lea or charter name/number: guilford county schools - 410 ... · marilyn foley guilford county ......

LEA or Charter Name/Number:

School Name/Number:

School Address:

Plan Year(s):

Date Prepared:

Committee Position* Committee Position*

Principal

Assistant Principal Representative

Teacher Representative

Inst. Support Representative

Parent Representative

Parent Representative


Curriculum Facilitator







Teacher RepresentativeParent Representative

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

Scott Sangeorge

Anna Sebastian

Sharon Sullivan

Anita Bachmann

Latasha Yancey

Jackie Coates

William Hardin

Amanda Kelley

Teresa McNeill

7/14/2010

Kim Smitherman

Jo Barley

Peggy Bagwell

Mike Mehalko

Becky Hampton

Name Name

Marilyn Foley

Guilford County Schools - 410

Roger Wood

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.”

Page High / 410508

201 Alma Pinnix Dr, Greensboro, NC 27405

2010-12

7/14/2010

Principal Signature:(on file)

Local Board Approval Signature:

(on file)

Date

7/14/2010

Date

Page High - 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.

Page High - SBE Goals Guilford County Schools

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 VIII - Clear Baseline and Equitable Standards


GCS Strategic Plan 2012: Area VI - Optimal Operations


GCS Strategic Plan 2012: Area VII - Transformational Technology

Supports State Board of Education Goal:

GCS Strategic Plan 2012:



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

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: Area II - Supportive Family and Community Involvement


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

Page High - 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



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)

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:

Page High - 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.gcsnc.com/

http://www.gcsnc.com/

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





http://ayp.ncpublicschools.org/










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












Vision:

Mission:

School Vision and Mission Statements

The vision of Walter Hines Page High School is to prepare Page students for the future by striving for academic excellence and to see that they grow

into responsible citizens who are engaged in a global community.

Students will graduate as responsible citizens prepared to succeed in higher education, or the career of their choice.

Page High - Vision and Mission Statements Guilford County Schools

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?

During the 2009-2010 school year, PHS increased the EOC composite score by 12.1% from 69.6% to 81.7% after retest. Algebra 1

increased from 46.7% to 68%, an increase of 21.3%. Biology increased from 79.8% to 88.5%, an increase of 8.7%. English 1

increased from 67.5% to 81.9%, an increase of 14.4% . Physical Science increased from 50% to 75%, an increase of 25%. US History

increased from 73.4% to 89.5%, an increase of 16.1%. Our AP pass rate remained the same, even though we gave more exams. This

year our first group of seniors took IB exams.

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

Civics and Economics decreased from 76.9% to 76.6%, a decrease of 0.3%. Geometry decreased from 85.2% to 82.1%, a decrease of

3.1%. We made double-digit growth in several areas and need to find ways to increase rigor to further grow our students to prepare

them for 21st century skills. High growth was not achieved in Civics and Economics and Algebra I. We need to deepen our students'

and staff's knowledge of technology and how to use it as an instructional and communication tool.

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

Sub-group data and IB scores haven't been reported. We don't have EVAAS data yet. The use of technology in each classroom will be

determined by a survey by the end of September.

Page High - School Data and Summary Analysis Guilford County Schools

School Data and Summary Analysis

Priority Goal 1: Increase academic achievement in all groups, with focus on growth.

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: Increase technology use, including Web 2.0, for instructional and communication purposes.

Page High - School Data and Summary Analysis Guilford County Schools

4 Teachers will attend monthly GCS Teaching and Learning Sessions.

Strategy: In PLCs, determine how to increase rigor in all classrooms.

Action steps:

1 Review Bloom's Taxonomy in department meetings..

2 Review Marzano's Research-based strategies for increasing student achievement in department meetings.

3 In PLCs, create lesson plans and activities using Bloom's and Marzano's strategies.

6 AP and IB teachers will continue to keep their training up-to-date.

7 Teachers of Honors classes will utilize GEMS and DPI resources to differentiate instruction in their classes.

5 Teachers will attend GCS Subject Area Staff Development meetings.

Supports this Area of the

GCS Strategic Plan: Area I - Improve Academic Achievement

4 Examine AP and IB Instructional reports to identify target areas.

Priority Goal 1 and Associated Strategies

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

Strategy 1: Strategy: Examine data to determine areas that need attention.

Action Steps:

1 Identify a baseline scale score for all 2009-2010 EOCs.

2 Examine EVAAS data to identify target areas.

3 Share EVAAS data at PLCs.

Overall SMART* Goal: By June 2012, increase Algebra I and Civics and Economics proficiency by 6%.

Pla

n/D

oP

lan

/Do

Area for improvement and supporting data (refer to #4 of School Data and Summary Analysis): High growth was not achieved in

Civics and Economics and Algebra I.

Target SMART* Goal: By June 2011, increase Algebra I and Civics and Economics proficiency by 3%.

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

Strategy 2:

Page High - Priority Goal 1 Guilford County Schools


Review frequency:

QUARTER 1: NCWise Reports, Department Meeting and PLC agendas and sign in sheets, classroom walk-through records, Administrative

review of grades and attendance records

QUARTER 2: NCWise Reports, Department Meeting and PLC agendas and sign in sheets, classroom walk-through records, Administrative

review of grades and attendance records

QUARTER 3:

QUARTER 4:

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

Strategy 3: Strategy: Teachers will be held accountable for accurate record-keeping of attendance and grades.

Action steps:

1 Teachers will take attendance in NCWise each period and report excessive absences to the counselor and grade-level

administrator.

2 Teachers will hold students accountable for make-up time and work.

3 As voted on by the faculty, teachers will utilize the grade floor each quarter.

4 Teachers will maintain accurate and current records in NCWise, utilizing a variety of grades and assessments.

5 A team of teachers representing each department will read and discuss the book How to Grade for Learning?

6 The book study group will share their findings to the staff.

Quarterly

Assigned implementation team: Administrators, CF and 4th period planning teachers

8 Administrators will attend Department and PLC meetings to monitor instructional planning.

9 Administrators will monitor the use of hands-on activities, labs, cooperative group work and other evidences of increased

rigor, with emphasis on reducing the amount of lecture as the primary instructional strategy.

10 All teachers will visit other classrooms to observe quality colleagues and best practices in teaching once per semester.Pla

n/D

o

11 Teachers will utilize higher level graphic organizers, notetaking and summarizing strategies.

Ch

eck

Strategy 2:



QUARTER 4:

QUARTER 3:

QUARTER 4:

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

QUARTER 1: Departments still need to share Bloom's taxonomy and Marzano strategies. Teachers need to continue working on

differentiated instruction. Strategy 2. Action steps 1-11 will be compiled using an online survey for departments and administrators by SIP

academic achievement committee. Strategy 3- Faculty voted to make Tuesday input day for grades from the previous week. All teachers

should have grades added to NCWise every Tuesday. Parent Assist will be used to report grades and absences to parents.

QUARTER 2:

QUARTER 3:

QUARTER 2:

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

data as appropriate.)

QUARTER 1: Analyze and review Benchmark data, report card grades, Progress Reports, classroom observations

QUARTER 2: Analyze and review Benchmark data, report card grades, Progress Reports, classroom observations

QUARTER 3:

QUARTER 4:

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

QUARTER 1: All data for strategy 1 has been shared with faculty. Greatest areas of needed improvement includes Civics and Economics,

especially with CP classes. There was a significant improvement in Algebra I, above the district norm.

Act

Ch

eck


Priority Goal 2 and Associated StrategiesP

lan

/Do

Area for improvement and supporting data (refer to #4 of School Data and Summary Analysis): We made double-digit growth in

several areas and need to find ways to increase rigor to further grow our students to prepare them for 21st century skills. We

need to deepen our students' and staff's knowledge of technology and how to use it as an instructional and communication tool.

Overall SMART* Goal: In 2012, 100% of classroom teachers will utilize technology for classroom instruction.

Supports this Area of the

GCS Strategic Plan: Area VII - Transformational Technology

Target SMART* Goal: By 2011, 75% of classroom teachers will utilize technology for classroom instruction.


Goal 2 Improvement Strategies – Identify research-based strategies whenever possible.

7 PHS will reinstate the Pirate Weekly newsletter for staff.

3 Teachers may e-mail students directly in a protected environment using Gaggle.

4 Increase the use of Connect-Ed to better inform parents, students and staff of upcoming events and students' daily

attendance.

5 Teachers will maintain a Parent Contact Log.

6 PHS maintains school website and Twitter account.

Pla

n/D

o

Strategy 1: Strategy: Increase the use of varied technologies to better communicate with parents, students and staff.

Action Steps:

1 All teachers will maintain a Schoolcenter webpage.

2 Teachers may choose to use Web 2.0 technologies, such as Twitter or Facebook, to communicate key information to

parents and students using a technology already available to them.

8 PTSA maintains a Yahoo listserv of PHS news for parents, staff and students.



Review frequency:

9 When NCWise becomes available to parents, they will be able to check grades and attendance.

10 Teachers may be required to have communication as a part of their IGP.

11 Master calendar of all events will be available for staff.

Pla

n/D

o

Strategy 1:

Strategy 2: Strategy: Increase the use of varied technologies in instruction to motivate and engage students and address

different learning styles.

Action steps:

1 David Warlick, national educational technology guru, will train the entire staff in instructional technology and literacy on

August 20, 2010.

2 Teachers will be trained to use our IPOD touch cart to facilitate research and instruction in the classroom.

3 Teachers will be trained to use the blogging and discussion feature, document uploader, question and answer feature,

and other interactive capabilities of Schoolcenter, Moodle, and Gaggle.

4 Teachers will be taught to use and make Podcasts and videos to supplement lessons.

5 9th grade students will be introduced to their Gaggle accounts to communicate with teachers and access online

assignments.

6 Students will be encouraged to use various technologies to enhance their work.

7 Utilize MP3 players with EC students for read-alouds.


QUARTER 1: Sign-in sheets for staff development and workshops, lesson plans, sign out sheets for technology, baseline survey of

teacher's current technology use, observation of teachers.

QUARTER 2: Sign-in sheets for staff development and workshops, lesson plans, sign out sheets for technology, baseline survey of

teacher's current technology use, observation of teachers.

Quarterly

Assigned implementation team: Media Specialist, Administrators, Media and Technology Advisory Committee

Ch

eck



QUARTER 4:

QUARTER 1: The Pirate weekly has not begun as of the first quarter. We are using the schoolwide calendar. Parent Assist is now

operational for parents to check grades and attendance. Six events of iPod touch cart check-out have been recorded to date. All students

have Gaggle accounts. Teachers have been trained in Gaggle.

QUARTER 2:

QUARTER 3:

QUARTER 4:

QUARTER 3:

Act


QUARTER 1: Ms. Davenport, Assistant Principal, is tracking the number of updates to Schoolcenter.com for each teacher as well as the

number of visits to these web pages. We have added more training for Ipod touches.

QUARTER 2:

QUARTER 3:

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: Analyze and review observations and walk throughs, PLC reports, planning with media specialist

QUARTER 2: Analyze and review observations and walk throughs, PLC reports, planning with media specialist

QUARTER 3:

QUARTER 4:


Ch

eck


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.

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


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

Action Steps:

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

5. Students will develop videos to highlight character traits of the month and the expected behaviors.

6 Extracurricular groups will participate in service learning activities that benefit the PHS campus and community.

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 will hold monthly activates to highlight the character of the month.

3. 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 .

Strategy 1:Pla

n/D

o

Page High - Character Development Plan Guilford County Schools

Character Development Plan7. Students will participate in service learning as a part of the Graduation Project.

8. Students will participate in job shadowing.

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.

2. Social studies teachers will participate in Kids’ Voting and host mock elections.

3. The Student Council Advisor will provide additional training for Student Council Officers to focus on the

responsibilities of elected officials.

4. Social Studies teachers will provide more opportunities to highlight the roles of individual citizens and the power of

citizens working together to change their communities.

5. The social studies teachers will participate in the mock trial competition.

6. Students and staff will read and participate in discussions of Warriors Don't Cry for our One School, One Book, about

the Little Rock nine to go along with our February One discussions.

7. Students will take a field trip to the Civil Rights Museum.

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 thematic unit during the 2010-11 school year.

3. Implement a youth philanthropy campaign and have students research and plan how they will positively impact their

communities through their gifts.

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

Strategy 1:

Pla

n/D

o


Character Development Plan

Review frequency:

Strategy 3:

5. The school will implement a “One School, One Book” campaign and create service learning experiences related to

the issues discussed in the book.

6. Build new community partnerships to support service learning.

7. The 12th grade English teachers will host a showcase night to highlight their students' service learning experiences.

QUARTER 3:

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

summative data as appropriate.)

QUARTER 1: Analyze and review Civics and Economics Benchmark data and Warriors Don't Cry student essays

QUARTER 2: Analyze and review Civics and Economics Benchmark data and Warriors Don't Cry student essays

QUARTER 3:

QUARTER 4:

QUARTER 4:

8. Science classes will continue a school-wide, year-long recycling program.

Quarterly

Assigned implementation team: Entire staff and 4th period planning implementation team


QUARTER 1: One School, One Book discussions; Graduation Projects Grades

QUARTER 2: One School, One Book discussions; Graduation Projects Grades

Ch

ec

k


Character Development PlanWhat does data show regarding the results of the implemented strategies?

QUARTER 4:

QUARTER 1: All listed strategies are planned and on pace.

QUARTER 2:

QUARTER 3:

QUARTER 4:


QUARTER 1: Removed attendance in Model UN and added Mock Trial competition. Examine the time when character education

videos are shown to see if there is a more appropriate time for 4th period teachers.

Ac

t QUARTER 2:

QUARTER 3:

Ch

ec

k


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.

Strategy: Increase the use of varied technologies to better communicate with parents, students and staff.

Strategy: Increase the use of varied technologies in instruction to motivate and engage students and address different learning styles.

Target SMART* Goal: By 2011, 75% of classroom teachers will utilize technology for classroom instruction.

Goal Summary

Overall SMART* Goal: By June 2012, increase Algebra I and Civics and Economics proficiency by 6%.

Target SMART* Goal: By June 2011, increase Algebra I and Civics and Economics proficiency by 3%.

Strategy: Examine data to determine areas that need attention.

Goal 1 and Associated Strategies

Goal 2 and Associated Strategies

Strategy: In PLCs, determine how to increase rigor in all classrooms.

Strategy: Teachers will be held accountable for accurate record-keeping of attendance and grades.

Overall SMART* Goal: In 2012, 100% of classroom teachers will utilize technology for classroom instruction.

Page High - 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:Marilyn Foley, 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.

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.

Page High - Safe School Plan (2010-12) Guilford County Schools

Safe School Plan

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

1.

2.

3.

4.

5.

6.

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;

Strategic course selection for maximum progress toward graduation

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:

Odyssey

Counseling with Graduation Coach

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

conduct screening if needed, and

Increase involvement in extracurricular activities to build positive connections with the school

Grade Recovery

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:

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.;


Safe School Plan7.

8.

9.

10.

11.

12.

13.

14.

15.

1.

2.

3.

4.

ISS

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

techniques; and

Departmental support to remove disruptive students for minor offenses.

review of attendance and discipline referral reports

Lunch detention with administrators

consultation with appropriate community agencies;

review/request medical and social histories including home visits.

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:

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.)

ASD

Page Time-Providing community service at PHS

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.

ORIOPE=Alternative setting when students are in OSS

Overall SMART* Goal:In 2012, there will be a 25% increase in the percentage of students who report that they feel safe at

school, as measured by an annual survey.

Supports this Area of

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


Safe School Plan

Review frequency:

Assigned implementation team: Administrators and SRO


3 Outside cameras to monitor parking lots and remote areas

4 Parking lot duty at arrival and dismissal as required by administrators

2 Lunch duty in outside eating areas as required by administrators

1 Bus lot duty as required by administrators

5 Monitoring outside areas by SRO randomly

Strategy 2

Action steps:

Quarterly

Strategy: Maintain order in outside areas


Improvement Strategies – Identify research-based strategies whenever possible.

Strategy 1 Strategy: Maintain order in the hallways

6 Morning and afternoon duty as required by administration

In 2011, 75% of students will complete a baseline survey to establish the percentage of students that

feel safe.Target SMART* Goal:

Strategy 3 Strategy: Increase staff participation at athletic and extracurricular events

Action steps:

1 Teachers will attend at least one event each quarter.

2 Have a sign-in sheet for staff at each event.

1 Sweep tardy students to central location to receive passes.

2 Tardy students with make-up time with teachers.

Action Steps:

5 Lunch duty as required by administration.

3 All staff will monitor hallways during class changes.

4 All teachers will implement the tardy policy.

QUARTER 1: Administrator monitoring for duties and sign-in logs for events



Safe School Plan

QUARTER 1: Teachers will keep a record of their attendance at extracurricular activities. A student safety survey will be

implemented within the next two weeks.


QUARTER 1: Analyze and review student survey for baseline

QUARTER 2: Analyze and review student survey for baseline

QUARTER 3:

QUARTER 2:


QUARTER 4:

QUARTER 1: TARDIES-During the first quarter,944 students were tardy to class at least once, that is approximately half of the

student body. 247 students were late more than five times. 91 students were late more than ten times. 44 students were late

more than15 times and only 22 students were late more than 20 times. During the first quarter of 2010-2011, 168 referrals were

created. The number of total referrals is lower this year than it was last year at this time. DISCIPLINE REFERRALS-During 1st

quarter, 99 less discipline referrals were created than last year at this time.

QUARTER 2:

QUARTER 3:

QUARTER 4:


QUARTER 3:

QUARTER 4:

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

summative data as appropriate.)


Safe School Plan

1.

2.

3.

4.

5.

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:

SRO serves as Graduation Project and mentor to numerous juniors and seniors.

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.

QUARTER 3:

QUARTER 4:

Planned/Completed

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:

Professional Development

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 Plan6.

Community/Parents Students Staff

Student Handbook

School Newsletter

School/District Brochures

Student Handbook

Student Newspaper

Cable Access Channel

Staff Newsletter

Superintendent's News Briefs (weekly)

Board of Education Meeting Materials

Connect-Ed messaging and notification

technology

Guilford County Association of Educators

(GCAE)

Twitter

Student Council Updates

Faculty/Staff Meetings

GCS Website


E-mail Communications to all GCS

Employees from District Relations


technology

GCS Parent Academy

Student Assemblies

Twitter

Page Website

Carousel announcements

PTA Updates, Meetings, & Newsletter

GCS Website

Homeroom Updates

Superintendent's News Briefs (weekly)


Board of Education Meeting Materials

Twitter Blackboard Page Website

Page Website Carousel announcements

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.

SRO gave a scholarship to a graduating senior to pursue a career in law enforcement.


technology


410508

Signature of Superintendent/Designee Date

North Carolina Public School Law 115C-301( c) and 115C-301(d)

3. State how the waiver will be used.

The waiver will allow flexibility for grouping in both skill and content areas. It

will also allow for more effective use of staffing, focusing on individual

strengths of the faculty/staff.

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

More effective teaching/learning will occur, as Page will be able to operate a

master schedule with fluidity, moving students in and out of skill groups as

assessments indicates. In order to meet specific individual needs, regularly

leveled classes may contain fewer numbers of students in order to meet

mastery levels. Waiver will allow the best possible grouping for instruction

and to ensure scheduling meets the needs of the students.

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

1. Please describe the waiver you are requesting.

Allow flexibility in class size and teacher daily student load requirement in

grades 9-12.

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

Page High of 27

410508

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

1. Please describe the waiver you are requesting.

Signature of Superintendent/Designee Date

3. State how the waiver will be used.

We will use the waiver to use online textbook editions for classes as

supplemental texts. We will also use the waiver for out of date textbooks.

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

All students will have access to textbooks.

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

Textbook Waiver

School Number(s)

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

Request for Waiver

Page High of 27

lea or charter name/number: guilford county schools - 410 ... · marilyn foley guilford county ......

Documents