 3:

QUARTER 4:


Professional Development

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

Planned/Completed

School-wide Behavior Management Plan Completed

Character Education and Service Learning Planned

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

aligns with the goals of our safe school initiative:

QUARTER 1:


QUARTER 1: Feedback from teachers on how well their behavior management plans are working, office referrals.

QUARTER 2:

QUARTER 3:

QUARTER 2:

QUARTER 3:

QUARTER 4:


Safe School Plan

1.

2.

3.

4.

5.

6.

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

court officials.

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

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

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

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

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

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

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

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

COURT OFFICIALS.)

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

of graffiti.

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

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

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

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

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

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

illicit drugs.

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

speeding in school zones and passing stopped school buses.


Safe School Plan

Connect-Ed messaging and notification

technology

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

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

SCHOOL.)

Student Assemblies

PTA Updates, Meetings, & Newsletter

GCS Website

Homeroom Updates

Superintendent's News Briefs (weekly)

Cable Access Channel

Board of Education Meeting Materials

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410-398

1. Please describe the waiver you are requesting.

Class size waiver in all grades.

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

School-Based Management and Accountability Program

Summary of School-Based Waiver Requests

Program Years: 2010-12

LEA or Charter School Name/Number: Guilford County Schools - 410

School Number(s) Request for Waiver

Signature of Superintendent/Designee Date

NC General Statutes, Section 115C-301 (C) Maximum class size

NC General Statutes, Section 115C-301 (D) Maximum teaching load

3. State how the waiver will be used.

This waiver will allow flexibility in scheduling and grouping students in

specific content area classes as well as ESL classes.

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

In order to meet specific student needs, co-teaching classes may contain

fewer students to assist them in meeting proficiency requirements. This

waiver would allow the best possible grouping for instruction.

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

Doris Henderson Newcomers School of 22

lea or charter name/number: guilford county schools ...2014/03/02 · by 2010-2011, all students...

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