lea or charter name/number: guilford county schools - 410 ... · by june 2011, scale...

LEA or Charter Name/Number:

School Name/Number:

School Address:

Plan Year(s):

Date Prepared:

Committee Position* Committee Position*

Principal

School Improvement Team Chair

Teacher Representative

Inst. Support Representative

Teacher Assistant Representative

Parent Representative

Teacher Representative

EC Teacher Representative

Counseling Representative

Teacher Representative Deborah Vincent

Katrina Duffy

Darlene Mason

Felicia Williams

Dawn Moreland

Steven Tuck

Manetta Walker

Russell Woodward

Sandra Little

Chris Wheat

Date

Name Name

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.”

Local Board Approval Signature:

(on file)

Date

8/25/2010

Principal Signature:(on file) 8/25/2010

Guilford County Schools - 410

SCALE - Greensboro / 410533

116 Pisgah Church Rd, Greensboro, NC 27405

2010-12

25-Aug-10

SCALE-Greensboro - 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.

SCALE-Greensboro - SBE Goals Guilford County Schools

Supports State Board of Education Goal:

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

Area II - Supportive Family and Community Involvement

Area III - Strategic Human Resource Management


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

GCS Strategic Plan 2012: Area VI - Optimal Operations


GCS Strategic Plan 2012: Area VII - Transformational Technology

GCS Strategic Plan 2012:



Area IV - Respectful and Responsive Service



Guilford County Schools Strategic Plan 2012

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




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


Area V - Safe Schools & Character Development


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

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

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

SCALE-Greensboro - GCS Strategic Plan Guilford County Schools

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)

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:

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])

SCALE-Greensboro - Recommended Data Sources Guilford County Schools

http://ncteachingconditions.org/




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




http://www.ncreportcards.org/











http://www.nchealthyschools.org/




http://ncreadyschools.org/




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





http://ayp.ncpublicschools.org/














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








Vision:

Mission:

School Vision and Mission Statements

To empower our students by providing them tools and resources within the school and community setting; and to challenge them to reach their full

potential, academically, socially, physically, and behaviorally.

SCALE-Greensboro - Vision and Mission Statements Guilford County Schools

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

The performance composite scores for Middle & High school students must continue to increase. Our attendance rate is consistently

below the district and state levels. SCALE Greensboro will continue to provide strategies that reduce the number of discipline office

referrals. The TWC survey conveys that only 38 percent of the teachers feel that the class sizes are reasonable such that teachers

have the time available to meet the needs of all students. Also only 50 percent of the teachers expressed that they feel that they were

allowed to focus on educating students with minimal interruptions. 44.4 percent of the staff feels that parent/guardians support teachers,

contributing to their success with students.

Greensboro continues to grow in a variety of areas. Our SET scores from PBIS have risen consistently over the past four years. (60, 80,

91, to 100 percent). We also have moved in small increments with our attendance, moving from 77.41 percent to 79.57 percent this

year. The school has made expected growth two of the last three years and our composite score is improving. SCALE Greensboro

made AYP for the 2009-2010, a first in recent memory. The faculty feels valued and recognized for their efforts and accomplishments

according to the TWC survey. The survey also recognized that the teachers are held to high professional standards for delivering

instruction and that teacher performance is assessed objectively. 83.3 percent of the faculty and staff feel that SCALE Greensboro is a

safe place to work.

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?

SCALE-Greensboro - School Data and Summary Analysis Guilford County Schools

School Data and Summary Analysis

Priority Goal 2: To decrease the number of office/discipline referrals.

Priority Goal 3: To increase the performance composite for Middle and High School students.

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

A significant source of data would be the average number of days a student is absence before eighth grade. This will give us an idea of

past patterns of school attendance. We can collect this information from our Data Manager, report cards, GCS On-Line, and the

students cumulative folders. Additional missing data is data regarding the underlying mental/psychological issues that contribute greatly

to the increase number of discipline referrals. In-depth conferences with parents /guardians to discuss past mental/psychological

behaviors could help with collecting this information. Vertical discussions with previous schools/administrators will also help. A

thorough investigation of the cumulative folders will also contribute to data collection.

Priority Goal 1: To increase the attendance percentage for all students. Attendance rate is consistently below the district and state

averages.

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.)

SCALE-Greensboro - School Data and Summary Analysis Guilford County Schools

Review frequency:

Priority Goal 1 and Associated Strategies

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

Overall SMART* Goal:By June 2012, SCALE Greensboro's attendance rate will increase from 79.57 percent to 82 percent as

measured by NC Wise data.

Supports this Area of the

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

Pla

n/D

o

Area for improvement and supporting data (refer to #4 of School Data and Summary Analysis): To increase the attendance

percentage for all students. Attendance rate is consistently below the district and state averages.

Target SMART* Goal:By June 2011, SCALE Greensboro's attendance rate will increase from 79.57 to 80.5 as measured by NC

Wise data.

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

2 Principal will conference with student and parent at enrollment

3 Staff will identify and conference with students with excessive absences

Strategy 1: Strategy: Improve communication regarding attendance between home and school.

6 Counselors will collect parents through email addresses to help with attendance communication.

4 Counselors/Social Worker will contact parent concerning attendance issues

Action Steps:

1 Counselors/Social Worker will explain importance of attendance during intake sessions

5 Data manager will identify students who have missed 125 days or more by eighth grade

Principal, Counselor, Social Worker, Data Manager

Ch

eck

QUARTER 1: Attendance data, call logs, email, conference notes

QUARTER 2: Attendance data, call logs, e-mail, conference notes

QUARTER 3: Attendance data, call logs, e-mail, conference notes

QUARTER 4:

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

Pla

n/D

o

Quarterly

Assigned implementation team:

SCALE-Greensboro - Priority Goal 1 Guilford County Schools


QUARTER 1: Analyze and review attendance data



QUARTER 4:

QUARTER 3:

QUARTER 4:

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

QUARTER 1: Strategies should not be changed at this time. Principal will include home visits for certain students.

QUARTER 2: Increase communication between home and school. Target students with chronic attendance issues.

QUARTER 3:

Act

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

data as appropriate.)

Ch

eck

QUARTER 4:

QUARTER 2: Data shows that the attendance percentage dropped as student enrollment increased

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

QUARTER 1: Data shows that our attendance is on target at this point.


Review frequency:

Priority Goal 2 and Associated StrategiesP

lan

/Do

Area for improvement and supporting data (refer to #4 of School Data and Summary Analysis): Also only 50 percent of the

teachers expressed that they feel that they were allowed to focus on educating students with minimal interruptions. To decrease

the number of office/discipline referrals.

Overall SMART* Goal:By June 2012, SCALE Greensboro's discipline referrals from teachers will be reduced by 25 percent from

450 referrals to 338 as measured by NC Wise and PBS data and principal's records.


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

By June 2011, the number of discipline referrals from teachers will be reduced by 12.0 percent from 450

referrals to 396 as measured by PBS data and principal's records.



Target SMART* Goal:

1 Counselor/Social Worker will conference with students with repeated referrals.

2 Students assigned to ISS will receive counseling and redirection

4 Identify students with high referral rates

5 PBIS coaches will provide feedback to teachers

3 Parents, counselors, and principal will conference with parents concerning goals for future behavior.Pla

n/D

o

Strategy 1: Strategy: SCALE Greensboro will implement PBIS strategies school-wide

Action Steps:

1 Register for and schedule champs training for new teachers

2 PBIS team will review discipline trends and data

3 Conduct school-wide expectation observations in all common areas

Strategy 2: Strategy: Provide opportunities for students to improve behavior

Action steps:

4 Weekly incentives will be held for students displaying proper behavior.

Quarterly

5 Parent workshop will be held to discuss strategies for behavioral improvement

Principal, Counselor, Social WorkerAssigned implementation team:




QUARTER 4:



QUARTER 3: Conference logs, PBIS Coaches Logs, Point System Sheets, Parent/teacher conference notes

QUARTER 1: Champs registration materials, counselor's logs, parent/teacher conference notes, parent workshop schedules and agendas

QUARTER 2: Counselor's logs, parent/teacher conference notes, parent workshop schedules and agendas.

QUARTER 3:

QUARTER 4:

QUARTER 4:

Act


QUARTER 1: Strategies should remain the same at this time.

QUARTER 2: Strategies should remain the same at this time.

QUARTER 3:

QUARTER 4:

Ch

eck


QUARTER 1: Analyze and review discipline data: including ISS, OSS, and referrals

QUARTER 2: Analyze and review discipline data: including ISS, OSS, and referrals

QUARTER 3: Analyze and review discipline data; including ISS, OSS, and referrals

QUARTER 2: The numbers continue to increase as the enrollment increases. There were 17 OSS , 4 ISS incidents and 18 conferences.

QUARTER 1: The data increases with the increase in student population. This is the first year that ISS is being offered. 16 referrals which

resulted in 3 OSS, 8 ISS and 5 conferences.


Review frequency:

Strategy 2:

5 Research strategies that will assist a one on one tutor, working with students.

Action steps:

4 Solicit parent/community support and involvement

Quarterly

Assigned implementation team: Principal, Reading Teacher, Teachers

Strategy: Provide opportunities for small group instruction year-long

Pla

n/D

o

Strategy 1: Strategy: Improve reading comprehension and vocabulary

Action Steps:

1 Schedule students in classes that aid in reading skills. (Guided Reading, Fast Forward, Academic Edge, Strategic

Reading)

2 Continue the Silent Reading program

5 Create opportunities to enhance students' reading endurance.

3 Schedule teachers in the Reading in the Content Area workshops

4 Purchase books that will interest all students.

1 Utilize tutors (Black Child Development) to assist with small group instruction.

2 Develop a pullout plan for small group instruction

3 Provide after school tutorial sessions

Priority Goal 3 and Associated StrategiesP

lan

/Do

Area for improvement and supporting data (refer to #4 of School Data and Summary Analysis): The performance composite

scores for Middle & High school students must continue to increase, less than 50% of our students are proficient.

Overall SMART* Goal:By June 2012, SCALE Greensboro will increase overall performance composite by 20 percent, from 20.9 to

40.9 percent as measured by EOG/EOC test.


GCS Strategic Plan: Area I - Improve Academic Achievement

Target SMART* Goal:By June 2011, the overall performance composite will increase to 30.5 percent as measured by The

EOG/EOC test.




Priority Goal 3 and Associated StrategiesC

heck

Act


QUARTER 1: We should continue strategies at this time.

QUARTER 2: We should continue strategies and provide additional help. We are currently looking for a reading tutor.

QUARTER 3:

QUARTER 4:

QUARTER 3: Student schedules, teacher observations, schedule for pullouts, log of volunteers/tutors.

QUARTER 2: Data shows students are making progress; there is a need for additional specialized teachers in small group instruction.

QUARTER 3:

QUARTER 4:


QUARTER 1: Data shows students are making progress. Small group instruction is taking place.

QUARTER 4:

QUARTER 2: Analyze and review Benchmark, teacher-created assessments.

QUARTER 3: Analyze and review benchmark and teacher-created assessments. Analyze EOC results.

QUARTER 4:



QUARTER 1: Analyze and review Benchmark, teacher-created assessments


QUARTER 1: Student schedules, Professional Development registration materials, inventory of books, copies of purchase orders and

receipts, tutorial schedules, research materials

QUARTER 2: Student schedules, Professional Development, book inventory, observations.


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

through curriculum integration.

Character Development Plan

Area for Improvement:

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

Pla

n/D

o

Improvement Strategies – Identify research-based strategies whenever possible.

Area V - Safe Schools and Character Development

Strategy 1:

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.

2. The administration will hold monthly assemblies/activities to highlight the character trait of the month.


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

Action Steps:

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

develop student’s character.

3. The administration and teachers will recognize students who exhibit outstanding behavior related to the character trait

of the month on a monthly basis .

SCALE-Greensboro - Character Development Plan Guilford County Schools

Character Development PlanP

lan

/Do

5. SCALE Greensboro will align Positive Behavior Intervention Support (PBIS) goals/expectations to the GCS character

traits.

6. The School Improvement Team will solicit guest speakers to highlight GCS character traits that has been most

important to their success in life.

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

develop students’ citizenship skills.

2. Social studies teachers will host mock elections.

Strategy 1:

7. Invite recent high school graduates back to discuss the role of good moral habits in their successful transitions to

college, work, or the military.

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

(Reading/English teachers)

5. SCALE students will plan several service learning days, (Nursing Home, Clean up day, Tree Planting, etc)

3. Select a group of students to put up and take down the American flag daily.

4. Students will participate in "MLK Make A Difference Day" and Global Youth Service Day.

Action Steps:

1. The administration will provide opportunities for teachers to receive training in service learning. (Dawn Moreland,

Katrina Duffy, Vernice Thomas)

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

Pla

n/D

o

3. Students will take field trips to the Civil Rights Museum.

4. Teachers will provide more opportunities to highlight the roles of individual citizens and the power of citizens working

together to change their communities.

5. Teachers will bring in elected officials to serve as guest speakers.

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

6. Teachers will host a school-wide "Hero" day.

Action Steps:

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



Review frequency:

6. Build new community partnerships to support service learning.

7. Science classes will implement a school-wide year-long recycling program.

Assigned implementation team: School Leadership Team


Quarterly

QUARTER 4:

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

summative data as appropriate.)

QUARTER 2: Analyze and review student work, student/staff reflections, community feedback.

QUARTER 3: Student/teacher reflections, community feedback, photos/documentation of activities.

QUARTER 1: The staff has seen small positive changes in students participation and willingness to serve. This nine weeks is the first

time that several males are volunteering to participate.

QUARTER 2: The students look forward to their participation in assemblies. They also expressed appreciation for the trip to the Civil

Rights Museum and opportunities to assist around the school.

QUARTER 1: Analyze and review photos, student work, student reflections, community feedback.

Ch

ec

k

QUARTER 4:

QUARTER 3: Same as second quarter.


QUARTER 2: Lesson plans, assembly and activity calendars, student recognition data, guest speaker lists, professional development,

photos, letters. programs.

QUARTER 1: Lesson plans, assembly and activity calendars, student recognition data, guest speaker lists, professional development

agendas, unit plans, photos, letters, programs.

Strategy 3:




QUARTER 1: The strategies should remain in place at this time.

QUARTER 3:

QUARTER 4:

Ac

t QUARTER 2: The strategies should remain in place.

QUARTER 3:

Ch

ec

k

QUARTER 4:


Strategy: Improve communication regarding attendance between home and school.

By June 2012, SCALE Greensboro will increase overall performance composite by 20 percent, from 20.9 to 40.9

percent as measured by EOG/EOC test.

Strategy: Provide opportunities for small group instruction year-long

Overall SMART* Goal:

Strategy: SCALE Greensboro will implement PBIS strategies school-wide

Strategy: Improve reading comprehension and vocabulary

Strategy: Provide opportunities for students to improve behavior

Goal Summary

Overall SMART* Goal:By June 2012, SCALE Greensboro's attendance rate will increase from 79.57 percent to 82 percent as measured by

NC Wise data.

Target SMART* Goal: By June 2011, SCALE Greensboro's attendance rate will increase from 79.57 to 80.5 as measured by NC Wise data.

Goal 1 and Associated Strategies

Overall SMART* Goal:


By June 2011, the overall performance composite will increase to 30.5 percent as measured by The EOG/EOC test.

By June 2012, SCALE Greensboro's discipline referrals from teachers will be reduced by 25 percent from 450

referrals to 338 as measured by NC Wise and PBS data and principal's records.


Target SMART* Goal:By June 2011, the number of discipline referrals from teachers will be reduced by 12.0 percent from 450 referrals to

396 as measured by PBS data and principal's records.

Target SMART* Goal:

SCALE-Greensboro - Goal Summary Guilford County Schools

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.

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

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

SCALE-Greensboro - Goal Summary Guilford County Schools

1.

2.

3.

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:Russell Woodward

receive and investigate referral,

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:

Statement of Responsibility for the School Principal

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

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

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

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

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

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

Services for At-risk Students

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

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

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

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

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

responsibility of the principal.

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.

review data and determine if intervention plan is needed,

develop intervention plan if needed,

SCALE-Greensboro - Safe School Plan (2010-12) Guilford County Schools

Safe School Plan4.

5.

6.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

1.

2.

3. Community Service Works Alternative Education Program.

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

GCS teachers, and

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

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

Environment) which includes the following components:

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

GCS teachers,

consultation with appropriate community agencies;

conferences with students and/or parents;

review of attendance and discipline referral reports

review/request medical and social histories including home visits.

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.

consultation with teachers and others who work with students;

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:

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

systemic observations of the students;

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

techniques; and

review screening data and close case.

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

conduct screening if needed, and

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)(13a), the following services are provided to students assigned to an alternative

school or an alternative learning program.


Safe School Plan

Review frequency:

QUARTER 3: Program budget, afterschool tutors, student work, attendance data.

QUARTER 4:

Action Steps:

5 Solicit the support of the parent/guardian.

3 Provide transportation.

4 Provide meals through child nutrition services.

1 Attain financial support from the district.

2 Hire tutors/teachers who have positive relationships with assigned students.

Supports this Area of

the GCS Strategic Plan:

Overall SMART* Goal: By June 2012, SCALE Greensboro will decrease early leavers from the program by 10%.

6 Monitor after school program to ensure student academic needs are being met

By June 2011, SCALE Greensboro will reduce early leavers from the program by 5%


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.)

Improvement Strategies – Identify research-based strategies whenever possible.

Target SMART* Goal:

Area V - Safe Schools & Character Development

Strategy 1 Strategy: Development an after school program for students who are a safety risk to the general population.

QUARTER 2: Afterschool program budget, afterschool program lesson plans, student work, attendance data.


QUARTER 1: Afterschool program budget, Afterschool program lesson plans, student work, attendance data,

Quarterly

Assigned implementation team: Russell Woodward, Felicia Williams, and Chris Wheat.


Safe School Plan

QUARTER 1: The number of students that start then complete the program. Courses completed, successful test data.

QUARTER 2: Strategies will remain the same.

QUARTER 3:

QUARTER 4:


QUARTER 1: This program has not been implemented yet. Waiting budgetary support and the need for this program usually

occurs during the second semester when enrollment increases.

QUARTER 4:

2009-2010


QUARTER 4:

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

Planned/Completed

QUARTER 1: Strategies will remain the same.


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:

The Who, What, How, of Alternative Education

Character Education Training 2010-2011

Professional Development

QUARTER 2: Budget support has been provided. Program will begin the 3rd nine weeks.


QUARTER 3:


Safe School Plan

1.

2.

3.

4.

Staff

Student Handbook Staff Newsletter

School/District Brochures

Student Handbook

Student Newspaper

Cable Access Channel

School Newsletter

Community/Parents Students

Faculty/Staff Meetings

GCS Website


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.

PTA Updates, Meetings, & Newsletter Homeroom Updates

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.

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.

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:

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

of graffiti.

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

court officials.


Safe School Plan

Student Council Updates

Superintendent's News Briefs (weekly)

Board of Education Meeting Materials

Connect-Ed messaging and notification

technology

E-mail Communications to all GCS

Employees from District Relations

Guilford County Association of Educators

(GCAE)


technology

GCS Parent Academy


technology

Student Assemblies

Board of Education Meeting Materials

GCS Website

Superintendent's News Briefs (weekly)



lea or charter name/number: guilford county schools - 410 ... · by june 2011, scale...

Documents