lea or charter name/number: guilford county schools … · lea or charter name/number: ... otis l....

LEA or Charter Name/Number:

School Name/Number:

School Address:

Plan Year(s):

Date Prepared:

Committee Position* Committee Position*

Principal

Assistant Principal Representative

Inst. Support Representative Chris Butler

Teacher Assistant Representative Ronda Muhammad

Parent Representatives

Parent Representatives Robin Dillon

Parent Representatives Selina Silver

Teacher Representatives Kimberly Scales

Teacher Representatives Arnita Moody

Teacher Representatives Kimberly Simmons

Teacher Representatives Bennie Bradley

Teacher Representatives Fred Sellars

Teacher Representatives Sandra Oyola

Teacher Representatives Carrie Mitchell

Teacher Representatives Lena Murrill-Chapman

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

Serena Raleigh

Name Name

Dr. Trina Bethea

Otis L. Hairston Middle School - 402

3911 Naco Road - Greensboro, NC 27401

2010-12

Principal Signature:On File

Guilford County Schools - 410

Teresa Fay

Local Board Approval Signature:

Date

Date

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.”

Hairston Middle - 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.

Hairston Middle - 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

GCS Strategic Plan 2012:

Supports State Board of Education Goal:

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

Area III - Strategic Human Resource Management


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



Area V - Safe Schools & Character Development


Area IV - Respectful and Responsive Service


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





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

Hairston Middle - 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:

Hairston Middle - 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

Hairston Middle School will be an exemplary International Baccalaureate Middle Years Programme school committed to the academic,

social and emotional growth of each individual in a nuturing and caring educational environment.

Our mission is to provide distinct pathways of rigorous academic and social excellence encouraging students to achieve their greatest

potential. Graduates will become contributing, influential citizens with a passion for lifelong learning thereby dispelling myths and defying

odds associated with urban schools.

Hairston Middle - Vision and Mission Statements Guilford County Schools

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

There is no data missing at this time. However, there is a need to create in-house data to determine if there is an improvement in the

overall teacher rating of working conditions during the school year. A survey will be generated to assess this need.

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?

Data analysis from EOG/EOC results for the 2009-2010 school year indicates an 11 point gain in the overall composite score from 44.2

to 55.2.

Reading proficiency increased 6.6 points from 38.1 to 44.7.

Math scores increased from 58.5 to 67.8 showing a 9.3 point gain.

Science more than doubled in growth from 18.2 to 36.6 showing an 18.3 point gain.

Algebra EOC results show a 46.4 point gain in proficiency from 50.0 to 96.4.

Data analysis from the 2009-2010 Teacher Working Conditions Survey indicates an overall improvement in teacher working conditions

from 38.6 to 61.4.

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

Data analysis from EOG/EOC results indicate Hairston made the greatest gains in all areas as compared to every other middle school

in the Guilford County Schools district. However, Hairston has the lowest scores for actual proficiency results in reading with 44.7%

proficient. As a result, reading improvement is an area of strongest need for the school. The math proficiency score of 67.8 ranks

Hairston at number 18 of 21 middle schools, also indicating strong need for improvement. Eighth grade science is another area of

concern with the score of 36.6 % proficient being the lowest score among all middle schools. The overall satisfaction rating from the

Teacher Working Conditions Survey indicate that in spite of the growth, Hairston is still about 20 points behind other middle schools

across North Carolina. This is an area needing improvement.

Hairston Middle - School Data and Summary Analysis Guilford County Schools

School Data and Summary Analysis4. 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: Improve Reading Composite scores 26 points by 2012.

Priority Goal 3: Increase overall satisfaction in school culture from Teacher Working Conditions Survey 25 points from 61.4 to 86.4.

Priority Goal 1: Improve Math Composite scores 20 points by 2012.

Hairston Middle - School Data and Summary Analysis Guilford County Schools

Review frequency: Quarterly

Assigned implementation team:

Overall SMART* Goal:Increase EOG Math composite score at least 20 points, from 67.8% to 87.8% by 2012 as measured by the

NC ABC End of Grade test.

Supports this Area of the

GCS Strategic Plan: Area I - Improve Academic Achievement

5. Monitor results from SGAs and CAs to determine specific areas of need and review/reteach/enrich with a focus on the IB

unit planning and curriculum integration to support high-achieving students.

6. Enhance classroom instruction with use of technology.

Priority Goal 1 and Associated Strategies

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

Strategy 1: Strategy: Increase student achievement in mathematics.

Action steps:

1. Analyze various student data and create focused interventions and support for specific individuals and sub-groups.

2. Implement the use of teacher assistants and/or tutors to provide remedial and enrichment instruction during the school

day.

3. Facilitate focused content planning sessions by grade level.

Target SMART* Goal:Increase EOG Math composite at least 10 points, from 67.8% to 77.8% by 2011 as measured by the NC

ABC End of Grade test..

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

4. Implement coach-facilitated content meetings to ensure teacher's collaboration, understanding of skills, and data

analysis.

Pla

n/D

oP

lan

/Do

Area for improvement and supporting data (refer to #4 of School Data and Summary Analysis): Improve Math Composite scores 20

points by 2012.

Hairston Middle - Priority Goal 1 Guilford County Schools


QUARTER 3:

QUARTER 4:

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

QUARTER 1:

QUARTER 2:

QUARTER 1:

QUARTER 2:

QUARTER 3:

QUARTER 4:

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

QUARTER 1:

QUARTER 2:

QUARTER 1:

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.)

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

Ch

ec

kA

ct



QUARTER 4:

QUARTER 3:

Ac

t


Increase Reading EOG scores by 13.3points, from 44.7% to 58.0% proficiency by 2011 as measured by the

NC ABC End of Grade test..



Priority Goal 2 and Associated StrategiesP

lan

/Do

Area for improvement and supporting data (refer to #4 of School Data and Summary Analysis): Improve Reading Composite

scores 26 points by 2012.

Overall SMART* Goal:Increase Reading EOG scores by 26 points, from 44.7% to 70.0% proficient by 2012 as measured by the

NC ABC End of Grade test..


GCS Strategic Plan: Area I - Improve Academic Achievement

Target SMART* Goal:

7. Implement vocabulary development through use of content vocabulary notebooks.

3. Implement strategies such as Drop Everything and Read and Sustained Silent Reading to build reading stamina.

4. Maintain classroom libraries for use with Drop Everything and Read and Sustained Silent Reading.

5. Integrate reading comprehension strategies across the content areas.

6. Monitor use of the reading component Study Island to ensure fidelity of the program.

Pla

n/D

o

Strategy 1: Strategy: Increase literacy comprehension and vocabulary through research based strategies.

Action steps:

1. Schedule Read 180 for non-proficient students (students who scored at level I and level II on End of Grade Tests) as part

of the core instructional period.

2. Employ reading tutors for each grade level to work with students in small groups, one-on-one, or by assisting students in

the classroom.

Hairson Middle - Priority Goal 2 Guilford County Schools


Review frequency:

8. Continue with Literacy Coach position

Pla

n/D

o

Strategy 1:

Strategy 2: Strategy: Increase media circulation/instruction

Action steps:

1. Implement the One Million Book Challenge.

2. Monitor results of Accelerated Reader and create incentives for student achievement to meet the following quarterly

goals: 6th Grade - 20 pts., 7th Grade - 30 pts., 8th Grade - 40 pts.

3. Implement a plan to improve media skills for all students.

4. Establish schedules to ensure that every student has an opportunity to visit the Media Center at least once in a two week

period.

5. Focus media instruction on improving student research skills.

62Strategy 3:

QUARTER 1:

QUARTER 2:

Ch

ec

k


QUARTER 1:

QUARTER 2:

QUARTER 3:

Quarterly


QUARTER 4:





QUARTER 4:

QUARTER 1:

QUARTER 2:

QUARTER 3:

QUARTER 4:

QUARTER 2:

QUARTER 3:

QUARTER 4:


Ch

ec

kA

ct


QUARTER 1:

QUARTER 2:

QUARTER 3:


Strategy 2: Strategy: Provide ongoing support for teachers new to the school and for those in beginning teacher status.

Action steps:

1. Maintain Right Start Academy.

By August 2011, stakeholders who are satisfied with the overall school culture will increase from 61.4% to

75% as measured by school generated surveys.



3. Implement a plan to solicit and organize parent volunteers.

4. Adjust meeting times and locations to accommodate the needs of stakeholders whenever possible.

Target SMART* Goal:

Pla

n/D

o

Strategy 1: Strategy: Improve communication and involvement among stakeholders.

Action steps:

1. Develop and implement plans to increase the level of parental/community involvement.

2. Plan and implement a PTSA membership drive.

5. Implement a plan to create parent meeting opportunities which includes other schools within Hairston Middle School's

cohort.

Priority Goal 3 and Associated StrategiesP

lan

/Do

Area for improvement and supporting data (refer to #4 of School Data and Summary Analysis): Increase overall satisfaction in

school culture from Teacher Working Conditions Survey 25 points from 61.4 to 86.4.

Overall SMART* Goal:By 2012, stakeholders who are satisfied with the overall school culture will increase 25 points from 61.4% to

86.4% as measured by the Teacher Working Conditions Survey.


GCS Strategic Plan: Area III - Strategic Human Resource Management



Review frequency:

QUARTER 2:

Ch

ec

k

Quarterly


QUARTER 4:



QUARTER 1:


QUARTER 1:

QUARTER 2:

QUARTER 3:

QUARTER 4:

QUARTER 2:

QUARTER 3:


QUARTER 1:

Strategy 2:

4. Provide opportunities for new teachers to shadow master teachers.

2. Maintain position of Induction Support Coordinator to assist beginning teachers with resources and suggestions which

will help to improve classroom management, lesson planning, student engagement, and student achievement.

3. Implement Mentoring Program for BT1 - BT3 (Beginning Teachers in their 1st, 2nd, and 3rd years of teaching).

Pla

n/D

o


Priority Goal 3 and Associated StrategiesQUARTER 2:

QUARTER 3:

QUARTER 4:

Ac

t


QUARTER 1:

QUARTER 2:

QUARTER 3:

QUARTER 4:

Ch

ec

k


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


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

student’s character.

2. Implement a plan to recognize students and staff who exhibit outstanding behavior related to the character trait of the

month.

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

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

Action steps:

4. The school will align Positive Behavior Intervention Support (PBIS) goals/expectations to the GCS character traits.

5. The guidance department/Encore will include at least one guest speaker per quarter to highlight the GCS character

trait that has been most influential to their success in life.

Strategy 1:

Pla

n/D

o

Hairston Middle - Character Development Plan Guilford County Schools


Review frequency:

6. Research information, through Exploring Business Technologies classes, on “Seven Habits of Highly Effective Teens”

to implement a plan to provide focused instruction for character development.

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

Action Steps:

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

students’ citizenship skills.

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

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

impact their communities through their gifts.

4. Begin planning for Latino American Month and Native American Month.

5. Research the “One School, One Book” campaign and investigate service learning experiences related to the issues

discussed in the book.

6. HMS will continue a school-wide, year-long recycling program.

3. Implement plans to organize a Student Council.

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. Develop faculty/student/ community service learning opportunities through use of IB learner profiles.

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. At least 50% of students will participate in one service learning thematic unit during the 2010-11 school year.

Strategy 1:

Pla

n/D

oP

lan

/Do

Quarterly



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

summative data as appropriate.)

QUARTER 1:

QUARTER 2:

QUARTER 3:

QUARTER 4:



QUARTER 1:

QUARTER 2:

QUARTER 3:

QUARTER 1:

QUARTER 2:

QUARTER 3:

QUARTER 4:

Ch

ec

k

QUARTER 4:




QUARTER 4:


QUARTER 1:

Ac

t

QUARTER 2:

QUARTER 3:


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.

Overall SMART* Goal:By 2012, stakeholders who are satisfied with the overall school culture will increase 25 points from 61.4% to 86.4%

as measured by the Teacher Working Conditions Survey.

Target SMART* Goal:By August 2011, stakeholders who are satisfied with the overall school culture will increase from 61.4% to 75% as

measured by school generated surveys.

Strategy: Improve communication and involvement among stakeholders.

Goal 2 and Associated Strategies

Overall SMART* Goal:Increase Reading EOG scores by 26 points, from 44.7% to 70.0% proficient by 2012 as measured by the NC ABC

End of Grade test..

Strategy: Provide ongoing support for teachers new to the school and for those in beginning teacher status.

Strategy: Increase literacy comprehension and vocabulary through research based strategies.

Strategy: Increase media circulation/instruction


Target SMART* Goal:Increase Reading EOG scores by 13.3points, from 44.7% to 58.0% proficiency by 2011 as measured by the NC ABC

End of Grade test..

Goal Summary

Overall SMART* Goal:Increase EOG Math composite score at least 20 points, from 67.8% to 87.8% by 2012 as measured by the NC ABC

End of Grade test.

Target SMART* Goal:Increase EOG Math composite at least 10 points, from 67.8% to 77.8% by 2011 as measured by the NC ABC End of

Grade test..

Strategy: Increase student achievement in mathematics.


Hairston Middle - Goal Summary Guilford County Schools

1.

2.

3.

receive and investigate referral,

review data and determine if intervention plan is needed,

develop intervention plan if needed,

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.

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:Trina Bethea, Principal

Hairston Middle - 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.

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.

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

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

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.

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.


Safe School Plan

Review frequency:

QUARTER 1:

Improvement Strategies – Identify research-based strategies whenever possible.

Strategy 1 Strategy: Increase level of appropriate student behavior.

6. Train staff in the use of P.B.I.S. (Positive Behavior Intervention and Support) strategies.


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.)

Decrease the number of rule 6 and rule 8 violations 15% by 2011.

1. Increase positive reward opportunities for students through the PBIS (Positive Behavior Intervention and Support)

2. Consistently model and enforce current rules and expectations.

Action Steps:

5. Implement CHAMPS (Conversation Help Activity Movement Participqation) training for new faculty members.

3. Create alternatives to suspension with particular emphasis on rules 6 and 8.

4. Disaggregate SWIS ( School Wide Information System) and SSP (Student Safety Program) data in order to

Target SMART* Goal:

Overall SMART* Goal: Decrease the number of rule 6 and rule 8 violations 30% by 2012.

Supports this Area of

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

QUARTER 3:

QUARTER 4:

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

Quarterly



QUARTER 1:

QUARTER 2:


Safe School Plan

QUARTER 2:

QUARTER 3:

QUARTER 4:


QUARTER 1:

QUARTER 2:

QUARTER 3:

QUARTER 1:

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

QUARTER 4:

QUARTER 1:

QUARTER 2:

QUARTER 3:

QUARTER 4:


Safe School Plan

1.

2.

3.

4.

Community/Parents Students Staff

Student Handbook

School Newsletter

School/District Brochures

Student Handbook

Student Newspaper

Cable Access Channel

Staff Newsletter

Student Council Updates

Faculty/Staff Meetings

GCS Website

Cabel Access Channel

E-mail Communications to all GCS

Employees from District Relations

PTA Updates, Meetings, & Newsletter

GCS Website

Homeroom Updates

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.

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.

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:

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

Guilford County Association of Educators

(GCAE)

Connect-Ed messaging and notification

technology

Superintendent's News Briefs (weekly)

Cable Access Channel

Board of Education Meeting Materials

Superintendent's News Briefs (weekly)

Board of Education Meeting Materials


technology

GCS Parent Academy

Student Assemblies


technology


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

School Number(s) Request for Waiver

Signature of Superintendent/Designee Date

North Carolina Public School Law 115C-301(c) - Maximum class size and

North Carolina Public School Law 115C-301(d) - Maximum teaching load

3. State how the waiver will be used.

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

also allow for more effective use of staffing; focusing on individual strengths

of the faculty/staff, and individual needs of the students.

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

identified in the School Improvement Plan.

Teachinig and learning will be sustained and more effective, as HMS will

operate a master schedule with fluidity, serving students based on assessed

performance. In order to meet specific individual needs and attain mastery,

regularly leveled classes may contain fewer numbers of students. The

waiver will allow for meaningful grouping for instruction.

Hairston Middle - 410-402

1. Please describe the waiver you are requesting.

Allow flexibility in class size and teacher-to-student ratio in grades 6-8.

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

Hairston Middle of 28

lea or charter name/number: guilford county schools … · lea or charter name/number: ... otis l....

Documents